INNOVATIVE METHODOLOGIES FOR ESL TEACHERS

CFPI

08-11-2016

Dave Rixham

White Rose Language School

ACTIVITIES TO ENCOURAGE CRITICAL THINKING, COMMUNICATION AND COLLABORATION

ESL WRITING AND SPEAKING ACTIVITY

ISLAND ADVENTURE In this creative teaching activity, students use their critical

thinking and problem-solving skills to survive being stranded on a desert island. The students are told that their boat is sinking and that there is a desert island nearby. In groups of three, students choose four items from a worksheet to help them survive on the island. The students write about their choice of items and their reasons for choosing them. Each group then explains their choices to the class. After that, the groups find out what challenge they face on the island by picking a card. Each group picks a card and makes a plan of what they will do to survive on the island, and how the four items they brought will help them. The groups then present their plans to the class. The teacher assesses each group's chances of survival according to their plan and how risky their ideas are. Each group is awarded a score between zero and three. After each group has presented, they roll a dice and the awarded points are combined with the number on the dice. Groups need to score four or more to survive, and more than six to thrive on the island.

ESL SPEAKING ACTIVITY WHAT’S THE CRITERIA? In this problem-solving teaching activity,

students guess what criteria other students have used to put a list of 10 jobs in order. The class is divided into groups of 6 and each student is given a card. Working alone, the students order the jobs according to the criteria on their card. When they have finished, the students take it in turns to read out their order from 1 to 10. The other students in the group analyse the list and discuss the order and try to come up with the criteria. The students should try to explain their reasoning to the student with the card. The student reading the order can’t give away the answer. If the students get the criteria wrong, they should keep trying until they get it right.

AUTHENTIC MATERIALS

What are realia? Objects from real life or from the

real world, as opposed to theoretical constructs.

EXAMPLES

Utilitarian objects, games and toys, tickets, brochures, menus, ads, photographs, popular music and song lyrics, newspaper and magazine articles, music videos, etc.

YOUR VIEW

How important is it to use authentic materials in the ESL classroom?

Consider these in terms of: motivating the students accessibility ease of use a learning tool

PROJECT-BASED LEARNING

What do you understand by Project-Based-Learning (PBL)?Watch the following short video and discuss its implications for our ELT classroom.

https://www.youtube.com/watch?v=LMCZvGesRz8

TOWARDS PBL TELL ME→ I FORGET SHOW ME → I REMEMBERINVOLVE ME → I UNDERSTAND

PBL PRELIMINARY CHECK LIST

The project idea? (an engaging topic that gets them thinking – non-Googleable!)

The time frame proposed? Is it manageable? Between you and your class or other

teachers in your school/other countries? Subjects which could be integrated with

the project? Technical tools, if any, to be used? Planning stages in relation to the school

year?

STEPS TO TAKE FOR A SUCCESSFUL PBL LESSON

Involve students from the start Break down topic into well-defined

tasks Plan well, set goals, define outcomes Divide class into working groups

with well-defined tasks Guide and monitor students during

their learning Arrive at a conclusion Document and present to a public

audience

EXAMPLES OF PBL Students interview family members

to find out the ingredients in their favourite recipes. They make a list of the ingredients and then compile a book of popular recipes in English. (Communication)

COMMUNICATIVE TASK Students write a short email

describing their school's technology, its use in class, and appropriate-use guidelines. They ask students of a teacher in an English-speaking country to describe the same at their school, and then discuss the similarities and differences. (Communication/Digital Literacy)

COLLABORATIVE TASK Students team with another class in

an English-speaking country to identify and compare endangered species in both countries, and collaborate to produce a multi-media informational presentation for their peers using basic information in the target language.

(Collaboration/Digital Literacy)

CROSS – CULTURAL TASK Students engage in e-pal

exchanges with students in a target country comparing how much time students spend on homework and how much time they spend on leisure activities. The students compile the survey results and compare them across cultures. (Digital Literacy/Collaboration/Cross-Cultural Awareness)

CROSS – CULTURAL TASK

Students diagram and report their families' eating times and habits to come up with a chart of what is culturally "normal" for them as a class. This chart is then compared with students from a partner school, or alternatively, an Internet investigation.

(Cross-Cultural Awareness)

STUDENT EXCHANGE Students participate in a school

partnership program with a sister school in another country by hosting visiting students. The host students create a simple survey that the exchange students complete to determine the kinds of attractions or events they might be interested in seeing. Based on the results of the survey, the host students then prepare an appropriate programme of activities.

(Taking Initiative)

21ST CENTURY SKILLS IN ELT

WORKSHOP

GROUP WORK In groups, devise ONE activity

which incorporates at least THREE of the following skills:

Collaboration Communication Presentation Leadership Multi-cultural competence Digital literacy

PLAN Consider the following: Use of original material Source of material Assignment of roles among

students Aims of activity

FEEDBACK Representatives from each group

explain to the other groups the exercises devised.

Issues are discussed relating to: Preparation of material Age-groups Possible drawbacks

YOUR VIEWS What are the advantages of

incorporating activities like these into your ELT classes? Consider this in terms of:

Motivation Active participation Learning

THANK YOU!