The idea that I really focused in on was using time wisely.

The idea that I really focused in on was using time wisely. After getting my lesson plans together and becoming comfortable with the courses I teach, I never went back to see if there were improvements beyond the obvious areas where I did not feel completely prepared. Even if I do not use the exact activities mentioned, I want to make an effort this second semester to analyze and record the time on task and, if necessary, to try and find activities that promote more use and interaction with English.

Comments

  1. Hannah McCullochNovember 7, 2017 at 8:08 AM

    One thing I’ve been reading up on is the Flipped Classroom whereby students do the work at home before coming to class - reading, writing, prep etc. - which frees up more time to focus on speaking. I haven’t tried it yet because my bunch are always snowed under with their other school subjects, but I think it’s a great idea as they can listen to/watch/rewatch that video in their own time without the pressure to understand it in the lesson alone, allow for exposure to English outside of the classroom and it might also be effective in encouraging them to actually do the work because otherwise they won’t be able to participate (and do something else as a consequence). What are your thoughts?

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  2. Penny UrNovember 7, 2017 at 8:25 AM

    I also have been reading things about the flipped classroom, and discussing with colleagues who've tried it, and I think there's a lot of food for thought there. The idea is that they get the main input outside of class, and then class time is just for discussing or relating to it in some way. I still haven't worked out exactly whether / how where this will work for English teaching. But one way, in principle, is certainly what you say ... allowing them to read / listen to material in their own time, without the pressure of finishing within a lesson... and then relate to it at leisure during the lesson itself.
    One problem which a colleague from Holland using flipped classrooms has come up against and told me about is - how do you make sure they actually do watch / listen to/read the material at home, and what do you do when some have done so and some haven't? Still thinking about this...

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  3. Ruslan FilimonovNovember 7, 2017 at 1:03 PM

    Good idea, Penny. You never know. Once SS arrive for practice and production, there might be necessary to provide them with the presentation :(

    ReplyDelete
  4. Scott van LeenenNovember 7, 2017 at 5:03 PM

    The idea of time management, and comfort with established lesson plans is something I also am concerned with.

    One activity I did that may partly apply to the "flipped classroom, was when studying superlatives. They had to pick a couple adjectives from a list and research at home natural wonders, World Heritage sites or modern buildings to fit the superlative. (8th grade students)

    Then the following week, they mingled and shared in pairs to fill out their empty spaces on their master sheet of adjectives.

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  5. Penny UrNovember 7, 2017 at 9:24 PM

    Can you add this to the 'Tip share' discussion?

    ReplyDelete
  6. Julia BlinovaNovember 10, 2017 at 12:14 PM

    In my experience, the flipped classroom can be a great tool for higher-level students when trying to help them with the gaps in their knowledge, which are basic level. I usually assign a video or/and reading on the topic (rules, examples and some practice usually with a key), then in class I address any questions they have and we do some controlled practice (sometimes I introduce or draw their attention to particularly interesting cases) and then there is time for freer practice (usually in the form of speaking). However, I am not so keen on the flipped classroom with lower-level students, especially false beginner or elementary students (A1 and A1+). I believe they need more guidance and support and can be overwhelmed by too much new information.

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