ELT Traveller box

about teaching English to young learners, web tools and iPad teaching


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Technology: what am I expecting from learners?

This is a short post about what we are expecting students to do with technology. I have been thinking about it quite often in the last few weeks. Starting the school year with the iPad, forgetting blackboard and chalk had an impact on me as a teacher, but it was also a significant change for learners. What are they expecting to learn with technology? Why am I using the latest tech tools and apps for? I found some interesting answers a couple of days ago on this picture shared by EdTechReview (@etr_in) on Twitter.

fotoblog

I think sometimes technology can make teachers and learners confused about objectives, outcomes, tools and aims. It would be worth making a clear list before starting to use tech tools  and apps in the classroom.


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Learning Styles and Young Learners

I’ve finally discovered my own learning styles.

multipleintelligences.001

It seems like I’m a linguistic-interpersonal learner. I knew that, no surprise! I’ve always been one of those learners interested and focused on speaking and writing. I love reading aloud activities, love communicating through language. I’m sure I would have loved having role-plays in my English classes, but unfortunately I’ve never done one in my high-school. Now I feel I can understand what and why was happening in my classes. We mainly worked alone, no group works, always focused on self-study and individual tasks. My teacher was probably a solitary (interpersonal) learner. That is good, but is it correct to plan and teach according to our learning styles?

The 7Styles of Learning Source: Edudemic

Over the last few years the terms learning styles have been used many times in any classroom management course. The message should be: the more you know your students’ learning styles the better your activity planning will be. Not as simple as it looks, but crucial. Knowing the learning styles we like and which we tend to avoid can increase the effectiveness of our learning, and if we want our students to learn more effectively we should look for different activities which might suit different learning styles.

Let’s find out how they learn

I teach teens and pre-teens, here are a few steps I would follow with any new class:

  • Step 1: ask your students to complete a learning styles questionnaire. Here is a link from the Birmingham Grid for Learning.
  • Step 2 : check with students by proposing a series of activities good for each different learning style. Observe your students, take notes of how they react to each activity and see if they match with your questionnaire.

For a list of sample activities for the most common learning styles look at this infographic:

Source: studentaffairsenews.com

ACTIVITIES

I’ve also found these Five Multiple Intelligences Activities by Puchta and Rinvolucri very useful.

  • Step 3: the school year is quite long, so try to remember the most successful activities for each class and get them to know they all have similar and different learning styles. You can group students according to them, or better let them work with classmates with different learning styles.

Use your results as a precious resource, but do not over trust them, in my experience, teenagers easily change their mood. Always consider that they can still act as different learners.


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Teaching listening to teenage learners #3

Approaches and activities

Black and White by @sandymillin (from #eltpics)

As outlined in the previous post, the context where prediction activities take place plays a key role. To address this issue, I would first introduce a classroom listening habit  in order to create a friendly atmosphere.Then I would gradually introduce different activities to enhance the students’ consciousness of prediction in order to form a natural and effective listening routine.

I would recommend approaching listening tasks using a direct approach. Thornbury and Slide (2006) states that the direct approach ‘involves understanding and planning a conversation programme around the specific microskills, strategies, and processes that are involved in fluent conversation’. This approach stresses the importance of listening to and ‘having conversations’, but it also presupposes the need of a ‘form-focused, instructional stage at some point in the lesson cycle’ (2006: 275). On the other hand, the indirect approach involves acquiring conversational competence through simply doing conversation. I believe listening and speaking skills are strictly related and the approach to teaching them should be linked.

From my experience, learners need to be trained on ‘having conversations’, which means they should be able to identify key strategies and forms that could help them while listening to and performing conversations. Continue reading