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This video shows how to use cooperative learning in an ESL or EFL class to increase classroom interaction, foster learner autonomy, and improve students’ social communication and teamwork skills.
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dialogic education / educación dialógica:
A good list of journal articles here. Many available for download.
More and more, you might hear about the flipped classroom. What is it?
Using the flipped classroom model for language teaching doesn't have to be complicated. The question remains, what about the students who haven't worked with the materials before class? Ethical considerations?
Heterogeneous groups, on the other hand, also serve positive instructional purposes - fresh ideas, connections, everybody has something to contribute, learning to work with others. Let's be clear, however: Always placing ...
On using homogeneous and heterogeneous groups in the classroom. My personal feeling is that you need to be very careful in the language classroom and probably get the students to self-select based on the "readiness" criteria that Larry mentions.
"If we look over the shoulders of children in computer labs today, most of the programs are variations of those described by Dr. Skinner. Students are given a short text or math problem and must provide the correct answer. Often there is a game or snazzy cartoon characters who dress up the process and make it more fun, but the essence has not changed much. Students follow a course of study with bits of learning sprinkled along a pathway, and then take periodic tests to show they have mastered that mouthful."
The importance of meaningful classroom interaction versus "clever" technology that fails to engage students and foster learning. Is history repeating itself?
Andrew Walkley's IATEFL presentation underscoring the demands Unplugged Teaching places on teachers.
Put teachers in the right role and they can be effective. But even the best can't do much if they are in the wrong role. (The right — and wrong role — for teachers - Which kind of teacher are you?
A lovely, direct question to close this provocative opinion piece:
"Is a system of education that limits intellectual performance to the thought processes that machines can evaluate, adequately equipping the young to cope with the future they’re inheriting?" And the answer is ....
Teacher: Do you think classroom layout has an effect on your learning? Students said: Layout needs changing more; Grouping tables together encourages group work; Hate it when you are not facing the front in groups ...
Classroom design and classroom artefacts impact teaching and learning. A thought provoking blog post.
We've received a lot of questions about how to make small group learning work smoothly for students and faculty. Here's one with some answers gleaned from the literature and from experience: I alw...
Some practical tips, especially for how to manage the discourse in and around small group learning. Relevant for second language classrooms.
Until recently I always thought I was a lesser teacher for being unable to make such children feel valued when doing group work in my classroom. It is only now, after listening to Susan Cain, that I can say it is not my fault, but ...
Some thoughtful points here about dealing with extroverts whose classroom talk is often unproductive (see "Faculty Focus" Feb 14 post for more on this). Also talks about introverted students and teachers and managing small group work. Great reflections from a self-nominated introverted teacher.
This post is deliberately intended to act as a continuation of an issue raised in Willy Cardoso’s guest post on Cecilia Lemos’ blog. I recommend reading that post first before continuing with my ef...
Thanks to Shona Whyte for the heads up on this post!
With the advent of inclusive practices, schools are relying more and more upon the use of extra adults in the classroom to include students with disabilities. Within the past fifty years, the number of ...
Excellent introduction to Peer-Mediated Instruction and Intervention (PMII)
Out with modelling and whole class instruction; in with group work, problem solving and PLTS. ... Understanding requires knowledge of language: if you don't have the words for a thing then you can't think about it usefully.
The main point here is expressed in a declaration about half through the piece: "Teachers absolutely must talk if students are actually going to learn anything worthwhile; the trick is to make that talk as efficient and instructive as possible.". A good account of the benefits of interventionist teacher talk rather than exploratory (progressivist) pedagogy.
Why is group work with special needs effective? Structured group work with children and adolescents is known to be effective, be it in the classroom, counselling/ therapy group, or social skills groups such as ours.
Some useful tips backed up by literature on using small groups for children with special needs.
What you do need to know in order to be able to teach? The question concerns not only teachers, but also teacher educators and methodology writers, since the way we answer it impacts on the design ...
ScottThornbury's initial post ends with the question: "What is the minimum a professional development program should offer teachers?", to which many readers respond with themes around skills involving language and interaction in the classroom. Do read the discussion after the blog post!
Discussion of benefits and frameworks of video-based teacher reflection, including brief lit review and links to other resources.
Introductory remark: This is Part 1 in a hopefully fairly simple guide to video reflection for teachers, with special attention paid to features of teacher talk.
Teachers keep students on their toes by moving them to different parts of the room during lessons (left). Graphic organizers (right) are another technique used at Cochrane to help students learn
Some interesting, research-based strategies for maximising the potential of interactive learning.
Three excellent presentations at IATEFL this year, each of which referenced Dogme, got me wondering. The first, Conversation-driven or dialogic methodology? ELT Classroom talk, was given by Dr Phil...
A nice synthesis of some recent developments in Dogme ELT, including mention of my own work on getting the best out of classroom talk.
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@TESOLatMQ: Happy to receive interested feedback from my talk at #IATEFL on promoting dialogic forms of talk in the classroom https://t.co/U6L7TNpBbh
One of my favourite ways of capturing and recording language while working with small groups of up to about six language learners is on little pieces of paper. When these pieces of paper have featu...
Great strategy for working with small groups via @cgoodey
15 minute audio recording with 2-page teacher support worksheet - excellent training resource. (2011)
My students very often tend to do the required course readings once, struggling not only with comprehension, but also relating the content from week to week. In order to both improve comprehension...
Concrete suggestions for helping EFL/ESL learners understand and discuss assigned readings while also developing other academic skills (moderating discussion, summarising, re-expressing meaning in alternative forms). Handouts and examples from the classroom, including minimal and richer student responses.
"The notion of participation is so well entrenched in the collective mind of the teaching profession that I wonder if we have not consciously stopped considering what we are after when we work with a class." (p. 15) Dennis Gioia thinks that most of us are after lots of different students answering and asking questions. "It really feels good to see a substantial portion of the class joining in. Indeed, success at achieving class participation is a seductive sort of accomplishment—so seductive that it often leads to a de facto presumption that the class is successful simply because so many people are more actively involved in it." (p. 15) He's got a point. Sometimes it's so difficult to get anyone to participate, that on those days when there's a good amount of discussion, we can't help but feel the class is going well. But if our concern stops with the number of students who speak, we may be valuing quantity over quality.
This post revisits an older paper and gives tips for encouraging students to contribute to the classroom talk. It's highly relevant for second language teaching, especially those interested in Dogme ELT. The knack is to focus the talk on inquiry rather than chat, a theme I'm focusing on in my talk at IATEFL in April.
... do others think?) Completing the task brings the student social rewards, such as a sense of belonging to a classroom or other desired social group or approval from a person of social importance to the student.
The four dimensions of student motivation in the classroom: competence, autonomy/control, interest/value and relatedness.