Providing students with various platforms and activities where they can voice their learning helps create an engaging learning environment where students feel autonomous in their learning journey. As Gao (2013) suggests, educators can be involved in their learners’ reflective thinking, where they together assess prioritizing students’ “concerns, desires, and visions” (p.236) and examine further “learning paths” (p.236) in order to promote students’ autonomous language learning.
I’d like to suggest a few ways we can create an environment where students can thrive while strengthening their agency and autonomy:
December 11th, 2020 marked our final #teslONchat of the year. We gathered on Twitter to discuss Instructional Design with Anna Bartosik (@ambartosik). Anna is a doctoral candidate, an instructional designer, a teacher, and a teacher trainer. Anna develops online and blended courses and works on curriculum development. Her interest in self-directed professional development informs her work as a teacher and instructional designer, but also inspired her research of teacher professional development on social media platforms, like Twitter.
Calling all Twitter enthusiasts. Have you followed the BC TEAL’s twitter chats? If not read on to learn all about how you can join the next chat: happening October 9th. Below is a note from the #CdnELTchat moderators.
In the interest of planning a class field trip, I was reading Tara Benwell’s blog post, 25+ Field Trips for English Language Learners. She provides a variety of opportunities for live field trips. I am considering a few of these ideas. However, I teach in a situation that has several obstacles to taking students on field trips. Climate, cultural norms, transportation, scheduling, catering and budget can be issues in the Middle East. I am sure that if you are reading this in Canada, you can identify with a few of these issues. Even if you do resolve the budget, scheduling, transportation, permissions and climate issues, then you are normally limited to locations 100km from your centre. Continue reading →
Teaching critical thinking through reading in the information age
Attending PD conferences of your local chapter of TESL Ontario is a great way to meet other teachers, network, and learn new ideas and techniques to add to your teaching toolbox. On May 13th, I attended the Waterloo-Wellington Spring AGM and PD event. The theme was “Thinking Critically” and the guest speaker for the plenary session, Tyson Seburn, spoke on the topic of teaching critical reading in an age of (mis)information and fake news. Tyson Seburn is Lead Instructor of Critical Reading and Writing in the International Foundation Program at New College, University of Toronto, and he recently published a book entitled, Academic Reading Circles.
In this blog, I want to share some of the strategies that Tyson raised in his address Continue reading →
Are you looking for a useful tool to facilitate collaborative work for your students? For the past year, I have been exploring the use of Padlet, a free online application that serves as a ‘multi-media friendly, free-form, real-time wiki’ (according to Padlet.com). This easy to use tool allows you to easily provide content for your students online and customize it in many creative ways.
In a nutshell, Padlet works like a digital bulletin board or canvas. Once you have created your free account at https//:padlet.com, you can create individual ‘walls’ or padlets on which you can place content. An unlimited number of users can contribute to a padlet at the same time, making collaborative work very easy. By double-clicking anywhere on the screen, you can insert text, video, documents, images, or other padlets. Your padlet with all of its content can then be shared with your students via email, link, or on social media. Continue reading →
I often get asked how I stay connected with the TESL community since I’m not always teaching. Blogging as a volunteer guest blogger for TESL Ontario is an avenue I chose to do just that. So, I thought I’d share what I love about blogging for TESL Ontario with you. Be warned, this may entice you to apply!
When I applied to become a TESL blogger, I was excited. When I got the call to be interviewed, I was nervous (but the good kind of nervous).And when I found out that I was selected to be one of the bloggers, I did a happy dance, (luckily all of you didn’t have to witness it…I digress).Continue reading →