Tag Archives: Education

Posters for ESL Clasrooms

Colour Your  Classroom

images (1)

As debate over education reform sizzles, and as teachers valiantly continue trying to do more with less, a new study suggests that it might be worth diverting at least a little attention from what’s going on in classrooms to how those spaces are being designed. The paper, published in the journalBuilding and the Environment, found that classroom design could be attributed to a 25% impact, positive or negative, on a student’s progress over the course of an academic year.  http://www.fastcodesign.com/1671627/study-shows-how-classroom-design-affects-student-learning

These days I have been searching for some colorful posters to use in language classrooms. There are some important details which you have to be careful about preparing them for your own classrooms. First of all, try to choose suitable ones for the right level and  the right student groups. Some of them are really cute and you may want to use them just to colour your classroom walls. Yet, some posters which include cartoons, fictional characters etc. are likely to seem much  childish to your sudents. Moreover, the words & phrases on these posters are supposed to have an educative value as well. Also, it is better if you are attentive about stimulating their creativity and imagination choosing these posters to use. Anyway, if you google them, there are loads of posters – some of them include really nice quotations which will be quite motivating for your students to see them everday over and over again- you can adapt for your own classroom. To sum up, using posters in ESL classrooms is a marvellous way to inspire your students.

These are some random posters to make your classroom walls samarter. You can just print out or adapt them for your own student groups.

images

mistakes_are_proof_you_are_trying_print-r99e0d9d3cf244e79beaa0f6eeb5a68fa_w2j_8byvr_324

keep-calm

art_2

poster142big

Mystery Preview Pic detective

Vocab Prior Knowledge

Learn png

question-words-p1

Dr.SeussendingBlends

images (3)

numeracy-vocabulary-poster-0028--444-p[ekm]206x300[ekm]

Albert-Einstein-Picture-Quotes

images (2)

2 Comments

Filed under TESL

The Flipped Language Classroom

Flipped-Classroom-250x220  Flipped learning – or the flipped classroom – is one of the new trends which have influenced many educators more or less. The purpose of flipping the classroom is to shift from passive to active learning to focus on the higher order thinking skills such as   analysis, sytnthesis and evaluation.

The flipped classroom describes a reversal of traditional teaching where students gain first exposure to new material outside of class, usually via reading or lecture videos, and then class time is used to do the harder work of assimilating that knowledge through strategies such as problem-solving, discussion or debates. (Vanderbilt University, Center for Teaching).

The journey begins with this:

JPG-I-never-teach-my-pupils-I-only-attempt-to-provide-the-conditions-in-which-they-can-learn-Albert-Einstein

 

 

So, what exactly is the flipped classroom and what could it mean for ELT? How well would the concept even work for language teaching?

flipped-classroom-300x225

In the flipped learning approach, students access course content on their own outside of class and then interact in class with their instructor and peers, as they engage in activities directly related to what they have viewed. There are many ways to implement flipped learning, but all include this basic principle: direct instruction takes place out of class while practice and application take place in class (Bergmann & Sams, 2012).

thinkers-wanted-blog-ver-02-tg

A modified/expanded version of the basic flipped classroom is the Explore-Flip-Apply (Musallam, 2013). In this model, there is an initial in-class exploration phase. Once the students have built/developed/ background knowledge, they watch the pre-recorded lesson video at on their own time. Subsequently, class time is used to review and expand upon the original material presented in the exploration and continue on to other related content and skills.

IMG_0183It’s a nice setup because students listening to lesson materials at home can set whatever pace they are comfortable with. For example, lower level students can view materials multiple times and higher level students can breeze through everything more quickly. In a traditional classroom, students of various levels all have to follow the same pace set by the teacher and this is less than ideal for many students. In flipped classrooms, teachers are more involved in practice activities which are done in class, rather thanfor homework. This allows teachers to see exactly where students struggle and adjust their teaching accordingly. For ESL/EFL classes, the flipped classroom approach is wonderful because it maximizes the amount of time students speak English in class and minimizes the amount of teacher talk time. http://blog.tesol.org/the-flipped-classroom/

slide-5-728                      Slide1

img_01841.jpgFor struggling L2 learners, the Explore-Flip-Apply flipped classroom model is modified by incorporating Freire’s Problem Posing Approach (1970) adapted by Auerbach (1992) for second language learners. Teachers introduce the lesson with a situation presented through a document, a photo, a story, a scenario, artwork, or other accounts. These items, when used for problem posing, are known as “codes.” In the Explore-Flip-Apply model, students first examine the code for a given lesson, identify the problem posed by the code, consider how it relates to their lives and/or what they are studying, and then assess what knowledge they already have that can be brought to bear on the situation. Next, they work together to ascertain what they do not yet know that the teacher may be able to explain or teach them. Then the teacher flips the classroom by preparing the background information for the out-of-class presentation that will assist learners in responding to the code with ideas and solutions. A major benefit of Explore- Flip-Apply is that students have an explicit reason or reasons to view the video because they are looking for concepts, language, or tools that will help them to address the unresolved issues they faced during the guided inquiry phase.

————————————————————————————————————————

Videos to have a look:

I_love_teaching_english

The Flipped Learning Approach in Adult ESL Classrooms
Helaine W. Marshall, 2013
 
 

Leave a comment

Filed under TESL

Teaching English through Blogs

student_blogs-1bjr59z

Nowadays, reading and writing online are core skills that students need to be competent in order to keep up with the times. Teaching with blogs gives the opportunity to engage students in real life situations. It enables students to publish their writing easily and to share their writing with an authentic audience.

If students write entries and comment on the entries of their peers, they will be interacted with a lively literacy world outside. Students can post on movies, journals, novels, fashion or they can keep a diary in English. Once a student posts an entry, others in the class can respond, provide supportive feedback, and offer additional suggestions or perspectives. By writing and commenting on blogs, students write for real readers (not just for their teachers). As a result, students focus on clear communication and get immediate feedback on their progress.

i_love_blogging1

Step by step teaching blogging to help students improve their English;

1. At the very first you have to choose a blog hosting. Some blog hostings like wordpress.com, or blogspot.com are the lead ones. I use wordpress with my own classes. I can suggest it, as it is more user friendly.

2.Demonstrate the blog hosting you have chosen for class.

3.  Choose a purpose. For their first few blog entries, provide several writing prompts that students can respond to. Choose writing activities that fit your goal for the blogs. For instance, if you want to use the blog entries to improve their writing, give some topics and they can do a free writing exercise. They can write about a life experience as well.

4. After students have posted entries, talk about the purpose of blog comments. Look at the comments on a popular blog or posted on a local newspaper in response to articles. Emphasize the importance of providing useful suggestinos and supportive feedback.

5- You, as their teacher, should follow their blogs and make some comments of their posts.

These two are the example blogs which belong to English Leaners:

http://englishdiary-ana.blogspot.com/

http://adid0es-learn-english.tumblr.com/

Leave a comment

Filed under TESL