Forum “National Geographic Learning ELT Teachers’ day for Russia Confirmation”
“Bringing the world to the classroom and
the classroom to life”
Embracing Change: ELT Teacher’s Day for Russia
I took place on the English forum on the theme: “National Geographic Learning ELT Teachers Day for Russia Confirmation” online on the 31 of October 2020.
“The importance of Engagement English Language Teaching”
Alex Warren, National Geographic Learning
Engagement in ELT – Russia
What is engagement? – “The essence of the notion is active participation and involvement in certan behaviours - in the case of student engagement, in school-related activities.
Behavioral engagement
Emotional engagement
Cognitive engagement
Motivation is the internal and long term drive of the student.
Engagement is the response to an external and intermediate satisfaction of a need, entertainment, curiosity, or recognition.
Model of learner Engagement
Dornei & Mercer
Willingness to engage
Trigger engagement
Maintain engagement
Learning
How do you make our learners more thirsty?
When are your students most engaged in class?
“The brain doesn’t pay attention to boring things”
John Medina
Surprise them & engage their curiosity
“Curiosity prepares the brain for learning and makes subsequent learning more rewarding”
What makes your students curious?
Question: What percentage of learners regarded learning about other countries and cultures as being of learning a foreign language?
Answer: 33% of learners regarded about other countries and cultures as being a benefit of learning a foreign language.
“Culture is a very powerful hook. It can heighten the interest and engagened”
Steve Dovie Fluentu.com
I see in the video…( a traditional greeting)
I think in the video… ( a traditional game)
I wonder in the video … (a wedding gift)
What is a process involved?
What do you think links the 3 photos?
Imagine you’re going to interview the people in the photos. What questions would ask them?
K
W
L
“Transfer to the textbook is easier when the content starts with the student himself. Let the students first discover what they can generate…
At what age do you think teenagers become adults?
What special celebration do you have in your country for?
Students are more engaged in activities
Why do you need music?
Types of music
What different types of music can you think of? The playlist of my life.
Trigger and maintain engagement by:
Using authentic , high intere , global contents
Arousing curiosity through images
Making content meaningful and relevant
“Effective learning depends on the level”
Time to reflect
• Webinars – ELT NGL.com/webinars
ELTNGL.com/infocus
Lecture №2
Anita Modestova, Teachers Teach Teachers
“Getting the outcomes you want – A Russian perspective
Embracing change NGLearning ELT
Anita Modestova is self-employed and specialize in teaching general English to adults, low levels. She also manages a professional development programme for teachers of English – Teachers Teach Teachers.
Why not?
We need time to unwind, recharge breath in and out, learn more…
No plan
Lack of grammar
Outcomes – Beginner Audio Script
How many grammar items can you spot?
But students want more grammar!
No, they don’t (eventually)
14 months of outcomes elementary
Too much vocabulary
Student will remove the vocabulary that is their zone of pooximal development
We need to show /teach them how to work with vocabulary
We don’t have to control everything - learning is the responsibility
Room for on the spot personalization
To sum up
No plan
No grammar
Too much vocabulary
Plenty of opportunities for meaningful speaking
Lots of grammar opportunities
More grammar for high level
My favourite trick is to do the same exercise several times
Great for revision
Min extra work load for me
In class I follow the book as is
Lesson 1 – a little upgrate gap fill
1.do the task on your own
2. go through all the sentences together
3. check - do the original task
Lesson 2 – new gaps:
do the task on their own
check
expand – https://www.english-corpora.org on their own
share with the rest of the group
In class
More ideas:
Lesson 2 – students translate the sentence into L1
Lesson 3 – translate them back into English
Work for any kind of task with listening
At home
Beginner quizlet, write short stories
Lecture 3 Hugh Dellar
“Technology and Principles in language teaching”
“Using tech is not good the same as good teaching”
“Language teachers teach language”
“Bringing the world to the classroom and the classroom to life”
Embracing Change: ELT Teacher’s Day for Russia
Principles implicit in many sites:
grammar and vocabulary are separate
usage is relatively unimportant
vocabulary often just means lexical sets
“skills”are at least as important as language
Learning should be “fun”
Creativity and play are essential
More means better
“there is no right way, no pure
Springsteen offers life advicein”
Snappy words
Free visual online dictionary
Royal wedding passes without a hitch as Kate and William Seal it with a kiss – level
Purpose and revision
The cult of the amateur can intermediate
Expertise
Publishy process
Course coherence
Language and learning principles
The authenticity fallacy
Authenticating texts
Texts to teach language is authentic – in a language classroom
Make the language focus relevant – think about frequency and outcoming
Exchange ideas and feeling around the text relate to culture and diversity
Authenticate/personalize language
Time and cost
Who’s playing?
-Is it worth it?
Teaching technologically does not mean quicker
Jing marking
Is it better?
Are there better uses?
Usage, outcomes noticing… but time – consuming
Is teaching motivating?
Students are not screenagers
No clear link between social and academic users
Students often only use teach if assessed
Motivated students are motivated!
New technology
Old technique
Break – chief – compete
Sustody- delay – out
Pledge – rampage – regime
Motivation and memory
Evidence?
Google effects on memory
Recall place rather than content
Hypertext mainly impaired reading
Increased cognitive load
Different not better?
Interactivity through students and teaching not tech
Interactive questions
Crime is almost not- existent.
There’s a recession. The economy is in a total mess.
Their policies
CERF principles
Business of everyday life
Exchange ideas and feelings
Understand others cultures better
Define worthwhite and realistic effective
Base teaching and learning on the needs
Develop appropriate methods and materials
(Council of Europe, 2001)
Learning principles
Language principles
considenting “real” usage is important
grammar and vocabulary are interdependent
vocabulary is more important than grammar
better skills comes from better language knowledge
wants, need and current abilities should determine level – not fixed grammar
frequency and outcomes should determine
Lexical Lab teaching ethos
language rich
useful
students as a resourse
exchange ideas or feelings
recognize diversity
links to continued learning
Some principles for (not) using tech
focus on language and outcomes
leave space for your students
ask yourself if a non-tech way may better
don’t let workaholics be our model
there’s more to life than teaching
Get in touch!
Lecture 5
“Encouring learner autonomy in a changing environment”
Elisabeth Jackson, Moscow, Russia
Type in the chat
She thinks this and I think that.
Who’s right?
Encourage active consultation of peers
1.Peer checks for everything
2. reflect questions back- to pairs
- to the whole class
3. recommended resources
Talk about learning
1.Draw on past experience
Past experience: learning a skill.
Describe a time you learned smth new.
Useful questions:
- Why were you successful? What do you do?
- How did you overcome the difficulties?
- What would be your top?
Past experience: common issues
Structure Follow through
Compulsory / Optional HW
Learning checklists
Focus on 1-2 areas
Check in
Study buddies
Learning diaries/logs
Set SMART goals
Talk about learning
Raise awareness
Reflect: End of lesson reflection
What did you learn today? What did you practice?
What are the 2-3 most important or useful phrases form today’s lesson?
What do you need more work on? What questions?
Show them how to learn
Make sure students know about coursebook resources
Train them how to use toolswell
For example: word building.
Write the nouns:1.explode-
2.react-
Vocabulary: Hopes and Ambitions
Noun | Adjective | Verb or collocation
Show them Self-study techniques
What techniques could you show your Learners?
Type in the chat
Use quizlet to learn vocabulary
Lexical mine TV shows
Practice listening to connected speech with Tube Quizard
Improve your pronunciation by recording yourself
Keep better vocabulary notes
Summary
Learner – Centre your classroom
Talk about learning
Show learners how to learn
Time to reflect
What was the most useful or interesting idea in this session?
Which specific class or level of students could you try it with?
Lucy Constable ELT NGL cengage:
Cengage Learning – delivering results through engagement.
Cengage Learning (EMEA) Ltd. Registered Office: Cheriton House, North Way, Andover, Hants, SP10 5BE, a Limited company registered in England and Wales under company number 903535.
Sites:
www.teachers-teach-teachers.com
TTT_TeacherTeachTeachers
[email protected]
4. www.onara.ru
5. Bolshaya Tatarskaya, Moscow, Russia
Email: [email protected]
Phone: +7(495) 786 87 09
[email protected]
www.facebook.com/NGLRussia
www.lexicallab.com
[email protected]
www.facebook.com/lexicallablimited
[email protected]
Facebook ElisabethJacksonELT
Twitter@MoreMs Jackson
Blogs:https://aboutme/e_jackson
[email protected]
[email protected]
[email protected]
www.instagram.com/onara.books
ELTNGL.com/infocus
Dellar H.and Walkley A. (2010) Outcomes Upper
https://www.eltoutcomes.com/teacher resources
ELTNGL.com/webinar
https://www.eltoutcomes.com
http://myelt.heinle.com
www.eltoutcomes.com
https://www.english-corpora.org
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