Choosing priorities: what happens if it doesn’t happen?

question-mark-board

Another of my favourite authors is David Geurin (you may have read the posts Passion or proficiency? or Teachers as warm demanders): his texts are sometimes controversial, but always encourage reflection. And this post, “What would happen you weren’t successful?”, seems a great find for the coming New Year and the plans we’re setting ourselves. There’s too little time and no enough resources to do everything, so how do you choose your priorities? David suggests thinking about the consequences of not doing what you have in mind. If nothing really horrible happens – well, then perhaps it’s not the biggest priority, and vice versa.

What do you think, would this work for you?

 

 

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Task-setting to slow down fast finishers

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This article is about creating online learning activities, but parts of it can be easily applied to any materials creation and, in fact, all kinds of task-setting in a lesson. How do you make sure that your learners don’t focus on finishing faster, but take the slow path and achieve more learning? John Allan, the author of the article, suggests ten solutions, from limiting easy question types like True/False to making questions that are impossible to answer without listening or reading the input again. Seems common sense, but it’s also something we tend to forget about 🙂

Exit tickets: show what you’ve learned

door-handle

Todd Finley is one of my favourite writers at Edutopia (you may have seen these posts: Ride the recency effect or Group reading galore), so it was even more exciting to stumble upon this cool infographic by him:

I can easily see it on a poster in the teachers’ room or above a desk, to use as a lesson planning aid. Bloom’s taxonomy? Check. Assessment for learning? You got it. Sense of progress? Very much so!

The Corson technique for asking questions

question-labyrinth

Thomas Frank  writes in his great study skills blog about the Solution Finder mindset: when you’re stuck, don’t hurry to ask other people for help, grapple with the problem for another 15 minutes. He also mentions a technique popularised by Corson, a professor of engineering and president of Cornell University: if you have a difficult text to read, do it one sentence at a time, and ask yourself: what is it exactly that I don’t understand? Then, and only then, can you go and talk to your professor 🙂

I think it’s a great idea for learner training: when we want to give adult learners more challenge, but don’t want them to complain that the lesson was too difficult for their level;  when we want to help our young learners develop perseverance, grit, growth mindset, whatever you call it. What do you think?

 

Timesavers for the reflective teacher

analog-watch_reflection

When was the last time you had to write your lesson reflection? I remember staring at my blank screen for ages: how do I even start?.. After all those formal obs and post-obs, reflection seems a chore, and teacher journals a form of torture – unless you ask yourselves the right questions. Martyn Clarke’s post on the OUP blog can help you do just that.

There are five ready-made activities: about changes in your teaching, your ‘mistakes’ and successes, relationships with colleagues and even your emotions during the working week – and two sets of prompts: one to help you zoom in on the details of your experience and the other to encourage reflective thinking. Any of the tasks can be lifted off the page and carried into a peer professional development group, or a mentoring conversation, or a self-reflection journal. Easy and fun!

I’d probably start with my teaching mistakes, and you?

P.S. And for those who got to the end of this post, here’s a tiny plug for Martyn’s upcoming webinar on classroom research. He is my MA tutor, so I know it’s going to be good 😉

Use quotes you must

yoda

Here’s a great collection of quotes from Mensa for Kids which ticks quite a lot of boxes: the development of critical thinking, reading, speaking and language practice, working at stations, source of inspiration (and a great timesaver for teachers). It is in fact a lesson plan based on 65 quotes with discussion questions, followed by a slew of alternative ideas about how to use quotes, e.g. origami, bracket challenge and of course yoda-cizing.  Don’t forget to check the extra links at the end – absolute gold.

Cutting down on prep time

lawn-mower

How much time do you need to prepare for lessons? I have found that with experience it takes me less and less (still not true of my teacher training exploits though!). Here is a very useful article from a college professor James M.Lang which doesn’t only speak about the necessity to reduce planning time, but also suggests several low-prep activities that can be adapted to an ELT classroom. My favourite at the moment is ‘the connection question’, but there are others to try: annotation worksheets, writing warm-ups and polling.

Love those little efficiency tweaks, and you?