TESOL CALL-IS's List: Pedagogical Articles/Blogs/Websites/Online Journals
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.
Nov 23, 14
"As various means of computer mediated communication (CMC) have been incorporated within language classrooms over the past two decades, it has become important to critically understand whether, to which extent, and under what contextual factors, a particular type of CMC is more effective than other modes of communication. This study examined the magnitude of the effect of text-based synchronous computer-mediated communication (SCMC) on second language acquisition (SLA). By searching the studies published between 1990 and 2012, this meta-analysis explored 10 experimental and quasi-experimental journal articles and doctoral dissertations and reports their overall effect on SLA, and the contextual factors that influence the between-study variation. A small but positive overall effect (m = .33) indicates that text-based SCMC could make a larger difference on SLA than other means of communication. Findings further suggested that intermediate learners may benefit more from SCMC tasks if they are grouped into pairs or small groups and participate in SCMC interactions on a weekly basis. In terms of suggestions for future research, authors should provide more description about the SCMC task in order to confirm or disconfirm the factors that are associated with effectiveness of second language (L2) learning in technology-mediated language learning contexts."
Nov 23, 14
Four interpretations of guides to help in writing objectives using Bloom's taxonomy of cognitive learning objectives. These are set out in table format with sample questions and assessments. They should all be very useful in writing curricular objectives and analyzing proposed activities.
Nov 18, 14
These include tried and true strategies to spark discussion, such as sentence starters and provocative debate ideas, but also colorful charts that can be used as graphic organizers on the wall of your classroom.
Nov 17, 14
"Back in the day–we usually referred to visible thinking as explicit thinking. But, as with many solid, worthwhile constructs, they are not readily adopted and so often reappear decades (or centuries!) later under a new name with new advocates and with a new dream that maybe this time things might stick and better the lives of students.
"So it is with visible thinking. The basic idea is to uncover the implicit and inert thinking and to make that thinking discussable and perhaps available to others. For it is by objectifying knowledge that we can come to understand it."
Talking through a project or the composition process is another way to make learning explicit. Explicit understanding of the process is part of Bloom's Taxonomy.
Nov 17, 14
"Videos have already become an important part of modern education, whether through well-known education platforms like Khan Academy or content created by teachers for their students’ use. Video tutorials can help students with questions on homework or test preparation. However, students are finding the value in creating tutorial videos themselves for other students. "
T/H to Nik Peachey
Nov 07, 14
An educator explains how he uses Twitter to inspire authentic conversations within his class and across the Twitterverse:: "Within days he found students tweeting at each other multiple times an evening, mentioning and “favoriting” their peers’ thoughts, and providing ample material for classroom discussion. His students were being “more careful and reading more closely,” Bronke noted. Conducting conversations online allowed him to track their comprehension as well. Because most of his students used Twitter for recreational purposes, they could also utilize their experiences in English class and include their class hashtags as they responded to tweets from One Direction and Tim Tebow.
And as an added bonus: Bronke used his already-established education-oriented Twitter handle. This meant that the student comments he retweeted were often retweeted and “favorited” by teachers and scholars who wanted to support their ideas. These students learned that their voice mattered even outside of the classroom setting, and that engaging in real dialogue could be fun and worthwhile."
Oct 27, 14
"Classcraft, the first online educational role-playing game that teachers and students play together for free, recently announced the launch of a fully-updated version of their product for the new academic year. This revised version boasts new features such as free iOS apps for iPhone and iPad, interactive forums, student analytics and customisable characters, all of which will be useful for both teachers and students. Also included are French, Chinese, Dutch, German, and Spanish translations, which has made the game even more accessible to classrooms worldwide. To date, more than 30,000 students in 50 countries around the world are playing the game.
"In order to keep students engaged, the Quebec-based team of education professionals are keen to inject the mechanisms of popular social games into learning. Playing in teams, students can become mages, warriors and healers, each with unique powers. The more a student excels, the more they gain points and real powers, like the ability to take notes into an exam. Teams can lose points by disrupting the classroom or submitting homework late; consequences can include detention and and less time to finish assignments."