So, as I said in Wednesday’s post, today I will reflect (#weeklyreflections). I will reflect on this week’s sessions and make note of the things that went well, what didn’t work as planned, and whatever else pops into my mind.
I read an interesting article by Jack Richards on Creativity in Language Teaching and come across a section that inspired me, made me think and in the end prompted another…. ramble.
As teachers, we are often asked to reflect. When we, as teachers, get observed, we often have to reflect on what went well during the session and what didn’t. As part of the Delta, teachers always reflect on a lesson as part of module 2.
When we are sitting in the staff room, or drinking coffee with colleagues, we reflect. We talk about a really good teaching moment or whine about something that went wrong. lose sleep over a bad moment, try to figure out what went wrong and how to fix it.
So, teachers do reflect. A lot.
But what about teaching journals? How many of you keep a journal where you reflect on your teaching? A diary or notebook where you write in once a week and reflect on issues that cropped up, good teaching ideas, what went well what didn’t? A kind of reference book which you can look at later on and get inspired… or warned?
So, this week, on Friday, I will share my online weekly journal and I invite you, to do the same. One week, thoughts and reflections. What went well, what didn’t. Something I used and liked, something I want to learn more about. Feel free to tag me if you as a blogger and do the same. Feel free to comment with your weekly reflections (is that a hashtag? #weeklyreflections) in the comments section below.
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How important is the material we use in the classroom? Do they make or break a lesson?
Back to the ROCK
How would you use a rock in your classroom?
In today’s post I am going to share with you my last minute (academic) essay check list. This check list is for an argumentative essay which would be about 2000 words long and would require using sources. I use this PowerPoint check list as a last minute revision. This would be part of a last revision before submission. It is supposed to be used as a self check/ evaluation PowerPoint, but could also be used as a Peer evaluation check list. This can be used for a 90 minute session. You can spend about 15 minutes on each slide or go through the whole PPT and check/ monitor as students work through the questions.
Students will need to bring in their laptops or paper copies of their drafts.
I have focused on different areas. I look at:
- what should be in an introduction/ conclusion
- what should be in a paragraph/ argument
- what a counterargument is and its rebuttal
- Sources and reference list (we are using the Harvard Style, so that is what is on my slides)
- language (academic vs. non academic)
Useful online tools (to be used during the session)
Academic word list highlighter (I would suggest ticking number 10, so as to get as many ‘academic words’ as possible).
Anglia Ruskin Harvard Referencing page (although most university libraries do have their own helpful information page when it comes to referencing systems).
Bear in mind that essays may differ and you may not need all the elements I have focused on in my check list. Feel free to adapt and tailor based on your students needs.
Do you have any suggestions? Let me know how this went. Don’t forget to follow my blog or like my Facebook page, so you can get notifications about when I post. I have a few more checklist/ self evaluation posts coming soon.
Till next time….
Today I am going to share a video based session I made on the topic of travelling. I used this with B1 level students. This lesson is a listening/ speaking session. Students will be asked to do a lot of group discussions and they will have to come up with a lot of vocabulary themselves. At the end of the lesson, students will also be asked to be a bit reflective and self evaluate their performance (in my lesson,I also encouraged them to come up with an action plan). This was a 90 minute session.
Task 1: Discussing the difference between travelling/ traveling
Task 2: Looking at pictures and naming the means of transport.
Task 3: Thinking about words related to travelling
Task 4: Mini presentation about how the student got to where the lesson is held (sts must use vocabulary covered so far).
Task 5: Dictogloss
Task 6: Watch a video and answer questions (answers follow the questions).
Task 7: Reflecting on how students did in today’s session. Creating an action plan for the next video-based session.
Listening task idea:
You can either ask students take notes and then show them the questions or give them the questions and ask them to take notes for the questions. I guess this depends on the level of the learners.
Vocabulary task idea:
You can give your students worksheets with vocabulary related to travelling or ask them to look for the vocabulary themselves. I chose the latter.
The PPT Travelling
The listening questions Lauren’s Trip to China
I hope you enjoy this lesson. Let me know how it goes.
Oh! Don’t forget to follow my blog or ‘like’ my Facebook page.
Till next time…..
I got observed the other day and one of the suggestions the person who observed me gave had to do with group discussions, so that’s what I am going to talk about today, but first I am going to build up some suspension……… (not going to spill the beans about what she said yet….).
Why don’t you ask more questions. Listen to them and ask something. You may make them think of something they hadn’t thought of before. Start a conversation.
Fun (and quick warmer)
How about starting your lesson with Hangman. If your lesson topic is Plagiarism, play Hangman with your students. It is fun and they will pay attention to the theme of the lesson (at least the intro part).