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…)
I’ve written a training session about whiteboard work designed for our CELTA level teachers. After the last round of teacher observations we established that boarding new/emergent vocabulary was an area for development. This session includes some tips to help teachers develop their technique. It’s primarily aimed a less-experienced teachers – I remember this topic being covered on the CELTA but it’s something that’s easy to let slip (in my opinion!). (more…)
This is an interesting topic I’ve been revisiting this week. I wrote about it during my diploma (see here) and I like how relevant and applicable this topic is to my classroom practice.
Lyster and Ranta (1997) suggest that there are six common correction techniques used by teachers. That is, when they are correcting spoken errors. These techniques are: (more…)
(This is a follow-up to my post on phonology-based activities. I’m sharing it now because some of our teachers are about to begin training for the Trinity DipTESOL. Phonology/pronunciation features quite a bit on that course, so I want to offer our teachers an ideas bank to help them explore this area in class)
Here are a load of random pronunciation activities to try out in class. These activities have pretty worked well for me with students aged 9-16. This is a work in progress! I’ll add more to this list when I get more time or try new things. (more…)
This got me thinking about my practice and my reliance on certain forms of evaluation. Looking back at most of my reflections on this blog, it’s clear that I judge the success of new approaches or activities on two things – either self-reflection or student feedback. At best I use both.
I’ve done enough training courses that have drummed that ‘plan-do-review’ cycle into me…
Plus, as I’ve become a more experienced practitioner I’ve improved my ability to reflect critically and (somewhat) objectively on my approach and how it works for my students. I’ve involved students far more in this reflection/evaluation process as time has gone on. Looking back, it makes me cringe a bit when I realise how little I appreciated student feedback in my early teaching days…
However, I can see there are weakness in the way I evaluate the impact of an approach or a particular resource. I don’t think I use enough tools to help guide my reflections – I could make far more use of pedagogical frameworks as a guide when evaluating my practice.
This is particularly true of my approach to edtech at times. Although I’m looking for ways to integrate technology, more often than not it seems that I trial a piece of edtech in an unprincipled or isolated way. This normally results in me using a tech tool merely as an alternative to my established approach rather than as an enhancement. (more…)
We’ve been doing a module on travel. Last week, students wrote about their most memorable trip. Here’s the latest (sunny) display. I need to mount this on some nice coloured card and frame it a bit better, but I was really impressed by the students’ work!
Actually, it’s not the displays that I was most impressed with. I’ve been working on some of the techniques for highlighting success criteria that I’ve mentioned in previous posts. I’ve also taken on board some of Kirsten Anne’s ideas from last month’s post on writing codes.
One of the displays includes a key which explains various content / language points students had to use in their writing:
Students used the symbols to highlight where they used each language point in their writing:
(note: I still need to correct a few things!)
I know, this isn’t exactly rocket science. I’ve seen Kirsten Anne marking books for her primary classes and these techniques are pretty standard. Still, it’s a great way for learners to show they understand the target language and can use it effectively. It makes my marking a lot easier too!
In this guest post Kirsten Anne shares some great advice on encouraging self-assessment in the primary classroom.
I am a primary school teacher and currently work in a year 3 classroom. My students are between 7 and 8 years of age and attend an international school in Bangkok, Thailand.
I’ve been hearing the term ‘assessment capable learners’ used more and more frequently over recent years. As teachers, we strive for ways in which we can assist students to have a sense of where they are now and where they are going. Giving students the empowerment to do this and self-assess is an extremely effective teaching tool. In our recent conversations between parents, teacher and learner, we asked students the question “why do you like reflecting on your learning?” Unprompted, and about 85% of the time came the reply “because then I know what my next step is and how I can get better.” Powerful stuff!
So, how do you go about helping your learners become assessment capable?
Primarily, they need to know what you are looking for in order for them to be successful. There should be no second-guessing about this – learners need to know WHAT they are aiming to achieve, and HOW to achieve it. This takes on different forms depending on the subject. However, I’ll focus on Literacy here.
The ingredients learners need to include in their writing in order to be successful (the WHAT) depends on the writing focus, and will be defined by the teacher. Guiding the learners to include these ingredients – helping them realise how they can meet our ‘success criteria’, is something we’ve been working on at our school.
Colleagues of mine have discussed moving away from lengthy comments in books. Who is it for? Does it really have an impact on improving the learning experience for the student? Not if the learner can’t read the comment—obviously not good for young learners or learners with only a basic command of English. It’s also no use if the learner doesn’t bother to read the comments because they’ve switched off by the second line of the teacher’s feedback. (more…)