10-minute speaking game. Language level B1+. I used it in my C1+ class.
This game is for native speakers of English aged 5-7+, but it’s kinda hard for young learners of English of the same age.
What I got out of it.
Reading and pronunciation practice and some listening and speaking skills.
Rules of the game.
The game is quite simple. A student gets a card and a dice. They have 10 seconds to memorise the pictures on the card. Then they roll a dice and get asked the corresponding question to the number on the dice.
What I did for my older players.
I found the game rather simple for my older students so I altered it a bit. My objective was to confirm the pronunciation of some diphthongs and silent letters and have them use their listening and speaking skills.
I gave the 1st player a card (the card has a letter and 4-5 words). They read the words aloud on that card and then they had 10 seconds to memorize the pictures associated with the letter on the card. The card is given to a student who reads the questions on the back of the card. The player has to answer the questions using whole sentences. The questions are easy, but the vocabulary words are challenging. For example, it had ‘knickers’ instead of ‘underpants’. Overall they enjoyed the game and I learnt what deficiencies they had in pronunciation of some diphthongs or problems in pronunciation of some words! No more than 15-20 minutes because it gets tiring.
The gameplay was very simple, so my participants enjoyed playing.
I liked how I made them read aloud the words to double-check for pronunciation features.
I made another student read the questions one by one and the participant had to answer all the questions so they can get used to answering easy questions in a meaningful way.
Positive feedback was given by my students as to the words they picked up from the activity and the fact some wrongly pronounced words were talked about and corrected.
Apparently, the 4 square method has been around quite a long time (Wikipedia post)and is used to teach young children persuasive writing. Can see its prominent use in my intermediate and advanced writing classes too!
Firstly, I want to try and use it for speaking as SVETLANA KANDYBOVICH originally blogged about in 2015. She gives some really interesting tips for you to plan your speaking activities with success.
What grabbed my attention was the planned structure of the activity into 4 simple steps which will force my students to think in stages and not rush to write something without thinking about coherence. One thing that is mentioned in Svetlana’s blog post is to introduce the form details gradually and not all at once.
Here’s my interpretation of the 4 steps:
Step 1. Write the speaking prompt, question or topic in the centre of a blank sheet of paper. Draw 4 lines to separate the four boxes that will contain the introduction, reasons, examples, and explanations that support the topic, and conclusion.
Step 2. First, add the 3 viewpoints you will use in squares 2,3 and 4. These supporting details will also be used to conclude your speech.
Step 3. Now add the details (i.e. reasons, examples, justifications) supporting your viewpoints.
Step 4. Is to ‘bridge the gap’ between ideas using linking words to solidify your speaking task. Firstly, secondly, finally, In conclusion, are standard linking words.
Below are some I took from a tool that was made I believe from Svetlana here:
I will be using this task with my B2 level students to have them prepare a 1-minute talk on designated topics and specific questions that require presenting an opinion.
When doing a reading activity in class, I find my students mostly going at it trying to find the answers than actually trying to understand the text in any way. This leads to many mistakes in questions that need understanding or gist. By using a jigsaw activity, I wanted to show them that understanding can come in a number of different ways and also show them that you can understand a text quickly by using a number of different techniques. What I thought will help them is to use the Jigsaw activity to revamp a reading exercise from my coursebook to make sure that all my students are trying to understand the text before attempting to answer the questions. I particularly liked the Jigsaw II method I had seen from the ‘Cult of pedagogy’ blog so I am going to use this activity in my class. Here is a rundown of the activity.
My implementation of the Jigsaw II method
Start a whole-group discussion of the reading activity to activate background knowledge. Use title and or any other medium you have, like some photos, or images from google. You can preteach some vocabulary words here.
Break up the groups into ‘expert’ groups to go over the junk of text as a team. Here each student will share what they understood of the paragraph and clarify any misconceptions. As for my activity, I will break up the students into four different groups to go over the four parts of the reading text.
Next, I will create new groups having students with a different paragraph join the group. Here each student will present their paragraph to the other students. Here the other students are not allowed to look at the paragraph themselves.
As a group, I will have them dicuss some genreal questions about the text.
As a group, I will have them answer the questions from the reading activity.
As individuals, we will correct the activity and get a summative score.
As small groups, I will calculate their group average to see which group got the most points.
How I implemented it in class
What I did was open my coursebook and took screenshots and via Canva.com I made a worksheet of my Reading activity section and split up the text into 4 parts. This is the number of students I will use in each group.
Source: Coursebook: Express publishing Right On 3. Module 5a Reading
Most of my students are required to read at least one unabridged book every year as part of the curriculum. These students are at least at a B1 level, but differences in language and comprehension skills within the same group of students are not uncommon. As a complement to small-group guided reading sessions or literature circles, I have found double-entry journals especially useful as a flexible tool that adapts to each student’s performance level in a very efficient way, working just as well with short stories or other types of text.
Double-entry journals are typically made up of two columns: students select a quote they find relevant from the text and write it down on the left column, and then they write their personal response to it on the right one. Students are given a number of options to guide their reactions and make them as varied as possible. For…
I was to choose and read an article and write one paragraph. The one I chose was about the design process of blended learning which turned out to have some sub-articles. They were so interesting that I kept parts of them that resonated with me and wrote a touch more than one paragraph, so I decided to document it here.
I read this article about strategies for teaching blended learning courses
Found this definition here:
Blended learning, which combines face-to-face and online learning activities into a single course.
Blended learning strategies have a lot in common with the Flipped learning approach. At the planning stage, we too think about learning outcomes for students and ask big questions about what it’s in it for the student to learn and then work backwards from how the student will prove they have learnt it. I think the biggest obstacle is having a variety of modalities when it comes to designing your lessons and one of my hurdles is remembering all of these cool apps and website tools I have used over the years to reuse them when it is suitable.
I agree with the fact that you have to decide beforehand if your blended course is an online one with some face2face interaction or if it is a f2f course with some online interaction. I have a class where some students will not be attending face2face classes at all and have some students that will only be attending face2face classes. Here the design of their active learning always need to be well thought out and the choice of deliverables should vary where the use of digital deliverables or digital tools is mandatory.
What resonated with me from this article was the useful list of advice to make careful modality decisions. My biggest hurdle is considering beforehand how much work will be required of me to create each learning activity in comparison to the benefits to the learners. Sometimes I create a learning activity that takes too long to prepare versus the benefits the learners will take from that.
I agree with this:
“In terms of integration, communication is the key, and I think if we can allow our students to communicate in meaningful ways—both online and face to face—that will help bridge the gap. … If students can understand that the professor is very interested in communication and the social interaction that necessarily has to occur for us to learn, then I think that the students will buy into the fact that they need to be active face to face and online,” Wegmann says.
“Just because a communication tool or technique is available does not mean that you have to use it, Thompson says. “When you’ve got a solution in search of a problem, that’s probably a bad thing. For example, if instructor X for whatever reason thought that she or he had to ‘have an online discussion’ in a blended course but didn’t really have a sense of why … if there’s no discernible connection between that activity and the learning outcomes, and if it’s not designed particularly well … it will be perceived as meaningless busywork.”
I have incorporated a bulletin board discussion forum in each class and when I started using it as a reflection tool, not all students bought into the idea. Eventually, when they realised it was important to me and not just busywork, they ended up collaborating and sharing their reflections and eventually began to enjoy it.
“Reinforce one modality in the other. Be explicit in making the connections between the two modalities by acknowledging and extending the interaction in each.”
This is something I do anyway but hadn’t realised that it is so important. It took me time in getting students to do some things online because they feel it’s just busywork. When they understand that firstly, it is important to me and then that I feel it’s important for their own learning to do they get into the habit of doing some online activities more often.
“If you do not carefully think about and implement measures to integrate these two learning modes, students may perceive them as separate contexts that have very little to do with each other or they may consider parts of the course irrelevant or busywork.”
Even though I have been using a digital school platform for the past two years, it has just resonated with me that I do offer blended learning courses at my school. My courses are offered in conjunction with an online school platform which is an integration of an E-Class platform and an LMS. I have seen students (and some parents) consider that the online part of the course was not connected to the face2face part of the course and try to pull out of being part of it. Once they understood that it was part of the course and not just busywork, they eventually came round and made it part of their routine.
I think proper communication is key to its success. I will try to communicate this with my teachers, my students and parents more.
“When the online and face-to-face components complement each other as integrated activities in each setting, there is a clear purpose and students understand the relevance of both modes.”
Yes, a clear purpose makes both modes relevant.
In this reading, Veronica Diaz the associate director of the EDUCAUSE Learning Initiative gives us some useful pointers on mistakes to avoid:
Don’t try to convert your course to an online course too because it will turn out to be a “course-and-a-half”.
Make sure there is a connection between what you teach in your f2f and what you put for them online.
Don’t convert your entire lecture into an online one. No one wants to sit and watch a lecture. these days there are too many distractions.
This article talks about the ADDIE Instructional design process
(ADDIE which stands for Analysis, Design, Development, Implementation and Evaluation.)
I have been slowly moving from curriculum design to Instructional design of all my courses and classes. It is important for administrators and teachers to design in regards to what’s in it for the students than from what I need to teach in this lesson, by this week, by that month.
Moving towards designing my blended courses will have to be my next step, so this really hit me and decided to document it to further take it in.
In short, ADDIE consists of these below steps:
Review prior course evaluations for guidance on where students struggle.
Identify the most difficult concepts for students and focus on those.
Create detailed learning objectives. Use strong action verbs and avoid terms like “know,” “understand,” and “learn.”
Divide course into F2F and online components.
Match learning objectives with technology.
Start early – at least a semester, preferably a year, in advance.
Create an ideal course then start with the most important elements in the next step.
Create a shell with the intention of refining and improving over several semesters.
Start with a smaller course if possible (summer is a good time).
Launch the entire course once completely designed rather than piecemeal.
Assessment is critical for course improvement and accreditation.
Leverage technology to collect data (think about this in the design stage).
Utilize evaluation data to ‘close the loop’ to improve the course for next time.
“Shibley explained how to divide your course content in a way that creates opportunities for learning before class, during class and after class; how to assess student learning; and how to use technology to support learning”
These bullets sum up the design of blended learning:
Establish clear learning goals for the topic.
Design activities to help students meet the learning goals.
Sort the activities into two categories: online and face-to-face.
Found these steps worth highlighting:
In considering each step, the following questions might help:
What do I really want students to learn?
How can I ensure that students read the book prior to class?
What lower-level activities can student complete online prior to class?
What higher-level activities can be accomplished during class?
What higher-level activities can students complete after a topic has been discussed face-to-face?
Which activities require a grade and which activities will students do because they can immediately see the link to other graded activities?
When talking to administrators, point out that blended learning…
impacts the entire institution.
offers a learner-centered pedagogy.
may integrate with the strategic plan.
improves classroom utilization.
can help match delivery to academic need.
can help fill under-enrolled courses and programs.
When talking to faculty, point out that blended learning….
gives them access to new resources.
introduces them to online learning.
is an opportunity for faculty development and lets them experiment with new pedagogies and techniques.
helps meet student expectations and build student skills.
allows for more flexible scheduling.
retains the face-to-face aspect faculty may cherish.
When talking to students, point out blended learning…
meets their expectations for utilizing technology.
develops independent learning skills.
offers increased flexibility and convenience.
provides better access to those with job, family, or distance barriers.
helps reduce educational costs.
“Offering blended learning requires more than just setting up an LMS and telling the faculty to integrate it into their curriculum.”
“Interactive” looks different. I have found the Google suite to be extremely helpful for interactive work in my HyFlex classroom. I use Google docs, slides, and Jamboard daily to discuss readings and do group activities. I’ve taken to setting up a Google Doc ahead of class with a table of questions for discussion (rows are pre-labeled with student names). I can see exactly who is participating in real time. (Side note: I set up a shared Google Drive for our class. This makes it possible to make new Google Docs or Slides on the fly during class if necessary and have them immediately accessible to all students in the class).
Community looks different. I make a conscious effort to speak directly to students attending virtually as well as those in the room. As I see them sign into Zoom, I greet individuals and chat with them. One of my in-person students mentioned how surprising it was to hear me apparently talking to no one before she realized I was speaking to a student on Zoom. She appreciated that the class is not split into “participators” in the classroom and “observers” on Zoom.
Group work looks different. I like to use Zoom breakout rooms, but the in-class component adds complexity. I’ve kept my pre-assigned breakout rooms, but I added a fifth breakout room just for in-class students. I manually re-assign this group each day based on who is in class. Those in the classroom can talk directly to each other, making the most of the in-class context.
My role with groups looks different. In the classroom, I like to move around and interact with each group. With HyFlex, this is more difficult. I’ve had to give up some control over the groups (I can’t “see” them in the breakout rooms), but I’ve found that the Google collaboration helps me keep tabs on the work they are doing. If I assign each group a Google Slide in a shared slide deck. I can have the slides open on my laptop and can see at a glance which slides the students are looking at and what they are writing. I’ve also built-in more time for each group to report out, and I use that time for the kinds of probing questions I would normally ask during the group work. The whole class benefits from our interactions in ways they probably missed during previous in-person semesters.
Connecting with students looks different. After my disappointing first week, I arranged to meet with each of my 25 students individually in 10-minute time slots on Zoom. It made a world of difference in my own attitude. Those short, one-on-one conversations helped restore some of what I was missing in my HyFlex classroom–the opportunity to get to know students and connect with them. I realize not everyone can do this, but perhaps even in larger classes faculty could meet with students in groups of five or six. For me, it was an important way to preserve one part of teaching I find most satisfying.
These readings were really valuable, and I explicitly the kept parts I feel have helped me come to understand the ideas behind blended learning. hopefully, over time these principles and guidance will become ingrained in my work more.
So I was just thinking about this morning’s routine in which on a typical Monday morning I usually finish planning for my afternoon lessons; what I was truly thinking when I first sat down was, ‘is it really a typical Monday?’
This is the first week back after our Christmas break. For us in Greece, we are heading towards the peak of the Covid 19 variant Omicron and most people are concerned for the safety of their children and their own. State schools have opened today for students who are either vaccinated or have been self-tested and all wearing masks. For my school, we too ask for all students to have with them their self-test certificate or the vaccination certificate and of course, the compulsory use of masks. So I was wondering, with all this uneasiness going on for the next two weeks at least, can I really assume that I will not have an issue with colocation? What this means is that can I assume that I will have all my students in class at the same time or will I have some online on our school platform and a few face2face students too, in other words, a hybrid situation? And if so, how can I best plan for these types of situations?
For me, teaching is about having students who are actively involved in constructing their own knowledge. I assume that students come to class with their own knowledge of things and can learn to collaborate with others to make new connections on various topics. I also believe that a growth mindset plays a major role in successfully carrying out these types of teaching sessions and that students can learn to self-regulate and self-teach themselves and others. Also, I am a passionate supporter of Flipped Learning and when I can avoid direct instruction in class because I know that in this day and age, all students won’t be ready to take in what I want to teach them at that given moment.
Flipped learning presumes that direct instruction is done in the individual space or for homework before class and group space or class space is best used to actively apply and extend this new knowledge. Well, for Christmas, I don’t really give homework, because as I needed rest, I wanted my students to rest and take in quality family time. So, the best solution I thought of was the use of #Inclassflip approach which was first introduced to me by Martha Ramirez and Carolina Buitrago.
The Inclassflip approach is where direct instruction is incorporated into class time in different forms and then practice time is actively carried out in class. There are a number of ways you can try Inclass flip whether you use Station work with a sequence, loop, half-n-half stations or the choice of mixed stations or Non-station work as a Solo, Duo or Group ordering. However, you still need to think of the Essential questions or the big ideas you want students to know, understand and be able to do and how you would like them to prove what they have understood.
Given that I wanted to start a new module from the course book which has to do with students understanding environmental problems, environmental jobs and qualities and endangered species, I assume that students have been looking at this topic from a very young age and do know quite a lot about this topic already. So, I wanted them to brush up on their knowledge of environmental problems. Learn about types of jobs connected to the protection of the environment and learn about general vocabulary around work life.
To implement this, I chose the non-station layout of the Inclass flip in the form of solo, duo and group work which basically means instead of students moving around stations the stations will move around to them and they will work in pairs – duo, by themselves -duo or as small groups – group. I do keep a time limit for each task to help students stay focused on the task at hand. I have digitised access to the video from the coursebook and will use it as the flipped station work. The practice stations will include work from the coursebook, and it will also have group work in which each group will need to create some sort of product presenting an environmental problem they investigated. I do have an independent station on hand for early finishers which will include the use of the Quizziz app and vocabulary building skills work.
I designed a total of 7 tasks in solo, duo and group format which I will write and reflect about how it went in the my following post.
This is my first day on EVO Minecraft Mooc 2021. I have tried to follow this group of educators before so I did have a Minecraft account and a discord account. This made my first day much easier. I have to say that connecting the to EVOMC21 Minecraft server was a lot easier this time and I was pleasantly suprised by a mc world when I got into the server.
Good video to start with. Gave me the information that I needed to find my way around but still need more information like how do I talk with the rest of the participants on discord and even send msgs on MC to other participants.
Has been a while since my last post. I suppose so much has happened during the pandemic, don’t know where to start, really. Well, firstly, I want to wish everyone (or anyone!) reading this a happy new year full of health, laughter and happiness.
I suppose what got me coming back here is me signing up as a participant, for an Electronic Village Online session (more here EVO2021) after a long time since I am also a moderator in the Flipped Learning in language teaching session too (more info here ). Personally, I have a thirst for knwoledge for anything that has to do with making learning fun and more interesting, including gamification. Therfore I have wanted to advance my knowledge in Minecraftand and this free EVO session from well-known global educators is my chance. Here’s a link (here) if you are also interested!
Luckily, I have done some prior research so I do have a Mojang Minecraft account and a discord account. So not much to do before we start on Sunday, I believe. The only concern I have is if the live sessions are going to clash with our Flipped sessions, but not to worry because recordings are cool too…
There are numerous websites for teachers out there, but here is
the place to be if you believe in the power of using songs to teach English!.
If you’re a BELIEVER, here you’ll find Creativity, Inspiration,Teaching Ideas and Resources to bring Musicalinnovation to your English Language Teaching Practice!
Whether you teach English online or not, using songs to teach has a wider scope than you think, and it is not restricted to listening exercises with songs or gap-fill. Check my older posts and don’t be afraid to try something new!
This week, SAF features SIA and her marvelous music video for: SNOWMAN!
I hope YOU and your students have a BLAST with it!
This song-based STEP-BY-STEP LESSON PLAN for ENGLISH language TEACHING features the lyrics and music video for “SNOWMAN” by SIA
So where do I start? Now that I’ve got your attention with a flashy title let’s just start off defining the word “proctoring”. According to the Cambridge online dictionary, the word “to proctor” means “to watch people taking an exam in order to check that they do not cheat”. I suppose if I leave this in the context of emergency remote online teaching this is easier said than done. Moreover, I’m not sure if this is where I want to take my thinking at all. The first thing that pop’s up in my head is a meme I saw on social media with a child in front of a screen and a mum holding a dictionary under the table helping her son pass the writing test. Personally, I believe that we as teachers are not responsible for just supervising a writing test. This is something that examination bodies should think about now that current trends are moving towards online solutions for examinations.
We as teachers should be thinking in another direction with our writing classes. We should be moving towards the ultimate goal of creating autonomous learners and trying to instil the love of writing in our students so they can feel that writing is a form of expression, a way to express feelings and to portray imagination and creativity. Easier said than done, right? Well, there could be a way to do just that.
Let’s begin. The first thing I want to talk about is writing classes. Due to the coronavirus crisis, we were all forced to teach online. Surely, most of you found ways to go around the hurdle of getting students to write online. Most of you used methods like getting them to write a piece of writing on paper and then sending it as a photo to some sort of communication medium, whether it be an email or a platform like Google Classroom or Edmodo. Some of you got your students to type their writing piece and send it to you for corrections. These methods are perfectly fine, but what was the result? My guess was that most students wrote exactly the same as the would have done in class. Some students excelled, some did ok and others were not to a high standard. What I had in mind for my students though was different.
If we look into the real world, you would all agree with me that most writing takes place in front of a computer screen. Nothing like what is expected of students when in exam classes. So how can we take writing for English lessons out of just writing for the teacher/examiner and make it more meaningful for our students? For one thing, we keep our methodology of teaching writing intact, i.e pre-teach vocabulary, rubric analysis, model essay analysis and the like and but change the way we approach it. Think of ways of putting the burden on the to preparing guided self-paced lessons which could be used in class both off and online. Something that I feel is inevitable too and is my quick and easy take on this matter is to get them to write their composition on paper; in class? at home? Whichever way suits your style of teaching and then just tweaking the correction stages to coaching them to becoming autonomous writers.
So how do we push the scale of creating versions and correction of own mistakes towards our students? Easy, offer them the chance to use a few quick and easy tools to correct their own mistakes and improve their writing. Take advantage of free online writing tools that even professional writers use. Let’s have a look at this idea in more detail:
For one thing, make use of digital material to flip your teaching. Even if you are returning to face-to-face classes, take advantage of the fact that most learners now have access to their own devices getting them to bring it to class. The idea of Bring Your Own Device (BYOD) to class is already among us and is used in some schools around the world already. I suggest creating a digital activity sheet around ready-made and widely available free resources such as youtube videos and self answering quiz, having your students show you when they achieve each task. It could be a grammar point you want them to know before writing or even a vocabulary-building skill. Have a look at the below google doc from a fellow moderator from the Flipped Learning in Langauge teaching EVO 2020 TESOL sessions, Diana K. Salazar is an English teacher in Colombia at the Rochester bilingual school, teaching Writing for 4th grade. She used the in-class approach and wrapped the activity in the form of a google doc (see image below) in an online class as a game board but it could have easily been used for a face to face class too. In-class flip
Just as she mentions in her title, “This study guide aims to prepare you in an interactive, fun and catchy way for the final exam of English Writing”. Let me repeat that, fun and catchy way to prepare for an exam. See, make it meaningful and “wham” they’re engaged. Another reason I really loved this piece and decided to show it as-is is the way this doc was created in a very short time, taking advantage of all those unlimited videos, quiz, and articles without the need of recreating endless pages of own work. My biggest problem before this was if I gave a quiz, exercises or reading pages how could I check that they had completed them. I would have gotten them to create accounts for web apps, like Kahoot, edpuzzle, wordwall, quizalise, quizziz and the list would be endless, and then log in to the each and every dashboard to see if they did them. Using the in-class flip way, the proof of completion is not in the exercise but in understanding what you have completed. Read these articles and create a graphic organiser to show your understanding. By all means, this isn’t new, it’s just another way to look at what a coursebook would have in the form of columns of information and exercises. Sure beats a coursebook, but also takes advantage of a coursebook too. If you look at the first, bottom left box in Diana’s board game she actually quotes page 68 of her coursebook and gives it to them in digital format to save time.
So break your lesson down into interesting chunks, put the burden on students to prove that they have understood and completed their blocks and get that final composition handed in. Then what? Correct it and give it back to them? I was thinking more of reading over with them, why not getting them to read it to you to check on fluency and pronunciation and then for homework get them to type it up in google docs and use a spellchecker like Grammarly (chrome extension) to self-correct their work. This way, they can spot their own errors and if those errors are fossilized, it might even help them to see those errors in the future. For a final stage get them to share their google doc with you so you can go over their draft and suggest changes or improvements more like an editor rather than a teacher.
One thing I get them to do once they have their final draft ready is to get them to publish it on the internet as an article. We have a school blog which we get our students to use so they can feel that their article is available for all to read. Have a look at our school blog here.
Overall, now that we are returning to our face-to-face classes don’t stop taking advantage of the digital tools we have readily available. Even if you don’t have access to them in class you could still get your students using them out of class. Something very important to me is, always plan your activity to be as meaningful and relevant to your student as possible and try to make it fun too!
I always try to start out my lessons by talking to my students about the importance of goals and steps on how to achieve them. This is part of my way of creating a needs analysis of my students. I ask them what they think of how people learn a foreign language and get them to talk about how they see themselves as language learners. I follow through by getting them to set personal goals about their learning path and how they will achieve this. This helps them get the feel of what to expect from my lessons and what is expected of them.
Stating the above though, I can say that the results and the feedback I get from this activity aren’t that idealistic as you would at first think. Even though I have tried quite a few different techniques to help students set goals in class like getting them to set SMART goals or other types of goals, the reflective feedback I usually get from my students is that they find this activity not so relevant to learning English and thus they don’t actually say it but, I can sense it that they feel that it wasn’t a very helpful learning activity for them. I know this is set in their beliefs of how they should be learning a language and just want to get straight into the bits of language that might help them supposedly learn. It’s not all doom and gloom though because I know that their way of learning is not always the best way of learning and that this has not been so successful for them in the past.
Having to prepare for my next new class, I thought it would be a good idea to design and plan something more solid and more useful for all my lessons and for my school. So, I did a routine I always do when I am trying to learn something new, I indulge in immersive online research and reading. This usually takes me a couple of hours or so, and to tell you the truth it racks my brain and I mostly end up overloaded. You could say that I end up with an information-overload feeling. So, this morning I thought I would straight up reflect on what I have been researching and maybe this way would help me shape what I want to do next.
I decided I wanted to create a new needs analysis form which I would fill in with my students online. I chose a generic form from ISL Collective that I found will be just right. Have a look at it here.
Next up I did some Internet research on setting goals. By doing some keyword research for goals and setting them, I touched on the idea of setting smart goals. One thing that I was interested in by the use of smart goals was how to set them and what questions should I have in mind when facilitating this activity. Here are a few interesting bits’ n bobs I found.
Goal setting guidelines:
Your goal must be conceivable
make your goal believable
Your goal must be achievable
Make your goal measurable
Be sure to set one purpose only
Setting SMART goals:
S-Specific. Don’t confuse wishes with specific goals. Don’t over broaden your goals. I often hear goals like, “I want the Proficiency”. Why? “to have the qualities I need to get into Greek public service”. And then I usually tell them, “What if I could help you learn the language in such a way that it would be interesting and meaningful to you and as a consequence help you ace the C2 level exam too?”, most of them usually like that idea.
M-Measurable. I usually tell them to measure what is success to them. I try and convince them that an honest return on Investment after taking part in language learning would be to attain the desired outcome and have learnt a way to sustain and improve language learning. So here I would say things like, “What about watching a movie without subtitles and understanding most of it?”
A-Achievable. So how do you define achievable. I suppose the example I use in my classes be the most relevant unachievable goal for myself a bit too extreme. I tell them that I want to go to the moon as an astronaut, but given my age, not that I’m old or anything, it would be a very difficult task to achieve (my philosophy in life is, nothing is unachievable- but that’s wishful thinking!). So, I prefer them saying things like, I want to be able to speak fluently with as little as errors possible than the typical, ” I want to sound like and American native speaker”.
R-Realistic. This one is a difficult issue. Most of my learners come to me and wanting to achieve a fluent “Received pronunciation” like British accent, without the thinking about what fluency really means to the world now. So, here is where I get into the ideas of “Who is a true Brit and what is their accent like?”, “Globalization and keeping your local identity”, “English as a lingua-franca and the ideas of correct pronunciation over native like accents.
T-Time bound. There should be a start date and an end date.
And found some questions to facilitate this activity here. Examples shown below.
What is it you want to accomplish?
Who wants to accomplish the goal?
Why do you want to achieve this goal?
How are you going to make it happen?
Finishing, I also like talking to my students about motivation and ways to stay committed. In the past, one area of interest in which I have looked into is Zoltan Dornyei’s L2 Motivational self-system. This system lies on the belief of a student’s motivational language learning behavior, that is their efforts, choice and persistence will be largely affected by three variables: their ideal L2 self, to what extent can students imagine themselves and highly proficient language learners, their Ought-to L2 self, which is what outside pressures students acknowledge throughout the learning process, and finally their language learning experience, which influences attitudes their classroom processes (Dornyei).
So, questions I want to ask my students are:
How do you vision your ideal L2 self?
How is your life affected by getting a certification and by knowing the language?
What is your ideal classroom experience?
There’s more… so to be continued…but until I do, what do you do to set goals with your students?
“The more radical the person is, the more fully he or she enters into reality so that, knowing it better, he or she can transform it. This individual is not afraid to confront, to listen, to see the world unveiled.― Paulo Freire