The document discusses strategies for managing multi-level classrooms. It provides examples of activities that encourage collaboration between students of different abilities, such as assigning roles in group work and games that require students to build on each other's responses. It also suggests ways to challenge students of varying levels, like giving advanced students extra tasks to keep them engaged. The document emphasizes principles like variety, pace, interest, and individualization to meet the needs of all students in a multi-level classroom.
Check out our volunteer teacher's toolkit if you're heading overseas on a volunteer project. Whether you're teaching English, working at a children's home or coaching sports, you'll find an activity in here to help you feel more confident about heading to a new country. www.onlinetefl.com?source=slideshare
Humour is such is “ unteachable” we can use the language to make humour accessible for students and conversely , use humour to make the language accessible.
Check out our volunteer teacher's toolkit if you're heading overseas on a volunteer project. Whether you're teaching English, working at a children's home or coaching sports, you'll find an activity in here to help you feel more confident about heading to a new country. www.onlinetefl.com?source=slideshare
Humour is such is “ unteachable” we can use the language to make humour accessible for students and conversely , use humour to make the language accessible.
150+ ideas on how to use flash cards in different ways. From kindergarten to adult conversation classes. With examples. Downloadable. The flashcard tool is found on www.thelanguagemenu.com
In Improvisation Theatre, actors create a performance on the spot; there are no lines to memorise or rehearse. Improv actors use a series of activities which help them to develop their techniques in listening and connecting with other actors. They can then respond better to new contexts and create original and spontaneous plays. “(…) improvisation is characteristic of any human action that is not fully scripted and determined – which is the case in most of our daily encounters”. (Sawyer, 2011, P. 12)
This strongly resonates with the ideal context we want to provide for language learning: a supportive and safe environment where students learn to be creative, spontaneous and willing to take risks. The role of the teacher is to offer this context where structure and improvisation are in balance.
At the LSE Language Centre we have been using Improvisation activities in English for International students since 2012 and we are currently piloting it in other languages. In addition, in sessions with teachers, we explore Improv activities and applications, with the aim of inspiring teachers to incorporate these techniques into the classroom, which we think transform the student learning experience.
In this interactive workshop we will briefly present our findings, based on student feedback and teacher observation and practice a series of activities with attendees so that they experience Improv first hand.
Techniques to teach drama in a language classroomRajeev Ranjan
Teaching Drama:
Techniques to Teach Drama in a Language Classroom
Drama is specific mode of fiction represented in performance. It is an important genre. It consists of various emotions. Drama is a potential resource to create wonderful activities to maximize language learning in the classroom with full of fun. Language learning should be a matter of fun. It is totally non-serious thing. Pupil should enjoy a drama class.
Detailed Lesson Plan (Reading and Writing) Topic SentenceAnjenette Columnas
This is a lesson plan that I prepared and used for my final internship demonstration in my school. It is about topic sentences and mainly discusses about how to identify a topic sentence within a given paragraph. Enjoy!
150+ ideas on how to use flash cards in different ways. From kindergarten to adult conversation classes. With examples. Downloadable. The flashcard tool is found on www.thelanguagemenu.com
In Improvisation Theatre, actors create a performance on the spot; there are no lines to memorise or rehearse. Improv actors use a series of activities which help them to develop their techniques in listening and connecting with other actors. They can then respond better to new contexts and create original and spontaneous plays. “(…) improvisation is characteristic of any human action that is not fully scripted and determined – which is the case in most of our daily encounters”. (Sawyer, 2011, P. 12)
This strongly resonates with the ideal context we want to provide for language learning: a supportive and safe environment where students learn to be creative, spontaneous and willing to take risks. The role of the teacher is to offer this context where structure and improvisation are in balance.
At the LSE Language Centre we have been using Improvisation activities in English for International students since 2012 and we are currently piloting it in other languages. In addition, in sessions with teachers, we explore Improv activities and applications, with the aim of inspiring teachers to incorporate these techniques into the classroom, which we think transform the student learning experience.
In this interactive workshop we will briefly present our findings, based on student feedback and teacher observation and practice a series of activities with attendees so that they experience Improv first hand.
Techniques to teach drama in a language classroomRajeev Ranjan
Teaching Drama:
Techniques to Teach Drama in a Language Classroom
Drama is specific mode of fiction represented in performance. It is an important genre. It consists of various emotions. Drama is a potential resource to create wonderful activities to maximize language learning in the classroom with full of fun. Language learning should be a matter of fun. It is totally non-serious thing. Pupil should enjoy a drama class.
Detailed Lesson Plan (Reading and Writing) Topic SentenceAnjenette Columnas
This is a lesson plan that I prepared and used for my final internship demonstration in my school. It is about topic sentences and mainly discusses about how to identify a topic sentence within a given paragraph. Enjoy!
Conference workshop given at Yeditepe university in Istanbul as part of the aPLaNet conference 2012. To find out more about aPLaNet, follow this link: http://aplanet-project.org/
Shared Reading & Extensions for the EFL ClassroomJamie H
A presentation on Shared Reading and Extension Activities in the Classroomby James Hall on behalf of Compass Publishing and Compass Media.
We'd like to acknowledge Dame Wendy Pye and Judy Stevenson from Award Publishing for their kind support on this presentation's development. Many of the ideas presented here come from their suggestions and ideas. You can find some great videos on shared reading which model the principles at this link http://www.awardinteractive.com/professionalD.php . Mentors, colleagues, and friends!~
We welcome your feedback and as always connect with us on facebook.com/compasspublishing, on twitter @CompassELT, on our homepage www.compasspub.com. or through email info@compasspub.com
Developing a Well Balanced Class- The Four Strand Approach and Top Activities...Compass Publishing
This session was given by James Hall at Compass Teacher's Day in Sao Paulo Brazil in 2018. The session looks at effective course design based on the four strand approach to course design. It also looks at the popular course Hang Out! as an example of great course design. In addition, James shares his favorite activities for teacher's to use in the classroom. (c) 2018 James Hall, please use citations when referencing.
This is part of my working Strategies Notebook. Hardcopy papers from outside resources are printed or collected and then placed in the appropriate section for later reference.
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.
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.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
2. Which factors affect classroom management?
Students not Why?
using L2
Discipline What?
Motivation What?
Task What?
achievement
The material What?
Challenge What?
Multi-level classes
3. Which factors affect classroom management?
Use of L2 Unwilling / unable? Why?
Discipline Rudeness, chatting
Motivation No care over work, work done quickly, homework
Task Not finishing work, finishing quickly
achievement
The material Uninteresting?
Challenge Too easy? Too difficult?
What can you add to each column?
Can you add other columns?
Multi-level classes
4. Challenge
Below level students…
struggle to keep up with may have feelings of
instruction. inadequacy and low self-
are often dependent on esteem.
peer / teacher support to be become frustrated and blame
successful. themselves for their inability
are usually very aware of the to learn more efficiently.
fact that everyone else in need extra time to complete
class is learning more rapidly activities.
than they are.
Multi-level classes
5. Challenge
Above level students…
have more language are able to “get it” more
proficiency than the at-level quickly than their classmates
students are at risk because they can
become bored or disruptive become frustrated with the
while waiting for the other teacher for not providing
students to “catch up.” more challenging lessons
Multi-level classes
6. PRINCIPLES WORTH CONSIDERING WHEN
DEALING WITH MULTI-LEVEL CLASSES
Principle one: variety
Principle two: pace
Principle three: interest
Principle four: collaboration
Principle five: individualization
Principle six: personalization
Principle seven: choice and open-endedness
Multi-level classes
8. personalization individualization
Starts with the learner Starts with the needs of
the individual learner
Connects with
interests, passions and Accommodates learning
aspirations needs of the individual
Learners have a Teachers customize
voice and a choice lessons and tasks for
on what they learn learners based on
individual needs
Learners build a network of
peers, teachers and others Learners are dependent
to guide and support their on individual
learning teachers... ...to support
their learning
9. Awareness
Reading activity – two groups read a different story each.
Students X, Y, Z and A will read story quickly and start chatting
when they’ve finished so give them extra worksheet +
dictionary at start of activity asking them to identify 5 possible
unknown words. They should write the explanations. Also - give
a glossary of possibly unknown vocabulary to help students S, T
&U
X & Y finished reading task quickly as expected. Started
chatting briefly but continued with extra task. Glossary
helped weaker students (S,T, U). X & Y were still working
when everyone else finished reading task
Multi-level classes
10. Encouraging a group dynamic
Working together
•Students in groups of 5 (if possible)
•Write on the board: facilitator, secretary, monitor,
language provider, observer and explain roles.
•Stress what is important in group work:
participation, listening, learning from one another
•Students assigned roles (either choose themselves,
or teacher)
•Teacher assigns task
Multi-level classes
11. Encouraging a group dynamic
Toothpicks
•Before a group discussion, give students 5
toothpicks.
•Each time a student speaks up in a discussion, they
place a toothpick in the centre.
•Once all the toothpicks are used, students are not
allowed to talk unless they get special permission
from the facilitator.
Multi-level classes
12. Encouraging a group dynamic
All for one
•Before class, prepare questions on a recent topic.
•Groups of 4 – each student numbered 1-4. Each
group given a name.
•Ask a question. Groups have one minute to discuss.
•Choose a number randomly. student stands up and
answers the question.
•If wrong, student from next group answers.
Multi-level classes
13. Thinking time
Preference line
LEARNING ----------------------------------------- TEACHING
Writing storm
5 minutes: smells
4 minutes: sounds
3 minutes: best moment of the week / weekend
2 minutes: the future...
1 minute: favourite view
Multi-level classes
16. Simple dialogue activities (2)
The teacher writes / shows dialogue on
the board.
Students take the part of Helen &
Karini and say the dialogue in pairs
Students repeat the dialogue. Teacher
erases a few words at a time.
Students draw a picture of 3 or 4
people in their real family
Students talk about their pictures
using questions & answers they have
memorised
17. The Alphabet game
1. Nominate a letter from the alphabet
2. Ask the students to think quietly of ten
Elizabeth/Table4Five on flickr
words starting with the letter & distribute
board pens
3. Invite weaker students to write their words
on the board.
4. When weaker students have finished, ask
stronger students to add words (no repeats)
5. Students choose 1 word for teacher to talk
about for a minute.
6. Students choose a word, make notes and
prepare 1 minute talk.
7. Follow-up: write up notes into
composition
Multi-level classes
20. Using YouTube with multi-level classes
The Artistifier (http://theartistifier.com)
Multi-level classes
21. PRINCIPLES WORTH CONSIDERING WHEN
DEALING WITH MULTI-LEVEL CLASSES
Principle one: variety
Principle two: pace
Principle three: interest
Principle four: collaboration
Principle five: individualization
Principle six: personalization
Principle seven: choice and open-endedness
Multi-level classes
22.
23.
24. Links
The Alphabet game
http://cerij.wordpress.com/2011/02/26/w-is-for-words/
Grow cube / Best of the rest:
http://kylemawer.wikispaces.com/Grow+cube+walkthrough
http://kylemawer.wikispaces.com/Quest+For+The+Rest
Simple dialogues:
http://www.teachingenglish.org.uk/sites/teacheng/files/mixedability.pdf
The Artistifier
http://quickshout.blogspot.com/2012/03/create-and-exploit-silent-movies-for.html
Multi-level classes