However, by mixing approaches, one can achieve elements of higher engagement by giving learners the opportunity to learn, analyze and create.
This is an example for vocabulary on Toys and the revision of the Simple Past.
- Begin by brainstorming what toys and games students played when they were children.
- Show slides on Lego and let students work in pairs to do the mini research questions.
In particular, he looks at the four key digital literacies: focus on connections, on language, on information and on (re)design. This article presents a series of activities, lessons and ideas that you can take away and use with your classes to help them develop some of these key skills. Some of them you can make a part of your regular teaching practice, others work better as standalone lessons.
Hopefully they all work for you! If you do try any of these ideas out, do let us know in the comments section below.
Digital Literacies in the Age of EIL.
Nina MK, Ph.D
As Gavin Dudeney rightly notes, “we are teachers of the language of global communication”.
I mostly teach EL teachers of all levels now. What I love to share is Creativity and Imagination. While teaching students of all levels and ages for 25 years, I did a lot of international projects via the internet, and I know firsthand how much this kind of activity helps develop language and communication skills.
We had some fantastic posts in September and it was great to see so many of you sharing your stories about how and why you became teachers.
‘Gamification’ is a term that has indeed been around for a few years now. Yet, like many terms and buzzwords it seems to mean different things to different people. It often gets confused with one of my favourite educational terms: ‘game-based learning’. However, they are quite different.
Below is a list of questions you can use when reflecting on a lesson.
Metacognition has the common definition of "thinking about thinking" (see The Best Posts On Metacognition). In other words, it is the self-awareness to know what our strengths and weaknesses are, and how and when to apply the former and compensate for the latter.
Any lesson is not a single entity but rather a part of the whole educational process. It may be an introduction to a new topic, or its development, consolidation or the final testing. The important factor to remember is probably the following one: NONE of the above-mentioned stages is an isolated episode.
Reflection is a slippery beast. It happens in the most inconvenient places and at the most inconvenient times. Washing up, walking the dog, waiting for a bus. Times and places when I can let thoughts and ideas run through my mind, but there's nothing to pin them down. I don't think that's a bad thing, quite the opposite, but it's not great if you want to capture and act on your reflections. And I started to think about how I do that, and how maybe I could do it more efficiently.
Here’s an easy task I often set in conference sessions: Look at these diagrams; what do they show? They look not unlike dance formations…
Yes, obviously – classes. But where is the teacher in each image and what is he/she doing? The teacher has not nipped to the bathroom or out for a few photocopies and a coffee in the bottom left image, but is still in the room.
And what are the differences between the bottom two classes? Why is the one on the right made up of psychedelic fruit Polos or Cheerios, rather than just green ones? Think for a moment.