This document discusses creativity in English language teaching. It provides principles and examples of creative teaching methods, including doing the opposite of typical routines, reversing the order of activities, expanding or reducing aspects of lessons, using random elements or associations, and imposing constraints. The document also discusses integrating different learning styles such as auditory, visual, and kinesthetic into lessons. Overall, the document promotes trying new approaches to engage students and avoid getting stuck in routines.
Handout shared during the June 2018 RELO Andes Webinar entitled "Let's Talk! Speaking Activities for Students with a Low Level of English"
► Find the webinar here: https://youtu.be/452zzK6nqUo
► Main presentation: https://goo.gl/hqfCu8
Encourage your students to talk more using these easy tips, activities, and lessons! This webinar will help you plan easy and effective lessons, creating confident, motivated, English language speakers.
By the end of this webinar, teachers will be able to:
- Understand how speaking activities can help improve all areas of English language study.
- Be able to incorporate four new activities into your class to get your students talking.
- Know the steps for getting the most out of speaking practice time.
- Have a helpful worksheet with all the information and resources you need for many weeks worth of speaking activities.
This webinar for English language teachers was hosted by the Regional English Language Office at the US Embassy in Peru.
► About the speaker:
▪▪ Sara Hendricks has taught English around the world for 12 years. She received her Masters Degree in TESOL from UW River Falls in the USA. She enjoys studying and teaching gender equality in the classroom, rapid vocabulary acquisition and support for indigenous languages. Sara currently lives and teaches in a small town in Mexico with her husband and three kids.
► Find the webinar here: https://youtu.be/452zzK6nqUo
► Subscribe here for new RELO webinars: http://eepurl.com/gZS7r
★ Follow us on social media! ★
▪▪ RELO Andes
: FACEBOOK - http://www.facebook.com/reloandes
: TWITTER - http://www.twitter.com/reloandes
▪▪ US Embassy in Peru
: FACEBOOK - http://www.facebook.com/Peru.usembassy
: TWITTER - http://www.twitter.com/usembassyperu
: INSTAGRAM - http://www.instagram.com/usembassyperu
: YOUTUBE - http://www.youtube.com/user/USEMBASSYPERU
Encourage your students to talk more using these easy tips, activities, and lessons! This webinar will help you plan easy and effective lessons, creating confident, motivated, English language speakers.
By the end of this webinar, teachers will be able to:
- Understand how speaking activities can help improve all areas of English language study.
- Be able to incorporate four new activities into your class to get your students talking.
- Know the steps for getting the most out of speaking practice time.
- Have a helpful worksheet with all the information and resources you need for many weeks worth of speaking activities.
This webinar for English language teachers was hosted by the Regional English Language Office at the US Embassy in Peru.
► About the speaker:
▪▪ Sara Hendricks has taught English around the world for 12 years. She received her Masters Degree in TESOL from UW River Falls in the USA. She enjoys studying and teaching gender equality in the classroom, rapid vocabulary acquisition and support for indigenous languages. Sara currently lives and teaches in a small town in Mexico with her husband and three kids.
► Find the webinar here: https://youtu.be/452zzK6nqUo
► Types of Speaking Activities: https://goo.gl/UFZGsK
► Subscribe here for new RELO webinars: http://eepurl.com/gZS7r
★ Follow us on social media! ★
▪▪ RELO Andes
: FACEBOOK - http://www.facebook.com/reloandes
: TWITTER - http://www.twitter.com/reloandes
▪▪ US Embassy in Peru
: FACEBOOK - http://www.facebook.com/Peru.usembassy
: TWITTER - http://www.twitter.com/usembassyperu
: INSTAGRAM - http://www.instagram.com/usembassyperu
: YOUTUBE - http://www.youtube.com/user/USEMBASSYPERU
Handout shared during the June 2018 RELO Andes Webinar entitled "Let's Talk! Speaking Activities for Students with a Low Level of English"
► Find the webinar here: https://youtu.be/452zzK6nqUo
► Main presentation: https://goo.gl/hqfCu8
Encourage your students to talk more using these easy tips, activities, and lessons! This webinar will help you plan easy and effective lessons, creating confident, motivated, English language speakers.
By the end of this webinar, teachers will be able to:
- Understand how speaking activities can help improve all areas of English language study.
- Be able to incorporate four new activities into your class to get your students talking.
- Know the steps for getting the most out of speaking practice time.
- Have a helpful worksheet with all the information and resources you need for many weeks worth of speaking activities.
This webinar for English language teachers was hosted by the Regional English Language Office at the US Embassy in Peru.
► About the speaker:
▪▪ Sara Hendricks has taught English around the world for 12 years. She received her Masters Degree in TESOL from UW River Falls in the USA. She enjoys studying and teaching gender equality in the classroom, rapid vocabulary acquisition and support for indigenous languages. Sara currently lives and teaches in a small town in Mexico with her husband and three kids.
► Find the webinar here: https://youtu.be/452zzK6nqUo
► Subscribe here for new RELO webinars: http://eepurl.com/gZS7r
★ Follow us on social media! ★
▪▪ RELO Andes
: FACEBOOK - http://www.facebook.com/reloandes
: TWITTER - http://www.twitter.com/reloandes
▪▪ US Embassy in Peru
: FACEBOOK - http://www.facebook.com/Peru.usembassy
: TWITTER - http://www.twitter.com/usembassyperu
: INSTAGRAM - http://www.instagram.com/usembassyperu
: YOUTUBE - http://www.youtube.com/user/USEMBASSYPERU
Encourage your students to talk more using these easy tips, activities, and lessons! This webinar will help you plan easy and effective lessons, creating confident, motivated, English language speakers.
By the end of this webinar, teachers will be able to:
- Understand how speaking activities can help improve all areas of English language study.
- Be able to incorporate four new activities into your class to get your students talking.
- Know the steps for getting the most out of speaking practice time.
- Have a helpful worksheet with all the information and resources you need for many weeks worth of speaking activities.
This webinar for English language teachers was hosted by the Regional English Language Office at the US Embassy in Peru.
► About the speaker:
▪▪ Sara Hendricks has taught English around the world for 12 years. She received her Masters Degree in TESOL from UW River Falls in the USA. She enjoys studying and teaching gender equality in the classroom, rapid vocabulary acquisition and support for indigenous languages. Sara currently lives and teaches in a small town in Mexico with her husband and three kids.
► Find the webinar here: https://youtu.be/452zzK6nqUo
► Types of Speaking Activities: https://goo.gl/UFZGsK
► Subscribe here for new RELO webinars: http://eepurl.com/gZS7r
★ Follow us on social media! ★
▪▪ RELO Andes
: FACEBOOK - http://www.facebook.com/reloandes
: TWITTER - http://www.twitter.com/reloandes
▪▪ US Embassy in Peru
: FACEBOOK - http://www.facebook.com/Peru.usembassy
: TWITTER - http://www.twitter.com/usembassyperu
: INSTAGRAM - http://www.instagram.com/usembassyperu
: YOUTUBE - http://www.youtube.com/user/USEMBASSYPERU
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
8. Problems with methodologies
sharing experiences
The questions below are only dumb at first sight an attempt to answer them
may make you go ‘hmmm’
• Do most methodologies address teaching or learning? What’s your
understanding?
• Is it possible that teachers are involved in Professional Development activities
for the wrong reasons, and they don’t necessarily have their students in mind as
the ultimate reason why they want to be better teachers?
• Do you choose/plan activities to demonstrate your knowledge/teaching skills or
do you plan activities with your students in mind?
• Detailed attention to the teaching going on in the teacher as opposed to the
learning going on in the learner- which option should be our priority?
• Should we be theorising about methods or theorising about learning?
• When planning a lesson do you fall victim to the infinite choice of resources? Or
do you start with thinking about your learners and what they need? How do you
choose your activities knowing that every choice we make has the ‘opportunity
cost’ of the myriad of other options not taken?
9. • Teaching differently means loss of identity and wish
for failure. Do you agree?
• How often do you do something new?
• Do you sometimes feel stuck? Are you in a rut?
What do you do to get out of it?
• What keeps us from trying out new ideas?
Bored teacher
=
Bored students
11. Creativity Principles
• Do the opposite
• Reverse the order
• Expand or reduce something
• Use the random principle
• Use the association principle
• Use the constraints principle
12. DO THE OPPOSITE
• Essentially it involves observing the routines and
activities we consciously or unconsciously follow,
doing the opposite and then observing what
happens. Examples would be: if you always stand up
to teach, sit down; if you teach from the front of the
class, teach from the back; if you usually talk a lot,
try silence.
13. REVERSE THE ORDER
• Here you would do things backwards. For example: in
dictation, instead of giving out the text at the end,
you would give it out at the beginning, allow
students to read it then take it away, then give the
dictation. If you normally read texts from beginning
to end, try reading them starting at the end; if you
normally set homework after a lesson, try setting it
before; if you usually give a grammar rule, asking
them to find examples, try giving examples and
asking them to derive the rule.
14. EXPAND OR REDUCE
• For example increase (or decrease) the lenght of a
text in various way; increase (or decrease) the time
allotted to a task; increase the number of questions
on a text; increase or decrease the number of times
you do a particular activity.
• (Maley’s books Short and Sweet suggest 12 different
generic procedures including this to develop more
interesting materials).
15. USE THE RANDOM PRINCIPLE
This is essentially using bisociation-putting two or more
things together that do not belong together-and finding
connections. For example:
• Students work in pairs- all the As write ten adjectives
on slips of paper, all the Bs write ten nouns. The slips
are put in two boxes. Students take turns to draw a
slip from each box, making an unusual combination,
e.g. a broken birthday. When they have ten new
phrases they combine them into a text.
16. USE THE RANDOM PRINCIPLE
• Students are given
pictures of five people
taken from magazines.
They have to write a
story involving all five
characters.
17. USE THE ASSOCIATION PRINCIPLE
This involves using evocative stimuli for students to
react to. For example:
• Students listen to a sequence of sounds, then
describe their feelings or tell a story suggested by
the sound.
• Students are given a set of character descriptions
and a set of fragments of dialogue-they match the
characters with what they might have said.
• Students are given a natural object ( a stone, a leaf
etc.). They then write a text as if they were their
object.
18. USE THE CONSTRAINS PRINCIPLE
The idea is to impose tight constrains on whatever
activity is involved. For example:
• Limit the number of words students have to write-
as in mini sagas, where a story has to be told in just
50 words.
• Limit the amount of time allowed to complete a
task-as when students are given exactly one minute
to give instructions
20. ‘There is no such
thing as failure.
There is only
feedback.’
‘Our ‘successes’ and ‘failures’ are
determined by the thought and
behaviour patterns we use
subconsciously all of the time.
By recognising our own patterns, we
can change the ones which are not
getting us the outcomes we want.’
‘There isn’t a student who can’t
learn but there are teachers
who can’t teach.’
21. How to integrate different learning styles into
your lesson...
AUDITORY LEARNERS
Solve problems by talking about them. Allow students to work
in groups or pairs (group discussions, brainstorming activities,
role plays, dialogues).
Like verbal instructions, explanation of what is coming
(sign posting the lesson) and a summary of what has been learnt.
Like music; use music to set up the mood, signal a change introduce
a theme, as energisers, background music, language generator,
relaxation, guided fantasy.
Oral summary of a written text.
Telling stories, songs, audiotapes and videos, memorisation. Use sound
and rhythm to memorise.
Drilling
22. How to integrate different learning styles into
your lesson...
VISUAL LEARNERS
Recognise words by sight, like looking at wall displays.
Use many wall displays and posters.
Bring in realia. Use graphs, chart illustrations and photographs.
Mind maps and/or lists to organise thoughts (brainstorming ideas as a pre-
task; lesson plan for the day/week/term).
Video based lessons
Look at the teacher’s face intently. Gestures and visualisation.
Writing in different colours and sizes.
Overhead projector.
23. How to integrate different learning styles
into your lesson...
KINESTHETIC LEARNERS
Like to move around while learning and work in different
groups/pairs. Intersperse activities which require students to sit
quietly with activities that allow them to move around.
Plan energising activities that serve as punctuations not language- learning
activities in their own right (stand up, change partners, come up to the board,
mingles, write our name in the air, mime a word that someone calls out).
Bring in realia to hold or touch.
Use demonstrations, mime, act things out.
Learn best when involved and active; use physical activities, competitions,
board games, role plays, questionnaires, surveys.
24. ‘C’ Group:
Creativity for Change in Language
Education
http://thecreativitygroup.weebly.com/
CREATIVITY IN ENGLISH LANGUAGE TEACHING
edited by Daniel Xerri and Odette Vassallo.