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Skip to 0 minutes and 1 second OK. Hello, everybody and welcome. We’ve reached the end of Week 1. And we’re absolutely delighted to see that you’ve been so active on the course. We’ve got teachers on the course from all over the world. You can look in Step 1.2 at the ZMap there and you can see where everybody is from. And I’ll also add an image of that map at the end of this Step, so that you can see the map even if you can’t access ZMaps. So it’s really interesting. We have primary teachers, secondary teachers. We have teachers who are teaching adults. And some of you are even doing this course so that you can train other teachers to teach their subject in English.

Skip to 0 minutes and 41 seconds So welcome to everybody. We’re really glad you’re here. And I guess an important thing to remember is that in the course, we’ve given you lots of language examples, but the important thing is that you are the expert in your classroom. So you should really try and adapt that language for you and for your learners so that it works in your context. And it’s interesting. So some of you are saying in the comments that teaching your subjects in English is really exciting and refreshing. And your learners really love it. They love the opportunity to learn the language and the content at the same time. But teaching your subject in English is very challenging sometimes.

Skip to 1 minute and 22 seconds Perhaps your learners just don’t have the language that they need to access the content. Maybe you have learners with different levels in your classroom. Maybe your learners are interested in the subject content, but perhaps not the language. And then maybe some learners aren’t really just enthusiastic about being in the classroom at all. And in Step 1.23, actually, Helen - another Helen - talks about some of the challenges in her context, the strategies that she uses, that she and her colleagues use. They use dictionaries, pictures, visual organisers. They give notes out in advance. They do pair and group work. They give thinking time. And this is a really, really interesting and challenging area.

Skip to 2 minutes and 6 seconds So on the 14th of November, we will be having a live session with our expert, Kay Bentley. And she will be there and able to answer questions that you have and to help you with language and strategies for some of the challenges that you face in your classrooms with the way that your learners experience learning their subject in English. So this week, we looked at three main language areas. The first one was sharing learning objectives. And most of you share your learning objectives at the start of your lessons. In Step 1.10, in the talking point, many of you said that all of those six reasons that we gave were really important.

Skip to 2 minutes and 46 seconds But the ones you rated most highly were to help learners understand what they should be achieving and to help teachers plan and design tasks which help learners achieve those outcomes. So that’s great. Some of you don’t share objectives. Perhaps there are a few primary teachers in here who are worried about the objectives being, perhaps, too confusing. Or young learners may not fully understand the future tenses or the language might be too complex in the learning objectives. And some other comments, Cecilia and Juan Carlos, they commented that curiosity and investigation and freedom are important in their science classes to keep their learners engaged. So they don’t set the learning objective at the beginning.

Skip to 3 minutes and 32 seconds And another teacher, Maria, she likes to elicit what learners have learned at the end of a class. And she finds that negotiating learning objectives can promote motivation and active participation in those classes.

Skip to 3 minutes and 48 seconds At the end of that activity for sharing learning adjectives there was a Try It Out Step. And we were just absolutely amazed by the huge range of subjects that you teach. There were some really lovely learning objectives, like this one for physics. This one was really good. It says “By the end of this module, you’ll be able to explain the difference between temperature and heat.” And another one, “You’ll be able to calibrate a thermometer.” So some practical doing objectives here. I really like this one because it says you’ll be able to explain the difference between temperature and heat. Not just you’ll understand that difference, but you’ll be able to tell somebody what you know about that.

Skip to 4 minutes and 31 seconds You’ll be able to explain and demonstrate your understanding. And the Try It Out steps are really worth visiting to see examples of language. And if you don’t have time to try out the language in your own classes, perhaps to find out a little bit, learn from what happened in other classrooms across the world. For example, today, Nelida, fantastic. Nelida told us that her students were much more attentive when she shared her learning objectives, because they could check what they’d actually learned at the end of the class. So that’s fantastic news. The second language activity we did was reviewing, reviewing previous learning.

Skip to 5 minutes and 13 seconds And in the opening comments of that activity, everybody agreed with John and Kay that reviewing learning is essential at the beginning of a lesson. And Erica pointed out that asking learners is the quickest and most efficient way to review. Perhaps this is something you can think about. When you are actually teaching, you could note down a few questions to review learning in the next lesson. And Clive, another teacher, said that it’s important not to spend too much time on reviewing at the start of the lesson. We don’t want to spend all our time reviewing and not covering new topics.

Skip to 5 minutes and 47 seconds And Victoria, she commented that finding authentic material, which helps her and her learners to recall previous knowledge is actually quite difficult to find. And in fact, lots of you are looking to share resources and ideas. And you’ve been doing that already in the comments. So some advice? I think maybe if you find a teacher whose comments are useful for you or who teaches the same subject as you do, try following those teachers so that you can easily access the information they’re giving. In the course, we’re using the free tools Quizlet, Padlet, and Typeform and you can use these with your learners.

Skip to 6 minutes and 28 seconds And thank you to everybody who’s been giving links and ideas for resources and tools such as Plickers and Socrative, and Cahoot, because these are really, really useful tools for helping motivate learners to communicate what they’ve already learned. The third language activity we had this week was eliciting. And you were all extremely positive about eliciting for finding out subject specific vocabulary and concepts. You’ve been talking about the benefits of eliciting to unearth subject knowledge that learners already know from their own experiences. You’ve been talking about how useful mind maps are and other visual organizers which help planners to think about what they know and to record what they know.

Skip to 7 minutes and 21 seconds And a few of you commented on how eliciting leads to better and longer term learning and developing critical thinking skills. This is something we’ll cover a little bit more in Week 3. And the examples you provided on the Padlets again, really effective. Lovely images. We’ve got Greek temples for history and eco-friendly energy sources for science. Fantastic. And again, I will make some images of those Padlets in case you can’t actually use Padlet so that you can see what the other people have been putting up and posting. Next week. I don’t know if you’ve had a chance to look at our video of Catta in Step 1.24. Those of you who have and have commented are right.

Skip to 8 minutes and 5 seconds She is teaching the first conditional, obviously. And lots of you have picked out some important ideas about how she does this. And some of the key things you’ve noticed are that she’s explaining. She’s talking to her learners and getting help with the explanation from her learners. She’s asking learners to contribute. And this is what we’ll be looking at next week. We’ll be looking at language for helping learners to understand subject specific content in English. So we hope you’ve enjoyed the course so far. This week’s been very busy. And we look forward to hearing lots more comments from you next week. See you then. Bye.

Review of Week 1

In this video, Helen looks back at some of the main points you’ve been talking about this week.


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Teaching Your Subject in English

Cambridge Assessment English

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