Here’s a quick overview of Loom and why I like it.
Loom is a video recording / screencasting tool. It is available as a Google extension. I first came across this tool after reading this post last year. It includes a good video tutorial for how to make vids.
How can I get it?
Basically, Google ‘Loom for Chrome’, add the extension, then pin it to your browser. Whenever you want to record a vid of you/your screen/you and your screen you just click the Loom button and you get a drop down recorder appear:
When you start recording you choose if you want to record the entire screen, a window or a tab. When you finish recording the video automatically uploads to your Loom library.
This was the first step for me – working out which one I might find more useful. There were far more tools on whiteboard.fi (wait), but Jamboard won straight away because it integrates well with Google Classroom (wait), so that was that really.
If you’re fairly new to LinkedIn as a teacher/writer then here are a few suggestions for who to follow. Some of these people are on Twitter too, but I come across them more on LinkedIn as my feed isn’t as busy. Note: this is not a ‘Top 15…’ but it’s people I find insightful and I hope you will too!
I have not linked to any profiles without permission but these people should be easy enough to find through the search bar. If you are one of these people and you are happy for me to link to you just get in touch.
ELT professionals group
This is probably the biggest group on LinkedIn for ELT teachers. Is a good feed of useful posts set up (I think?) by David Deubelbeiss, who is also worth following.
Tasha has just started a new blog at handsonlearninginesl, sharing tips and lesson ideas for ESL teachers. She’s present on both Twitter and LinkedIn and is doing a good job promoting her resources so far.
Karl works for JLA TESOL in Indonesia. He prompts some good discussion with his #ThursdayThoughts and ‘controversial views’. He’s been sharing interviews with prominent ELTers on his YouTube channel. (more…)
In my post the other day I mentioned self-observation of online teaching. Paul Ashe commented that all these video recordings are great for peer observations too. Absolutely! The whole online teaching/learning experience is awesome for peer obs, especially for someone like me who has just taken on a new role.
I don’t have that rapport with new colleagues yet where I can say ‘hey, would you mind giving me access to recordings of your online lessons so I can scrutinise them?’. Then again, I don’t necessarily need lengthy examples of my peers in action in order to observe great practice. Teacher-student interaction is constantly on display with platforms like Seesaw, and it’s openly available to peers. Google Meets makes it easy for teachers to drop in and out of each other’s ‘classrooms’ when learners need support. From my perspective, that’s a chance to see how other, more experienced teachers go about supporting their learners. Peer observation isn’t only about sitting down and watching a lesson – all this new tech facilitates ‘little and often’ peer obs on the fly. Cool.
Here are some examples of great tips and techniques I’ve observed in recent weeks. (more…)
Soooo much training! In the last 10 days at work I’ve completed five modules of mandatory training on Zoom, had two webinars on using EtonX with YLs, got up to speed quickly with Microsoft Teams (which I had previously neglected a bit, and I’m still a bit naff) and done a whole load of other online webinars. Phew!
Anyhow, there seems to be a lot of training around for teachers. Once we get settled with these new modes of delivery, I’m hoping that they’ll be a bigger push towards training for parents. (more…)
I wrote an overview of Wordwall last year. Here’s a more practical example of how I actually use Wordwall, rather than just as a load of games… Well, still as a load of games actually, just in a more purposeful way!
I’m teaching a PP1 class at the moment (aged 6/7). This week we were reviewing/learning vocabulary for fruit as the task was creating your own fruit juice (bit random…). So, I started planning by making a Find the Match… (more…)
I recently took the iTDi course on Evaluating Digital Materials, delivered by Pete Sharma.
If you can’t be bothered with the whole review – here’s a summary in, er… wait… 17 words:
Excellent input, great delivery, very active forum, useful take-home resources, real value for money, well worth it!
The course lasts four weeks. Each week there is a weekend webinar with Pete, and then various follow-up activities such as reading and exploratory tasks related to digital tools. Most tasks involve sharing reflections in the course forum which, I have to say, was really active and thoughts were interesting to read.
In Week 1, Pete orientated us to the topic of Computer Assisted Language Learning with an informative webinar and follow-up resources. The main task after input was for us to choose the tool we were interested in evaluating. With so many participants on the course it meant that the tools selected were extremely varied, and some very topical for my context (such as Kahoot). I chose to evaluate Genially after coming across this on Owain Llewelyn’s blog (ELT Sustainable). (more…)
Here’s my article for the latest Modern English Teacher, April 2018. I did a bit of action research on using Quizlet in class, which I mentioned before in this post. Sorry about the graphs, Scribd makes them look a bit funny. The research was part of a Masters module in tech-assisted language learning through NILE ELT.
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…
A nice diagram from Youth Work Essentials
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…)