Just thinking back over some of the training sessions I have attended on the topic over the years, there has been a wide range of areas covered. Some workshops have focused on giving instructions and transitioning from one lesson stage to the next, others have looked at motivating and engaging learners, some have presented ideas for establishing class routines, and others have centred on discipline and class rules.
They are an excellent way to work on your, or your students’, listening skills, as you can listen to them as many times as you want to. If you’re feeling adventurous, you can also manipulate files so that they are faster or slower, or so that you are only listening to an excerpt of the whole programme.
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The blog topics for March/April are below:
But deeper understanding can only occur with the ability to reflect: to review, to notice, and to think carefully about what had taken place.
This is true for our students and is certainly true for us teachers looking to improve our practice.
But how can we become more reflective teachers?
1. Formal Observations
Many schools have a Director of Studies observing a teacher when they are newly employed, and subsequently, once every 6 months or more. Such observations often have an evaluative function.
I recently started to brush up my German. I last studied German many years ago at school and I can’t say that it was a great success. In fact, I failed the exam and had to retake it. Hardly surprising, as I seem to remember spending a good portion of the exam time writing out David Bowie lyrics!
Apologies for the late posting of this month's blog topics! Here they are.
Promoting 21st Century Skills is one of the professional practices in the British Council’s new Continuing Professional Development (CPD) framework. But what exactly are 21st Century skills and are they the same as digital literacies?
In two recent articles written by Gavin Dudeney, he explores the four key digital literacies: focus on connections, on language, on information and on (re)design. He also looks at the distinction between these and 21st century skills.
Some really interesting blog posts for our September and October, many thanks to all our bloggers for these and we hope you found them stimulating! To round off 2016 and look to the future, we have four different topics related to 21st century skills.
As always, we'd love to get ideas from you about the topics you want to write about and feedback about the TeachingEnglish website. Please let us know what topics you're interested in by emailing us at email@example.com
They are mentioned at conferences, in articles, and are used as buzzwords when someone comes selling a new book or learning product. Early in my career it was ‘learner autonomy’. Later, it was ‘formative assessment’. Then, ‘digital natives and immigrants’ became the hot topic. Brain-based learning. CLIL. PBL. Blended learning. Gamification. They have all come and gone (and in some cases come back again) without a clear definition ever being given.
There are coursebook packages with all their extra components, graded readers, photcopiable resource packs, dictionary sets, exam practice papers, digital resources and much more. However, despite the plethora of materials on offer, teachers always seem to want more! Many produce and share their own worksheets and activities, while many more go online to find, adapt and download lesson plans and ideas.