Joshua Underwood

Joshua Underwood

Location Northern Spain

Activity

  • Bye everyone & thank you so much for joining us on our course and all your time and participation :-)

    Well done for getting to the end and I wish you every success in your future learning and teaching.

    Here are my final traffic light reflections for this course.

    - I'm going to (try to) stop worrying about what might go wrong (I'm still going to be...

  • That's a great experience :-)

  • Thank you :-)

  • Thank you :-)

  • Thank you for joining us and appreciating the course :-)

    And sorry it has taken so long to reply!

  • Thank you for sharing that @NurulMaulidiyahSalma :-)

  • Absolutely. I always try to clear my clutter and noise before sessions, both in my physical space and in my mind.

  • Absolutely @MichelleLewin

  • Thanks @IuliiaKytrysh :-)

    All the best for your future teaching and learning!

  • Yes, thanks for all your contributions @MarkO :-)

  • Great traffic light reflections, Claire :-)

    I'm particularly keen on your Carry On and it is one I will also be carrying on with. Recently I have really loved the Creativity series of webinars on Teaching English and have picked up a lot of ideas - the way the two presenters bounce of one another, introducing aims/objectives through gap-fills/guess the...

  • I am interested in your comment that some of the students enjoyed the responsibility of organising their work and getting their material and internet set up right. I think I have also found that to some extent and have started to look for more opportunities to give them responsibilities that I have often done for them, for example making sure everyone in their...

  • Hi @VitalinaYudina ,

    I'd agree, I find that when I am really interested in the activities we are doing and the students it tends to come across to the students and help engage them too.

  • Thanks @GuyBirch , I can see that risk and I wonder whether it might help to frame the 'bad' filling bit as 'good' because it reveals how to improve...?

  • Thanks for sharing :-)

    I like that you give a student the role of keeping the group on task. I quite often use roles, for example having one student responsible for making sure every member of the group is invited to share their opinion.

    I find the 'It's good to talk' resources here useful for helping students think about how to get the most out of...

  • If you would like to leave an audio or video reflection on week 2, you could use the flip here - https://flip.com/e44186ab

  • Thanks so much for your audio, Alejandra - I find it reassuring to read everyone else's experiences and ideas too - it helps me feel like we are all in it together and doing our best :-)

  • Thanks Guy. I like the way you say teach "through the camera" rather than "at the camera", it makes me think about how to achieve that feeling.

    I find Graham Stanley 's article a useful reminder of some of the things we can do to help achieve that kind of presence and connection: Remote teaching – how to keep learners' attention...

  • @MarkO I think I would love to have been one of your online students. The chickens, the science experiments, the homemade musical instruments - what a fantastic variety of thought provoking experiences!

    Thanks so much for sharing :-)

  • Hi @KarimaCherif

    Welcome to our course - it is great to have you with us with all that experience. We look forward to sharing ideas with you.

  • That sounds great :-)
    Can you tell us more about introducing the chickens and also the science experiments. They sound like great ways of getting attention and interest.

    I'm whether you asked your learners to do any specific tasks while you did those things and whether you can give examples?

    I can totally see the tension there is sometimes between...

  • @DeniseB you're welcome :-)

    I hope you enjoy some of those 'creative' webinars.

    I'm just catching up with the latest one on Creative Continuous Professional Development - https://www.teachingenglish.org.uk/article/creative-ideas-your-cpd

    I love the way they start by challenging participants to think about what the objectives for the session might be...

  • Thanks for sharing :-)

    I like the way you structure your activity and I agree with you about the increased difficulty of monitoring this kind of activity in breakout rooms and then bringing it all back together.

    I think that if you have a way to share slides with whole class, such as Google Slides, that can help. For example, you can do something like...

  • Thanks for sharing @AlejandraSierra :-)

    I hadn't seen that collection of "Changemaker" stories before - https://www.ashoka.org/en-us/readers-become-changemakers or BookSmart - https://booksmart.worldreader.org/
    That looks like a useful collection of reading materials and I may try to make use of some of them.

    Also, thanks @GuyBirch for taking the time...

  • Love your toy :-)
    What's the toy's name?

    My desktop and online workspace certainly need tidying and re-organising too!

  • Thank you :-)

    Do you have any ideas or suggestions you would like to share with us?

  • I agree :-)

  • I find it really important to create opportunities and reasons for students to interact with one another too.

    I sometimes use games to create that kind of opportunity but more frequently I use short 'creative' and collaborative tasks, like making picture slides about some topic in a small team, proposing solutions to a mystery, or creating a short 'play'...

  • Hi @petraReichel ,

    I try to use interest and age relevant reading and give choice as much as possible when there are libraries of books or magazines available, online that might be possible if working with institutions with subscriptions to digital libraries.

    With teens for shorter texts, as opposed to books/readers, I use:

    LearnEnglish Teens...

  • Hi @petraReichel ,

    I haven't personally used Edmodo for a while and have only just heard about it closing. These days I tend to use Google Classrooms, Microsoft Teams, and Moodle because those are the tools that are used by the institutions I usually work with.

    I also like Seesaw but haven't used it recently and I think I heard they have had some data...

  • @petraReichel yes, I try to have relevant extension tasks ready for groups that finish early. Sometimes I might just ask them to organise themselves to present what they have done to the rest of the class when we come back together.

  • @DohaShaar yes :-)

    I think making progress and learning 'visible' or 'tangible' for learners (and parents) is really important. I try to also encourage students to look back at previous work of theirs and encourage them to start to identify how they have progressed themselves.

  • I can't find an open access version or pre-print, sorry :-(

  • @petraReichel I like the idea of reading and listening too because of the associations and I think you can also do this the other way round, as it were, by putting same language subtitles on with films/TV/video.

    There is quite a movement for switching subtitles on on TV - https://turnonthesubtitles.org/
    I was also quite surprised to read recently that...

  • That's great to hear :-)

    I hope it works for you and would love to hear your reflections after using that.

  • Totally, and very sad he is no longer with us :-(

  • @petraReichel feedback is important or at least recognition of your activity.

    That's one of the reasons we try hard to make replies to as many participants as we can :-)

    Thanks for your contributions!

  • It's one of my favourites. I find children like to repeat it and also like to invent their own similar stories.

  • I like that approach. With my primary students I have recently tried directly addressing the importance of asking for help when you need it through stories, giving 'points' for asking for help, prompting them to reflect on whether they think it is good to ask for help, etc.

    I've been quite surprised by the reasons some of them give for not asking for help...

  • @petraReichel good point. I think another approach is to frame the 'failures' as positive identification of 'opportunities to learn.
    So, something like "That's great! You got 7 completely right and we found 3 opportunities for you to learn more" :-)

  • Yep, great idea @CoraSchochardt, thanks :-)

    Thanks for sharing! I guess this idea (link below) about having virtual desks, which can have traffic lights on them, is kind of similar and useful if you can't see all your students on video. However, I really like the idea of physical objects to hold up and that gives another reason to have the cameras on...

  • I love the idea of framing language learning as discovery :-)

  • Me too. I think it is great for embodied learning but also that particularly in online classes it is good to