There's obvious scope for getting students to read this post (or some linked to from it) in order to think about / discuss what makes a good language learner and what they can do to develop their proficiency in English over the following 2-3 months. Which of the activities referred to do they currently do? Which do they think they should try? For the all-important critical thinking element, can our learners see any ways in which this teacher's experience might NOT be relevant to their own? They might note that, as a language teacher he may have an advantage when it comes to awareness and noticing, and perhaps more significantly, since he already speaks Spanish, is it such a huge leap to learn a related language like Portuguese? Presumably this is quite a different proposition to a Chinese speaker learning English.
Tags » Learner Autonomy
My question in this entry is whether Differentiated Instruction (DI) can be justified for the opportunity it offers to kick-start and scaffold the process of becoming a self-directed learner. 552 more words
”Students keep asking me, how do I do this? But I’ve just explained it, for like the third time.”
”They get excited when I show something on the whiteboard, but it’s only for about as long as the class lasts. 731 more words
In January I started a series of blog posts on learning languages, speculating how we could learn faster and more effectively. I decided to use these tips in practice to see if I could learn a new language in 6 months, and I chose Portuguese. 1,407 more words
Flip your classroom : reach every student in every class every day by Jonathan Bergmann & Aaron Sams
The idea of the flipped classroom is a relatively new, and while there isn’t any solid research about how it affects student achievement, it is still an instructional strategy with merit. 326 more words