Like many others in the field, I am always looking for new ways to improve my teaching. My research as a PhD student at York University led me to examine teaching from a critical pedagogical approach. The guiding principle of this approach is to construct equitable and democratic classrooms with a goal to positively transform students’ lives (Canagarajah, 2005).
While I was doing my research in an ELL classroom, I uncovered many ways in which ELL environments contradict the goals of critical pedagogical approaches. In many cases, planning and preparing ahead to foster a classroom environment that supports critical learning can overcome these challenges, but at times, there may be a dynamic need to shift classroom spaces towards empowering teaching and learning. I have developed a strategy I call critical pivoting to address this problem and would like to share it with you.
Schools were first developed not as a past-time, but as a way to elevate the rich and then as a way to educate the masses before they entered the workforce. One of the most basic reasons for this was the need for a literate workforce. Literacy and mathematics have been at the core of global educational systems for hundreds of years, and maybe not surprisingly, these subjects are still there.
If you google the meaning of “mentorship”, you can find the literal meaning in the dictionary. According to Merriam-Webster, mentorship means “the influence, guidance, or direction given by a mentor” (n.d.). But what does this mean in practice? Why is having a mentor important? This article discusses the importance of mentorship at work, how to find a mentor, and how to maintain a healthy and successful mentorship.
Have you been asking yourself what technologies you could- or should- use to deliver your online courses? Maybe you’re looking for some guidance as to what to use and when. Online teaching challenges us to try a lot of new things, but we don’t have to imagine what functions well and when on our own. Instead, we can refer to the technology and learning pedagogy models which are out there to assist us in making informed decisions about technology in our lessons.
Puentedura’s SAMR model is used to describe the integration of technology into learning pedagogy. This model is sometimes viewed as a staircase, as depicted here, but the levels are not necessarily sequential. Each can be chosen independently to suit a lesson (H.L., 2017). The SAMR model aims to capture how technology can be used in teaching and learning practices.
In this article, I will discuss the first two steps in the SAMR model and how they can be applied in your teaching. Continue reading →
I have been an English Language Teacher for 20 years. When I started my career, I didn’t think it would take much effort to teach others something I had learnt during my childhood and teenage years. I could even make some “easy” money while I was at it! “How hard could it be?” I thought to myself.
My name is ED – English Dictionary – but most language learners call me “Oh, you again”. But I’m pretty sure that I’m one of your favorite things in life. For a while I’ve wanted to have a talk with you about something shocking I recently came across. It’s all about my casual talk with your students about my presence and role in their language learning. And believe me, that talk came out as a big surprise!
the end of day and I have just finished writing an email update to my teaching
partner about what students did in class. I have a sense of relief that I made
it through the day, while at the same time I’m glad about what we have accomplished.
I’m also delighted that I have someone to share my experiences with who knows
the students, the content, and the design of the class. Team teaching works for
post-secondary, students are often required to work on culminating projects comprised
of various assignments submitted at different deadlines throughout the term. My
teaching partner and I wanted to bring the experience of a post-secondary
culminating project into our classroom, but in a way that was both manageable
and meaningful to our LINC students.
When doing major projects, my teaching partner
and I are always looking for ways to optimize Portfolio-Based Language
Assessment (PBLA) for all four skills (listening, speaking, reading, and
writing). As we focus on teaching our students English to prepare them for
post-secondary education and the workplace, we find ourselves utilizing creative
ways to incorporate PBLA with scaffolded learning. Thus, we came up with the
idea of a cereal box book report.