The flipped classroom model is not a new concept for most ESL teachers. We’ve been flipping classes long before it became the latest trend in education, long before we even knew what to call it, understanding intuitively that students will not acquire a language by passively listening to an instructor’s lecture. Flipping the classroom happens naturally in conversation and reading classes, which lend themselves to class discussions or role-playing activities, or in writing classes, where students can spend valuable class time writing and peer editing. But what about grammar classes? This seems to be where many teachers get trapped in the common pitfalls of providing lengthy explanations and reading through a list of rules, followed by reciting answers to fill-in-the-blank activities. How can grammar teachers apply the flipped model to create engaging, dynamic lessons? Continue reading
“Daddy, can I please help take out the garbage?”
Now that my sons are teenagers, it’s been a while since I’ve heard requests like that. But when they were young, even the most mundane events and tasks seemed to appeal to them as exciting experiences and learning opportunities.
All children learn, but some learn better, faster, and more easily than others. Certainly some learners are more able or less able, but a key difference in any learner’s acquisition of knowledge is motivation.
Motivation can be intrinsic or extrinsic. Intrinsic motivation, or internalized motivation, is one in which learners find their own personal reasons for learning. Extrinsic, or externalized, motivation is when learners are driven by others’ ideas of what to learn, how to learn it, and how success in learning might be measured. A challenge for teachers is how to move extrinsically motivated learners to become intrinsically motivated ones. Achieving this shift fosters better attitudes toward learning and develops a culture of lifelong learning. Continue reading
IMMEDIATE – INTERACTIVE – INFORMATIVE
These three words describe the new eCatalog from Pearson ELT. This new eCatalog has everything you would expect from a catalog, and so much more! Do you want to know how to use the catalog - click here to watch the video!
What does the fully interactive catalog mean for you?
With just a click of a button, you can:
- View hundreds of sample units from any level.
- Listen to podcasts and audio samples.
- Watch product and author video clips.
- Search by key word, author, or ISBN.
- Read articles by Pearson authors.
- Link to easy online ordering.
- E-mail your ELT Specialist directly.
- Share with colleagues by e-mail, Facebook, or Twitter.
This is the last article in a four-part series on activities that foster physical activity in the classroom. I titled the series “Back to the Future” because my search for activities led me back to time-tested ones I began using years, even decades ago. At first I balked at reviving them; I confess that the razzle-dazzle of the new technology had a stronger pull on me. But when I saw how enthusiastically my class responded, I had to remind myself that although the interactive activities were old hat to me, they were novel to my students, who were accustomed to a teacher-centered learning environment, one in which they rarely, if ever, got out of their seats.
I chose the activities because they might benefit our physical health, but they may have improved our psychological health as well. I think we all enjoyed periodically taking our attention off the big screen at the front of the room and instead focusing on one another. After all, that people-to-people connection, not gliding desks or a high-tech console, is what makes a class great. It’s what has always mattered—and always will.
In previous newsletters, we took a look at six activities:
- The Moving Line
- Conversation Stations
- Walking Dictation
- Find Your Match
- Opinion, Please
- Line Up According To
Below are the final two activities, Find Someone Who and The One-Question Survey. Continue reading