Energy and Calm: Brain Breaks and Focused-Attention Practices
When presented with new material, standards, and complicated topics, we need to be focused and calm as we approach our assignments. We can use brain breaks and focused-attention practices to positively impact our emotional states and learning. They refocus our neural circuitry with either stimulating or quieting practices that generate increased activity in the prefrontal cortex, where problem solving and emotional regulation occur.
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Engaging with SEN – inclusive assessment approaches - TeachingEnglish Training
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TPR
TPR means Total Physical Response. It is an approach to teaching language based on the idea that if you have to do something physical in response to language, then learning is more meaningful, and you learn faster. ExampleThe learners are looking at action verbs. The teacher says 'Jump!' and they jump; the teacher says 'March!'
10 Ways to Incorporate Student Choice in Your Classroom
My kids participate in an amazing hands-on learning experience every summer. It’s called home. It’s where they write stories, paint pictures, go on expeditions, visit parks, read books, and build things with duct tape and cardboard. For the entire summer, they own the learning process. There are no tests, no benchmarks, no curriculum maps, and no bell schedules. It is an educational anarchy, where they tear down the walls between ideas and subject areas as they make and tinker and explore and curate the learning on their own terms.
The Best Fun Videos For English Language Learners In 2017 – Part Two
I use short, funny video clips a lot when I’m teaching ELLs, and you can read in detail about how I use them in The Best Popular Movies/TV Shows For ESL/EFL (& How To Use Them). In short, there are many ways to use them that promote speaking, listening, writing and reading (including having students describe – in writing and verbally – a chronological description of what they saw). I’m adding this post to All 2017 “Best” Lists – In One Place! I’ve also published quite a few “fun videos” lists during the previous ten years of this blog. You can find those in these lists:
Who needs resources?
What type of lessons would this include The following types of lessons would use minimal or no resources, and the students would have to produce most of it using their creative minds and using the teacher as a go-between. The only problem is whether or not you can maximise their potential. • Role plays – you can set the topic and area, but they write and perform them. You can use a model, or just provide a few boundaries. • Stories – written and read out. • CLL (Community Language Learning) – Students record a conversation between themselves, using you as a translator. • Interviews – can be about them, or pretending they are celebrities or characters. • Ranking activities – students are given a list and asked to rank them in a specific order. For example, a list of jobs and ordered in which they would hate to do most. • Specific information gap activities – students prepare questionnaires to ask each other based on grammar or vocabulary you want to practise.
Differentiated Instruction: Resource Roundup
Understanding Differentiated Instruction Summer DI Readings List: 150+ Seedlings for Growing Stronger Learners: Browse a bountiful reading list as you plan your garden of differentiated-instruction methods and strategies for the year. (Edutopia, 2015) Myth-Busting Differentiated Instruction: 3 Myths and 3 Truths: Get to the bottom of common misconceptions about differentiated instruction. For a quick reference on what differentiated is -- and what it isn't -- Differentiation Is / Differentiation Is Not, a set of infographics from ASCD, is also worth checking out.
Reflective teaching: Exploring our own classroom practice
By collecting information about what goes on in our classroom, and by analysing and evaluating this information, we identify and explore our own practices and underlying beliefs. This may then lead to changes and improvements in our teaching. Reflective teaching is therefore a means of professional development which begins in our classroom. Why it is importantBeginning the process of reflection Teacher diary Peer observation Recording lessons Student feedback What to do next Think Talk Read Ask Conclusion Why it is important Many teachers already think about their teaching and talk to colleagues about it too. You might think or tell someone that "My lesson went well" or "My students didn't seem to understand" or "My students were so badly behaved today."
We're the superhumans: Rio Paralympics 2016
Lyrics to Yes I Can. Original song by Sammy Davis Jr. Yes, I can, suddenly, yes, I can 'Gee, I'm afraid to go on' has turned into, 'Yes, I can' Take a look, what do you see? 133 (lbs) pounds of confidence, me Got the feeling I can do anything, yes, I can Something that sings in my blood is telling me, 'Yes, I can' I was just born today I can go all the way Ye-e-es, I-I-I-I can!
How to use songs in the English language classroom
What makes for a successful song-based lesson? Adam Simpson, second-time winner of the British Council’s Teaching English blog award for his post on conditionals (written with Paul Mains), explains. One of the big problems we all face, whether teaching English to children or adults, is maintaining learners’ interest throughout our lessons. Consequently, we often have to be very creative in the techniques we use.
Total physical response - TPR
Where is it from? How can I use it in class? When should I use it?
What is retrieval practice? — Retrieval Practice
When we think about learning, we typically focus on getting information into students’ heads. Teachers might lecture, show videos, encourage note taking, and/or provide review sheets. Students often study by re-reading their textbooks, highlighting information, and/or reviewing their notes. In both of these situations, the focus is on getting information “in,” with the hope that it sticks.
