Hi guys!
Here is my Week 4 assignment. I got all wrapped in Kahoot! but now I think I finally understand the laptop+mobile phone set-up. So much fun! (Also, there is a small hole in the wall bar where I'm from called Cahootz and I would love to introduce this app as their way of doing Trivia Night, haha.)
Anyway, I made this game for my 13-16 year old (B1) online students. I have to give them a lot of instructions related to their computers and they often forget the terminology.
Eventually, I will improve this by adding more questions and more design but for now, I just wanted to get over the learning curve of using the program.
Thanks for this inspiring course!
https://play.kahoot.it/#/k/fcc035d0-88b4-4df0-8496-56e383c0638a
https://play.kahoot.it/#/k/fcc035d0-88b4-4df0-8496-56e383c0638a
Showing posts with label Ashley Dresser. Show all posts
Showing posts with label Ashley Dresser. Show all posts
Saturday, July 28, 2018
Wednesday, July 25, 2018
In 12 months time, I'd like to have built up my own database of materials to use and to have ventured a little bit...
In 12 months time, I'd like to have built up my own database of materials to use and to have ventured a little bit deeper into the network of materials writers. I see myself in a stable, quiet workplace with some established habits that make my work more methodical and structured (without suppressing any of the creativity that comes with chaos). And plants, lots of plants. :)
Saturday, July 21, 2018
Hello everyone! Here is my week 3 assignment.
Hello everyone! Here is my week 3 assignment.
1. The first activity is designed to mimic one part of the First Certificate speaking exam as that is something I prepare a lot of my students for.
2. The second activity is a writing task because some students find it easier to think of ideas when writing them down. I would like them to develop brainstorming strategies like that. Retrospectively, I might flip this task and do the writing task first and then the speaking task because the writing could serve as a good warm-up. The speaking task is definitely more difficult for them.
3. The first photo is the only one not taken in Uruguay. It was taken in Malaysia. (These are my photos). In activity 1, photo A, they are waiting for the ferry to go back to the mainland from Penang Island. In photo B, they are waiting for the start of Las Llamadas parade, somewhat similar to Carnival, but it is a celebration of Afro-Uruguayan heritage.
Both Uruguay and Malaysia are countries I could probably mention to my high school students and they would give me completely blank looks. Thus, this leads perfectly into a mini-research project. They can choose to look up and present information on Uruguay or on Malaysia or any other country they don't know very much about. When we are talking about all these countries that we are curious about, the discussion lends itself to pulling out a map and working on place names and nationalities too.
Thank you for your feedback.
https://drive.google.com/open?id=1lxqkBehl8z9Af7AeYHxYV0X3rV6WQQtk
https://drive.google.com/open?id=1lxqkBehl8z9Af7AeYHxYV0X3rV6WQQtk
1. The first activity is designed to mimic one part of the First Certificate speaking exam as that is something I prepare a lot of my students for.
2. The second activity is a writing task because some students find it easier to think of ideas when writing them down. I would like them to develop brainstorming strategies like that. Retrospectively, I might flip this task and do the writing task first and then the speaking task because the writing could serve as a good warm-up. The speaking task is definitely more difficult for them.
3. The first photo is the only one not taken in Uruguay. It was taken in Malaysia. (These are my photos). In activity 1, photo A, they are waiting for the ferry to go back to the mainland from Penang Island. In photo B, they are waiting for the start of Las Llamadas parade, somewhat similar to Carnival, but it is a celebration of Afro-Uruguayan heritage.
Both Uruguay and Malaysia are countries I could probably mention to my high school students and they would give me completely blank looks. Thus, this leads perfectly into a mini-research project. They can choose to look up and present information on Uruguay or on Malaysia or any other country they don't know very much about. When we are talking about all these countries that we are curious about, the discussion lends itself to pulling out a map and working on place names and nationalities too.
Thank you for your feedback.
https://drive.google.com/open?id=1lxqkBehl8z9Af7AeYHxYV0X3rV6WQQtk
https://drive.google.com/open?id=1lxqkBehl8z9Af7AeYHxYV0X3rV6WQQtk
As with any project, it is important for me to leave it alone and come back to it a few days later.
As with any project, it is important for me to leave it alone and come back to it a few days later. I find that I can view whatever I'm working on differently after this "break." It is easy for me to get tunnel vision or fall down the rabbit hole. So along with getting other "fresh eyes" to view your work, make sure you freshen up your own.
Sunday, July 15, 2018
When using an authentic audio or video it is important to use only ‘native speakers’.
When using an authentic audio or video it is important to use only ‘native speakers’. Do you agree or disagree? Give reasons.
I'd like to echo what Gareth said about "making an informed choice." If students specifically request native materials and provide legitimate reasons for this motivation, I don't have any problem honoring that. For example, I work with a lot of students who need to master a specific accent because it improves their legitimacy in the workplace. It is a shame that we have these prejudices towards accents but as that is a reality that can't be changed overnight, I need to help them perform in their current environment.
However, in my personal opinion, if we want the use of English to reflect its real-world use, then students should be exposed to both native and non-native speakers. "Right" and "wrong" ways of speaking the lingua franca is a very deep rabbit hole and is very often used unfairly as a weapon in social situations.
I'd like to echo what Gareth said about "making an informed choice." If students specifically request native materials and provide legitimate reasons for this motivation, I don't have any problem honoring that. For example, I work with a lot of students who need to master a specific accent because it improves their legitimacy in the workplace. It is a shame that we have these prejudices towards accents but as that is a reality that can't be changed overnight, I need to help them perform in their current environment.
However, in my personal opinion, if we want the use of English to reflect its real-world use, then students should be exposed to both native and non-native speakers. "Right" and "wrong" ways of speaking the lingua franca is a very deep rabbit hole and is very often used unfairly as a weapon in social situations.
Week 2 Assignment
Week 2 Assignment
Level: A2+ (I am not entirely sure how to apply the CEFR word profiler findings. I have put my results at the end of the activity. Is it best practice – in input+1 – to choose the next level up then?)
Student profile: 12-13 year olds. I don’t usually teach young learners so I wanted to challenge myself to think outside my usual repertoire.
Objective: I have been heavily trained in task-based learning so I always find myself leaning this way. I am also constantly thinking about what kind of knowledge my students may not be exposed to in their daily lives but will definitely need in the future.
For example, this activity mostly explores the ideas of emotional intelligence and handling confrontation. They are learning how to navigate these situations in English but many of them are learning how to navigate these situations, period.
Also, I find that the more things I can relate to football, the easier it is for them to understand. ☺
Material: See activity. If I were to do this in a class, I would bring in a soccer ball for the role-play activity.
Teacher Notes:
Warm-up question: Who do you think is the best soccer player in the world?
Organize students in pairs and ask them to read the story out loud to their partner and complete activity A.
Correct activity A as a class and then write the refrain on the board. Answer discussion questions (Activity B) as a group so that students can get more perspectives. Ask for examples of when they were involved in a confrontation and what happened.
In pairs, students can complete Activity C.
Correct Activity C as a group and then tell the students they are going to do a role-play, using the different responses from their list. One person will be Ronaldo’s son and the other person will be a friend. Each pair will choose one response to act out as a role-play.
Bring the student pair to the front of the class and give “the friend” the ball. If he/she is going to say something from the “Foul Play” list, he will say it and then (gently) throw the ball at “Ronaldo’s son.” If he/she is going to say something from the “Good Play” list, he will set the ball on the ground and pass it to “Ronaldo’s son.” Students can use the examples from the list or use their own sample response.
The use of the ball is intended to model how the kind of language we use might make a person feel.
????? When I was making this activity, I had a specific doubt. In some English books, verbs (when isolated) are listed as "walk, drink, talk" while others appear as "to walk, to drink, to talk". What is the norm?
Thank you for all your help!
https://drive.google.com/open?id=1IwYTf48QCrQbF_kq5UwjiiKX1aVrmVB2
Level: A2+ (I am not entirely sure how to apply the CEFR word profiler findings. I have put my results at the end of the activity. Is it best practice – in input+1 – to choose the next level up then?)
Student profile: 12-13 year olds. I don’t usually teach young learners so I wanted to challenge myself to think outside my usual repertoire.
Objective: I have been heavily trained in task-based learning so I always find myself leaning this way. I am also constantly thinking about what kind of knowledge my students may not be exposed to in their daily lives but will definitely need in the future.
For example, this activity mostly explores the ideas of emotional intelligence and handling confrontation. They are learning how to navigate these situations in English but many of them are learning how to navigate these situations, period.
Also, I find that the more things I can relate to football, the easier it is for them to understand. ☺
Material: See activity. If I were to do this in a class, I would bring in a soccer ball for the role-play activity.
Teacher Notes:
Warm-up question: Who do you think is the best soccer player in the world?
Organize students in pairs and ask them to read the story out loud to their partner and complete activity A.
Correct activity A as a class and then write the refrain on the board. Answer discussion questions (Activity B) as a group so that students can get more perspectives. Ask for examples of when they were involved in a confrontation and what happened.
In pairs, students can complete Activity C.
Correct Activity C as a group and then tell the students they are going to do a role-play, using the different responses from their list. One person will be Ronaldo’s son and the other person will be a friend. Each pair will choose one response to act out as a role-play.
Bring the student pair to the front of the class and give “the friend” the ball. If he/she is going to say something from the “Foul Play” list, he will say it and then (gently) throw the ball at “Ronaldo’s son.” If he/she is going to say something from the “Good Play” list, he will set the ball on the ground and pass it to “Ronaldo’s son.” Students can use the examples from the list or use their own sample response.
The use of the ball is intended to model how the kind of language we use might make a person feel.
????? When I was making this activity, I had a specific doubt. In some English books, verbs (when isolated) are listed as "walk, drink, talk" while others appear as "to walk, to drink, to talk". What is the norm?
Thank you for all your help!
https://drive.google.com/open?id=1IwYTf48QCrQbF_kq5UwjiiKX1aVrmVB2
Saturday, July 7, 2018
My Most Important Principles of Material Design
My Most Important Principles of Material Design
1) Simple to use, simple to read (sequencing, SEN, accessible, adaptable)
2) Inspires: interaction, critical thinking, curiosity, autonomy
3) Relevance*: student needs/goals & interests + global context
*When I think about relevance, I try to view it intrinsically and extrinsically and find a balance. This is a constant battle going on in my students' heads. How much of them wants to be here and how much of them is obligated to be here/knows they have to pass an exam, get a job, please their boss, etc.?
Brilliant discussion, guys! I really loved reading all of your posts.
1) Simple to use, simple to read (sequencing, SEN, accessible, adaptable)
2) Inspires: interaction, critical thinking, curiosity, autonomy
3) Relevance*: student needs/goals & interests + global context
*When I think about relevance, I try to view it intrinsically and extrinsically and find a balance. This is a constant battle going on in my students' heads. How much of them wants to be here and how much of them is obligated to be here/knows they have to pass an exam, get a job, please their boss, etc.?
Brilliant discussion, guys! I really loved reading all of your posts.
Thursday, July 5, 2018
Hello everyone!
Hello everyone!
Here is the first draft of my Week 1 Assignment. I appreciate your honest feedback.
I teach many B2-C1 students (individual and mixed groups) and I also do a lot of official exam preparation. Environmental issues - as a speaking topic - is frequently a weak area for many of my students. This is an activity that is designed to introduce or reinforce vocabulary and comfort levels when speaking about the environment.
Secondly, I firmly believe that part of teaching the current lingua franca is to cultivate global citizens. Many of my students will be working or studying abroad and many will visit national parks. Overtourism is also an issue that pops up more and more in the news. Therefore, I think the subject matter is relevant both on a personal and broader level.
Interaction: I confess that I like to keep a lot of my tasks heavy on speaking in pairs but I think I will challenge myself to develop other types of tasks after this first assignment.
I still have to think about support for all of the vocabulary words. I'm afraid I don't have time at the moment, but I would like design another page dealing with the use of the vocab, pairing synonyms, etc., to ensure clear understanding of all of the terms.
Thank you!
https://drive.google.com/open?id=1D3UzIxE39ROKJpoP5Gyw5ffyEtISiwTx
https://drive.google.com/open?id=1D3UzIxE39ROKJpoP5Gyw5ffyEtISiwTx
Here is the first draft of my Week 1 Assignment. I appreciate your honest feedback.
I teach many B2-C1 students (individual and mixed groups) and I also do a lot of official exam preparation. Environmental issues - as a speaking topic - is frequently a weak area for many of my students. This is an activity that is designed to introduce or reinforce vocabulary and comfort levels when speaking about the environment.
Secondly, I firmly believe that part of teaching the current lingua franca is to cultivate global citizens. Many of my students will be working or studying abroad and many will visit national parks. Overtourism is also an issue that pops up more and more in the news. Therefore, I think the subject matter is relevant both on a personal and broader level.
Interaction: I confess that I like to keep a lot of my tasks heavy on speaking in pairs but I think I will challenge myself to develop other types of tasks after this first assignment.
I still have to think about support for all of the vocabulary words. I'm afraid I don't have time at the moment, but I would like design another page dealing with the use of the vocab, pairing synonyms, etc., to ensure clear understanding of all of the terms.
Thank you!
https://drive.google.com/open?id=1D3UzIxE39ROKJpoP5Gyw5ffyEtISiwTx
https://drive.google.com/open?id=1D3UzIxE39ROKJpoP5Gyw5ffyEtISiwTx
Tuesday, June 26, 2018
Hello classmates!
Hello classmates!
It is wonderful to read about all of our unique backgrounds and passion for the profession. I have been an English language instructor (based in Bilbao, Spain) for 10 years now. I have a Masters in Applied Linguistics and I am always looking for ways to grow further and collaborate with other teachers. At present, I work for an online platform both as a teacher and a project-based content publisher.
I would like to gain more insight into materials writing to better personalize my classes, as my students tend to be extremely diverse. I am used to making my own materials but I think I could be going about it more methodically so I hope this class will give me a good push in the right direction.
I also think that there are SO MANY fascinating ideas, cultures, places, etc. in the world that traditional ELT materials don't always give enough voice to, so that's why I want to get a little bit more involved on the other end of the pipeline.
Thanks in advance!
It is wonderful to read about all of our unique backgrounds and passion for the profession. I have been an English language instructor (based in Bilbao, Spain) for 10 years now. I have a Masters in Applied Linguistics and I am always looking for ways to grow further and collaborate with other teachers. At present, I work for an online platform both as a teacher and a project-based content publisher.
I would like to gain more insight into materials writing to better personalize my classes, as my students tend to be extremely diverse. I am used to making my own materials but I think I could be going about it more methodically so I hope this class will give me a good push in the right direction.
I also think that there are SO MANY fascinating ideas, cultures, places, etc. in the world that traditional ELT materials don't always give enough voice to, so that's why I want to get a little bit more involved on the other end of the pipeline.
Thanks in advance!
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