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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:  inspirationIkt1

How to invigilate a language exam without going crazy I’ve had a nasty bout of invigilation over the last week or so and I was wondering how others get through it. I mainly find it difficult maintaining concentration for prolonged periods, no matter how keen I am to catch the buggers cheating. At this point some of you might still be thinking, ‘hey, exam invigilation is the easiest part of teaching, all you do is stand around a wait for time to pass by.’ I tend to violently disagree with this statement, although I can still empathise with the following quote: ‘Still can’t work out why invigilation is more tiring than teaching.’TheLongWayHome Invigilating exams can be one of the hardest parts of teaching, if done properly. ‘I once caught a student taking a photograph of his answers on his phone and sending them to a classmate. While you may question the morality of allowing cheating that leads to failure to go ‘unpunished’, the fact is that the cheating itself is the bigger crime. ‘I don’t think it is possible to catch every act of cheating.

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.

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 …”.

Educational Technology and Mobile Learning: New:You Can Now Add Audio Feedbac... June 20, 2014 Kaizena is one of my favourite tools for adding audio and text feedback to Google Docs. I have already shared here a detailed guide on how to use it to attach audio feedback to students documents, check it out if you haven't read it yet. Until recently Kaizena allowed users to add audio feedback to only Google Docs but this is no longer the case. Now Google Presentations are also supported. 1- First students should share their Google Presentations with you. 2- Now head over to Kaizena and sign in. 3- Assuming that you have already created a box on Kaizena where you access students files, click on "add document" on that box 4- Click on " shared with me" and select the presentation you want to add audio feedback to. 5- Highlight the parts of the presentation you want to comment on and click on the mic icon to add voice comment.

StoryCloud Favourite infographic for January: Bye-bye textbooks! It was round about this time in March last year that I reflected on how much time I spend these days digesting information through infographics. I’m a firm believer in their value: while they should not be seen as a replacement for reading, they are a very useful tool when it comes to getting key ideas across quickly and in a visually stimulating way. With this in mind, I decided, starting last March, to post an ‘infographic of the month’. This month’s choice comes from the schools.com website and offers us a review of how digital devices are reshaping education…

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.

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:

Mobilbloggning är ett enkelt pedagogiskt hjälpmedel 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!

Some thoughts on teaching reading for new language teachers Reading occurs in our lives on a daily basis. Nevertheless, defining reading is not easy. Different people use the term reading for different purposes, which can cause much confusion. For the context of the language classroom this blog post will concern itself with the notion of reading to extract meaning from a written text. In my experience, many of the things that happen in classrooms seem to interfere with reading rather than promote it. ‘If the only foreign language items… read recently were directly concerned with teaching, it may be that you, and your students too, do not really need to read that language except for classroom purposes.’ If this is the case, even the avid reader’s motivation to read will be low, as the purpose for reading is contrived, merely for the language classroom. The Reading Process Figure 1: The Interactive Process of Reading Different Ways for Different Purposes Reading for Meaning People read because they want to get something from the writing. Motivation

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!

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.

Common Core Videos, Games and Assessments

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