How do you feel when you see learners frantically scribbling in their workbooks five minutes before the lesson starts? Before the New Year, we reached that lowpoint with my lower secondary group. The workbook homework had become too quick and easy, and too automatic for them to even attempt doing at home. ‘What kind of homework would you prefer to do then?’ I asked, being the nice democratic teacher I am. ‘Something creative’, they said. ‘We don’t have enough to do at home’. (They are too young to be sarcastic.)
Well, a few days ago I took the great choice board created by Miguel at onthesamepageELT and had a pyramid discussion of which types of tasks they would like to do. We had criteria like ‘fun’, of course, but also ‘helps to learn English’. They quickly dispensed with all tech-related tasks like making a recording and sending it to the teacher, and selected crosswords, stories, synonyms and acrostic poems – go figure. So, each week I will bring the modified choice board up on the IWB, and we’ll choose several options for them to go through by next Monday. Exciting! I’ll let you know how things go.
What do I get from this? Differentiation of course, and a little more engagement because of student agency. And, frankly, I just love watching them make their own decisions 🙂
P.S. By the way, here’s an inspiring article about differentiated learning: it’s one of those texts that give you the creeps first (no way am I ever going to find the time for this!), and by the end of the article you’re choosing the date to start.
P.P.S. Homework to fire up minds is an old post of mine about an excellent article describing homework alternatives – you might want to check it too!