Since we trust that you have worked on the first part of the elwa course 'Sustainable language teaching and learning' before starting this course, we won't explain our understanding of foreign language teaching and learning again. Neither will we introduce the different tools of teacher learning again, since we have already done so quite thoroughly in the previous part. However, we will give all participants the chance to introduce themselves and to get into touch with other colleagues. Moreoever we will include an overview of both parts of the course for all of you to remember what you have read and heard about in part 1.
During my internship, the class (class 7) had a regular weekly activity which was called “Class Councel”. During half an hour, the teacher more or less just observed the class while a designated child acted as moderator and worked through a list of topics the children invented by themselves. It was interesting how intense everyone was listening to the others, there was no disturbance or lack of interest and a lot of discussions. Topics ranged from problems with other classes to the planning of xmas.
I like the idea of students taking notes when another student is holding a presentation. I’m pondering whether I should include a series of 2-minute-presentations in class 11 about any topic they like which will be followed up by a longer one on a Shakespeare related topic. The idea is to prepare them for the upcoming oral MSA exam.
Unfortunately many students who are supposed to listen to the presentation use this as a time out. So I’m considering whether the person holding the presentation should hand out some questions first which will make the others more engaged.
I’ve done picture dictation once or twice in the class 11. The pupils were supposed to draw and describe cartoons on a political subject. They were totally unaccustomed to such an activity. After a while, they were having fun doing it.
I remember that I hated dictation when I was in school, but the idea of the picture dictation sounds interesting and I will try this out with my pupils!
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7 Comments
During my internship, the class (class 7) had a regular weekly activity which was called “Class Councel”. During half an hour, the teacher more or less just observed the class while a designated child acted as moderator and worked through a list of topics the children invented by themselves. It was interesting how intense everyone was listening to the others, there was no disturbance or lack of interest and a lot of discussions. Topics ranged from problems with other classes to the planning of xmas.
I like the idea of students taking notes when another student is holding a presentation. I’m pondering whether I should include a series of 2-minute-presentations in class 11 about any topic they like which will be followed up by a longer one on a Shakespeare related topic. The idea is to prepare them for the upcoming oral MSA exam.
Unfortunately many students who are supposed to listen to the presentation use this as a time out. So I’m considering whether the person holding the presentation should hand out some questions first which will make the others more engaged.
The idea of picture dictations sounds very nice and fruitful to me. Will certainly do this as soon as my first internship will start!
Love the short dictation with all different “at/ed”-words!
Same here. I’m amazed how dictations can actually be fun and increase language awareness.
I’ve done picture dictation once or twice in the class 11. The pupils were supposed to draw and describe cartoons on a political subject. They were totally unaccustomed to such an activity. After a while, they were having fun doing it.
I remember that I hated dictation when I was in school, but the idea of the picture dictation sounds interesting and I will try this out with my pupils!