I came across this great site after they linked to an old blog post of mine. What a stroke of luck!
According to the site, Global Digital Citizen Foundation is a ‘non-profit organisation dedicated to cultivating responsible, ethical, global citizens for a digital world’. They work with educators around the world to help develop modern learning environments, with a focus on helping learners develop autonomy and skills such as problem-solving and critical thinking. You can read more here.
The site had loads of really good downloadable resources, most of which are free (you do need to log in though). I’ve downloaded a critical thinking workbook and ideas for project-based learning, both of which are really useful. Selected resources available include ‘Medial Tools for Teachers’ (full of tips for great free media sites), classroom motivational posters, guides to using social media in class and much more. They also have a blog and post frequently.
According to the ‘Who we are’ section of the site, one of the driving forces behind the project is Andrew Churches. He has a blog that is also worth looking at – especially for the useful downloads related to Bloom’s Digital Taxonomy.
Let me know what you think of the sites!
Images copyright Global Digital Citizen Foundation
I feel like I say this a lot, but thanks to ELT-cation (Svetlana) for yet another great lesson idea. Your post on Wordless Videos for ELT was awesome.
I used the Western Spaghetti video from PES as inspiration for a crazy recipe task…
The basis of the task was for students to…
1) choose a dish they know well, write down the ingredients
2) think of a theme (sports, school, music, etc)
3) relate each ingredient to the theme – so for a school theme bread might be an exercise book, pepper might be chopped up pencil lead, etc
4) Write the recipe and illustrate
5) post-it note vote on the best/strangest recipe
Svetlana’s post came along at the perfect time for our module on cooking. It was a great end of term task for the students. They produced some really creative work that on the whole was pretty accurate and included plenty of target language for cooking processes. Thanks for planning my weekend lessons Svetlana! I guess that was a gift from one British Council to another!
Last weekend I had a pretty scary lesson observation…
I’ve been observed more at British Council Thailand than in any other teaching job, which is to me a good thing. There have been formal observations twice a year, observations during training courses like the CELTA YL extension, short management observations during teaching/learning reviews, peer observation schemes, the list goes on…
Personally, I think there are things we can do to optimise our observation procedures. I touched upon one of these in this IATEFL-related post. However, I can’t argue with the amount of opportunities we have to get feedback on our teaching from managers and peers.
Anyway, about the weekend. I’m lucky – my current boss and I get on alright. She was my tutor on last year’s CELTA young learner extension course, and she’s well aware of my strengths and weaknesses. I like her feedback style and I welcome her comments as they are always constructive. She unnerves me a bit during observations with the way she stares, yawns and subconsciously shakes her head, but she never reads this blog so I can get away with saying that.
My rapport with the boss should have put me at ease – so why was this observation particularly scary? Well, because I decided beforehand that I wasn’t going to try and impress anyone. What do people learn about me as a teacher if they constantly see me trying to put on a performance? During peer observations I’m normally just myself, but whenever a manager comes to observe I feel like I’m being judged – like I have to ‘up my game’ or something. In particular, I feel I have to stick to the plan rigidly. (more…)
My Primary students (aged 11) are studying technology and inventions at the moment. I used this activity to introduce the topic – it worked well. This idea could be used for generating interest, sharing personal responses, developing schematic knowledge, revising comparatives, developing spoken fluency, and much more… It’s amazing what a few images can too – it’s fairly low-prep.
- Students work in pairs or groups. Give each group some images of inventions (like above). Do a ‘name the invention’ mini whiteboard challenge, or some variation. Use word scrambles for support (e.g. theelonep = telephone). Check and drill the invention names
- Instruct students to put the images in order – which was invented first?
Give them process language to help, e.g.
A: I think _______________ was invented before ____________
B: I agree / maybe / hmmm, I’m not sure. I think….
Let it gooooo, let it gooooo!
Now that’s out of my system, here’s a review of ELSA Speak. It’s an app that teaches you to ‘pronounce English like an American through real-world conversations’. It’s a great use of AI in language learning – it really is amazing what some of these apps can do now!
With ELSA Speak you can work through a wide range of activities which mainly focus on the individual sounds of English. Most activities involve recording yourself saying a word or phrase. The phrases are topic related (introductions, family, business, food and drink, etc) so not only can you improve your pronunciation, you can also learn phrases that are relevant to your own context.
You can choose the skill (sounds) you’re interested in. A bulk of the activities involve recording phrases like the one above. (more…)
Full marks to my awesome teen class last week. The work they produced was fantastic and I’m so proud of them.
We did a short project based on describing graphs. It started off with scanning tasks and a few activities on reporting data, based on an infographic in Gateway B1+ (Macmillan)…
Students then made their own questions for a class survey. Once they’d gathered data I gave them my own fairly shoddy model of a graph and a description of the data. They completed an ordering task and discussed the purpose of each part of the description. (more…)
activity from Gateway (Macmillan)
Here are a few fun activities for practising time markers used with the present perfect. There’s a review of these markers in a B1 level teen coursebook we’re using (Gateway, Macmillan). I found the meaning/rule activity in the book useful, but the practice tasks following it were a bit boring so I made up a few more.
Time markers practised: already, for, just, never, since, yet
- Students write one sentence for each time marker. They should personalise this.
I’ve never been to Laos
I haven’t done my homework yet
- Students self-correct / peer-correct sentences with a partner. You could draw attention to possible errors (e.g. are the time markers in the right place?) or typical errors you know your learners make (e.g. *I’ve never been yet), just for a bit of direction
- Students change partners. They keep their sentences a secret. They read each sentence to their partner, but replace the time expression with the sound ‘BEEP’. Their partner guesses the missing word by repeating the complete sentence, like this….