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4 ways to use YouTube in the language classroom

4 ways to use YouTube in the language classroom
UPDATE: I’m delighted to say that this post has been nominated for the British Council’s TeachingEnglish blog award for innovative teaching ideas. I’m really delighted to have been included in this month’s nominations, so… make me a super happy boy by clicking here and voting for me! When it comes their language learning I can safely say that my teenage students always enjoy the multimedia experience.Rather than studying grammar and vocabulary through boring old course books, they find it more exciting to watch action unfold via moving images on their laptop, tablet or smart phone. What’s great about this is that it’s not just a one-way deal: video clips offer us as teachers the basis for the development of many language skills. I’m an avid user of short clips in my classrooms. 1. Don’t go into this without a specific purpose in mind. Suggested resource: Here’s how I use YouTube to teach and review conditionals 2. Suggested resource: Mr Bean’s official YouTube channel 3. 4. Related:  inspiration

20 Ways To Be A Better English Language Teacher (Part 1) | ELT Experiences English language teaching can be a challenging and difficult process, especially if you are seeking for new ideas and thoughts on improving your day-to-day teaching. Much of the challenge is learning to develop yourself, especially once you have found your place in this career and feel settled. You must continuously strive to improve your own teaching day in and day out. Here are some ideas to consider when you want to improve and develop your own teaching or if you want to be a better teacher overall. 1. Reflect on your lessons It seems like commonsense but for some teachers that I have observed, they have difficulty reflecting and improving their own lessons. Did the students enjoy the lesson? 2. If you have any difficulty on reflecting your lessons, or you wish to consider studying your lesson in more detail, you could record your own lesson to analyse afterwards. 3. When you are preparing your lessons, think about the following: “By the end of the lesson, students will be able to …”.

Teach with Your iPhone: Apps to Use in the Classroom You don't need a class set of netbooks or iPads to integrate technology into your daily instruction. There are some fantastic, free iPhone apps that are perfect for teachers who are looking to change up their daily routine. These apps can make everyday tasks easier, simplify what you're already doing, and maybe just inspire others to make an investment in technology at your school. Common Core MasteryConnect has designed a wonderful app to keep the Common Core State Standards at your fingertips. Pick a Student It's important that all students are held accountable during class discussions and everyone has a chance to speak his or her mind. Timer, Sand Timer and Traffic Light Whether you're preparing your students for state exams or feel that they need to practice their pacing and stamina, use the timer on your iPhone to keep them on task. BookLeveler If you're organizing a classroom library or helping a student find a "just right" book, the BookLeveler app will definitely come in handy.

StoryCloud 101 Conversation Starters (Also see How to Start a Conversation) Ice Breakers Where did you grow up? Childhood Questions What was your favorite children's book? School/Work Topics Where did (do) you go to school? Relationship Questions What is the first think you notice about a guy or girl? Sports Conversation Starters Who is your favorite athlete? Vacation Questions Where was the last place you went on vacation? Food/Drink Topics What is your favorite drink? Entertainment Topics Who is your favorite actor? Personal Questions Who do you look up to? Misc. Do you sleep with a stuffed animal?

Google Docs View Interactive SlideShow: Using Google Docs Presentation to Construct View Interactive SlideShow: Improve Writing with Google Using GoogleDocs Spreadsheet as an Exit Google Presentation for Collaborative Learning 6 Powerful GoogleDocs Tools to Support the Collaborative Writing Process Blog Post: 5 Ways to Use Google Docs in the Classroom View Glog: Great Ways to Use Google View Curated Collection on Scoop.It Get Template: Struggle for Justice Note-Taking, Must be logged in to Get Template: Peer Editing Jobs, Must be logged in to Get Template: Vocabulary Card - Math Must be logged in to Get Template: Research Planner, Must be logged in to Get Template: Multimedia Sample: History of Chicago, Must be logged in to Google 3 Ways to Maximize Instructional Time with ScreenCasts

Lizzie Pinard - Course books in the language classroom: friend or foe? This is not the first time I’ve discussed or reflected on the use of course books in the classroom, neither, I’m sure, will it be the last. While in my first post-CELTA job, I initiated an #ELTchat discussion entitled “How to avoid death by course book?” – the summary of which can be found here – which hints at my feelings towards course books at that time! Since then, and via a lot of teaching, learning (both on the job and during my Delta/M.A.ELT year at Leeds Metropolitan) and reflection, my relationship with course books has evolved… How do I feel about using a course book? For me, the course book is a cookery book. Instead of dismissing your course book out of hand and assuming that you know better (hey, you might – but not necessarily!) Ask yourself these questions: What is the purpose of this sequence? (You could look in the Teachers Resource Book, if you have access to it, to explore this further. Now consider your students and context: Accordingly, if you opt for change: References:

Educational Technology and Mobile Learning: A Visual Chart on Summative Vs Formative Assessment February 5, 2014 This post is born out of a discussion I had with a fellow teacher on the Facebook page of Educational Technology and Mobile Learning on the differences between summative and formative assessment. Luckily this discussion coincided with me reading Frey and Fisher's book " Literacy 2.0 : Reading and Writing in The 21st Century Classroom." and there was a section in which the authors talked about these differences in a subtle way by referring to formative assessment as assessment for learning and summative assessment as assessment of learning. However, knowing that several of you might probably need a refresher about these concepts I went ahead and created the visual below for you to keep as a reminder. Besides the book I mentioned earlier, I also drew on Eberly Center page for more examples. I invite you to have a look and share with your colleagues.

Useful site for student choice. Wide variety. Tony DiTerlizzi - Illustrator Tony DiTerlizzi is the illustrator of the Caldecott Honor Book The Spider and the Fly and the coauthor and illustrator of the best-selling The Spiderwick Chronicles. He grew up in an artistic household in South Florida and quickly gravitated toward fantasy and whimsical stories. In addition to writing and illustrating children’s books, he has also worked in gaming. RIF: What was your inspiration for the idea and art of The Spiderwick Chronicles? Tony DiTerlizzi: I am a tremendous fan of old fairy tales like those of the brothers Grimm and Hans Anderson. Holly and I have both written before (Holly has written several young adult novels, and I several picture books), so we met halfway in the format of middle reader books and collaborated together on the plot and story arcs. Unlike other author/illustrator collaborations, though, we constantly exchanged feedback blurring the lines of our roles in an effort to create the best book possible. TD: Thank you!

LEKTIONSFÖRSLAG: Bildpromenad, frågorna, delat ordförråd med författarna, och fantasin Nu ska vi göra en bildpromenad. Varsågoda. Här är illustrationen: Det är att sätta ord på det faktiska. Jag ser en flicka. Jag ser ett hus. Jag värderar inte det barnen benämner. Jag ser 18 fönsterrutor. Detta moment innehåller våra tankar och vår fantasi. Jag förbereder mig alltid med många öppna frågor: Hur läser vi titeln på boken? VILL NI SÅ GÖR NI SAMMA LEKTION PÅ ENGELSKA/TYSKA/SPANSKA eller vilket språk ni vill! Lärarens förhållningssätt vid moment två: Läraren ska låta eleverna få uttrycka sina tankar om det de ser. När ni har gjort en bildpromenad, det tar tid jag lovar, men oj så eleverna lär sig att lyssna till varandra, upptäcka ord och detaljer, skapa inre föreställningar och berätta om det de tänker om det som ska hända. då… kan du öppna första sidan i boken och börja med att ge eleverna några ord … som exempelvis: ”snarkningar”ungsluckanmörkretRosalindahotfulltköksklockanplåtfyrtio Du kan gärna skriva dem på någon slags tavla!

SOLE STORIES This is a persuasive essay written by Princess Rebullo, a fifth grade student in Mr. Jamison’s class at Lawrence Intermediate School in Lawrenceville, NJ. Do you ever wake up in the morning and think “School again?” Learning and thinking more really helps your mind get going. Big questions can be hard and challenging. The last reason classrooms should do SOLEs is to communicate and cooperate with all your classmates. SOLEs aren’t just big questions. Europeisk språkportfolio - pedagogisk verktyg för lärare Språkportfolion hjälper eleven att bli mer medveten om sitt eget lärande. Både eleven och läraren får syn på vilka kunskaper eleven har och vad han eller hon behöver lära sig mer om. Äldre elever kan använda dokumentationen inför studier utomlands eller för att söka ett arbete. Språkportfolion ersätter inte betyg, certifikat eller diplom utan är ett komplement till formella examina. I språkpasset dokumenterar eleven vilka språk hon eller han kan, hur väl hon/han behärskar dessa och var hon/han har lärt sig dem. I språkbiografin planerar, bedömer och reflekterar eleven kring sin inlärning av olika språk och sina kulturella erfarenheter. I dossiern samlar eleven ett urval av sina arbeten. Handledning - ESP 6-16 år (3,5 MB) Handledningen innehåller förslag och instruktioner hur du och dina elever kan planera och arbeta med språkportfolion. ESP 6-11 år, interaktiv pdf (1,0 MB) Min språkbiografi 6-11 år, interaktiv pdf (515 kB) Materialet innehåller planerings- och utvärderingsblad.

Using cell phones in the classroom when computers are not available (by Fabiana Casella Congratulations Fabiana! Click this image and “like” the facebook image to vote for Fabiana! Everybody is talking about 21st Century skills and preparing students for a whole different world. The truth is that our students have become digital and there are a whole lot of educators around the world who are still “analog”. That is why I would like to share my work with my two secondary school groups with as many teachers as possible. My story starts right after my first online presentation for The Future of Education Reform Symposium 2013, (RSCON4) where I was kindly invited to participate by Shelly Sanchez Terrell. My first step was to open an account in Edmodo, the educational platform for teachers, in order to protect my students’ online identity. Last year, the fact that 100% of my students had a Smartphone (except for me as I just bought one) was a double advantage. Anyway, I am proud to say that these children responded wonderfully!

elllo index Differentiation: setting learning objectives and outcomes Schools will use different systems for setting objectives, but it's expected that pupils will know – by being told or by seeing these displayed on the board – what the learning objectives are. I would strongly advise that pupils copy down these learning objectives, or stick them into their books so that they can refer to them both during and after the lesson. When setting your learning objectives you need to be clear about what you expect the learning outcomes to be. Having said this, it will have already become pretty evident to you that not all pupils will be able to access the knowledge/skills/understanding you are trying to impart in your lessons to the same level, and because of this your outcomes need to be differentiated. What is differentiation? So what is actually meant by the term ‘differentiation’? Teachers who only group according to ability are limiting the learning of many pupils in their classes, particularly those with special educational needs. Starter activities