I’ve been reading a bit about project-based learning (PjBL) recently. I had to write a critique of an approach used in my context as part of the PGCEi. Our Secondary course now follows a PjBL approach*, so I thought it was worth trying to understand the approach in more detail and evaluating whether it’s effective. Here’s some useful reading on PjBL in general.
Larmer et al (2015)seems to be a go-to resource for PjBL, and set out some clear design principles for the approach:
I did a digital reset of my Twitter account recently. I now see a much wider range of content than before, and have found loads of awesome EAL/ELL/ESL teachers to follow.
One really useful thing about the reset is that I now see loads more tweets from organised ELT chats. The only chat I used to get involved in was #ELTchat. I say involved… I’d normally dip into the 24-hour slowburn. I probably joined the actual hour-long chat no more than five times, as it was always after midnight here in Thailand. Also, I found it a bit difficult to get involved in sometimes – they’d discussed so much stuff already that I wasn’t really sure what to add without going over old ground.
#ELTchat may be on hiatus at present, but there seem to be loads more organized chats around for EL teachers. Here are some of those I’ve come across since the new year… (more…)
Sharing my recent MA dissertation for general interest. I say ‘general interest’, but I imagine the interest will be extremely specific! Here’s the title:
Pronunciation materials in an A2/B1 level British Council Adult General English course in Thailand – do they meet the needs of the learners?
The main reason I chose this topic is because it is applicable to my context and my own learners. I wanted to analyse our current resources and affect some kind of change, if any was needed. Alas, it has had very little impact.
In hindsight, I really regret choosing this topic. I enjoyed a lot of the reading, and the research has informed my own practice. However, I knew there were institutional constraints from the start. The sample size is so limited, it serves only to have an impact on my immediate context and nothing beyond that really. Plus, if I’m honest, there are a billion other topics in ELT I’m more interested in!
I don’t want to completely put you off, but the literature review is sparse, there are assumptions made about the value of the Lingua Franca Core, and some of the questioning methods are leading. Still, ya know, I’m accountable for that – my tutor was great and really pulled this study into line. Alan Pulverness, kudos!
I watched this short webinar today from Cambridge Assessment English on gamifying learning (Sarah Albrecht and Ollie Wood). It was a straightforward introduction to the topic of gamification, then a short Q+A between presenters and live listeners. Here is the recording, as shared by Ollie Wood on LinkedIn:
I’m trying to persuade our DipTESOL students to engage with some pronunciation-related research. I’ve hand-picked these five articles for their relevance to our context (well, the last one is more general), and I’ll be sharing them with our candidates this week. Thought I’d chuck them on the blog as well, as others might be interested in them. I’ve left in the reasons why I’ve chosen them for the candidates here – you might find they connect similarly to your own context. (more…)
I’ve been doing some research as part of my dissertation through NILE. I came across an awesome book by Cohen et al called ‘Research Methods in Education’. It wasn’t on our key reading list but I’d thoroughly recommend it. (more…)
A newly-qualified CELTA teacher has asked me for advice about how to deal with functional language. So… this is one of my approaches to teaching functional language! The example is from a lesson I did last weekend about the World Cup. The target language was phrases for making suggestions/giving advice, along with agreeing and disagreeing with the advice. (more…)