TESOL CALL-IS's List: Pedagogical Articles/Blogs/Websites/Online Journals
May 20, 15
Upcoming events at Learning2gether usually take place on Sundays. Times and content, and an archive of recordings from past presentations are available.
Volunteer to offer your presentation!
May 16, 15
This is a very useful collection of articles on the how and why of flipping the classroom. Well worth the exploration.
Apr 21, 15
This is Maria Bossa's talk on using Gategno's Silent Way to teach her students. A lively and interesting approach, which has many uses in the classroom.
Mar 17, 15
Interesting article on the value of using screen capture video for feedback on students' written work. Should be added to the arsenal of evaluation.
Mar 15, 15
The ways include Google Drive, Padlet, Dropbox/DropItToMe, AirDrop (for iPads), and Next Vista Learning. These would be good ways to get around the YouTube restrictions in some countries.
T/H R. Byrne
Mar 07, 15
This article is a good reminder of the dangers of research and broad generalizations about educations and how students learn
Mar 05, 15
"There is great need — and increasing willingness — to understand the world as children with autism experience it."
EllenNotbohm published a books on this topic, and synposizes the best parts in this blog article. The tips are also good for "normal" children who may misbehave in class for reasons they don't understand themselves.
Feb 28, 15
Great strategies, and a number of links to videos and other resources with examples of the various strategies.
Feb 17, 15
R. Stannard shares an article from his presentation at the 120th ASEE Conference in Atlanta, June 2013.
Feb 13, 15
"No reliable research has ever demonstrated that instruction designated as appropriate for any "tested" learning style is effective because it matches that style. The research is missing several important control validations. For example, there are no statistically valid studies comparing the response of a mixed-learning-style control group with the results of a learning-style-matched group. To qualify as "effective," there must be support of claims that superior outcomes are the direct result of teaching to individual learning styles and not a general result to the instruction. There is no evidence that "visual learners" have better outcomes to instruction designed for "visual learners" than do mixed-style learners taught using the same instruction. Without comparison groups, the before and after results could simply mean that the particular instruction is the most effective method for teaching that specific content to all students (Pashler, et al)."
Excellent blog debunking some of the neuromyths that instruction is guided by, particularly in the public school system of the U.S.
Jan 24, 15
"During genius hour students of all levels are empowered to explore their own passions. Discover how to transform your classroom into a place where students want to come in and learn."
This sounds like a great idea for any level of students -- how often do we find out what our students real passions are?
Jan 23, 15
"Yet surprisingly few studies of this format have produced supporting evidence for learning styles; far more evidence (such as this study) runs counter to the myth. What often happens is that both groups perform better when taught by one particular style. This makes sense because although each of us is unique, usually the most effective way for us to learn is based not on our individual preferences but on the nature of the material we’re being taught – just try learning French grammar pictorially, or learning geometry purely verbally."
Jan 21, 15
Great article for both those getting started with video and those who have used it often.
ALso contains lots of good links to further exploration.
Jan 12, 15
This blog entry shows two examples, one of a teacher-created rubric, and the other of a rubric created with the help of the students. The comparison shows that the students had a slightly different idea of what was being evaluated -- always good information to have.
See also Parts 1 and 2 on creating assessment rubrics.
Jan 04, 15
"A professional learning network is a vibrant, ever-changing group of connections to which teachers go to both share and learn. These groups reflect our values, passions, and areas of expertise.
"Teachers build PLNs the same way they build any network: by investing time to find and connect with people they trust, who have shared interests and passions. To me, a PLN includes the organizations, communities, and individuals who help me learn and grow as a professional. My PLN also provides me with a broader perspective on education—beyond my classroom, school building, state, and even nation. It is a blend of face-to-face and digital interactions with professional buddies, mentors, and rockstars.
"Although technology is often the vehicle to build connections, a PLN is about relationships. To conceptualize a PLN, envision three layers like the ever-widening rings formed when a rock is dropped into still water. The smallest inner circle represents buddies and mentors; a middle ring holds niche passion groups; and the outer layer comprises professionals and rockstars. The smaller the ring, the closer that group is connected to you in your PLN."
This article shows how to create your own PLN.
Jan 04, 15
"What strategy can double student learning gains? According to 250 empirical studies, the answer is formative assessment, defined by Bill Younglove as "the frequent, interactive checking of student progress and understanding in order to identify learning needs and adjust teaching appropriately."
A great short article to make one aware of the nature and value of formative assessment.
Unlike summative assessment, which evaluates student learning according to a benchmark, formative assessment monitors student understanding so that kids are always aware of their academic strengths and learning gaps. Meanwhile, teachers can improve the effectiveness of their instruction, re-teaching if necessary. "When the cook tastes the soup," writes Robert E. Stake, "that's formative; when the guests taste the soup, that's summative." Formative assessment can be administered as an exam. But if the assessment is not a traditional quiz, it falls within the category of alternative assessment."
Dec 13, 14
It's all about an authentic learning experience! The 12-13-yr-old kids in this blog discussion really learned a lot more than about the nature of complex carbs in this exchange of views.
Should kids be involved in authentic debate -- well, sure!
Dec 12, 14
A pdf file which discusses critical issues with referenced support. the 5 issues are (predictably):
1.Create competency based education systems
2. Improve student access and equity
3. Measure and assure quality inputs and outputs
4. Support innovative educators
5. Support new learning models through connectivity, data systems, security.
(Sounds like that last is thrown together...
Nov 30, 14
A slideshow (mainly text) by Erin Lowry, ESOL techer at Baltimore City Schools. Common sense. Notes importance of technology tools to the autonomy question.
Nov 23, 14
"What if classroom learning was a little more active? Would university instruction be more effective if students spent some of their class time on active forms of learning like activities, discussions, or group work, instead of spending all of their class time listening?
"A new study in the Proceedings of the National Academy of Sciences addressed this question by conducting the largest and most comprehensive review of the effect of active learning on STEM (Science, Technology, Engineering and Mathematics) education. Their answer is a resounding yes. According to Scott Freeman, one of the authors of the new study, “The impact of these data should be like the Surgeon General’s report on “Smoking and Health” in 1964–they should put to rest any debate about whether active learning is more effective than lecturing.”"
This is great news for teachers of EFL/ESL also.