This webinar from November 2018 is a good introduction to the concept of English as a Lingua Franca. The hour-long session gives an overview the following: (more…)
These tips may sound simple to some, but useful to others! As a new writer I reckon you’ll have to do some of the things below, so this primer could help you hit the ground running… (more…)
Lesson observations – where to start?! Jeanette Barsdell, the author of ELT Lesson Observation and Feedback Handbook, was thrown in at the deep end and expected to observe a teacher on her first day as a DOS. Despite being terrified, she got some great advice, hit the ground running and developed into a competent observer. She’s written a guidance book for anyone who observes or intends to observe ELT teachers, and overall is a great resource. (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…)
Teaching with Bear, what a classic!
This post is for anyone about to start a training course in teaching young learners. These 10 terms came up a lot on my YL training course so it’s worth reading up on them before you start. I’ve explained each one in brief, but you’ll also find some links for further reading. If more jargon pops up during your training I recommend this good online glossary for ELT related terms from eltnotebook.
According to Carol Ann Tomlinson, differentiation is ‘tailoring instruction to meet individual needs’. Carol has a great summary article on this on the Reading Rockets site, which you can access here.
You can differentiate in tonnes of ways – adding more support or more challenge to a task, having graded outcomes, allowing learners to choose how they demonstrate learning, adapting the learning environment, etc. Tomlinson provides a fair few examples in the aforementioned article.
If you really want to get stuck into this topic, Larry Ferlazzo’s page is probably what you’re looking for. I’d say this is a must learn phrase! Then again, it doesn’t even make the glossary of Annamaria Pinter’s ‘Teaching Young Learners’, so perhaps its losing its ‘buzzwordiness’.
Scaffolding is providing structured support to help learners achieve a task. The clue is in the word I guess… Personally, I used to think of scaffolding as part of differentiation, until I read this useful definition from edglossary.com. The concept of ‘scaffolding of learning’ is attributed to Jerome Bruner. One important aspect of scaffolding is how teacher support given to learners is gradually taken away as the learners become more independent. I’ve posted a few examples of scaffolding in action, here’s my favourite.
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…)