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What is trauma? The author of “The Body Keeps the Score” explains | Bessel van der Kolk | Big Think

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(minutes 14-19)

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A live Question and Answer session on assessing our learners | ⭐ Our live Question and Answer session on how we can assess our learners when we’re at a distance from them and #teachingfromhome. MIcheline, Hala and... | By TeachingEnglish - British Council | Facebook

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⭐ Our live Question and Answer session on how we can assess our learners when we’re at a distance from them and #teachingfromhome. MIcheline, Hala and…

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TAG meeting 2 - Trauma and its effects on the classroom_FINAL (1)

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завантаження

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Strategies for making the classroom a safe space

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It's versatile, adaptable for different kinds of studying and ages.It can be applied at any stages of the lesson and in different activities

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Group 1. We like activity "Our rules". It's efficient but the hardest one. Students cooperate, share their ideas. They feel these rules are theirs so they are likely to follow them. If the rule doesn't work, they can change it through team dicussion. 

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Group 1. We like activity "Our rules". It's efficient but the hardest one. Students cooperate, share their ideas. They feel these rules are theirs so they are likely to follow them. If the rule doesn't work, they can change it through team dicussion. 

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Social-Emotional Learning: What Is SEL and Why SEL Matters

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50+ Simple Social-Emotional Learning Activities for All Ages

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Teach self-control, emotional awareness, and more by incorporating these easy social-emotional learning activities into your daily routine.

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Social & Emotional Learning (SEL)

Middle and high school students often experience strong feelings, and self-regulation tools can help them feel in control.

Emotional regulation can be a particularly challenging skill for tweens and teens. At this point in their development, they can demonstrate social and emotional changes that may impact their ability to emotionally regulate in the school setting and that can affect grades, executive functioning, and overall health. When physical, academic, social, and peer pressures and fluctuations pile on, many tweens and teens struggle, to the point where they can feel like their lives are out of control.

Stabilizing coping strategies and self-regulating tools help students take ownership of challenging and overwhelming emotions. I use them frequently in my practice, with much success.

Provide students with choice. Emphasize that they can choose whatever tools help them the most. Reinforce that they have the control, which in itself is regulating.

Model these strategies consistently across your day yourself, especially when you are feeling emotionally dysregulated; this will demonstrate to your students that not only is it OK to have challenging feelings but also there are tangible ways to help manage them.

Link the use of these supports to being a successful adult. For example, you can tell your students, "Grownups often feel challenging emotions in daily life, such as frustration, sadness, worry, and anger-just like kids. They also have to manage jobs, family, and finances at the same time. When you learn how to manage difficult feelings and your own responsibilities now, that will help you become a successful grownup."

Keep the strategies below visibly accessible to your entire classroom so they can tap the strategies at a glance (and build a community of understanding around the importance of emotional regulation).

Preparation

Before you introduce new strategies to students who need to work on social and emotional regulation, keep in mind that they work best within a sturdy, consistent framework:

Bubble Breath With Forced Exhalation

This is a good strategy when students are feeling emotionally dysregulated because it delivers oxygen to the brain, which can help students think better and make smarter choices. (It's also calming when kids are preparing to go to bed.) Bubble breaths are a variation on deep breathing, and they can calm fight or flight behaviors (stimulated by the sympathetic nervous system) by activating the parasympathetic nervous system.

Progressive Muscle Relaxation

This is an exercise where students isolate and then tense and relax different muscles in their body. Progressive muscle relaxation tells the body where it is in space, which is good for teens and tweens when they are feeling emotionally dysregulated. It's a great stress buster and has even been shown to help treat anger and aggression in adolescent males.

My List of 10

Research shows that writing down positive affirmations about one's core personal values and positive attributes improves self-esteem, executive function, and inhibitory control. When students list their strengths, it can help them get through a hard day and give them a confidence boost.

Cool-Down Area

A cool-down area offers students refuge when emotions like anger, sadness, and anxiety make their appearance, and these areas are often included in the design of trauma-informed classrooms. It is a dedicated space to practice emotional-regulation skills in the classroom, rather than in isolation, and it strengthens the educator-student relationship by communicating to the students that no matter what, they belong in the classroom community. The cool-down area can be equipped with dim lighting, an MP3 player with relaxing music and headphones, stress balls, markers and paper, affirmations lists, and even scent, like lavender and vanilla.

Sometimes it helps to invite the student to request their own cool-down area; supply it with items they choose, including pictures of family and friends; and name it themselves-for example, "The Chill Zone" or "My Calm Spot."

Guide your students with these questions:

Wearable Fidget

A loose key ring bracelet, scrunchie, or rubber band can be a nice alternative to a stress ball. They're not as distracting, they're portable, and they're discreet. The physical movement of pulling or squeezing the material of the fidget can provide an outlet for pent-up feelings, while also getting out excess energy.

Positive Self-Talk/Affirmations

Self-talk requires a lot of mental power and energy, as well as practice, but positive affirmations have been shown to improve executive function skills, including working memory.

Directions for positive self-talk are straightforward: Tell your students that when they have a negative thought about themselves, they can replace it with an affirmation, like "I am an awesome person, regardless of what anyone says or does." Remind them that if they're consistent, positive self-talk can become a habit, just like anything else.

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Emotional Regulation Activities for Tweens and Teens

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Middle and high school students often experience strong feelings, and self-regulation tools can help them feel in control.

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TAG meeting 5 - Social and emotional learning_FINAL

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TAG meeting 6 - Adapting coursebook materials video

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Traumatized students are in every single classroom, every day-no matter the grade or subject you teach. For these youth, navigating life, even in the safety of your classroom, can be challenging. Seemingly commonplace occurrences and routines can actually become classroom trauma triggers that cause a domino effect of negative reactions. And once triggered, a traumatized student can't be engaged in your lesson, and their learning stops.

Adapted from the book Building Trauma-Sensitive Schools: Your Guide to Creating Safe, Supportive Learning Environments for All Students, below are seven surprising ways your classroom environment might be affecting traumatized students. Plus, you'll learn what you can do to minimize classroom trauma triggers and keep your students learning. Also, be sure to check out the video below to learn more about trauma in our schools.

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1. Rest Time

Many students are comforted by low lights, sound machines, and cozy, snuggly sleeping pads. A survivor of abuse, however, can be overcome by fear in this environment. A child who has been sexually abused, for example, may have a big stress reaction that goes with the fight, flight, or freeze response. This happens not because a student is choosing to act out, but rather, is feeling overwhelmed.

What You Can Do:

If a student resists naptime or gets worked up when the lights go off during a calming activity, consider why. If possible, talk with their caregivers, and work together to make reasonable accommodations. Let the child take a quiet break in a well-lit room where they aren't required to lie down. Alternative activities might include coloring, drawing, reading, or listening to audiobooks in a comfy chair.

2. Safety Lessons, Drills, and Field Trips

Safety lessons and drills are meant to prepare students for unexpected emergencies. Similarly, field trips to hospitals and police stations are supposed to be educational-and also fun. But for trauma survivors, these experiences might provide a front-row seat to reliving their scariest memories. How might a student who escaped a house fire react to the sound of a smoke alarm during a fire-safety lesson? Consider a student's potential response to a dangerous intruder drill if they've experienced gun violence or police raids in their home. In what way could a field trip to a hospital affect a child whose parent has a terminal illness? Or how might it impact a student who has been to that setting following injuries related to violence or assault?

What You Can Do:

If an emergency drill is coming up, talk to your students ahead of time and let them ask questions to prepare. Make yourself available to talk to students and their primary caregivers about concerns. Allow youth and adults to opt out of lessons or drills when needed, and be ready to offer alternative activities in lieu of field trips that could be triggering.

3. Class Assignments

Have you ever asked your students to bring in a baby picture? What about constructing family trees or writing personal essays about their origin? Despite our best intentions, these assignments may be classroom trauma triggers for some students, especially those who were adopted or have been in foster care. Even "innocent" family and consumer science assignments, like carrying around a bag of sugar dressed as a baby in conjunction with discussions about how students may have poorly cared for those "babies" can remind some students of past neglect or abuse.

What You Can Do:

Take an extra step and consider the unique histories of your students. Proceed as though one or more of them have experienced trauma because we know that at least one in four students has. Recognize that some students do not have access to baby pictures or information about their biological origins. Whether or not you know about their histories, reconsider these assignments. Always let students know they can come to you if something in class is making things harder for them, no matter what it is.

4. Reading Materials

Some of the greatest literature deals with traumatic themes. The Newbery Honor book The Great Gilly Hopkins, for example, deals with parental abandonment. Even the high school classic To Kill a Mockingbird includes mentions of child abuse and sexual assault.

What You Can Do:

Before assigning books or even reading aloud a picture book, consider how it may impact your students. Talk with caregivers and school counselors to ensure students receive the relational and educational supports they need. For some students, this may be in the form of accommodations or modifications written in their 504 plans or IEPs. Include students in these decisions as much as possible. Some students may need alternate assignments, but others may be able to read a particular book outside of class. Others may prefer to read class materials just like everyone else because they are ready for supportive class discussions focused on topics that have impacted them personally.

5. Sensory Classroom Trauma Triggers

Traumatized students experience more dysregulated arousal than others. This means they feel too much or not enough more often than kids who haven't experienced too much stress in their lives and may easily become overwhelmed. Think about your school. What areas might be overstimulating and push traumatized students beyond their ability to cope? Cafeterias are loud and full of echoes. Pep rallies rumble with noise. Classroom and hallway walls display bright, energizing artwork.

What You Can Do:

Know that less is better. Simplify school spaces by having less stuff, which can be overwhelming. Think about how to create a calming area in your classroom that includes fidgets, comfy furniture, and reminders about healthy coping skills. Teach for regulation with all kids and offer brain breaks. Encourage students to self-advocate by asking for breaks when they need it too. This helps build the lifelong skill of discernment, which keeps them in charge.

6. Situations That Cause Feelings of Fear or Shame

Students who have experienced trauma often carry excess fear and shame. When these internal states are triggered, it reminds them of past traumas, whether they are aware of the connection or not. Fear states linked to domestic violence may be triggered by anxiety over a test or uneasiness related to a ghost story told at recess. This happens because one emotion feels similar to the other. Shame may be triggered in a student who has been neglected or abused when a teacher reprimands them or when the student gives a wrong answer. Often students may experience rejection or failure, which can lead to fight, flight, or freeze, reactions. When this happens, students feel too much, and they can't learn. Other students may shut down instead. Either way, social and academic progress are disrupted by an overactive stress response. Connecting with others in positive ways and learning become "can'ts" not "won'ts."

What You Can Do:

As a teacher, help change this cycle by connecting with your students in positive ways. Be aware. Be present. Respond sensitively. Talk with kids about times when they feel fearful or ashamed. Help them understand the difference between making a mistake and being a "bad kid." Saying something like, "Is this one of those times when you're feeling like a bad kid? That must be hard. I'm here for you," often works better than challenging students to see themselves differently, especially early on. When we join kids where they are without asking them to change their perceptions, students have an opportunity to experience our unconditional acceptance and feel supported. Repeated instances like this help students experience themselves as worthy. From there, encourage students and adults to do something to make things better after mistakes are made because that builds healthy relationships and self-confidence too.

7. Certain Verbal and Nonverbal Communication

We all possess the "teacher voice." We know the effectiveness of crossed arms, stern brows, and angry frowns in some situations. While this tone and body language might be helpful in quieting a rowdy classroom with some kids, it can also mimic the rejection, intimidation, and fear associated with a traumatic environment. Yelling, and even speaking in an overly stern voice, can trigger trauma responses in students whether educators know about their trauma or not. This is true not only when it's directed at them but also when a teacher reprimands someone else. This can lead to increased dysregulation and worsening behavior, which prevent learning.

What You Can Do:

In a trauma-sensitive school, staff understands that we will not help kids by trying to scare them into doing things. Instead, educators know that feeling safe is what contributes to positive change. Connect with students, help them regulate, and then teach. Be positive with students and set limits with empathy. Instead of thinking, "How can I manage this kid's behavior?" Think, "How can I connect with this student and help them get regulated?" Soon you will find yourself relying less on your "teacher voice" and more on good old-fashioned trust and respect.

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7 Surprising Classroom Triggers for Students Who Have Experienced Trauma

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Learn the surprising classroom trauma triggers that me be affecting your students. Plus find out what you can do to avoid them.

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Gain greater awareness of issues around gender inequality in education

Education systems can present both opportunities and barriers to gender equality.

On this three-week course from the British Council, you'll hear how schools can become more gender-responsive, reflect on opportunities in your own learning environment, and gain practical approaches to put these into action.

Explore the key concepts in gender, from equality and equity to power relations

Gender affects the way society is structured and how we work with people. Our perceptions of our gender are formed by our upbringing, known as gender socialisation.

You'll start this course by looking at how gender norms and stereotypes can influence learning environments and how gender relations are linked to power relations, especially in the context of education.

Develop practical strategies for gender-responsive teaching

Gender-sensitive and inclusive teaching involves teaching methods and activities that pay attention to the specific learning needs of girls and boys.

Through case studies and real-life stories, you'll explore how teachers from different countries are making their schools more inclusive for all genders. You'll then look at the different ways you can implement these strategies in your own context, such as creating trust and positive relationships for classroom management and evaluating learning materials and developing curriculums with gender inclusion in mind.

Learn how to evaluate your school and decide where to focus your action

This course will guide you through practical tools to identify areas that you'd like to see change in your school. From a more gender-responsive school ethos to staff development and community involvement, you'll explore the bigger picture of gender issues before honing in on the areas where you can make the biggest impact in your school.

What topics will you cover?

Key concepts about gender in education: stereotypes, gender norms, socialisation, power, gender equality, equity and sensitivity

Analysis of where your school is now

Practical solutions for gender responsive teaching: recognising bias, classroom management, differentiation, curriculum development

Planning for change in your school and classroom

Learning on this course

On every step of the course you can meet other learners, share your ideas and join in with active discussions in the comments.

What will you achieve?

Develop a greater awareness of issues around gender inequality in education

Identify practical strategies for gender sensitive teaching - classroom management, differentiation, curriculum development

Create a plan for change in your classroom and school

By the end of the course, you'll be able to...

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Exploring Gender Equality in Education - Online Teaching Course - FutureLearn

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Education systems can present both opportunities and barriers to gender equality. On this three-week course from the British Council, you'll hear how schools can become more gender-responsive, reflect on opportunities in your own learning environment, and gain practical approaches to put these into action.

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100 Women: ‘We can’t teach girls of the future with books of the past’

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Research suggests women are either written off or portrayed in stereotypes roles in primary school textbooks from all over the world.

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Gender stereotypes in Bangladeshi, Indonesian, Malaysian and Pakistani textbooks

(updated on: )

By M Niaz Asadullah, Professor of Development Economics at the University of Malaya, Malaysia, and Kazi Mukitul Islam, German Embassy, Dhaka, Bangladesh.

Female education is widely believed to benefit society through both economic and non-economic channels. Yet, for decades, girls around the developing world have lagged behind boys in education. Realizing the seriousness of the problem, governments around the world united at the start of the millennium and increased investment in women's education. The UN's Millennium Development Goals (MDGs) campaign prioritized gender equality in all spheres of the society. The response has been overwhelming. In countries, such as Bangladesh, Indonesia, and Malaysia, girls today outnumber boys in classrooms. According to the 2015 EFA Global Monitoring Report, the number of countries with gender parity in primary education increased from 83 to 104 in the 2000s. On average, in South Asian countries, from a low of 83 girls enrolled for every 100 boys in 1999, parity had been achieved by 2012.

While this achievement calls for celebration, there are two reasons for concern. Not all countries have succeeded in closing the gender gap in enrolment. According to the latest UNESCO eAtlas of Gender Inequalities, advances have been disappointing in Nigeria and Pakistan. Moreover, there is growing recognition of the fact that school textbooks lack gender balance, as the 2018 Gender Review reminds us. School education encourages girls to perform traditional roles. Gender bias in textbooks remains difficult to reverse and is present in far more countries than the gender gap in enrolment.

A few years ago, sociologist R. Blumberg reviewed the available literature on gender bias in curricula contents. While schoolbooks are steeped in sexism even in high income counties, this is particularly a problem in countries where progress in girl's school enrolment remains low.

A review of 194 Pakistani school textbooks conducted in 2004 found only 26.5% of women were represented as central characters. In professional characters, only 15% and 10% were female in primary and secondary standard textbooks. Attributes of females were passive (e.g., modest, noble, dear, etc.) when compared to those of males (brave, truthful etc.).

Compared to other school-specific drivers of gender inequality, research on the contents of textbooks is less widely available. Textbook stereotypes are an almost invisible obstacle to realizing the full potential of girls. Textbook reforms proceed at snail pace. Compared to gender inequality in literacy, numeracy and school enrolment, gender gaps in curricula and textbooks are hard to detect.
Figure 1: Female presence in textbooks (%)
Researchers are required to scrutinize thousands of words, sentences, characters, noun and pronouns by gender. Comparable versions of books used in different countries are also not easy to access. Nonetheless, an analysis of content of secondary school textbooks in history, civics, social studies and geography suggests some improvements in coverage of themes related to gender equality over time.
Figure 2: Female presence in domestic and social roles (%) Data source: Islam KMM, Asadullah MN (2018) Gender stereotypes and education: A comparative content analysis of Malaysian, Indonesian, Pakistani and Bangladeshi school textbooks. PLoS ONE 13(1): e0190807.
In a recently published paper, we add to the global evidence base by studying the content of English textbooks from Malaysia, Indonesia, Pakistan and Bangladesh. We examined recent editions of grade 9 English language textbooks. Our analysis confirms a pro-male bias in textbooks. The overall proportion of female to male characters was balanced in Malaysia and Indonesia (44%) but not in in Pakistan (24%) or Bangladesh (37%). Textbooks in Pakistan consistently ranked below those in Malaysia, Indonesia, and Bangladesh in almost all categories. For instance, in text-related indicators, the female share was only 24% in Pakistan while the corresponding figures for Malaysia, Indonesia and Bangladesh were 47%, 41% and 38% respectively (Figure 1). Similarly, the female share in Pakistan in pictorial indicators was as low as 3%.

The quality of female representation is also poor. Females are characterized in domestic roles four times more than their male counterparts (Figure 2). Even in Malaysian textbooks, which feature a more balanced presence of females, we found evidence of high female representation in domestic roles. Textbooks in Pakistan showed no male characters in domestic roles. And while textbooks in Pakistan vary across provinces, women were under-represented regardless of province, grade and subject.

National reform initiatives for gender equality in education have overlooked such cases of gender bias, even in countries that have succeeded in mobilizing political support in favor of women's rights. A policy paper by the Global Education Monitoring Report stressed the need to revise textbook content and restore gender balance as well as encourage children to question gender stereotypes in society.

Making sure girls complete equitable and quality primary and secondary education leading to relevant and effective learning outcomes in countries like Bangladesh and Pakistan hinges on teaching them to challenge the existing gender stereotypes that limit their opportunities in society.

While textbooks in Indonesia and Malaysia demonstrate a more balanced perspective, our analysis highlights room for improvement regarding the quality of representation in these two countries. Quality education for girls requires gender-responsive teaching and learning processes. As noted in the 2016 Gender Review of the Global Education Monitoring Report, equality in education is not just about having a gender balance in enrolment and completion, it is also about restoring gender parity in curricula both in terms of equal presence and quality of representation in textbooks.

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Gender stereotypes in Bangladeshi, Indonesian, Malaysian and Pakistani textbooks - World Education Blog

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By M Niaz Asadullah, Professor of Development Economics at the University of Malaya, Malaysia, and Kazi Mukitul Islam, German Embassy, Dhaka, Bangladesh. Female education is widely believed to benefit society through both economic and non-economic channels. Yet, for decades, girls around the developing world have lagged behind boys in education.

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Exploring Gender Equality in Education - Online Teaching Course - FutureLearn

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Build the skills and strategies to make your school more inclusive by recognising and responding to gender inequality with this online teaching course from the British Council.

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TAG 7: Handout (Be ready for the next TAG meeting)

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TAG meeting 8 - Lesson observation video

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In this article I shall look at the basic principles underlying peer observation and its value to institutions and to individual teachers.

What is peer observation?

Quality control or professional development?

How should peer observation be organised?

What are the advantages of peer observation for teachers?

What are the advantages of peer observation for institutions?
What is peer observation?
Peer observation is the observation of teachers by teachers, usually, though not always, on a reciprocal basis.

Pairings may be mentor/novice or experienced teacher/experienced teacher. In the first case the focus will be more clearly on helping the novice to develop their teaching skills both by observing and being observed by an experienced colleague. In the second case, the objective is to provide opportunities for experienced teachers to reflect on their teaching in a calm and private environment.

Quality control or professional development?

Quality control
Peer observation may be used by an institution as part of its quality assurance procedures. In this model, teachers are asked to assess and report formally on the performance of their colleagues according to criteria set out by the institution. Observation reports form part of the ongoing evaluation of the teacher's performance and may influence decisions on promotion or tenure.

There are clear advantages to this type of peer observation. An experienced and competent teacher may be perceived by the institution as the best person to appraise his or her peers. Such a teacher is familiar with the subject, the materials, the methods and may be able to offer both practical help to a fellow teacher, at the same time demonstrating good practice for the fellow teacher to observe and incorporate into his or her own teaching.

However, there are major problems with this model. A good teacher is not necessarily a good appraiser. Unless there are very clear guidelines for the observations, supported by appropriate training for all involved, observers may record subjective and unsubstantiated judgements on their peers. These judgements may unfairly influence the institution against the teacher. This can lead to a deterioration in peer relationships.

Despite these drawbacks, some American universities use peer observation as part of their quality assurance procedures.

Professional development
The model favoured by academic institutions in the UK focuses on the professional development of the observing and observed teachers, while at the same time ensuring that the institution remains uninvolved and uninformed about the outcome of the observation and the issues discussed.

The institution provides a framework for the observation, takes care of the administrative arrangements and ensures that the observations take place as agreed.

The framework and objectives will vary according to whether the observations involve a novice working with an experienced teacher, or whether two experienced teachers are paired.
How should peer observation be organised?
What are the advantages of peer observation for teachers?

Peer observation gives teachers an opportunity to learn from each other in a non-threatening environment. Where there is no judgemental outcome and an atmosphere of trust between the participants, it is to be hoped that teachers will share ideas and suggestions openly and constructively to their mutual professional benefit.

What are the advantages of peer observation for institutions?

Institutions need to ensure that their students are being taught effectively and - equally important - consistently. Peer observation is a powerful tool for disseminating good practice throughout an experienced staff. It is also an important way of helping less experienced teachers both to improve their teaching skills and to absorb the shared values of the institution.

Graham White, Principal of Eastbourne School of English

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In this article I shall look at the basic principles underlying peer observation and its value to institutions and to individual teachers. What is peer observation? Quality control or professional development? How should peer observation be organised? What are the advantages of peer observation for teachers?

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Peer observations can be a powerful learning tool for teachers. They help teachers to learn from each other, to develop a more reflective approach to their teaching and to identify development goals. This guide looks at how to promote a positive attitude towards peer observation and a shared sense of collaboration, which will in turn enhance the satisfaction and performance of individual teachers and teaching teams.

The guide is available for download in pdf format below.

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A guide to continuing professional development: peer observation

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Peer observations can be a powerful learning tool for teachers. They help teachers to learn from each other, to develop a more reflective approach to their teaching and to identify development goals.

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TAG meeting 8 - Lesson observation_FINAL

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Summative Assessment in Distance Learning

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Whether schools are using regular grades or not, teachers need to accurately assess learning while their students are at home. These are some helpful ideas to consider.

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Pen-and-paper pop quizzes are no more: thumbs-up/thumbs-down, hand signals, online polls, discussion boards, and chat boxes have become the new mainstays of formative assessments in virtual classrooms.

Teachers don't need to completely reinvent their traditional formative assessments, however, according to Mike Anderson, an educational consultant in Durham, New Hampshire. He recommends that teachers modify familiar practices-like exit tickets and think-pair-shares-so they work virtually. "Formative assessments might feel harder now in virtual classrooms-you can't just walk around class and look over a kid's shoulders-but I'm not sure they have to be harder."

In fact, many of the popular digital apps and sites like Nearpod, Flipgrid, Padlet, and Seesaw, can actually work in tandem with the tried-and-true assessments that teachers honed in their classes pre-pandemic. Nearpod, for example, enables teachers to embed short quizzes, polls, surveys, and games into a lesson so that teachers can check for understanding before moving on to the next concept.

But don't go overboard, says Andrew Miller, director of teaching and learning at the Singapore American School, emphasizing that teachers should be careful not to overwhelm students with too many virtual assessments and too many new tools. Focus on two or three tools at most, he recommends, and be sure you always define a clear and differentiated purpose for using each. It's also important to remember non-tech solutions, like the simple but invaluable one-to-one conversations that can yield information about students' progress-and their well-being.

"In our distance learning environment, we run the risk of being further isolated. By scheduling individual sessions with students, we can assess their learning and provide feedback with a real human connection," Miller says.

Here are some different ways that teachers can use formative assessments in the virtual classroom:

1. Dipsticks

Like using a dipstick to check the oil in a car, teachers can use short, quick checks virtually to make sure that students are on track-both academically and emotionally.

At the start of a live class, pose a general question about the previous day's lesson, like "Does everyone feel comfortable with what we learned about [fill in the blank]?" and have students respond individually by dropping an emoji or a thumbs-up/thumbs-down in their chat box or video window. Students can also hold up a sticky note or piece of paper to the screen with a response. They don't all have to be serious questions; funny questions can help get students engaged at the start of a lesson. In this Twitter thread, teachers share fun question ideas like: "Are Pop-Tarts a kind of ravioli?" and "Would you rather have no elbows or no knees?"

Another option: Ask students a more specific question about content you've recently covered, then have them assess their understanding on a 1-5 rating scale. They can hold up the appropriate number of fingers as signals during a live class online. The popular stoplight approach also works. Ask students to show a color based on how they feel about the topic you're teaching: green-go ahead to the next topic; yellow-proceed slowly as I'm still processing; or red-stop, I don't understand.

2. Digital Journals and One-Pagers

Not all students process information at the same speed or like to raise their hand and be acknowledged publicly during class. After-class reflection exercises that give students a private space to reflect a little more deeply, and signal both what they understood and what they did not, are easy to continue remotely.

Teachers can create a "Journal Jot" online document for each student using Google Docs or a platform like Blackboard to measure how well students are retaining information, recommends Rebecca Alber, an education professor in Los Angeles, California. In their journal, students can respond individually to prompts like K-W-L: what they know, what they want to know, and what they learned; or 3-2-1: three things you found out; two things you found interesting; one thing you didn't understand.

Teachers can also adapt Jill Fletcher's one-pager activity to virtual settings. Fletcher, a curriculum coordinator in Kapolei, Hawaii, asks students to write down key themes, questions, and ideas about a topic or lesson on a single page (kind of like a study guide), and include artwork or imagery if they would like. Have students create their one-pagers in a tool like Canva or Google Slides, or they can draw them by hand and submit as a photograph.

3. Elevator Pitches and Tweets

To help students synthesize important takeaways from a lesson, ask them to take one to two minutes during live class time to summarize everything they learned on a particular unit by typing it into a Google doc, in a chat box, or on a virtual message board like Padlet.

You can also ask for student volunteers to share their elevator pitch, or verbal summary of what they learned, with the class in 60 seconds or less. As a 21st-century spin, Matt Levinson, a principal in Seattle, Washington, suggests having students summarize the lesson in a tweet or Instagram post, staying to character limits.

4. Square, Triangle, Circle

Giving students choice with formative assessments is really important, says Anderson, as not all students show their thinking the same way.

Anderson recommends Square, Triangle, Circle, an activity wherein students choose a shape and its associated question prompt. A square means something that is now "squared away" in their thinking. Choosing a triangle tasks students with extracting three important ideas from what they learned, while a circle asks students to discuss something "circulating"-ideas that are not yet fully formed-in their minds.

For asynchronous learning, students can write their responses independently in an online document as a reflection exercise. Or, in a synchronous lesson, teachers can make the exercise collaborative by asking students to pick a shape and then dividing them into groups based on the shape they chose. Students can briefly discuss their reflections with classmates in breakout rooms and share back to the class to close out the learning.

5. Make Art Your Assessment

While teachers may question if old classroom standbys (and popular classroom wall decorations) like collages, mind maps, and sketches can work virtually, teachers we spoke with say they're still finding ways for students to use art, music, and drama to share their thinking.

Students can create an ad to describe and market a particular concept, draw a comic chronicling a historic event or explaining a scientific principle, write a poem or a song, or act out a chapter from a book or scene from a play. Using a phone, students can record themselves using apps like Voice Memos or photograph/film their work with the phone's camera to upload and share virtually.

6. Peer-to-Peer Evaluations

When learning outside the classroom, it's especially important to foster relationships between students. You can do both at the same time, drawing a bead on what your students have learned while encouraging deeper peer connections.

Assign each student a virtual buddy for the week, or pair off students at random to get them talking across the class-and assessing each other's learning.

In pairs, students can be placed in breakout rooms on Zoom or another videoconference platform to do many of the same activities they once did in the classroom to check for understanding. Give each student a general rubric, or use the TAG feedback process to evaluate their peer's assignment; have them share the feedback with you as well. Or have students teach each other a concept while recording themselves (audio or video) and upload the file for you to review. These activities can also be adapted for asynchronous learning using tools in Google Classroom.

For synchronous classes, organize a talk show panel. Assign three to four students roles to represent different ideas or themes of a unit, such as having students in history class impersonate leaders from different countries during World War II. Have each student discuss their perspective in front of their peers, and allow the rest of the class to ask questions to probe their thinking.

7. Virtual Exit Tickets

Using exit tickets, or students' responses to prompts or questions on a slip of paper at the end of class, is a popular formative assessment practice that easily transfers online.

Teachers can keep a running Google Doc for each student to keep the information private, or broaden it to the whole class by posting questions on a platform like Flipgrid so that students can see and comment on others' responses.

To get a wider view into students' thinking, use open-ended prompts like these:

What I found most interesting today was...

Today was hard because...

What do you understand well?

What's something that's still shaky?

What's something I [teacher] don't realize?

What takeaways will be important three years from now?

How does this relate to [something learned before]?

How would you have done things differently today?

Today was hard because...

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7 Ways to Do Formative Assessments in Your Virtual Classroom

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Pen-and-paper pop quizzes are no more: thumbs-up/thumbs-down, hand signals, online polls, discussion boards, and chat boxes have become the new mainstays of formative assessments in virtual classrooms. Teachers don't need to completely reinvent their traditional formative assessments, however, according to Mike Anderson, an educational consultant in Durham, New Hampshire.

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TAG meeting 9 - Assessing learners online_FINAL

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Watch the video before our meeting

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Rocks, Pebbles and Sand: Prioritizing Your Life

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watch the video about time management tips

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10 Time Management Tips to Boost Your Productivity

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TAG meeting_ Creating Balance_ Time Management Skills for Teachers_Group 31

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But even when students are offered opportunities to speak in the classroom, a room full of tweens and teens who were chattering away in the halls moments before will often fall completely silent.

Games and playful activities are a great way to alleviate pressure, lower the stakes, and infuse joy and levity into what may be an anxiety-inducing process for some. Here is a list of 17 games to play with more advanced world language students (and, in some cases, even ELL students) that can help them use the new language they're studying.
© George Lucas Educational Foundation
Sketch and Guess: Educator Fatima Belouahi secretly assigns each of her ninth-grade students a vocabulary term. She likes to tailor her choices where possible toward terms that may spark some interest, like free speech. Students draw a representation of their term, then walk around the room challenging classmates to identify what they've drawn. It has all the fun of Pictionary but with added academic benefits backed by research: When students draw information they're learning, it can increase recall by nearly double.

Never Have I Ever: This classic game, often played at sleepovers, can take on a new life in the classroom. Kids start by holding five fingers in the air (use fewer if you're short on time). Going around the room, each student will share something they've never done. For example, "Never have I ever traveled to another country." All students who have traveled to another country put their finger down, then share a brief story related to that experience, writes Gantenhammer. Then the cycle restarts. Once a student has put down all of their fingers, they're out.

Affirmative/Negative: Write a series of questions on the board that you might normally answer with a simple yes or no, like "Do you know how to make pancakes?," "Can you ride a bike?," or "Will you be taking the bus home from school today?" Next, let the class know that they cannot respond with yes or no, and that shaking their head or nodding doesn't count either. Go around the room, asking each student to find a way to answer your question, and see what they come up with. (Sourced from Making English Fun.)

Who's Telling the Truth?: On their own piece of paper, each student will write down their name and three facts about themselves that none of their classmates know. Choose three students to come to the front of the room, and choose one of the student's facts to read aloud. Next, the investigation commences.

"All three claim that the fact is theirs, and the class then proceeds to question them in an attempt to determine who is telling the truth and who is lying," Gantenhammer writes. Each student can pose one question to only one of the three students, then the class has to collaborate to figure out who is telling the truth.

Draw It Back to Me: In pairs, while one student covers their eyes with their hands, the other will draw a picture on a piece of paper. Simple imagery is ideal, like a flower or some fruit. Next, the artist will try to describe what the other student must now draw an exact replica of, but without showing the original sketch.

A student might instruct their partner to draw a strawberry cut into three pieces or a flower with five petals and a stem, but will the petals be the right shape? Will the stem be the right length? Should the flower be small, medium, or large? At the end, the pair can compare and contrast, discussing what they might've intentionally said instead to produce identical images and practicing their ability to be descriptive in their target language in the process. (Sourced from Making English Fun.)

Pick-a-Trait: This game works best a ways into the year when students have gotten to know each other, writes educator Susan Verner for Busy Teacher.In a hat or small bag, collect a bunch of slips of paper each listing a character trait like happy, funny, brave, and loyal. Have each student pick a trait out of the bag, select a student they think possesses that trait, and give an example of why. Students not only get to practice speaking but also can build stronger relationships with each other.

Guess The Secret Word: Start by assigning random topics and unrelated secret words to each student. For example, the topic could be "My favorite hobby" and the secret word could be "Pineapple." The students' mission? To stealthily embed their random word within a speech they'll deliver to their peers without raising any suspicions as to what the word may be. The rest of the class become detectives, Gantenhammer writes, listening intently and then guessing the hidden piece of vocabulary.

The 5-Second Rule: This is a classic game of word association that will keep your class on their toes, writes Ewa Stoklosa, English language teaching content manager at ESL Brains. After receiving a category-like subjects in school or modes of transportation-a student has five seconds to brainstorm and shout out three related things that fall under that category. If they succeed, and the class decides their answers fit the category, they get a point. You can divide the class in half or into small groups, then see who gets the most points before a timer runs out.

Castaways: Each student starts by drawing an item-anything from an umbrella or a pizza to a bouquet of flowers. Encourage students to get creative, writes Gantenhammer. Collect the drawings, then pass them back out, ensuring that no student receives their own.

Next, tell the class that they are no longer students but castaways on a deserted island. On top of that, only half of them will be able to survive. All they have to their name is what is drawn on the piece of paper in front of them. Each student now has to justify their survival to their fellow islanders based on their item.

Can You Guess Who?: Compile the names of famous historical figures or celebrities in a hat. One student draws a name; then, with a partner, in small groups, or as a whole class, they'll answer yes or no questions that help their peers guess their identity.

A fun riff on this activity starts with students putting a Post-it note on their forehead with a vocabulary word or tidbit of information on it-like an animal or a profession. Ensure that students cannot see what is written on their Post-it. Students then walk around the room asking questions of their classmates to find out who or what they are. (Sourced from Making English Fun.)

True or False: Randomly assign students to share a true story, or a completely fabricated story, with their classmates. One by one, they'll take their place as storytellers, and afterward, classmates vote to determine their tale's legitimacy. Gantenhammer suggests letting students question the storyteller for clues to extend the activity.

A Shared Story: Collaborative storytelling is a great way to help students practice speaking, listening, and building off the contributions of others, according to educators from Grand Canyon University. You can start the story off with a single line, have a student start, or even employ ChatGPT for a little inspiration. For example: At the stroke of midnight, a talking cat appeared outside Tim's window, inviting him to a magical party that only animals knew about. From there, each student takes a turn adding another line to the story.

Coffeepot: This game is perfect for a class that needs a bit of extra practice with their grammar. Randomly select a student and assign them a verb, like dance. To guess the word, the class builds a body of clues based on questions they ask using the word coffeepot as a placeholder for the secret verb. For example, If it were raining outside, would you still coffeepot? Where are some places that are perfect locations to coffeepot? Are any celebrities good at coffeepotting?

"The verbs that work best in this game are those that refer to what people (or animals) do and that are intransitive (e.g., it is fairly easy to guess the verb swim but not necessarily the verb use)," writes Stoklosa.

Impromptu Improv: After brainstorming a bunch of different prompts for an interaction-like a host of a game show instructing a contestant or a detective interrogating a suspect-write them all down on slips of paper and put them into a hat. In pairs or small groups, have students pick out a scenario and play out the roles.

The activity could stop there, but in Belouahi's classroom, students coauthor a script for the role-play, use arts and craft materials to make props, and film their scenes on their cell phones. The final product is seen only by the students and Belouahi, which alleviates some pressure and empowers students to take more risks as they grapple with vocabulary in unexpected ways.

Four Corners: At the 2022 Elementary and Secondary Education Act Conference (ESEA), Title 1 Academic Language Coach Amy Gilliam and her colleagues shared a variety of oral language protocols and collaboration activities that can help increase engagement. Four Corners is one of them.

This activity works best in a classroom where there's room for students to freely walk back and forth. Designate each corner of the room with a letter: A, B, C, and D. Next, ask a multiple choice question, and have students walk to the corner of the room that reflects which answer they think is correct. With their fellow classmates who chose the same answer, the small groups will discuss why they think they're right. Offer a little help by way of sentence starters where needed. In a whole class discussion, students can chime in and defend their decision before you reveal the correct answer.
© George Lucas Educational Foundation
Fortune Teller: Paper fortune tellers might be a nostalgic throwback for some students, but in this game they're a quick way to spark deep and engaging conversations. The outermost flaps will be marked with colors, then numbers, while the innermost flaps conceal a question that students will discuss in the target language. During a lesson on social media and cancel culture, Belouahi's students answered questions like "What is cancel culture?" and "How can someone behave badly online?"

In pairs, one student operates the fortune teller while the other student chooses a color and spells it aloud ("Green, G-R-E-E-N"), then a number ("Four, F-O-U-R"). They choose one more number, which determines the flap to lift and reveals the question that the pair will discuss. For free customizable templates, search online with the keywords "editable fortune teller template."

First One, Then Many: Pass out index cards to each student in the class with an image, vocabulary word, or short phrase on them. Ask students to form small groups with peers who have a card connected to theirs. For example, a card with the word cow, another with a picture of a milk carton, and one with a picture of grass may form a group. The newly formed group should collaborate to come up with an explanation for why their cards are all linked and defend it to the teacher. (Sourced from Amy Gilliam, Angie Jones, Lara Randby, and Denise Zawada.)

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17 Fun Games to Get World Language Learners Talking

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When learning a new language, speaking in front of peers can be daunting. These games can help alleviate pressure and lower the stakes for students.

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Read the articles and choose the activities that you would like to try out:

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Do you like languages and having fun? Then this article's for you! We bring you the 11 best language learning games out there and how to play them.

Why play language learning games?

One of the best and fastest ways to learn a language is to have fun during the process.

While watching Netflix series, listening to podcasts, and reading fiction books in your target language all fit the bill, games are in a league of their own when it comes to learning and having a good time.

First, they're fantastic complementary learning tools to strengthen and build vocabulary, pronunciation, and grammar. Second, you can often play with a group of people and involve others in your learning. Alternatively, there are types of games oriented toward solo players.

Third, if you're a language coach or a teacher, learning with language games can help create engaging group sessions with your students. Lastly, games provide a creative, dynamic approach to learning that can sharpen skills like logical thinking, memory, and general knowledge.

For this and other reasons, we made this list with the best language learning games out there. This catalog is made up of options for learners of all levels looking for online or offline, team-based or solo games. There's something here for everyone!

Before we start, remember that Fluent Forever's app and Live Coaching program offer a fun, proven method to learn any language. Check them out and learn any of the 11 languages available!

The 11 best language learning games

Board games

Board games have been around for a long time, and there's no sign of them going anywhere. While video games and online options tend to take the spotlight, the simplicity of board games makes their popularity timeless.

To begin with, most of them don't require batteries. Therefore, all you need are the dice, cards, or play pieces that come in the box, and you're set! Plus, there's something undeniably magical about playing a board game with friends that no other type of game brings to the table.

So, if you like it old-school, here are some of the best language learning board games for you to try:

Scrabble is one of the most popular board games on the planet. In Scrabble, 2-4 players compete to form words - vertically or horizontally - on a crossword-style board, using a group of randomly assigned lettered tiles.

Photo by Suzy Hazelwood from Pexels

Each letter is worth a specific number of points, and the objective is to create words and earn the highest number of points. Additionally, players can multiply their points by placing their tiles on certain spaces on the board.

Scrabble is generally played in English. But given its popularity, the game has been adapted for 30+ languages. For example, here you can find the official Spanish, French, and Italian editions.

Languages available: 30+ official editions

Modes: Group

Recommended levels: Intermediate, advanced

KLOO is an award-winning game designed specifically for language learners. The game comes with two decks: the first contains words from a given theme, while the second has verbs in different tenses as well as everyday phrases.

The idea is to gain points by creating as many sentences as possible with the cards from both decks. Lastly, KLOO can be played in groups of 4 or by yourself!

Languages available: English, Spanish, Italian, French

Modes: Solo, group

Recommended levels: Beginner

A Fluent Forever favorite, Taboo is a game of unspeakable fun. In this language learning game, players earn points by guessing the words written on their teammate's vocabulary cards, based on an explanation they give.

However, they're not allowed to use the specific word, synonyms, or other elements directly related to it. For example, if the word is "animal," you wouldn't be able to use "animal," "cat," "dog," and other Taboo words.

Taboo forces you to think and talk in your target language while you come up with ways to express ideas with the vocabulary you know. Unfortunately, this game is usually found only in English. However, by following a "no English allowed" rule, you can adapt the English version to your target language. In short, all you need to do is to exclusively use your target language in your explanations.

Languages available: All

Modes: Group

Recommended levels: Intermediate, advanced

Apps & online games

The age of digital technology brought an endless stream of language learning games to our fingertips. These types of games have some nifty advantages that make them extremely popular.

First, depending on your phone, tablet, or computer, you can have several of these games available on your favorite electronics. Second, since some of these fit in your phone, you can play them from the comfort of your couch.

Third, some online games and apps allow you to connect with people from all over the world, including native speakers. Lastly, their digital nature allows them to be continuously updated and improved.

This one's very niche but undoubtedly valuable if you're interested in learning your target language's numbers fast. How it works is simple: either with someone or by yourself, the app teaches you how to count to 10 in any of the different languages it supports.

As we already mentioned, it's exceedingly specific. However, it's handy if you want to impress your friends by being able to count to 10 in 20+ languages!

Languages available: 20+

Modes: Solo, group

Recommended levels: Beginner

Remember Scrabble? Well, someone made an app that's not exactly official. Regardless, Words With Friends has become extremely popular all over the world.

As in a game of Scrabble, the gist is to form words on a board with a given group of lettered tiles, each worth different points. However, this version only supports 2 players faring against each other.

What's great about this version is that you can compete with people from anywhere on the planet. Now, while the prospect of facing a native speaker can seem daunting, it's also a great platform to meet new people. Who knows, maybe you'll meet a language exchange partner!

Languages available: English, Italian, French, German, Spanish, Portuguese

Modes: Group of 2 players

Recommended levels: Intermediate, advanced

Do you want to discover a brand-new world without leaving your home? Try Influent!

Influent is all about picking up new vocabulary by exploring a 3D virtual world and scanning the objects in it. Sounds pretty cool, right? Well, it is! This immersive game is all about creating your own vocabulary through an interactive, digital experience.

Languages available: 16

Modes: Solo

Recommended levels: Beginner, intermediate

If you're looking for a catch-all language learning game, Digital Dialects is for you! Digital Dialects is a website where you can play mini-games to pick up vocabulary, spelling, grammar, pronunciation, and phrases from 70 languages!

While the website isn't the best user-friendly experience, the sheer amount of languages and games on the site makes up for it.

Languages available: 70

Modes: Solo

Recommended levels: Beginner, intermediate, advanced

DIY language games

Are you more of a do-it-yourself (DIY) kind of person? Well, these next language learning games are for you! The best thing is, all you need is paper, pen, and maybe a pair of scissors at most!

Charades

Similar to Taboo, the goal of this game is to guess words written on pieces of paper. However, instead of talking, you use acting as hints for your partner. Fun, right?

First, you write up words on bits of paper, place them in a hat or recipient, and shuffle them up a bit! Next, every player takes turns taking out a piece of paper and acting out whatever word they get. Finally, the teammates of the person acting need to guess the word!

Obviously, the same rule as for Taboo applies here: no English allowed!

Languages available: All

Modes: Solo, group

Recommended levels: Intermediate, advanced

20 questions

This one's another group game that's definitely aimed at more advanced language learners. It involves writing the names of different celebrities, historical figures, objects, and animals on pieces of paper.

Then, without looking at the name, everyone sticks the piece of paper on their forehead, facing the others in the group. Afterwards, each player can ask 20 "yes" or "no" questions to the group to try and guess the name on their forehead.

Naturally, you'll need a lot of vocabulary and grammar in your target language to play this game. However, once you do, this is a great tool to reinforce and practice every aspect of your language: vocabulary, grammar, pronunciation, and conversation.

Languages available: All

Modes: Group

Recommended levels: Advanced

Hangman

Everyone knows Hangman! This simple yet timeless language learning game is excellent for beginners looking to practice the vocabulary they know with others. Additionally, instead of words, players can opt for phrases if they're at more advanced levels.

Playing is fairly simple. One person thinks of a word. They draw a number of dashes, each representing a letter making up the chosen word. The other players try to guess the word, one letter at a time.

If a guessing player mentions a letter that's found in the word, the person who thought up the word fills the relevant dash with that letter. Alternatively, if the letter guessed is incorrect, they draw one part of the "hangman." The aim is to guess the word before a stick figure in a noose - representing the hangman - is fully drawn, signifying game over. That usually takes 8 wrong guesses, since there are 8 elements making up the hangman's drawing. Here's a quick summary of how to play Hangman, in case you need a reminder!

Languages available: All

Modes: Group

Recommended levels: Beginner, intermediate

Flashcards

Last on this list, we have flashcards. Besides being wildly fun, learning a new language with flashcards is insanely effective. If used right, flashcards can provide an excellent tool to learn and retain vocabulary and grammar for longer periods of time.

For starters, flashcards are the most effective when you use images and no translations. Second, coupled with a spaced repetition system (SRS), they boost your ability to store the information for longer.

While they're extremely powerful learning tools, creating flashcards does take time. Thankfully, the Fluent Forever app automates this process, leaving you more time to spend reviewing your cards. So, if you're looking for a proven, fun language learning game, download our app and start guessing those flashcards!

Languages available: All (11 in the Fluent Forever app)

Modes: Solo

Recommended levels: Beginner, intermediate, advanced

So there you have it: 11 language learning games that will spice up your learning experience starting today!

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11 Best Language Learning Games To Make You Fluent

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Do you like languages and having fun? Then this article's for you! We bring you the 11 best language learning games out there and how to play them. One of the best and fastest ways to learn a language is to have fun during the process.

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TAG meeting_ Gamification in Language Teaching_Team 16

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Every Generation's Explained in 5 Minutes

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Wordwall - Create better lessons quicker

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Spin the wheel - Spin the wheel to see which item comes up next.

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Andragogy & Neuroplasticity

Andragogy is an adult learning theory. Adults learn differently than children do. Adult learners include higher education students as well as their instructors who might be seeking additional training or professional development. Adult learners might choose subjects and courses based on personal background and experience, but also may be required to take courses based on degree program or professional requirements such as gaining or improving job skills. Younger learners are motivated by grades and praise, but adult learners are more motivated based on internal reflection and personal interests. In K-12 learning is subject-centered, tending to address more introductory levels of Bloom's Taxonomy, but higher education needs to be problem-centered to better address the higher-level thinking skills of Bloom.

Neuroplasticity affects how adults learn. At younger ages, neurons are still forming in a growing brain, which is why certain memories and skills seem stronger when experienced at younger ages compared to when learned as an adult. Adult learners, whose brains have stopped growing at around age 16, need to experience their learning, because "if you don't use it, you lose it". More experiences are required for adult learners for learning to "stick", but at the same time adult learners can be expected to be more self-directed and can also bring their own previous experiences to build upon.

Andragogy Definition and Principles: https://learning-theories.com/andragogy-adult-learning-theory-knowles.html
Bloom's Taxonomy: https://www.bloomstaxonomy.net/
Neuroplasticity Definition: https://www.psychologytoday.com/us/basics/neuroplasticity
Neuroplasticity and Learning: https://elearning.adobe.com/2019/05/neuroplasticity-role-learning-memory/

Generational learning differences refer to the ways in which different groups of students, based on their age and birth year, may have different learning preferences or process information differently.

These differences can be attributed to a variety of factors, such as changes in technology, social norms, and cultural influences. Some examples of generational learning differences include the way that younger generations are more accustomed to digital and visual forms of learning, while older generations may prefer more traditional, lecture-based methods. Additionally, younger generations may have different learning styles and preferences than older generations, due to differences in their experiences and exposure to different forms of education.

Baby Boomers (born 1946-1964) tend to prefer a traditional classroom setting, with a clear hierarchy and a focus on lectures and textbooks. They are often self-directed learners and value face-to-face interactions with their instructors.

Generation X (born 1965-1980) students tend to be more independent and self-reliant. They value a mix of traditional and non-traditional teaching methods, and may prefer a more flexible classroom environment. They also value technology and its use in education.

Millennials (born 1981-1996) often referred to as "digital natives" are comfortable with technology and expect it to be integrated into their learning experience. They value collaboration, hands-on learning, and immediate feedback. They also tend to have a global perspective and be more diverse.

Generation Z (born 1997-2012) also known as "digital natives" have grown up in an even more technology-saturated environment than millennials and as such are very comfortable with technology, they value personalization and flexibility in their learning, and they appreciate a mix of online and in-person instruction.

To account for generational learning differences in classroom instruction, instructors can use a variety of strategies that address the diverse learning preferences and styles of their students.
Some possible strategies include:

Differentiated instruction: This approach involves tailoring instruction to meet the individual needs of different students, including those from different generations. It can involve using a variety of teaching methods, such as lectures, discussions, hands-on activities, and online resources, to accommodate different learning styles.

Incorporating technology: Using technology in the classroom can help engage students from all generations, but particularly those from the millennial and Gen Z groups, who are comfortable with technology and expect it to be integrated into their learning experience.

Encouraging collaboration and teamwork: Creating opportunities for students to work together in small groups or teams can help to foster a sense of community and engagement among all students, particularly those from the millennial and Gen Z groups, who value collaboration and hands-on learning.

Using formative assessment: Giving students frequent opportunities to self-assess and receive feedback on their progress can help to ensure that all students are on track and understanding the material.

Providing flexibility: Offering flexible options for when, where and how students complete assignments and assessments, such as online assignments, can accommodate different student preferences, such as those of Gen Z who appreciate personalization and flexibility in their learning.

Encourage a global perspective: Encourage students to think beyond the classroom and their immediate environment, and to consider the perspectives of people from different cultures, backgrounds, and generations.

Be open to student feedback: Encourage students to provide feedback on the instruction, this can be done through surveys, focus groups or one-on-one meetings, this can help instructors to understand the student's perspective and adapt instruction accordingly.

Supporting 4 Generations of Learners Using Panopto: https://www.panopto.com/blog/are-you-ready-to-support-4-generations-of-learners/

Preferred Learning Methods of Gen Z: https://digitalcommons.salve.edu/cgi/viewcontent.cgi?article=1075&context=fac_staff_pub

Mobile Technology and Generation Z in the English Language Classroom: https://www.mdpi.com/2227-7102/9/3/203

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Welcome to Governors State University in Chicago's Southland

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Destination Knowledge - All students deserve to succeed both inside and outside of the classroom.

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Part 2: Understanding Generation Z vs. Generation Alpha

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Discover the key differences between Generation Z and Generation Alpha and learn how to adapt your teaching strategies to engage today’s tech-savvy, digital-native students.

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Lviv, Львівська область

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Create tips for teachers