We all want our students to become more independent and responsible for their learning, but this won’t happen without the right support. Enter assessment for learning! As opposed to assessment of learning (think end of term exams, categorisation of students, awarding a number), assessment for learning sees learning as a journey: what does my student know, where are they going, what do they need to get there? Let’s look at three simple ways that good teachers employ assessment for learning.
Some of you may have noticed that I am sharing part of a quote attributed to Socrates from 400 BC. I have seen it used as a starting point for many a classroom management seminar, with the speaker aiming to show that teachers have been dealing with naughty students for millennia. However, the contents of training workshops on classroom management can of course vary wildly: it’s such a broad area. In many ways ‘How to be a good classroom manager’ is the same as ‘How to be a good teacher.’ With this in mind, I’ll be splitting this post into a series of three blog posts, each looking at a different ingredient in the recipe for good classroom management.
It’s been a busy few weeks for Pearson’s teacher trainers who have been giving talks at the British Council ‘Teaching for Success’ events across Spain. As promised, here are the links to the presentations we gave:
Valencia, Barcelona & Madrid with Brian Engquist, Marta Cervera & Michael Brand
Saturday 1st October
Bilbao with Elena Merino
Saturday 24th September
Thanks for attending the talks and we hope you found them useful!
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What constitutes a meaningful speaking activity for an adult and can blended learning help them improve in a task-based setting? At the end of this weekend I will be participating in the IX Congreso Estatal de escuelas oficiales de idiomas with a couple of sessions which will deal with these questions.
Speaking activities and blended learning for adult learners
In my first session “Speak Out Challenge: How to get our learners to produce meaningful oral language”, we will look at practical examples taken from SpeakOut (Intermediate), that can foster out students’ communicative interactions in English. Putting words together in order to utter a meaningful message is not an easy task. So in order to build fresh, motivating and significant speaking exercises, we need to consider quite a few things: 1) relating the activities to our students’ own reality; 2) using authentic material; and 3) engaging the learners. That is why, we will not only explore what prevents our students from speaking but we will also show effective ways of getting our students to really communicate, in other words, to say more than a few words, by combining both traditional interactive tasks with other handy technological tools. Continue reading
This month I have been sharing perspectives, comments and knowledge about ESL Writing with teachers in Catalunya. The Department of Education of the Generalitat invited us to participate in their regular formative sessions.
This session aimed at providing primary, secondary and adult teachers with strategies to Make Writing Meaningful.The practical examples provided the teachers with diverse techniques and activities that they could use later in their classrooms, but we also had a reflective approach towards writing and its importance as a productive skill in second language development. Continue reading
This week let’s get to know a person who has recently started working in our Teacher Training team for Spain and Portugal. Her name is Elena Merino and she joined Pearson 2 months ago. Read on to find out more!
Interview with Elena Merino, Teacher Training
1. How long have you been teaching English?
I’ve taught English for 12 years in very different contexts and for varied learning profiles. My main focus is teenagers and adults but I’ve also worked with children. Continue reading