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Assessment old and new

Assessment and grading are traditional indispensable staples of teaching and learning; it encompasses any subject and all the aspects of our work. Ideally it is supposed to show a student’s progress and our own ability to teach. In a simplified way, it goes like this: we “give” a topic, students do exercises and homework, regurgitate all the new knowledge in the classroom with various success. They get daily marks for every exercise fulfilled which produces an overall impression about the new material for us and for them.

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The Factors Leading to Unfair Academic Assessment

But the cultural background of students has always been a core factor that could perplex teachers when they assess the students’ performance, especially in the linguistic domain. This means that teachers are to be aware of all the thorny issues that could impede the accurate assessment and assist students in making academic progression.

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Milica Vukadin - Start Your Journey to 21st Century Education with Geo-Inquiry

21st century skills are a must in many innovative teaching methods, and they appear so naturally that we don't even notice them. These skills are not an approach or method, they simply represent the needed characteristics for achieving academic and professional success in the 21st century. Teachers usually single out one 21st century skill and make a lesson around it, when in fact, we should use innovative methods which incorporate many of these skills.

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Milica Vukadin - Classrooms Without Borders

Classrooms Without Borders

Milica Vukadin, B.Ed.

Interculturalism may be a common research topic, but in many instances, it is really hard to introduce different cultures into the regular curriculum. In our country, primary school children have approximately two English lessons per week, and we don't have public English preschools at all.

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Biggest take away from classroom observation

By Rossana Quiroz

As educators, we look for the resources that can help us incorporate new teaching trends and improve our professional knowledge. In addition to these sources, one can also benefit from class observations. Taking the time to visit our colleagues’ classes will open up a variety of helpful tools as well as an opportunity for reflection.

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Using digital tools to help promote learning outside the classroom.

We are waiting for our flight at the airport. My husband talks quietly to his colleagues discussing a scientific project while I check in with our children, then click on various favorite links like The Free Dictionary, Teaching English and a few others. All around us people of all ages and nationalities are engaged in similar activities, talking, listening, writing, using their smartphones, iPads and other devices. The number of languages spoken is very impressive.

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Powtoon: introducing cartoon videos in the classroom

Powtoon is a free, easy and intuitive digital tool with incredible possibilities. I use it frequently with my trainee English teachers at University. I find it is beneficial for developing their digital skills and, at the same time, for discovering new tools that they can use in their classes.

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Using digital tools in the classroom

Traditionally language learning has always been associated with reading books, listenin to and using the language to communicate and so on. With digital technology pervading our lives, reading paperback books has taken a back seat. With so much information available on all digital platforms, reading is one important form, albeit binge reading I would say.  In a way it is good as there is more exposure to the language, different genres and text types. This in a way facilitates learning outside the classroom where people are learning newer items, vocabulary and forms all the time.

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“Myth busting” discussion helping to develop learning strategies

Some of my adult learners of English come to the first lesson with a few misconceptions which I find extremely harmful and definitely see as an obstacle on their way to success in learning. What I always do in the first lesson is “myth busting” discussion, and, I must say, to them the truth often sounds like a revelation. Breaking down these misconceptions is a part of consistent work on building up learning strategies with students (I must note again, it is all about my experience of teaching English to adults).

So, what are the “myths” and the “truths”?

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