OK, I'll admit it. I'm a bit confused. I think my classroom practice and teaching materials reflect a Communicative Approach to language teaching. Prompted by some debates on Twitter, though, I've been trying to read up on TBLT and picture exactly what it would look like in the classroom, how TBLT-type lessons and courses would … Continue reading Reflections on my lesson: Is this TBLT?
Category: Methods & Approaches
In this article, Northcott, Gillies and Coutlon explore their students' perceptions of how effective online formative feedback was for improving their postgraduate academic writing, and aim to highlight best practices for online writing feedback.
Earlier this week, I attended a workshop on competency-based (or competency-oriented) planning and assessing held by Dr Stefan Brall at Trier University, and would like to share some of the insights here. The workshop was aimed at university-level teachers from various subject areas, and so concentrated generally on Competency-Based Education (CBE). According to Richards and … Continue reading Competency-based planning and assessing
Followers of my blog will know that I believe we, as language teachers, all need to understand the pedagogical underpinnings of what we do in our language classrooms. That's why I aim in my blog posts to provide information on theoretical backgrounds and lesson materials which apply them practically. I would also love for more … Continue reading ELT Research Bites
I teach an EAP module which focusses on language and study skills. It's aimed at first-semester students starting an English Studies degree where English is a foreign language for almost all students. They're at the B2+ level. In a 15-week semester, we spend the first five weeks or so looking at what makes a good … Continue reading Peer Presentation Feedback
Earlier this month, I had the pleasure of hosting a webinar (my first ever!) for IATEFL's TEA SIG. For those who weren't able to join in, here's a run down and a link to the video! This talk provides teachers with time-efficient strategies for giving feedback on EFL learners’ writing which actively involve the learners. I … Continue reading My Webinar: “Assessing and Marking Writing: Feedback Strategies to Involve the Learners”
By popular demand... My handout from my presentation held at IATEFL 2016 in Birmingham, with the above title. Abstract: This talk provides teachers with time-efficient alternatives to traditional ‘red-pen correction’, by demonstrating and evaluating several effective feedback strategies that are applicable to giving feedback on writing in diverse contexts, and presenting summaries of published research … Continue reading Marking Writing: Feedback Strategies to Challenge the Red Pen’s Reign – IATEFL 2016
Reading this, I was promoted to think about my teacher beliefs about what exactly it is that makes teaching effective; what is it that I’m aiming for, that I hold as best practice? Expressing this in one sentence has actually been a quite inspiring moment for me; motivating me and giving me new energy to approach my planning for next term.
Anyway, here’s my spontaneously-constructed sentence (which I also posted in the comments section on the blog post):
**Teachers have to be passionate about teaching and about what they’re teaching, and they need to know their students and how to motivate them to get active.**
So now I’m interested in your thoughts: What is it that makes teaching most effective?
I’m not looking (necessarily) for Hattie-style lists, but try to summarise your teacher beliefs into one sentence, about what is at the heart of good teaching, for you.
Please post them in the comments below! I’m really excited about hearing from you!!
Earlier this year, a piece from the Edutopia website was doing the rounds under the title “5 highly effective teaching practices”. I automatically question pieces like this as I doubt somewhat whether the purpose of the piece is actually to raise standards in the profession and develop teachers – or whether it is simply to get a bit more traffic to the website. But perhaps I am being unnecessarily cynical?
To be fair, the practices the article suggests are generally quite effective:
- State the goals of the lesson and model tasks, so that students know what they are going to do and how to do it.
- Allow classroom discussion to encourage peer teaching
- Provide a variety of feedback, both on an individual and a group basis. Allow students to feedback to the teacher.
- Use formative assessments (tests the students can learn from) as well as summative assessments (tests that evaluate…
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Guest post by Don Watson Based on de la Fuente, M. J. (2006). Classroom L2 vocabulary acquisition: investigating the role of pedagogical tasks and form-focused instruction. Language Teaching Research 10, 3. pp. 263–295. Retrieved from: http://www.lrc.cornell.edu/events/past/2006-2007/fuentes.pdf I assume anyone reading this blog has at least heard of Task Based Language Teaching (TBLT). But as with … Continue reading #BridgeingtheGapChallenge: The role of pedagogical tasks and form-focused instruction
As part of the #BridgingtheGapChallenge, here is a summary of: Farshi, S.S. & S.K. Safa, 'The Effect of Two Types of Corrective Feedback on EFL Learners’ Writing Skill', Advances in Language and Literary Studies, Vol 6/1, February 2015. This study aimed to compare the effectiveness of giving hand-written or electronic (via email) feedback on EFL learners' written work. … Continue reading #BridgingtheGapChallenge Hand-Written vs Emailed Corrective Feedback on Writing