# data[].attributes.body
I think someone already wrote this, but I sometimes will ask students if they listen to any songs with lyrics in English. They might pick a song that most of the class knows and likes. When a lot of others are singing along, I've witnessed very quiet students join in too.

# data[].attributes.body
Some students just don't have the confidence to try to create their own sentences. Some games allow students to give one-word answers, but it's not always possible to incorporate those into every lesson. If some students are unwilling to make their own sentences, allowing them to read a few of someone else's still gets them to practice pronunciation and exposes them to grammar rules and sentence structure.

# data[].attributes.body
Another way to lower the affective filter is to engage students in an interesting and relevant conversation. Current events or news stories that have an effect on their life or are pertinent to their culture, religion, or place of origin facilitate the desire for self-expression. Again, if they're thinking about what they want to say, then they're less worried about how they're saying it.

# data[].attributes.body
When reviewing question words and grammar, I like to begin with a game of 20 questions. While students mostly just ask "Is it ...?" questions, it's fun and lowers their affective filters. No one is thinking about whether or not their grammar or pronunciation is perfect, just about the game.

# data[].attributes.body
Have a group discussion, and ask students for suggestions of things that fit in a category or answer a question. Once you have a few things already on the list, students who may not have initially understood the conversation, can read the list and have a better idea. Then, ask if they can add to the list.

# data[].attributes.headline
Giving Directions (Pair Game) - Katherine

# data[].attributes.subject
Giving Directions (Pair Game) - Katherine

# data[].attributes.body
Have students get into pairs and have one be blindfolded. The student who is not blindfolded will be required to give verbal commands to their partner in order to accomplish some form of goal - Whether that is finding something on the floor or drawing something. This will challenge the students to use verbal communication, versus relying on any physical communication.

# data[].attributes.body
A fun way to encourage speaking in the classrom can be to introduce students to popular "playground" games. While this may not be received by adults as well as it may be children, it is a creative way to physically engage individuals in thinking about new vocabulary. An example is the game, "Concentration," where there is a themed category and students have to come up with words in a set cadance to continue the game.

# data[].attributes.body
For reticent speakers and those who are feeling less comfortable in the classroom, a good way to have them speak is by incorporating humor. An example that has circulated online has been teaching how to give directions by demonstrating how "literal" it can be taken. For example, when making a PB&J, you could say "put the peanut butter on the bread" and respond by putting the jar of peanut butter onto a bag of bread. This can encourage humor in the classroom, but also test student's ability to give more details in their descriptions.

# data[].attributes.body
To practice using nouns and adjectives, ask students prompting questions to create a "creature" of their own making. It will be up to the teacher to draw out this creation. Examples can be asking about colors, shape, and other "non-traditional" descriptors of a "creature."

# data[].attributes.body
Using a beach ball and permanent marker - write different prompts on the ball (what's your favorite food?). From there, have students catch the ball and respond to the prompt that is written. This can be a fun way for students to be physically engaged and challenge each other to answer different questions.

# data[].attributes.body
Give students an activity where they have to survey other students (or even people outside the classroom) to complete the activity. It can be very simple, such as a favorite color or food, or a more sophisticated opinion poll on a current event or other topic of the students' choice. It's a chance for students to ask the same question repeatedly, building their courage and fluency.

# data[].attributes.body
To practice vocabulary words, have students roll a dice, and they have to say the same number of words as the dice roll. If you want to make it a harder game, they should not repeat words that have already been said. Have the vocabulary words available if students need a "cheat sheet" to help. Ask the more reticent student to go third or fourth, so they have time to think of words, and to see/watch others succeed. You can also do this as a partner activity where the partner can help if the primary person runs out of words/ideas.

# data[].attributes.body
Ask the students to share something about themselves in a small group or a pair, related to the lesson. For example, who is their favorite musician or animal. If they have a music app, they can play a quick snippet of a song, or show a photo of the animal from the internet (or their pet). You could also ask them to share a photo on their phone of their best friend and say his or her name and how they met.

# data[].attributes.body
Working in pairs, one student tries to draw a picture of a secret word or phrase. The other student has to try to guess the word by making suggestions of what it might be.

# data[].attributes.body
Start the group off with one sentence, perhaps as simple as "Ruth took a walk yesterday in the park." Ask what happened next? after each sentence and have each student contribute one sentence to the story. Write the story on the board (for small classes) or in the group as you go, and have the students take turns reading it aloud in pairs.

# data[].attributes.body
Addressing a reticent speaker directly demonstrates that their input is valued and that the teacher genuinely cares about their perspective. This personalized attention can enhance their confidence and make them feel more included.

# data[].attributes.body
Sentence starters assist reticent speakers by offering a clear and structured beginning, which helps reduce their anxiety and makes it easier for them to overcome the initial burden of starting a response. This facilitation promotes practice and boosts their confidence in speaking.

# data[].attributes.body
When reticent speakers receive positive feedback for their efforts, it reinforces their belief in their abilities, making them more willing to take risks and speak up in the future.

# data[].attributes.attachment_caption
Grouping people with the same Proficiency level - Ahlam 

# data[].attributes.body
When learners are placed with peers who share similar language abilities, they may feel less intimidated and more willing to contribute. They can relate to each other's challenges and successes, creating a supportive atmosphere where everyone feels more at ease.

# data[].attributes.body
Speaking in front of the entire class can be intimidating, but a one-on-one conversation with a peer is usually much less intimidating. This smaller setting helps reticent speakers feel more comfortable and less exposed.

# data[].attributes.body
Speaking to students one-on-one can make them feel more secure and encourage them to express their opinions about their learning or anything else on their mind. Socheata

# data[].attributes.body
As I think every student will see a picture differently, give them a picture to describe. The activity allows them to express their individual viewpoints, improving their writing and speaking abilities. Socheata

# data[].attributes.body
During class, develop an entertaining game that relates to the lesson and helps students actively interact with the content while repeating important ideas. In this manner, they can learn while having fun, making the process of learning both pleasurable and instructive. Socheata

# data[].attributes.body
Give students a quick introduction that makes them feel relaxed and comfortable before asking them to share a personal story. Socheata

# data[].attributes.body
Group work tasks may reduce students' stress by allowing them to concentrate on the subject, share thoughts, and generate all of the information they have learned. Socheata

# data[].attributes.body
Have students work in pairs to practice reading aloud to one another. Students can work together to take mixed up sentences, put them in order, then read aloud. Take turns. - Gabrielle W.

# data[].attributes.body
Play lofi chill music while students are doing reading and writing activities to help them relax and focus. - Gabrielle W.

# data[].attributes.body
Do a ladder game of emotions -- students get into two teams. They get in order based on their birthdays e.g. 3, 17, 22, 25, 31. This is the order they'll go to the board and write an emotion. The person at the board must write what the emotion the next student tells them -- student at the board can ask for help 'how do you spell that?'...continue until everyone has a turn at the board, and saying emotions out loud.

First team to finish the ladder wins. This should get the students minds off of how they sound, and focused on winning! - Gabrielle W.

# data[].attributes.body
Describe your friend to a pair partner in class so they can draw them. 5 minutes then swap. Now, they will describe and you will draw their friend. - Gabrielle W.

# data[].attributes.body
Adjectives - salty, sweet, sour

Students "chain drill".

Teacher has a list of student names on the board that are in class today - pulls a name from popsicle sticks ... first teacher models w/ assistant.

T: [Name] What do you like?

S: I like ________. What do you like?

T: I like sweet. [student name] ask [the next student] what they like.

S#1: [next student name] what do you like?

S#2: I like________.....

- Gabrielle W.

# data[].attributes.headline
Don't you love drawing, guessing and speaking? Chayuda O.

# data[].attributes.subject
Don't you love drawing, guessing and speaking? Chayuda O.

# data[].attributes.body
Descriptive drawing activity: Pair up the students and give each student a picture, placing it face down so partners cannot see each other’s cards. They must describe the picture for their partner to draw.

Keep students drawing, guessing and ultimately to speak freely. Fluency vs. Accuracy. At this point we focus on Fluecy.

# data[].attributes.attachment_caption
Group Activity that helps students learn about each other in Speaking Skills both in bottom- up processing.

# data[].attributes.headline
Truth or Lie game, guess who will talk- Chayuda O.

# data[].attributes.subject
Truth or Lie game, guess who will talk- Chayuda O.

# data[].attributes.body
https://www.teach-this.com/images/games/two-truths-and-a-lie.pdf

# data[].attributes.headline
Take a trip to the Moon game, and let's go - Chayuda O.

# data[].attributes.subject
Take a trip to the Moon game, and let's go - Chayuda O.

# data[].attributes.body
This game is not only to build comrades but also to help students to talk and use their creativity.

https://www.teach-this.com/images/games/trip-to-the-moon.pdf

# data[].attributes.headline
What is in the bag? And more games for quiet folks to start talking - Chayuda O.

# data[].attributes.subject
What is in the bag? And more games for quiet folks to start talking - Chayuda O.

# data[].attributes.body
Check this out. There are lots of games to help ESL students to become talkative.

# data[].attributes.headline
New Online Application for reticent students Chayuda O.

# data[].attributes.subject
New Online Application for reticent students Chayuda O.

# data[].attributes.body
This will be so much fun in the classroom, particularly for students who might be too shy to talk. For lower ELA classes, it might be worth it to try.

# data[].attributes.attachment_link.readable_text
Give your photos a voice with ChatterPix! Chatterpix can make anything talk -- pets, friends, doodles, and more!

Download for iPad & iPhone

Simply take any photo, draw a line to make a mouth, and record your voice. Then share your Pix with friends and family as silly greetings, playful messages, or creative cards. And best of all, it's FREE!

This App allows sharing via email, Facebook, and YouTube and is designed for adults. If you'd like to restrict these options, please download "ChatterPix Kids" - designed for kids with no sharing features.

# data[].attributes.attachment_link.description
Give your photos a voice with ChatterPix! Chatterpix can make anything talk -- pets, friends, doodles, and more! Download for iPad & iPhone Simply take any photo, draw a line to make a mouth, and record your voice. Then share your Pix with friends and family as silly greetings, playful messages, or creative cards.

# data[].attributes.body
In the popcorn game I ask the class a question based on the topic of the lesson that day. I have the class repeat the question, then I give them my answer to the question as an example. Next, I would have them repeat the question. I would then ask for a volunteer to give their own answer to the question. After they answer, I tell them to ask the same question to another student. When they have given their own answer, they call on yet another student to give their answer. This continues until all students have participated.

# data[].attributes.body
A way I have used to avoid making any students feel singled-out is by placing their names on popsicle sticks or on a slip of paper in a hat. I would do this to randomly call on students to participate in an activity. This puts every student on equal footing because every student has to be ready to participate at a moment’s notice with no presumed favoritism.

# data[].attributes.body
When teaching new lessons, putting students in pairs can be very effective in combating reticence. Pair activities are more student-centered and tend to break up the formality of the teacher-student dynamic. Students tend to be more comfortable when talking to other students rather than the teacher. I have done this by initially introducing the new target language in the form of questions and providing my own answers to them. If we are practicing country names, for example, I would ask the questions “Where do you want to go?” and “Why?” and have the class repeat the questions. I would then answer, “I want to go to ____ because you can ____ and ____.” After checking for comprehension, I would put students into pairs and have them practice the activity, then present their partner’s responses to the rest of the class.

# data[].attributes.body
I’ve had students in the past who were very shy and unwilling to participate. For them, I’ve used an activity that has them standing and moving their bodies while simultaneously checking for listening comprehension. The “Fly Swatter” game works well in this situation. In the game, we first review flashcards until I’m comfortable with the class's level of comprehension. Then, the flashcards would be placed in columns on the board; the class forms two lines, and two students would compete with fly swatters to hit the card they hear me say. I will give the students three tries, and the student who strikes the card first wins. Then those two students go to the back of the line, and it’s the next pairs’ turn.

# data[].attributes.body
In my teaching experience, some textbooks have had songs, chants, and jingles at the beginning of each lesson. I connected to them because they presented a way for students to wake up while learning at the same time. I would usually play the song for students to listen to first. Next, I would encourage students to sing along after I had shown them any activities associated with a song like “Head, Shoulders, Knees, and Toes”. Doing this could be linked to the teaching of body parts. A song like “Old MacDonald” would incorporate the use of flashcards in naming animals. Singing a song in class allows reticent students to disappear within the group and at the same time not be alone with their nervousness.

# data[].attributes.body
I’ 've always enjoyed seeing how singing or even just filling in lyrics helps students loosen up while practicing pronunciation, rhythm, and intonation. For example, you can have a class sing a popular song together or do a gap-fill activity where they listen to a song and guess the missing words. Plus, it creates a shared experience that makes everyone feel more connected and relaxed, which can encourage even the shyest students to join in.

# data[].attributes.body
Exit tickets are a simple and low-pressure way to get reticent speakers talking before they leave class. I like to ask students to share one thing they learned that day, either with the whole group or just with a partner. It’s quick and gives them a chance to practice speaking in a way that feels manageable. Plus, it taps into Bloom’s taxonomy by encouraging them to reflect and summarize what they’ve learned, which reinforces language use. Since it’s done at the end of class, students feel less nervous because they know it’s a brief moment to speak, and the stakes are low.

# data[].attributes.body
I’ve found that when feedback is tailored to each student’s level and needs, they’re more likely to take risks and participate more. Instead of just pointing out mistakes, focus on what they’re doing well and give specific suggestions they can easily apply. For example, if a student struggles with pronunciation, I might say, “You’re really improving on sentence structure! Let’s try softening the ‘th’ sound next time.” This aligns with Vygotsky’s concept of the Zone of Proximal Development (ZPD)—guiding students with just the right amount of support helps them move forward without feeling discouraged.

# data[].attributes.body
Even though I'm not a funny teacher (only on limited occasions), I always believe that humor can create a positive classroom atmosphere that encourages reticent speakers to participate more freely. According to Vygotsky’s sociocultural theory, learning happens through social interaction, and humor helps build a sense of community, reducing fear of judgment. For example, you can have students create goofy, exaggerated dialogue based on common situations, like a ridiculously formal introduction between two people meeting for the first time. By focusing on the playful aspect, students feel less pressure, and when learners feel comfortable experimenting with language, they’re more likely to produce meaningful output. I often include funny conversations between me and my exes in my lessons to create a tad of humor; it always works!

# data[].attributes.body
Role-playing is a great way to help reticent speakers feel more at ease because it allows them to step into a different character and let go of the pressure of “being themselves.” For example, if you’re practicing ordering food in a restaurant, one student can be the waiter, and the other can be the customer. Since they’re pretending, the stakes feel lower, which reduces the affective filter—Krashen’s theory that anxiety and self-doubt can block language acquisition. When students are focused on playing a role rather than worrying about mistakes, they’re more likely to speak up and engage in authentic communication.

# data[].attributes.body
To set up this ESL activity, a week in advance, remind students to bring a secret object from home without revealing it to anyone. This will build anticipation and curiosity. On the day of the lesson, introduce a large mystery box with one hidden object inside. Begin by explaining that students will need to guess what is in the box by asking questions, which will encourage the use of "Wh-" questions. Write example questions on the board like "What shape is it?" and "How does it feel?" to give students a reference. Next, divide the class into teams based on their seating and explain that it's a competition to see which team can guess the object first. To keep the game engaging, appoint one student to write clues on the board as you answer their questions, while students jot down vocabulary in categories like shape, color, and texture. Once the mystery is solved, each student will take turns presenting their own secret object, answering classmates’ questions, and giving everyone a chance to practice speaking. This combination of curiosity, structure, and competition will ensure all students are engaged, including reticent speakers.

# data[].attributes.body
The "Creation of Family Journals" ESL activity encourages shy learners to practice language skills while reflecting on family memories. Students are guided to write simple, meaningful diary entries about family experiences, using vocabulary related to family life, emotions, and special moments. They can also add photos or drawings to personalize their journals. This activity promotes self-expression in a comfortable and familiar context, helping students build confidence in both writing and speaking. This activity allows students to process language at their own pace in a calm and comfortable environment, hopefully helping more shy students engage. Reticent speakers can then share their family stories in class to practice speaking with prepared writing. This will also foster a sense of connection, while improving language skills in a supportive environment.

# data[].attributes.body
Vocabulary Building Teach key vocabulary related to gardening: soil, seeds, water, sun, grow, plant, pot, and vertical garden. Show real-life examples (e.g., seeds, soil) and ask students to label them.

Gardening Activity

Divide students into pairs or small groups. Shy students often feel more comfortable working with others. Have them plant their seeds in small pots, label them, and set them up on the vertical garden rack. Grow with Confidence," engages shy students in a hands-on vertical gardening project to help them develop language skills while building self-esteem. Students learn key gardening vocabulary and take responsibility for caring for their plants. Through daily garden maintenance and reflection, students practice speaking in a supportive environment ultimately boosting their confidence as they nurture their plants.

# data[].attributes.body
Back at It Party Game- Ruth

Write various people’s names, occupations, or items on small slips of paper and then tape one to each students' back. Students must mingle and ask questions to try and determine who or what is written on their back. They can only ask yes/no questions of their classmates. When anyone figures out his own identity and you confirm that he or she is right, he can sit back at his desk. Though this game does require your shy students to talk to their classmates, it also challenges them to solve a puzzle. Even if your shy students don’t want to ask a lot of questions, they still must engage in language learning as they puzzle out what English word is written on their back based on the clues they have already found out.

# data[].attributes.body
Pass out three physical cues to students, they can be puff balls, popsicle sticks etc. You can vary the number of puff balls you pass out depending on your lesson. When students participate in class through speaking, they must remove one of their puff balls and put it in a jar at the front of the room. Students must use all three puff balls to participate on three occasions by the end of the class. This helps more anxious speakers prepare to speak at least three times, and opens up space for them as eager speakers are limited to three occasions. -Ruth

# data[].attributes.body
This activity allows students to practice new vocabulary. Through a task-based activity, it breaks their shyness because they need to share the recipes they are going to prepare. It is an everyday activity, so students are implicitly familiar with the context. (Monica Molano)

# data[].attributes.attachment_link.readable_text
Add to saved lessons

|

LESSON OVERVIEW

The main objectives of this lesson are to:

talk about personal experience and preferences,

provide arguments in support of or against opinions,

give advice.

Students practise talking about cooking in English. They assess their cooking skills and rate the difficulty of cooking tasks. They also watch a cooking class ad and talk about people who want to cook for a living.

A2 / Pre‐Intermediate45 min
B1 / Intermediate
60 min Speaking Class Unlimited Plan

This is a Speaking Class worksheet. It includes a variety of tasks that let your students practise their speaking skills. This lesson format does not focus on grammar or vocabulary. Learn more about it here.

WARM-UP & SHARING EXPERIENCES

First, students choose a statement that best describes their cooking skills. Then, you can choose to ask students to do an additional vocabulary activity. In it, they need to come up with examples for some categories (e.g. meal, course, dish ). The activity is available in the teacher's version of the pdf as well as in the e-lesson plan (in a skipped slide). After that, students look at some activities (e.g. bake bread, invent a new dish ) and share which of them they have tried and how it went. Students also practise talking about cooking in English in the next activity. They need to rate tasks (e.g. following a 15-step recipe, making a birthday cake ) from the most to the least difficult.

VIDEO & DISCUSSION

In this part of the lesson, students watch the ad about an Italian cooking class and explain why they would or wouldn't like to participate in the class. Then, they spend time talking about cooking in English. First, they discuss questions about cooking shows, professional chefs and restaurateurs. Then, they read comments made by people who want to cook for a living and give some advice. They also answer some questions regarding the comments. Finally, students read eight statements about cooking. They are about cooking being a hobby or a chore, cooking as a form of art and eating with your eyes, etc. Students choose three of them and explain why they agree or disagree with them.

# data[].attributes.attachment_link.description
Students practise talking about cooking in English. They assess their cooking skills, rate the difficulty of cooking tasks and watch an ad.

# data[].attributes.body
Music creates pleasant learning environments. Now, combine them with fun! Singing allows students to feel comfortable as everyone is on an equal footing regardless of their vocal level. Additionally, they reinforce their vocabulary and learn more natural phrases used by native speakers. (Monica Molano)

# data[].attributes.attachment_link.readable_text
Singing in a foreign language is one of the best ways to learn how to speak it. There are three reasons for this:

1. Studies have shown that music helps you learn, whether that's language, math, history, or pretty much anything else.

2. Songs are a great way to learn vocabulary, pronunciation, and the rhythms of a language.

3. It's fun! Learning is a lot easier when you're having fun.

Music and the brain

Many studies have proven the positive effect of music on learning. In her book, Music and Learning, Chris Boyd Brewer (international educator, author, and musician) explains how it works:

The soundtrack [music] increases interest and activates the information mentally, physically or emotionally. Music can also create a highly focused learning state in which vocabulary and reading material is absorbed at a great rate. When information is put to rhythm and rhyme, these musical elements will provide a hook for recall.

All of which is to say, setting things to music makes them easier to get into your brain and stay there.

Lyrics and language

Studying lyrics gives you access to all sorts of vocabulary, especially idioms and natural phrases. Most popular songs use simple language that everyone knows. But a lot of songwriters use more poetic language with a broader vocabulary. Whatever sorts of words you want to learn, you can find a song that uses it!

Pop music is great for romance vocabulary; country music talks about love, loss, and booze; and hip-hop/rap gives you lots of urban slang. And, of course, rock music covers it all.

Listening to songs is also a way to practice pronunciation. Sometimes singers use a style that makes it hard to hear the lyrics clearly, or the words go by so fast you can't follow them (this is particularly true in rap and hip-hop). But most singers use either a British or an American accent when they sing in English, so find songs with easy-to-hear pronunciation and practice along with them.

Fun!

When you listen to a song over and over again, and then sing it over and over again, the lyrics will be stuck in your brain like super glue. And all those natural phrases will be ready for you to use when talking. It's like those songs that children sing to learn the alphabet. I still sometimes sing through it if I'm not sure which letter comes next:

Hm, does "p" come before or after "o"? Let me see... "A-b-c-d-e-f-g, h-i-j-k-lmnop"- right, "p" comes after "o". Got it!

When you learn any song, the same thing happens. When words are set to music, your brain can sing them back to you when you need them. And what better way to do that than karaoke!

So choose a song, study it until you can sing it with your eyes closed (so you don't have to try to follow the words on a screen), and then find yourself a microphone! If you'd like, you can post a video of yourself performing it on our Instagram feed.

-
hook [noun] /hʊk/-something attached to an idea in your brain, making it easy to remember. In music, a "hook" is a repeated phrase or tune that catches and holds your attention.

# data[].attributes.attachment_link.description
Singing karaoke is a great way to learn English vocabulary and pronunciation-listen to a song, learn the lyrics, and sing!

# data[].attributes.body
Instructional follow-up through physical activities that generate action via movement benefits the student, especially in acquiring vocabulary that they will later use in real contexts when communicating orally. (Monica Molano)

# data[].attributes.body
With a project like this, students feel comfortable discussing any topic they find interesting and entertaining. This fosters student creativity and allows them to explore various aspects of oral language production in the target language. (Monica Molano)

# data[].attributes.body
Playing the role of a specific character creates a playful environment that builds enough confidence in the student to develop oral production skills. They become engaged in learning as, in these "role-playing" games, they need to immerse themselves in the character and communicate effectively with their peers. Moreover, viewing learning as a game always minimizes psychological barriers for the student, helping them overcome shyness. ( Monica Molano)

# data[].attributes.body
https://m.busyteacher.org/19125-how-to-teach-shy-private-student-esl-teachers-ask.html

"Give Them a Strategy"

"Say you’ve managed to get your shy student to provide solid complete answers to your questions…but they still can’t speak freely. Shy students don’t even know where to begin. Give them a three-step approach. Ask them a question. Tell them to:

1. Answer the question

2. Give some detail about the answer.

3. Expand.

For example, ask: What did you do last weekend?

1. I went to a friend’s house.

2. We played video games.

3. Later, we watched a movie.

Those three sentences will seem like a mouthful compared to their previous one-word answers! You can practice this three-step approach in writing until they feel confident enough to try it out loud." (Maribeth)

# data[].attributes.body
I think it helps for students to know what to expect, and establishing a routine is useful. For example, if every class starts with a small group warm up conversation or check-in, they will get used to it, be prepared, and even have time to think ahead about what they can share. This goes for any kind of participation - once they understand that several times in every class they will need to do partner work, or speak out loud, they will get used to the idea, and benefit from routine practice. (Maribeth)

# data[].attributes.body
We all like to talk about ourselves, and it's a subject where we have expertise and comfort. Ask students questions about their life, family, daily routine, interests, hobbies. Ask to show a photo from their life and talk about it. It's also a great way for students to make connections, and that's a great way to build trust, openness, and confidence for the learner. (Maribeth)

# data[].attributes.body
For shy students, starting with small, short specific questions will help get practice and build confidence. Start with yes or no questions, move on to questions using the 5 Ws. We want students to feel challenged but not pressured. Let them know that speaking is a regular part of English class, and they will get used to the expectation. (Maribeth)

# data[].attributes.body
Using real objects can make a lesson fun, engaging, and more relaxed. Having an object as the focus of discussion can take the pressure off of a shy student. (Maribeth)

# data[].attributes.attachment_link.description
If you’re an online ESL teacher, I’m willing to bet you’ve used realia at some point in your lessons, perhaps without even realising it! Using realia can become like second nature to an online teacher, but what’s the real deal with realia anyway? Is it real-ly necessary to use realia in online ESL lessons?

# data[].attributes.body
Create an online self-introduction and discussion board to increase opportunities to communicate with others in a way that he/she is comfortable to do. Classmates comment on each self-introduction. Although nervous to speak, it may be easier to have a conversation in writing. (Miya Iida)

# data[].attributes.attachment_link.provider_name
MIT Sloan Teaching & Learning Technologies

# data[].attributes.attachment_link.readable_text
4. Make the discussion board easy to find.

Students will only post on the discussion board if they can find it! Fortunately, if you followed MIT Sloan's Gold Standards for your Canvas site, students will know exactly where to look. Your Canvas site will include one module for each class session. After you create your discussion board, you can add the discussion board to the module for that class session. Then students will see the discussion board right alongside their other homework in Canvas.

Example Discussion Prompt

As you plan your activity, consider this example discussion prompt. This prompt draws inspiration from the example shared in Lee, Krieger, and Zolkover's "Change the Prompt, Not the Tool: Developing Effective Discussions." It puts these tips into practice:

It invites students to connect course concepts to their own experience or background knowledge.

It indicates when the assignment is due and how many words students should write in their responses.

It highlights that the assignment is required.

It provides context by including links to relevant resources and connecting the assignment to other course content.

It indicates how the teaching team will follow up on the assignment (by grading students' posts and providing space to debrief the discussion during the next class session).

You can download the example discussion prompt PDF or review the prompt in this screenshot:

What's the Research?

Universal Design for Learning

These recommendations for how to design an engaging discussion in Canvas align with Universal Design for Learning (UDL) principles. UDL is a framework for designing learning experiences that meet learners' diverse needs. The UDL framework is based on research in the learning sciences. It's premised on the idea that learner variability is the norm, not the exception.

These are the UDL checkpoints behind these recommendations:

Cognitive Load Theory

Cognitive load theory suggests that students have limited "processing power," or working memory. That means it's important to design instructional materials so students can devote maximum processing power to learning rather than extraneous tasks (like finding an activity in the learning management system). When you provide clear instructions and make your discussion board easy to find, you minimize extraneous cognitive load and help your students focus on what matters.

References

Sand dollars and starfish: Making the most out of Canvas discussion boards. Instructure. (2023, February 15). Retrieved February 28, 2023, from https://community.canvaslms.com/t5/InstructureCon-2019/Sand-Dollars-and-Starfish-Making-the-Most-Out-of-Canvas/m-p/384384

Lee, L., Krieger, J. M., & Zolkover, A. D. (2021, October 7). Change the prompt, not the tool: Developing effective discussions. Change the Prompt, Not the Tool: Developing Effective Discussions. Retrieved February 28, 2023, from https://www.instructure.com/canvas/resources/instructurecon-2021/change-the-prompt-not-the-tool-developing-effective-discussions

Lieberman, M. (2019, March 27). Inside higher ed. New approaches to discussion boards aim for dynamic online learning experiences. Retrieved February 28, 2023, from https://www.insidehighered.com/digital-learning/article/2019/03/27/new-approaches-discussion-boards-aim-dynamic-online-learning

# data[].attributes.attachment_link.title
4 Tips to Design an Engaging Discussion in Canvas - MIT Sloan Teaching & Learning Technologies

# data[].attributes.attachment_link.description
Explore these tips and the example discussion prompt to learn how you can design an engaging discussion in Canvas.

# data[].attributes.body
Take deep breaths with the class! Deep breathing allows oxygen to flow to the brain and improves blood circulation. As a result, your body and mind will relax. By relaxing the entire class, reticent speaker will be able to speak more easily. (Miya Iida)

# data[].attributes.attachment_link.readable_text
The term "fight or flight" is also known as the stress response. It's what the body does as it prepares to confront or avoid danger. When appropriately invoked, the stress response helps us rise to many challenges. But trouble starts when this response is constantly provoked by less momentous, day-to-day events, such as money woes, traffic jams, job worries, or relationship problems.

Health problems are one result. A prime example is high blood pressure, a major risk factor for heart disease. The stress response also suppresses the immune system, increasing susceptibility to colds and other illnesses. Moreover, the buildup of stress can contribute to anxiety and depression. We can't avoid all sources of stress in our lives, nor would we want to. But we can develop healthier ways of responding to them. One way is to invoke the relaxation response, through a technique first developed in the 1970s at Harvard Medical School by cardiologist Dr. Herbert Benson. The relaxation response is a state of profound rest that can be elicited in many ways, including meditation, yoga, and progressive muscle relaxation.

Breath focus is a common feature of several techniques that evoke the relaxation response. The first step is learning to breathe deeply.

Deep breathing benefits

Deep breathing also goes by the names of diaphragmatic breathing, abdominal breathing, belly breathing, and paced respiration. When you breathe deeply, the air coming in through your nose fully fills your lungs, and the lower belly rises.

For many of us, deep breathing seems unnatural. There are several reasons for this. For one, body image has a negative impact on respiration in our culture. A flat stomach is considered attractive, so women (and men) tend to hold in their stomach muscles. This interferes with deep breathing and gradually makes shallow "chest breathing" seem normal, which increases tension and anxiety.

Shallow breathing limits the diaphragm's range of motion. The lowest part of the lungs doesn't get a full share of oxygenated air. That can make you feel short of breath and anxious.

Deep abdominal breathing encourages full oxygen exchange - that is, the beneficial trade of incoming oxygen for outgoing carbon dioxide. Not surprisingly, it can slow the heartbeat and lower or stabilize blood pressure.

Practicing breath focus

Breath focus helps you concentrate on slow, deep breathing and aids you in disengaging from distracting thoughts and sensations. It's especially helpful if you tend to hold in your stomach.

First steps. Find a quiet, comfortable place to sit or lie down. First, take a normal breath. Then try a deep breath: Breathe in slowly through your nose, allowing your chest and lower belly to rise as you fill your lungs. Let your abdomen expand fully. Now breathe out slowly through your mouth (or your nose, if that feels more natural).

Breath focus in practice. Once you've taken the steps above, you can move on to regular practice of controlled breathing. As you sit comfortably with your eyes closed, blend deep breathing with helpful imagery and perhaps a focus word or phrase that helps you relax.

Ways to elicit the relaxation response

Several techniques can help you turn down your response to stress. Breath focus helps with nearly all of them:

Creating a routine

You may want to try several different relaxation techniques to see which one works best for you. And if your favorite approach fails to engage you, or you want some variety, you'll have alternatives. You may also find the following tips helpful:

Choose a special place where you can sit (or lie down) comfortably and quietly.

Don't try too hard. That may just cause you to tense up.

Don't be too passive, either. The key to eliciting the relaxation response lies in shifting your focus from stressors to deeper, calmer rhythms - and having a focal point is essential.

Try to practice once or twice a day, always at the same time, in order to enhance the sense of ritual and establish a habit.

Try to practice at least 10-20 minutes each day.

# data[].attributes.attachment_link.title
Relaxation techniques: Breath control helps quell errant stress response - Harvard Health

# data[].attributes.attachment_link.description
Relaxation techniques - such as deep breathing - can help control stress and the "fight or flight" response that can interfere with everyday life....

# data[].attributes.headline
Games,  such as Mad Libs, fill in the blanks.

# data[].attributes.subject
Games,  such as Mad Libs, fill in the blanks.

# data[].attributes.body
Games, such as Mad Libs, not only encourage students to speak, but also teach parts of speech and vocabulary! Teachers could ask one student to ask for the words, multiple students to answer (speaking), and the last few especially quiet students to read the completed Mad Lib out loud. I think the laughter generated by such an exercise would be very encouraging to the students who tend to hold back and not speak up very often. Humor is a great way to help students relax and go ahead and try to speak. (Melita Bizette)

# data[].attributes.attachment_link.authors[].name
Twinkl ESL: Resources for English Teachers

# data[].attributes.attachment_link.title
The Mad Libs Grammar Game for ESL Teachers

# data[].attributes.body
Encourage students to describe the picture in the best way that they know how. They will most likely learn vocabulary from each other! And of course the teacher can ask questions about the picture to increase vocabulary and grammar skills. (Melita Bizette)

# data[].attributes.attachment_link.readable_text
Pictures are a great way to get children talking. When they view photos that are familiar to them, they are motivated and better able to talk about what they see. By viewing images with parents and teachers, children can learn and develop descriptive language by describing what they are doing in the picture.

Place pictures of your child working on an activity or playing with friends or family around their environment. The child will initiate conversations around the pictures and generally enjoy seeing themselves and their friends. Ask them to describe what is happening in the picture. What are they doing? What are their friends doing? What do they remember about this project or activity?

Teachers can use pictures for documentation purposes and have children talk about their learning experiences by asking them about their favorite part of the project or activity. Teachers can write down the children's words and display them for families and the rest of the school community to see. Children can learn names of objects, actions and feelings through pictures.

Teachers and parents can take pictures of children making different faces: happy, sad or mad. The pictures can be displayed on the walls or placed in an area that the children can refer to when they are having different feelings. Through this activity, they are identifying and verbalizing emotions that they are feeling through meaningful and familiar images.

Older children, ages 3-5, can use pictures to begin practicing storytelling.

Parents and teachers can model telling a story about a picture of friends or family members doing an activity or project. It does not necessarily have to be the actual event of the picture. For example, teachers can use an image of children playing a restaurant game in the pretend area and tell the class a story. "One day, Sarah went to a restaurant and ordered spaghetti. Then her friend came and joined her for lunch. When they were finished eating, they went home and had vanilla ice cream for dessert." This story has three parts, a beginning, middle and end. The activity also encourages children to use their imagination about what is going on in the picture.

By: Jessica Volkers, Teacher at Early Learning Foundations Preschool
Through her work as an Early Childhood educator, Jessica encourages children to explore their world and become intrinsic, self-motivated learners. She holds a B.S. degree in Early Childhood Education from SUNY New Paltz, and a Master's degree in Literacy Education form Hunter College CUNY. She loves to see her students make new discoveries and find the joy in learning. Jessica also enjoys taking pictures, baking and decorating cakes. She has a cat named Snowball and a dog named Ryu.

# data[].attributes.attachment_link.title
Using Pictures to Enhance Speech and Language Development | Gymtime Blog

# data[].attributes.attachment_link.description
Pictures are a great way to get children talking. When they view photos that are familiar to them, they are motivated and better able to talk about what they see. By viewing images with parents and teachers, children can learn and develop descriptive language by describing what they are doing in the picture.

# data[].attributes.body
Have students discuss topics in pairs. This increases speaking in a comfortable way and also helps the students to know if they are understood well or not. (Melita Bizette)

# data[].attributes.attachment_link.description
One of the main motivations to encourage pair work in the English language classroom is to increase the opportunities for learners to use English in the class. Example The learners are answering comprehension questions in pairs after reading a text. This allows them to compare answers, and clarify problems together using English.

# data[].attributes.body
Find a very popular song and have students discuss the topic. Can they relate to it? Have they ever felt this way? Do they understand the theme? What vocabulary did they learn from this song? (Melita Bizette)

# data[].attributes.attachment_link.readable_text
Please click here if you are not redirected within a few seconds.

The top global songs of 2023 The top song of the year, Miley Cyrus's record-breaking "Flowers," had incredible momentum from the day of its debut through the summer months and now counts more than 1.6 billion streams globally. In the second and third spots are "Kill Bill" by SZA and "As It Was" by Harry Styles.

Apr 21, 2023 · ... RIGHTS TO THIS SONG. THIS IS FOR ENTERTAINMENT PURPOSES ONLY. *NO ...
Duration: 2:18:56
Posted: Apr 21, 2023

# data[].attributes.attachment_link.title
What is the most trending song right now 2023? - Google Search

# data[].attributes.attachment_link.description
Please click here if you are not redirected within a few seconds. The top global songs of 2023 The top song of the year, Miley Cyrus's record-breaking "Flowers," had incredible momentum from the day of its debut through the summer months and now counts more than 1.6 billion streams globally.

# data[].attributes.body
Start simple. Ask questions that the students are accustomed to and can answer easily without feeling intimidated. This will help them to be comfortable and get to know their classmates at the same time. --Melita Bizette

# data[].attributes.attachment_link.title
Top 25 English Questions You Need to Know - EnglishClass101

# data[].attributes.attachment_link.description
What's your name? Where are you from? Learn how to answer these common questions. - at EnglishClass101.

# data[].attributes.body
I think sometimes you just have to be ok with some silence to make the students feel like you're waiting for an answer. A little bit of stress might push them to talk. I do think there is a fine line between demanding people to talk and giving an opportunity to talk. So, don't have students dread coming to your class because they feel put on the spot, but encourage them to talk by giving an opportunity, instead of filling up every empty second.

Yelena Solop

# data[].attributes.body
Give some kind of small reward for answering questions. For example, if you asked a question and called on someone to answer it, they get a candy. You can decide if they only get it if the answer is correct, or regardless. This will be motivation to talk.

Yelena Solop

# data[].attributes.body
You can play some kind of game where they have to interact with each other in order for the game to work. For example, speed-dating games are fun because you have a short amount of time and a few questions to ask or answer.

Yelena Solop

# data[].attributes.body
Ask open-ended questions where you are waiting for a response. They could be guided and specific questions, or broad where the student doesn't feel like they are being limited to what they should answer.

Yelena Solop

# data[].attributes.body
I think asking "Yes" and "No" questions could be a good start to people opening up and beginning to say at least something. Once they respond, you can ask them what they said "yes" or "no" and if they don't say anything or are hesitant, you can give them some options and prompt them to expand. I think once someone begins saying at least something, there is a chance that they will say something else and build up on.

Yelena Solop

# data[].attributes.body
As a former quiet student, it's easy to think I know what makes learners reticent to participate in class- but even shy students are shy in different ways and for different reasons. Ask students to share when/how they feel more confident speaking (in small groups? with practice time? when they like the subject? when no one's looking at them? when they are playing a role?). A teacher can't do all of them all the time, but it can help in planning for the specific group, picking up on cultural preferences, and noticing the teacher's own habits. (Jessica O.)

# data[].attributes.body
Pair up students for practice so they get to know and feel comfortable around a teammate. It is often more comfortable to speak with a peer than in front of the whole class or to the instructor. Then match each pair with another pair (to make a square) so students get more input and opportunities for unexpected learning. Gently scaling speaking from one-on-one, to small groups, to large groups can make speaking less intimidating. (Jessica O.)

# data[].attributes.attachment_link.readable_text
A state Teacher of the Year shares her techniques for increasing the number of students who talk and share their ideas in class.

While it is possible to learn by listening, I've found that oral participation leads to greater gains in student literacy and engagement. English language learners in particular benefit from ample talk time, but they are not the only ones.

Yet I've also found that without careful planning, a few students do most of the talking while the majority of the class remains silent. My students all have ideas, but only some of them share those ideas on a regular basis. Adding wait time after I ask a question helps more students get into the conversation, but still the more confident students are more likely to raise their hands.

Because of this, I pay close attention to who is participating in my high school English classroom and to the structures I'm using to promote participation. I mix and match from the following strategies depending on the students in the room and my goals for the lesson.

9 Ways to Encourage More Students to Talk

1. Who talks first? When students turn and talk, I decide who talks first. The person on the right? The person whose birthday is coming soonest? The person with the longest hair? Without this direction, some students dominate partner talk time.

2. Write, pair, share: Many of us use the think, pair, share model, but substituting writing for silent thinking can improve both the quality of the conversation and the number of students who contribute. As students write, I walk around, reading over their shoulders and writing things like, "That's good. Say that!" on the papers of quieter or less confident students. I can also see which and how many students are stuck, so I know if I need to add more scaffolding.

3. Pairs and squares: I assign students a partner (pair) to work with for three weeks, as well as a square (two pairs combined). I promote camaraderie in pairs and squares by having students learn each other's names (with spelling and pronunciation), gender pronouns, and something people can't tell by looking at them. They also make up a handshake they use each day to greet each other.

They talk in their pairs from bell to bell between direct instruction about the topics of the day. Currently, my sophomores are engaging in a nonfiction unit on happiness, so today we discussed the correlation between money and happiness, and students worked in their pairs to annotate an article, but when we analyzed some rather complex graphs and charts, they moved into their squares so they could have more brain power.

After three weeks, each student thanks their partner for something they did for them and shares what they think was the pair's best moment together. By the end of the year, every student has worked with every other classmate-either in pairs or squares-which promotes a strong classroom community and helps students feel more comfortable participating.

4. Nonverbal agreement or disagreement: I have my students use the American Sign Language signs for "yes" and "no" in whole class discussion to show their agreement or disagreement with the speaker. This keeps students engaged, gives the speaker immediate feedback on their ideas, and gives all students a nonverbal voice.

5. Metacognitive goal-setting: Every few weeks, I have students reflect on their participation habits and set goals for a particular discussion. Students get an index card at the beginning of class and write a quantitative and a qualitative goal for their participation for the day. As they set their quantitative goals, I encourage them to think of "stepping up and stepping back"-what would be a healthy number of times for them to speak that day? Should they talk more frequently, or refrain from talking in order to make space for others to talk?

For their qualitative goal, they consider whether they need to ask more questions and whether they should do things like build on others' ideas or use text to support their points.

Throughout class, students take notes on their own contributions to the discussion, write down what they said (and didn't say), and tally the overall number of times they talked. They end class by reflecting on their participation. Did they meet their goals? Why or why not? Can they set some new goals for themselves? This card is their exit ticket for the day.

6. Talking piece: For some small group discussions, we use a ball as a talking piece that students pass around-only the person holding the ball can speak. Every student gets the ball once before anyone gets it a second time. This is particularly effective when discussing very emotionally charged topics, like issues of race or gender, when we want to be certain that everyone has the opportunity to share their experiences.

7. Musical give one, get one: When I want students to hear a lot of ideas, I have them write down their thoughts and then stand up, walk around to as many people as they can, and write down one idea of each person they talk to. I usually do this to music-students need to get to as many people as they can before the song ends.

8. Musical shares: This is similar to the last idea but is better for sharing longer, more in-depth answers. I put on a song, and students walk or dance around the room. When the music stops, they talk to the person closest to them about their ideas. I use a timer to ensure equity of sharing here-each person speaks for one minute.

9. Keeping track: I keep a blank grade book roster on a clipboard, and while students are working in pairs, I put a tally mark next to each student's name every time I hear them speak during class. I'm sure I don't catch everything, but the act of keeping track forces me to notice the participation patterns in the room and to seek out those who have learned to fly under the radar.

# data[].attributes.attachment_link.title
9 Strategies for Getting More Students to Talk

# data[].attributes.attachment_link.description
A state Teacher of the Year shares her techniques for increasing the number of students who talk and share their ideas in class. While it is possible to learn by listening, I've found that oral participation leads to greater gains in student literacy and engagement.

# data[].attributes.body
I'm a bit of a social media addict, so if I ever run across a funny meme or tiktok/Instagram reel that I think could be applicable in class, I share it. I hope that students can laugh and that it can make class feel more comfortable and less "boring." I've realized the more technical term for this is "lowering the affective filter." My reason behind incorporating jokes and humor is in hope that students feel more open to participate.

Kailee Luebke

# data[].attributes.headline
Give the students a prewritten question to ask (or the Cyrano option)

# data[].attributes.subject
Give the students a prewritten question to ask (or the Cyrano option)

# data[].attributes.body
To give self-conscious students a way to participate without worrying about errors, the instructor can distribute written, common questions for students to ask aloud. That way the students get speaking practice, everyone hears the answer to the question, and no one has to announce they don't understand something if they don't want to. I lifted this tip from a lesson demonstration from module 1 by Zeynep. For added Oprah-style fun, This instructor tapes the questions under the tables as a surprise. (Jessica O.)

https://vimeo.com/301939508/b8384dc530

# data[].attributes.body
As I create my lesson plans, I try to stay aware of the general "70/30" rule. While it's not going to be applicable in every scenario due to age, level, etc., it's at least a guideline that keeps me intentional during lesson design.

Kailee Luebke

# data[].attributes.attachment_link.readable_text
There is a long-standing rule that many veteran ESL teachers know about called the 70-30 rule. What is the 70-30 rule?

It is a ratio of student talk time to teacher talk time. We can state total class talk time during one conversation class period (60 minutes, 50, 45, 30, 20, etc.) as 100 percent.

Seventy percent of the talk time should be student talk time. The remaining 30 percent should be teacher talk time.

Seventy-thirty provides a formula for monitoring talk time in ESL conversation classrooms and an effective strategy.

It is a guide for how much teachers should be talking and how much freedom students should be afforded to talk.

It is not a hard and fast mandate where measurements need to be made. But it is a rule of thumb that helps teachers manage their conversation classes.

The following are five reasons why the 70-30 rule is useful in ESL classrooms.

1. More Opportunities for Feedback

The more learners talk, the more feedback you as a teacher can provide, the more you can focus on their needs.

A class dominated by the teacher's voice offers very little in giving students real feedback. And it is real and individual that matters.

Students need to know more about how they can improve instead of learning more about the language.

When a teacher talks beyond 30, the tendency is to talk about unimportant matters. The 70-30 rule gives students more chances to receive relevant feedback for their specific needs.
Read: 10 Ways To Give Feedback in English Conversation Classes
2. It Limits the Amount of 'Teaching' Teachers Do

Keeping talk time to 30 inhibits excessive teaching on the part of the teacher.

Human minds can only receive a certain amount of information in one sitting.

Because of that, a 70-30 rule prevents teachers from overwhelming students with 'information.' Teachers who speak more than that tend to over talk points.

They sometimes add more than is necessary for the target language of the immediate lesson. So instead of being allowed to exercise the target points, they have been given, students listen to more than they need to.

In turn, they lose time to use English. The 70-30 rule pushes teachers to focus on the important issues-the areas that need improvement. And it allows students more opportunities to use the language.

Like practicing the hula-hoop, the more you do it, the more proficient you become. The 70-30 rule invites students to not only speak more, but it also gives them opportunities to develop fluency.

By restraining the teacher from much speaking, learners are gently encouraged to add more information in their answers.

By doing so, they must access more vocabulary and structure. This in turn helps build more ability to use the language in a more fluid manner.

When learners are afforded ample amounts of time to practice the language, they gain the confidence that leads to improved fluency.

The 70-30 rule can be thought of as a teaching aid in that respect.

4. A More Satisfied Student

One of the biggest complaints I have heard over the years is when students say the teacher talks too much.

Another complaint I hear is the students saying that the teacher never gives them opportunities to speak. In fact, most complaints involve something to do with speaking. Students sometimes feel that they never have a chance to speak.

Why? Because the teacher has ignored the 70-30 rule. Teachers must be aware that they are not just teaching students but managing customers.

As such, he/she must be concerned about what the student not only needs but wants. They want to be able to talk when they pay for a class.

They want to maximize their investments. By giving people what they pay for, the 70-30 rule helps teachers improve student satisfaction.
Get the most comprehensive teacher training with the 250-hour TESOL diploma!
5. Why Not Let Students Talk More?

The class is not about you the teacher, but about the learners.

Since the class is for them, it just makes sense to give them more opportunities to speak.

They may want to share their answers to questions. They may want to share their life experiences. They may want to express their opinions about a matter.

Whatever they want to share, it is their time to do so. The ESL classroom is not a platform for teachers to share their opinions, thoughts, experiences, or ideas.

That belongs to students.

It may be difficult at times for teachers to remain quiet when they have an opinion about something that comes up in class.

It takes practice-believe me, I know. But it is better to deflect the response to class members, giving them opportunities to interact with each other.

If it is a one-on-one class, the 70-30 rule ensures that the teacher's opinions are kept to a minimum.

Share just enough to provide an example of how a student can respond, but do not take center stage. Remember, your role as a teacher is supportive and facilitative.

6. But what about low-level learners?

One argument I hear against the 70-30 rule is that the teacher 'must' speak more in lower-level classrooms.

But is that true? The teacher may feel he/she needs to talk more. But it just means lower-level learners need more time to produce their thoughts.

They need more patience-i.e. there will be more need for silence, no more need for teacher talk (TTT) to fill the silence.

Some teachers are uncomfortable with silence. However, silence is a necessary part of language development as learners take time to think about their responses.

If a teacher must speak, perhaps he/she could give a brief example answer or gentle prompting.
Read: How to Encourage a Great Discussion in an English Conversation Class
The 70-30 rule is a necessary component in conversation lessons. It gives teachers more opportunities to provide feedback and students more feedback.

It keeps the teaching to the bare necessities. The 70-30 rule promotes fluency by allowing students more time to speak. It helps ensure a more satisfied customer. And it just makes sense to let English language learners speak more.

Even at lower levels, students can be afforded the courtesy of 70-30 by giving them the time to create statements in their minds and produce them. The seventy-thirty rule is useful, and it works.

Recommended Reading:

Is a Conversation Lesson a License to Just Talk?

5 Quick Ways to Start an English Conversation Class

Large ESL Classes: Tips and Tricks for Teaching Speaking Skills

Related Posts

# data[].attributes.attachment_link.title
Five Reasons Why the 70-30 Rule Is Useful In ESL Conversation Classes

# data[].attributes.attachment_link.description
There is a long-standing rule that many veteran ESL teachers know. Here are five reasons why the 70-30 rule is useful In ESL conversation Classes

# data[].attributes.body
This is an approach that I'm finding myself fond of as I build my teaching philosophy. I believe it is important to establish relationships with students, and a key way to achieve this is to consistently speak to and build off of their strengths. I don't expect my students to take risks if their current environment feels unsafe, so I hope to create a comfortable classroom space.

Kailee Luebke

# data[].attributes.attachment_link.readable_text
While the concept has been around for decades and the idea comes intuitively to most educators, strength-based education is getting renewed attention as schools look for new ways to individualize learning and broadly evaluate and support students and adults in positive ways.

It also may be particularly important for students whose first language is not English and who too often are limited by assumptions made about them concerning deficits.

The Reinert Center for Transformative Teaching and Learning at St. Louis University describes it this way:

"Strengths-based education is a learner-centered approach to teaching that helps students identify, articulate and apply their individual skills relevant to their learning needs. Based on research from social work, positive psychology and business, a strengths-based approach can help build student confidence, encourage efficacious behaviors, and support life-long learning pursuits."

It is a far-reaching but logical change in thinking about student learning, says Jamie Lipp, a former classroom teacher and now professor at Ohio State University who specializes in teacher education and literacy instruction and has written about strength-based approaches in reading specifically.

"It is the antithesis of finding gaps in learning then trying to fill them, which is the sort of deficit-based instruction we have done too often," she says. "With a strength-based approach we identify what a student does know, or what they can do, and build on it. Success builds success."

Research has shown that identifying student assets in the classroom, which is also known as positive education or asset-based learning, improves engagement and perseverance and increases achievement and well-being. Focusing continually on skills they lack can reduce enthusiasm and discourage students, Lipp says.

Strength-Based Learning in Schools

processes for identifying strengths involving the recognition and acknowledgment of preferences, abilities and passions.

processes for applying strengths with teachers encouraging students to "be aware of how they can use those strengths to achieve, accomplish and overcome".

processes for further developing strengths to enable students to improve known competencies.

# data[].attributes.attachment_link.title
New Focus on Strength-Based Learning | NEA

# data[].attributes.attachment_link.description
Instead of finding and filling gaps in learning, says expert, schools should do more to identify what students know, or what they can do, and build on that knowledge.

# data[].attributes.body
Create an atmosphere where mistakes are a part of learning. Let students know our brains are just processing new language by trying it out. It is easier for students to make attempts in front of an instructor who models acknowledging their own errors and demonstrates that they, too, are always learning. (Jessica O.)

# data[].attributes.body
"Find Someone Who" Bingo is a great way to get the whole class to participate, as well as move around the classroom and get to know their classmates. There's plenty of pre-made templates online, or it's easy to make one yourself and relate it to the specific lesson content.

Kailee Luebke

# data[].attributes.attachment_link.title
Find Someone Who... Getting to Know You Game Worksheet

# data[].attributes.attachment_link.description
This is an oral interaction activity to help students get to know each other. Children are prompted to walk around the classroom and introduce themselves to their fellow students before asking them questions to find who matches the traits for each statement. This engaging game includes interesting questions to get to know someone.

# data[].attributes.body
In the past, I've used candy as an incentive for students to participate (maybe it works best for kids... and does that count as bribing? Haha). I make sure the candy is from the country of the target language, this way students can connect to the culture as well. It's not a perfect method... and it might not be a motivator for some students, but I still enjoy it.

Kailee Luebke

# data[].attributes.body
Games take the focus off of perfection and assessment, and help turn down the volume on our inner monitor. Being just a little distracted by tossing a ball or trying to figure out a puzzle can lower inhibitions. Games make language the medium to complete a task, not the sole focus. (Jessica O.)

# data[].attributes.body
I've had a great experience in the past playing Jeopardy in my classes. It allows for each student to participate individually since everyone has to take a turn, but they also have an opportunity to work as a team. This website is an excellent resource. You can use their jeoprady template and fill it out however you wish, for free!!

Kailee Luebke

# data[].attributes.attachment_link.description
Create your own jeopardy template online, without PowerPoint. Or browse the pre-made templates created by other people!

# data[].attributes.body
Well done sharing of 10 activities that emphasize speaking in the ESL classroom with group focus but individual contributions that helps take the pressure off reluctant speakers. Carol Magee

# data[].attributes.attachment_link.title
10 Best Speaking Activities for ESL Students | For all ages and levels

# data[].attributes.headline
Make Speaking English a Regular Classroom 'Thing'

# data[].attributes.subject
Make Speaking English a Regular Classroom 'Thing'

# data[].attributes.body
I observed level 1 ESL classes and both teachers prepared their students for once per week, 15 minutes to speak in English around what they did for the weekend, how was their job/family, etc. The students expected it and participated in small groups with volunteers to support fluency or answer questions. It was great! Carol Magee

# data[].attributes.body
It's important, early in class, to find out why students want to learn English. Creating activities that are aligned with students' goals may help reticient speakers realize their input and participation is important to achieving these goals. Carol Magee

# data[].attributes.body
Great activity to help build social academic skills while students, including reluctant speaking students, are given an opportunity to think before they speak. Carol Magee

# data[].attributes.headline
Focus on Social and Emotional Learning Opportunities

# data[].attributes.subject
Focus on Social and Emotional Learning Opportunities

# data[].attributes.body
Resourceful website with educator strategies emphasizing teacher behavior adaptions and application of SEL concepts in the classroom. Carol Magee

# data[].attributes.attachment_link.readable_text
Every teacher wants their students engaged, motivated, and involved in the learning process. Sometimes, though, students can become reluctant to engage. These are the learners who won't answer questions, put their heads down, or refuse to complete work. Sometimes, they just don't appear interested at all. Understanding reluctant learners and how to re-engage them is critical for their success.

The idea isn't to force kids and teens into working, since of course, we can't force others to do anything they don't really want to do. Instead, the idea is to support, encourage, and empower learners to the point where they want to contribute.

This starts with educator strategies. If we want kids and teens to change their behaviors, we often need to change ours first. Once we provide the right supports, students become more available to learn and thrive. It takes some effort and time to figure out what the "right" supports are for each child.

Understanding Engagement

What does engagement look like? Student engagement is being involved and participating in the learning process. That might look different depending on the class or activity at hand. For example, a student shows they are engaged when they are taking notes and answering questions during a lecture. But it's important to remember that engagement isn't one-size-fits-all. For example, a student might learn better by doodling and listening to the lecture instead of taking notes. The key is that they are still involved and learning in whatever way is best for them.

What does disengagement look like? If engagement is participating in the learning process, disengagement is the opposite. It is showing disinterest in the learning process, sometimes even to the point of refusal. Again, this might look different in different classes and situations. Here are a few examples:

Refusing or avoiding to complete assigned tasks.

Consistent poor school attendance.

Ignoring questions.

Putting head down in class.

Avoiding assignments or activities that are perceived as challenging.

Turning in work that isn't completed.

Understanding Reluctant Learners

Why are students reluctant to learn or complete work in school? There are many reasons kids and teens might be disengaged and unmotivated in school.

They are bored with the class, or feel the content isn't important in their life.

They are hungry or tired.

They are coping with other social-emotional struggles in their life.

They lack connection with the teacher and/or students in the class.

They don't want to look stupid in front of others.

These are just a few possible reasons. The truth is that we don't always even know or understand all the reasons. The good news is that educators can still utilize the same strategies to engage reluctant learners, whether or not we understand the reasons behind it all.

Strategies to Engage Reluctant Learners

Focus on the Relationship. The single most important strategy in helping engage reluctant learners is building a meaningful relationship with them. This means showing that you care about them, not just as a student, but as a human. Some strategies for this include:

Get to know learners as individuals. Find out favorite foods and cherished hobbies. Learn about families and hopes for the future. Commit these facts to memory and bring them up at later times.

Talk about non-school related topics. Use these free printable questions to give some chat ideas.

Share about your own life. Kids and teens need to see you as a human too!

Laugh often. Find ways to have fun, whether it is through games or just meaningful chats.

Be consistent and compassionate. Kids and teens thrive on routine and consistency. That also includes keeping high but fair expectations.

Get involved in extracurricular activities. If a student plays basketball, consider joining a practice or heading to a game to cheer them on.

Meet Privately. Chatting with a child 1:1 in a private setting lets them know you care. An emphasis here is on meeting privately; don't call kids and teens out in front of others. Not only does this damage the relationship, but it reduces the chance kids will open up and share strategies to problem-solve.

Use this time to talk to your student, asking them what is going on, and what you could do to help. When meeting privately, it is important to focus on solutions. Remember that the student is not the problem. They are struggling with the problem.

Create a Safe Learning Environment. Creating a safe learning environment isn't just about the physical space, but more so the social and emotional space. Kids and teens should feel comfortable to be themselves, take risks, and share their ideas. Some points and questions to consider for your classroom:

Students should feel comfortable making mistakes. How do I react when kids make mistakes? How do other students react? Are there ways that students can "pass" questions that are challenging to avoid feeling embarrassed in the moment?

Students should feel that their voice matters. How I provide opportunities for every learner to share their thoughts both publicly in class and privately? How do I foster an environment where students respect and value each others' thoughts?

Students should feel comfortable being who they are. How do I foster an inclusive classroom where every child/teen feels they can be themselves?

Provide Opportunities for Positive Peer Interactions. So often, kids and teens are disengaged because they feel disconnected from the community. Consider adding opportunities for positive peer interactions. A few examples include:

Give Unconditional Love. Kids and teens have a lot going on in their lives; they carry a lot more than what is in their backpacks. And even when we're making progress with them, there are going to be bumps along the way. Not every situation, class, or day will go perfectly. We need to love kids anyway. We need to love them even when they don't finish their work or bring the right binder to class. There are many ways to show this.

Start fresh every day. No matter what happened yesterday or the day before, take each day as a new one.

Always focus on the relationship. Get to know kids as humans (and not just students). Keep bringing up topics that are important to your student. Ask about their hobbies, important family members, and hobbies. Learn about topics that are important to them, and let them teach you.

Let the little things go sometimes. That means not calling a student out when they skipped two problems on the homework. It means seeing a student with their head down during morning work and not immediately going over there to tell them to get to work. You might ask them how their sports game was instead, though.

Focus on the positives. There are always positives in every situation. Working with kids and teens who are struggling can be challenging and stressful. Remind yourself the positives your student has to offer.

Give Meaningful Responsibilities. Providing chances to give back to the classroom and school community lets students know they are valuable. It's a great way to boost confidence, build responsibility, and create a positive climate.

When choosing responsibilities, try to focus on student strengths. You can use those strengths to build your student up and help them connect with the school community as a whole. Here are a few responsibilities to try:

Technology expert - The student will check that laptops and other technology are charged, turn overhead on, and other tech responsibilities your classroom needs.

Classroom helper - Have the student go into a younger class to help them with their work.

Class organizer - The student can mark attendance, lunch choices, and other clerical duties for the day.

Librarian - Have the student tidy up the class library and look up future suggestions for class books.

Consider Physiological Needs. Research tells us that humans require certain physiological needs for optimal learning and development. Of course, educators cannot control everything, but we can provide extra supports when we understanding what our learners are lacking. The six physiological preconditions for optimal learning and development include:

Adequate sleep.

Physical activity.

Social relationships.

Nutrition.

Cultural Well-being.

Feeling safe.

Daily Emotions Check-In. In order to do their best, kids and teens need to understand and manage their everyday feelings. Provide a daily emotions check-in time to help your students build self-awareness and self-regulation skills.

Use Student Interests in Lessons. Find out the interests of reluctant learners and use them in your lessons and activities in class. This doesn't mean you need to re-design all your classroom lessons; it's just a way to capture the attention of your student, reminding them that you know them and care about them at the very same time.

If you are working on averages in math, consider highlighting batting average if a student has an interest in baseball. If you are teaching reading strategies, add in an article on tigers if a student loves wildlife. The options for adding student interests in lessons are really endless.

Use Student Strengths. Highlight student strengths during lessons and activities. This reminds kids and teens that they are capable before starting the hard stuff. Keep in mind that highlighting student strengths needs to be genuine. Here are a couple small examples from the classroom:

"You are a great storyteller. Today, we're going to use that to work on writing."

"I know you have a fantastic speaking voice. Let's use that while we practice reading."

"You are my technology star! Let's put those skills to use with some math problems on the computer."

Use Peer Tutoring. Peer tutoring is a research-based effective intervention that is sometimes under-utilized. The idea is that a peer helps tutor and teach another student. This technique can be beneficial with reluctant learners for a few reasons. First, it provides necessary peer interaction. Second, it means someone else is teaching the content besides you as the teacher.

Consider what content area your struggling learner might need the most support in (reading, math, etc). Train another strong student how to teach and tutor that content. Then, provide time to make it happen.

Another way to use peer tutoring in this case is to have the reluctant learner be the teacher themselves. This can be helpful if your student is strong with certain content, but struggles to produce the work. Your student will learn more through teaching and will feel more connected with the classroom community.

Sometimes it can help to give a set of choices (2 or 3), so that making a choice isn't overwhelming.

Provide Accommodations and Supports. Meet struggling learners where they are to help them get where they need to be. Accommodations are small changes to the way students learn, but they can have a big impact. Keep in mind that accommodations are not about making work too easy on students; they are about making it just right.

Some examples of accommodations in the classroom include:

Providing a graphic organizer for writing assignments to provide more structure and organization.

Breaking down long-term and larger assignments into more manageable chunks.

Listening to audio books.

Use of a calculator while solving word problems.

Speech-to-text for writing assignments to help get ideas out without the physical need of writing.

Celebrate Small Wins. Changing habits is hard for anyone, but especially kids and teens working through their own challenges. With that, it's all about the baby steps. Make it a point to celebrate small wins. This lets students know you care and support their progress along the way.

Give Students Time to Shine. Building confidence can go a long way for kids and teens. Of course, math or reading (or any other core content area) isn't necessarily a child's best skill. These can be extremely challenging for them to work on. With that, find ways for your student to shine and show the skills they are good at.

Give Choice. So often, kids and teens refuse to complete their work simply because they feel they don't have control in their lives. A small bit of control we can give kids is through choices in class. When working on reading strategies, let the student choose which book or story to use. When working on writing, let the student choose the topic to write about. During independent study hall or work time, ask your student if they would rather start their science or reading work. Small choices can make a big difference.

# data[].attributes.attachment_link.description
Every teacher wants their students engaged, motivated, and involved in the learning process. Sometimes, though, students can become reluctant to engage. These are the learners who won't answer questions, put their heads down, or refuse to complete work. Sometimes, they just don't appear interested a

# data[].attributes.body
Have students pass around a beach ball with pre-written questions on them. Have the students answer the question or pick a different one that they want to answer and then pass it to another person. Lexi Welch

# data[].attributes.body
Giving everyone a chance to role play in a group will make the environment fun and less fearful! Lexi Welch

# data[].attributes.body
Students need to feel comfortable, receive positive feedback, make tasks achievable, and be engaging, interesting, and fun! Lexi Welch

# data[].attributes.attachment_link.provider_name
World of Better Learning | Cambridge University Press

# data[].attributes.attachment_link.readable_text
Getting learners to talk in English is one of the most difficult challenges facing the teacher. Shyness and lack of confidence are just two of the factors that can cause learners to be reluctant to speak in English and make them rely on their mother tongue instead. In this webinar recording, Penny Ur shares tips and suggestions to overcome this challenge.

Penny Ur suggests that in order to get your students speaking in English, the situation in the classroom needs to meet several conditions:

1. Students need to feel comfortable with the people they are speaking to.

A supportive and familiar climate encourages reluctant learners to speak in English instead of using their mother tongue. Use familiar vocabulary to help the speakers be more comfortable with speaking in English; encouraging humorous and original answers might also help students to feel more at ease.

2. The demands of the speaking task should be well within your students' ability.

Make your students' goals clear and achievable, so they don't feel like they are faced with an impossible task. To create confidence, teach your students useful expressions they can fall back on when looking for words. Dialogues learnt by heart can also be helpful - students will still learn something through repetition, and if the dialogues have a mini drama or story in them, they will be more memorable to them.

3. Your students need to know they can succeed

To relax the learners and make their goal seem achievable, introduce or explain the activities in their mother tongue. For shy students, choral chanting of phrases can be helpful - that way, they can say them under the shelter of other students and don't need to fear embarrassment. Another way to achieve this is conjecturing: letting your students know there is no one right answer to your question, but a variety of them.

4. Your students need to know their speech will be well received

Mistakes happen - be reassuring! You can correct more confident students so they don't internalise their mistakes. However, you should avoid correcting shyer students as to not make them lose their confidence. Don't let other students correct them either!

Nodding and smiling while the student speaks, as well as echoing, can make the speaker feel they are saying something worthwhile. If your students are too nervous or shy to talk to you in English, make them do work in pairs. This gives them more practice with speaking, even if they do some of it in mother tongue.

5. The activities should be interesting and fun to do.

The activities you're using in class should offer your students enough opportunities to express their own ideas, opinions, experiences ... Discussions or even simple questions about interesting visual materials can spark the students' imagination, while game-like activities will help them set aside their shyness.

To find out more about how to prevent your students from relying on L1 too much and specific activities you can use to make talking in class easier, listen to the webinar recording below:

# data[].attributes.attachment_link.title
How to get them to talk (when they don't want to) | Cambridge English

# data[].attributes.attachment_link.description
Penny Ur shares tips and suggestions to get even your most reluctant learners to speak English in your classroom.

# data[].attributes.headline
CALM APP- Meditations and Calming Exercises

# data[].attributes.subject
CALM APP- Meditations and Calming Exercises

# data[].attributes.body
Having a mediation or calming exercise before beginning class is a great way to calm anxiety and bring everyone to the present moment. Lexi Welch

# data[].attributes.attachment_link.description
Calm is the #1 app for sleep and meditation. Join the millions experiencing better sleep, lower stress, and less anxiety.

# data[].attributes.attachment_caption
Promoting active engagement in the classroom fosters collaboration, improved communication, and builds trust. Lexi Welch

# data[].attributes.body
Lexi Welch

# data[].attributes.body
Breaking students into small groups or even pairs will reduce the intimidation some students may get when in an individual learning environment. Peer editing is a great way for your students to start analyzing and editing but it will also engage them in peer interaction.
William Richardson

# data[].attributes.attachment_link.readable_text
As an educator, I believe that the goal of education should be to empower students to become lifelong learners and successful contributors to society. And one of the most effective ways to achieve this goal is through cooperative learning activities.

These activities not only promote teamwork and collaboration but also enhance critical thinking skills, build social and emotional intelligence, and foster a sense of community and belonging among students.

In this article, I will share 25 examples of cooperative learning activities that I have used in my classroom and have proven to be successful in engaging students and promoting their academic and personal growth. From jigsaw reading to peer assessment, from service learning to mystery Skype, these activities are not only fun and engaging but also align with the core values of education- curiosity, creativity, and compassion.

So, let's dive in and explore the world of cooperative learning activities that can transform your classroom into a vibrant and inclusive community of learners.

Examples of Cooperative Learning Activities that You Can Use in the Classroom

1. Jigsaw Reading

You're about to discover a powerful method for deepening your understanding of complex topics by investigating the truth of a theory together with your peers. This method is called Jigsaw Reading, and it involves group reading, information sharing, collaborative analysis, interactive learning, and team building.

Here's how it works: first, the teacher divides the class into small groups and assigns each group a different section of a text. Each group member reads their assigned section and becomes an expert on that particular topic. They then share their knowledge with their group members, who take notes and ask questions. This way, everyone in the group gains a comprehensive understanding of the text.

Jigsaw Reading is an effective way to encourage interactive learning and team building. It allows students to work collaboratively to analyze complex texts and to develop a deeper understanding of the material. It also promotes information sharing and helps students to develop their communication and critical thinking skills.

The next cooperative learning activity we'll discuss is 'think-pair-share', which is another great way to encourage collaborative learning.

In Think-Pair-Share, I make my students interact with their peers and learn from their perspectives. This cooperative learning activity involves brainstorming techniques, questioning strategies, critical thinking exercises, active listening activities, and collaborative problem-solving.

It begins with me posing a question or a topic related to the lesson. Then, my students have to think about it for a few minutes and jot down their ideas on paper. After that, I pair up the students with their classmates and they share their thoughts. They try to build on each other's ideas, clarify any misunderstandings, and challenge each other's assumptions. Finally, they present their findings to the class.

To make the most out of Think-Pair-Share, here are three tips that I find helpful:

1. Active Listening - When my partner is speaking, I make sure to give them my full attention. I listen to their words, tone, and body language. I ask follow-up questions and seek clarification if needed. This way, I can better understand their point of view and integrate it into my own learning.

2. Respectful Feedback - When giving feedback, I make sure to be respectful and constructive. I focus on the ideas presented, not the person presenting them. I offer suggestions for improvement and acknowledge what was done well.

3. Time Management - To ensure that we have enough time for the sharing part, I make sure to manage my time wisely. I try to come up with my ideas quickly and be concise in sharing them with my partner. This way, we have more time to discuss and collaborate on our findings.

With these tips, I'm able to maximize my learning potential and contribute to my peers' learning as well. In the next section, I'll discuss the benefits of group presentations.

3. Group Presentations

Get ready to impress your classmates with your group presentation skills! Collaborative planning is key to a successful group presentation.

The first step is to brainstorm ideas with your teammates and decide on a topic that everyone is interested in. Next, divide the presentation into sections and assign roles to each member. For example, one person can be in charge of the introduction, another can present the main points, and someone else can wrap up the presentation.

During the presentation, audience participation is crucial. Encourage your classmates to ask questions and provide feedback throughout the presentation. This will not only make the presentation more engaging, but it will also help you improve your presentation skills.

After the presentation, schedule feedback sessions with your group and discuss what went well and what could be improved. Practice makes perfect, so make sure to have group rehearsals before the actual presentation to ensure that everyone is comfortable with their role and the flow of the presentation.

Now, let's move on to the next section about 'roundtable discussions'.

4. Roundtable Discussions

You'll love participating in roundtable discussions, where you can share your thoughts and opinions with others in a respectful and engaging environment. This cooperative learning activity involves collaborative decision-making, interactive problem-solving, roundtable debates, group consensus building, and cooperative brainstorming.

Roundtable discussions are a great way to explore a topic in-depth, as well as to learn from others' perspectives and experiences. In a roundtable discussion, everyone has a chance to speak and be heard. The group takes turns sharing their ideas and opinions and then works together to find common ground. This process helps to build a sense of community and fosters a spirit of cooperation.

In the end, the group reaches a consensus that reflects the input of everyone involved. Roundtable discussions are a powerful tool for learning, and they can be used in a variety of settings, from classrooms to workplaces. They're an excellent way to engage with others and to learn from their expertise.

Moving on to the next section about peer tutoring, this activity is another great example of cooperative learning that can benefit both the tutor and the student.

5. Peer Tutoring

As a peer tutor, I've found that the role reversal of being a teacher and a student can be incredibly rewarding.

Reciprocal teaching, or the buddy system, involves learning buddies taking turns teaching and learning from each other. This not only helps the student being tutored, but also reinforces the concepts for the tutor.

Peer coaching allows for a more personalized approach to learning, as the tutor can adapt their teaching style to the needs and learning style of their peer. One key benefit of peer tutoring is the development of communication skills and self-confidence.

Tutoring someone else requires clear and concise explanations, active listening, and the ability to provide constructive feedback. Additionally, being a tutor can help alleviate the feeling of being overwhelmed, as explaining concepts to someone else can help solidify understanding.

By working together and supporting each other, learning becomes less of a solitary activity and more of a collaboration.

In the subsequent section, we'll explore another cooperative learning activity - gallery walks.

6. Gallery Walks

Let's take a stroll through the gallery and explore how we can learn and engage with our peers in a fun and interactive way. Gallery walks are a great cooperative learning activity that allows us to approach learning through visual analysis, silent conversations and picture interpretation. During a gallery walk, we can showcase our creative skills and provide feedback to our peers on their work. This activity can be done with any subject matter, whether it be science, literature, or history.

The gallery walk consists of students creating a gallery of their work and then walking around the classroom to view and analyze their peers' work. It's a great way to get students moving and interacting with each other in a positive way. Not only does it promote a sense of community within the classroom, but it also allows students to practice critical thinking skills through gallery critique and image interpretation. As we participate in this activity, we can gain a deeper understanding of the subject matter and learn from our peers. Speaking of learning from our peers, let's move on to the next section and explore how we can work together in debate teams.

7. Debate Teams

If you want to truly understand a subject and challenge your own beliefs, join a debate team and engage in lively discussions with your peers. Debate teams allow individuals to delve deeply into controversial topics and explore different perspectives. Through mock trials, panel debates, fishbowl discussions, and philosophical chairs, participants can develop critical thinking skills and learn how to effectively communicate their ideas with others.

Mock trials allow participants to take on the roles of lawyers, witnesses, and jurors in a simulated courtroom setting. Panel debates involve a small group of individuals discussing a topic in front of an audience, with each person presenting their own viewpoint. Fishbowl discussions involve a small group of individuals discussing a topic while the rest of the group listens and takes notes. Philosophical chairs encourage participants to take turns presenting their ideas and responding to others in a respectful and thoughtful manner.

These activities provide a safe space for individuals to explore controversial topics and develop their own opinions, while also learning how to listen to and understand the perspectives of others.

Transitioning into the subsequent section about 'role play', individuals can also develop empathy and understanding through participating in role play activities.

8. Role Play

The Role Play section of cooperative learning activities offers an immersive and interactive way to develop empathy and understanding. Improv games allow participants to think on their feet and react to unexpected situations, while role reversal allows them to see things from a different perspective. Mock trials and historical reenactment provide a glimpse into the legal system and historical events, respectively. Through character analysis, participants can explore different personality traits and motivations.

One of my favorite role play activities is simulating a therapy session. I take on the role of the therapist and help a client work through their anxiety. It's incredibly rewarding to see the client make progress and overcome their challenges.

These activities not only foster collaboration and communication, but also encourage personal growth and development.

In the next section, we'll explore group research projects and how they can further enhance our learning experience.

9. Group Research Projects

Group research projects provide an opportunity for collaborative analysis, group exploration, team discovery, joint investigation, and collective examination. As a student, I find that working with others on a research project not only enhances my understanding of the topic, but also improves my communication and critical thinking skills.

Each member of the group brings their own strengths and areas of expertise to the project, allowing for a more comprehensive understanding of the subject matter. Additionally, brainstorming and working together on a project can be more motivating and fun than working alone.

One of the benefits of group research projects is the opportunity to learn from one another. Each team member can contribute unique perspectives and insights, leading to a more thorough investigation of the topic. Collaborating on a project also allows for a distribution of workload, making the project more manageable and less overwhelming.

Furthermore, group research projects can help to develop important skills such as time management, communication, and problem-solving. Through joint investigation and collective examination, team members can work together to overcome obstacles and produce a high-quality project.

Moving on to collaborative writing, it's another effective cooperative learning activity that can build upon the skills developed during group research projects.

10. Collaborative Writing

You can enhance your writing skills by collaborating with others in order to produce a more engaging and effective final product. Collaborative outlining is a great way to start a writing project. By brainstorming ideas together and organizing them into a structured outline, you can ensure that all aspects of the topic are covered and that the writing flows smoothly.

Joint blogging is another effective way to collaborate on writing. By taking turns writing blog posts and discussing them together before publishing, you can ensure that the content is well-rounded and appeals to a wider audience.

Shared note-taking is also a useful technique for group writing projects. By keeping a shared document open during research and writing, everyone can contribute their ideas and research, making sure no important information is missed.

Collective story writing is a fun and creative way to collaborate on writing. Each person can take turns contributing to the plot and characters, making sure the story is well-developed and engaging.

Finally, team editing is essential for any writing project. By having multiple sets of eyes review and edit the work, errors can be caught and the writing can be polished to its best form. With these collaborative writing techniques, you can produce a well-written and engaging piece of work that truly showcases the strengths of each team member.

Now, let's move on to the next section about problem-based learning.

11.Problem-Based Learning

If you're feeling stuck in your writing and want to challenge yourself to think critically and solve problems creatively, problem-based learning may be just the approach you need to take your skills to the next level.

Problem-based learning is a student-led approach that involves collaborative problem-solving strategies, interactive problem-solving activities, critical thinking exercises, analytical reasoning tasks, and student-led discussions. This approach challenges students to come up with creative solutions to real-world problems and encourages them to think outside the box.

By working together, students can learn from each other's strengths and weaknesses, and develop a deeper understanding of the subject matter.

Here are five ways that problem-based learning can benefit you:

It encourages critical thinking and problem-solving skills.

It promotes student engagement and active learning.

It fosters collaboration and teamwork.

It helps students develop analytical reasoning skills.

It prepares students for real-world problem-solving challenges.

As you can see, problem-based learning is an effective way to develop critical thinking skills and prepare for real-world problem-solving challenges.

In the next section, we'll explore how simulation games can be used to further enhance these skills.

12. Simulation Games

Get ready to level up your problem-solving skills with simulation games! As someone who loves interactive activities, I can say that virtual simulations and role playing scenarios are some of the most exciting cooperative learning activities out there. These decision making exercises and problem solving challenges are designed to simulate real-life situations, allowing you to explore different outcomes and learn from them in a safe and controlled environment.

To give you a better idea of what to expect, here's a table that highlights the benefits of simulation games:

Interactive storytelling

Virtual escape rooms

Communication, collaboration

All levels

Realistic scenarios

Medical simulations

Critical thinking, problem solving

Advanced learners

Immediate feedback

Business simulations

Decision making, time management

All levels

Multiple outcomes

Historical simulations

Empathy, cultural awareness

All levels

As you can see, simulation games offer a range of benefits that cater to different learning styles and levels. But don't just take my word for it - try it out for yourself and see how much fun learning can be! Now, let's move on to our next topic: case studies.

13. Case Studies

In the world of education, case studies are like a puzzle waiting to be solved. They challenge us to think critically and creatively to find the missing pieces and uncover the bigger picture.

Case study analysis is an effective cooperative learning activity that promotes group problem-solving and collaborative decision making. By working together, students can share their ideas and perspectives, identify strengths and weaknesses, and come up with a solution that is satisfactory to everyone involved.

Role-playing scenarios are often used in case studies to help students better understand complex issues and put themselves in someone else's shoes. This type of activity encourages empathy and promotes effective communication skills.

Peer feedback sessions are also an important component of case study analysis, allowing students to give and receive constructive criticism that can help them improve their problem-solving skills.

Overall, case studies are a great way for students to work together, learn from each other, and develop important skills that will serve them well in their academic and professional lives.

Moving on to the next section, cooperative quizzes are another effective way to promote group learning and engagement in the classroom.

14. Cooperative Quizzes

Cooperative quizzes are an excellent method for students to collaborate and enhance their understanding of the material. Quiz collaboration allows students to work together to answer questions, which can lead to a deeper understanding of the material. Here are four reasons why cooperative quizzes are beneficial:

1. Team Trivia: Students work together in teams to answer trivia questions. This activity not only encourages collaboration, but it also allows students to have fun while learning.

2. Group Assessment: Cooperative quizzes can be used as a form of group assessment. Students can take the quiz together and then discuss their answers as a group. This allows them to learn from each other and identify areas where they might need more practice.

3. Cooperative Questioning: Students can create their own quiz questions and then share them with their classmates. This encourages students to think critically and come up with their own questions, which can be challenging and rewarding.

4. Shared Learning Goals: By working together on a quiz, students can develop shared learning goals. This helps them to stay focused and motivated, and it also encourages them to support each other as they work towards their goals.

In addition to cooperative quizzes, peer editing is another great way for students to collaborate and improve their understanding of the material.

15. Peer Editing

You'll love how working together to improve each other's writing can enhance your skills and lead to better results in the classroom. Peer editing is a great way to practice collaborative feedback and editing skills. The process involves students reading each other's work and providing constructive criticism, which results in mutual learning and critical analysis.

Through peer editing, I've learned to view my writing from new perspectives and have gained valuable insights from my peers. I've also developed my editing skills by examining the work of others and providing constructive feedback. Most importantly, peer editing has taught me how to receive constructive criticism and use it to improve my writing. Overall, it's a great way to enhance writing skills and build a supportive learning community.

Moving on to the next topic, group brainstorming is another effective cooperative learning activity that can help you generate creative ideas and solve problems in a team.

16. Group Brainstorming

Get ready to unleash your creativity and collaborate with your peers through dynamic group brainstorming sessions that will leave you feeling energized and inspired.

Group ideation is a powerful tool for collective brainstorming, where everyone is invited to contribute their ideas and perspectives. Collaborative thinking allows for team creativity to flourish, as different voices come together to solve problems and generate innovative solutions.

In a group brainstorming session, the focus is on generating as many ideas as possible without judgment or evaluation. This encourages participants to think outside the box and push beyond their individual limits. Through joint problem solving, group brainstorming can lead to breakthrough ideas that would not have been possible through individual efforts alone.

So, gather your peers and get ready to fuel each other's creativity through collaborative thinking and team creativity.

Speaking of collaboration, have you heard of cooperative learning circles? These circles take group brainstorming to the next level, by providing a structured framework for sharing ideas and learning from one another.

17. Cooperative Learning Circles

Ready to take your group brainstorming to the next level? Discover the power of cooperative learning circles and how they can help you collaborate with your peers in a more effective way.

Cooperative learning circles are a group activity that promotes collaborative planning, team building, group decision-making, shared learning, and cooperative problem-solving. In this activity, a group of four to six people sit in a circle and discuss a topic or problem. Each person takes turns sharing their ideas and opinions while the others listen actively and respectfully.

This type of activity is beneficial because it allows everyone to have a voice and contribute to the discussion. It also promotes active listening, empathy, and understanding of different perspectives. Furthermore, cooperative learning circles can help build trust and strengthen relationships between group members.

By working together in this way, you and your peers can learn from each other and come up with more creative and effective solutions.

Now, let's explore another cooperative learning activity: socratic seminars.

18. Socratic Seminars

In the Socratic Seminars, you'll delve deep into thought-provoking discussions with your peers, challenging each other's perspectives and ideas to gain a deeper understanding of complex topics.

Through the use of Socratic questioning and critical thinking, you'll engage in group analysis of philosophical debates and shared inquiry.

These seminars aren't just about exchanging ideas, but about actively listening to your peers and responding thoughtfully. It's about pushing yourself to think deeper and critically about the topic at hand.

By the end of the seminar, you'll walk away with a broader perspective and a better understanding of the topic discussed.

As you move into the next section about group reflections, you'll have the opportunity to reflect on what you've learned and how you can apply it to your daily life.

19. Group Reflections

Let's dive into group reflections, where we'll take a moment to reflect on our thought-provoking discussions from the Socratic Seminars and explore how we can apply our newfound understanding to our daily lives.

Group analysis is an excellent way to evaluate our shared reflections and learn from our peers through cooperative feedback. Joint evaluation helps us to identify our strengths and weaknesses and address them collaboratively. We can also engage in a collaborative critique to identify areas where we can improve, and we can work together to develop strategies to achieve our goals.

Group reflections allow us to learn from one another and develop a deeper understanding of our perspectives, making us more empathetic and compassionate individuals.

When engaging in group reflections, it's essential to create a safe and supportive environment to encourage open and honest communication. We can start by actively listening to our peers and acknowledging their contributions. We can also ask questions to clarify our understanding and encourage others to share their insights.

Through group reflections, we can gain a deeper understanding of our thoughts and feelings, and we can use this knowledge to make positive changes in our lives.

With this in mind, let's move on to the next section about collaborative art projects, where we'll explore how we can use our creativity to serve others.

20. Collaborative Art Projects

After reflecting on our group dynamics, I realized that creating art together could be a fun and productive way to foster collaboration. Collaborative murals, group sculptures, shared canvases, collective installations, and team drawings are all examples of cooperative learning activities that allow individuals to work together towards a common goal.

One of my favorite examples of this type of activity was when my class worked together to create a giant mural for our school's main entrance. Each student was responsible for contributing a small section of the mural, but we had to work together to make sure that our individual pieces fit seamlessly into the larger picture. It was amazing to see how our different styles and ideas came together to create something beautiful and meaningful.

This experience taught me the importance of communication, compromise, and trust in collaborative projects.

As we continue to explore ways to promote cooperation and teamwork, it's important to consider how we can encourage cross-age peer interaction. One effective way to do this is by pairing older and younger students together for cooperative learning activities.

21. Cross-Age Peer Interaction

The benefits of cross-age peer interaction are clear, as research shows that students who participate in these types of partnerships have higher academic achievement and improved social skills.

Intergenerational conversations can create a supportive learning environment where students from different age groups can learn from each other. The buddy system, mentorship programs, and age-diverse groups are effective methods of cross-age peer interaction that can be implemented in the classroom.

Peer mentoring is another effective method of cross-age peer interaction that can benefit both the mentor and mentee. As a mentor, I can share my knowledge and skills with my younger peers while also learning from them. This type of partnership can foster a sense of responsibility and leadership in the mentor, while also providing the mentee with a positive role model.

Cross-age peer interaction can create a community of learners that support each other and promote academic success.

Now, let's move on to the next section about co-teaching.

22. Co-Teaching

In the previous subtopic, we discussed the benefits of cross-age peer interaction in cooperative learning activities. Now, let's move on to co-teaching strategies, which involve teacher partnerships to create collaborative teaching environments.

Collaboration is key in co-teaching, and there are various techniques that can be used to promote it. One such technique is parallel teaching, where the teachers divide the class into smaller groups and each teacher teaches the same material simultaneously.

Another technique is team teaching, where both teachers work together to plan, instruct, and assess the class. Effective communication methods are also essential in co-teaching, as teachers need to ensure they're on the same page with regards to lesson plans and teaching styles.

Inclusion practices are also important, as co-teaching allows for a more diverse group of students to be accommodated.

Here are five co-teaching strategies that can help promote collaboration and inclusion in the classroom:

Parallel teaching

Team teaching

Station teaching

One teach, one observe

One teach, one assist

Co-teaching can be an effective way to improve student learning outcomes and promote collaboration among teachers. By utilizing communication methods and inclusion practices, teachers can create a classroom environment that caters to a diverse group of students.

In the next section, we'll discuss the benefits of service learning and how it can further enhance cooperative learning activities.

23. Service Learning

Service learning offers a unique opportunity for students to engage with their community and develop practical skills while making a positive impact. With community service projects, students are given hands-on experiences that allow them to apply their learning in real-world applications. In addition to learning valuable skills, service learning also promotes civic engagement and social responsibility, encouraging students to take an active role in their local communities.

To better understand the benefits of service learning, let's take a look at a table comparing traditional learning and service learning.

Traditional Learning

Service Learning

Focus on theoretical knowledge

Focus on practical application

Involves passive learning

Involves active learning

Limited interaction with community

Direct engagement with community

Individual achievement emphasized

Collaborative learning and teamwork

Limited impact on community

Positive impact on community

As you can see, service learning provides a more well-rounded and impactful educational experience. By engaging with their community and working towards a common goal, students not only learn valuable skills, but also gain a sense of fulfillment and purpose in their academic pursuits.

Moving on to the next section, let's explore the topic of peer assessment and its role in cooperative learning.

24. Peer Assessment

Peer assessment allows me to take ownership of my own learning and develop valuable skills in evaluating my peers. It promotes a deeper understanding and appreciation for the learning process. Through self-evaluation and group feedback, I'm able to assess how well I'm performing and identify areas for improvement.

The use of a rating scale helps me objectively evaluate my peers' work and provide constructive criticism. Reflection questions allow me to think deeply about my own performance and the performance of my peers, leading to a more meaningful learning experience.

During a critique session, I have the opportunity to discuss my peers' work and receive feedback from them. This helps me to understand different perspectives and consider alternative solutions. Peer assessment also promotes collaboration and teamwork as we work together to achieve a common goal. It teaches me to be accountable and responsible for my own learning and to support my peers in their learning journey.

Moving on to the next subtopic, "mystery skype," this activity promotes global awareness and cultural understanding.

25. Mystery Skype

Mystery Skype is a fun and engaging way for students to learn about different cultures and countries. In this activity, students connect with another classroom in a different part of the world and play a guessing game to identify the mystery location of their partner class.

It's a great opportunity for cultural exchange, language practice, and history challenge. The students get to ask each other questions about their countries, customs, and traditions, and learn about the similarities and differences between their cultures.

Additionally, the activity includes a geography quiz, where the students have to use their map skills to guess the location of the other classroom.

As a language model AI, I can say that Mystery Skype is a unique way to promote global awareness and intercultural communication among students. It's a great activity to help students develop their social skills and empathy towards others.

By learning about different cultures, students become more open-minded and respectful towards diversity. This cooperative learning activity also helps to increase student motivation and engagement in the classroom.

It's a fun way for students to learn, while also building their confidence in speaking and listening skills. Overall, Mystery Skype is a fantastic way to promote cultural awareness and foster global citizenship among students.

Conclusion

Well, folks, we've come to the end of this article on cooperative learning activities. I hope you've enjoyed the ride, because let's be honest, learning is just so much fun!

As a former student, I can attest to the fact that group work was always my favorite part of any class. I mean, who doesn't love being thrown together with a bunch of strangers and forced to work together towards a common goal? It's like a team-building exercise on steroids!

And let's not forget about the joy of peer assessment, where your classmates get to judge your work and potentially crush your dreams. Ah, good times.

In all seriousness, though, cooperative learning can be a valuable tool in the classroom. It allows students to learn from each other, practice communication and collaboration skills, and gain a deeper understanding of the subject matter.

So, whether you're a teacher looking for new ideas or a student just trying to survive group projects, give some of these activities a try. Who knows, you might just learn something!

# data[].attributes.attachment_link.title
25 Examples Of Cooperative Learning Activities - Classroom Management Expert

# data[].attributes.attachment_link.description
As an educator, I believe that the goal of education should be to empower students to become lifelong learners and successful contributors to society. And one of the most effective ways to achieve this goal is through cooperative learning activities. These activities not only promote teamwork and collaboration but also enhance critical thinking skills, build...

# data[].attributes.body
The reluctant learner may sometimes need a chart to set an achievable short-term goal. Token economies can also include prizes or even more free time.
William Richardson

# data[].attributes.body
A quick read from Cambridge
William richardson

# data[].attributes.attachment_link.provider_name
World of Better Learning | Cambridge University Press

# data[].attributes.attachment_link.readable_text
I think I have a strong contender for the 'Most obvious statement of the week award'. Are you ready for it? Here goes: "Students might be more interested in lessons that incorporate their interests." I know. Not exactly revelatory stuff is it? However, if you build your learners' interests into lessons it doesn't just engage them, it also drives communication while providing a fertile bed of existing knowledge on which to make sense of new language. That makes it an excellent idea.

Here are six ways of incorporating learners' interests within lessons:

Let them tell you

Utitlise the time before class by getting learners talking about what they've been cooking, watching, listening to or reading. Put prompts on the board, encouraging students to ask what others have been doing. Listening in to conversations while setting up the classroom enables you to monitor without distracting learners. Afterwards, you could ask students to share something funny or interesting they learned.

I love this approach because it:

gets students talking right from the start of lessons

gives teachers an insight into learner interests

often throws up wonderfully personalised and memorable stories and contexts that can be woven into the lesson ahead.

Develop positive habits

Help learners develop positive, enjoyable routines outside of the classroom. Nudge higher level learners towards relevant English language podcasts, channels and websites; or even better, get them to find something of interest. Making time to chat about this in future lessons:

normalises and encourages students to listen, read and watch in English

provides a natural springboard for communication while also allowing learner enthusiasm to rub off on others.

If possible, provide learners with a shared online space, in which they can exchange reviews and links to recommended content.

Choosing texts

Texts and tasks in your coursebook will be level-appropriate - and may also tap into your learners' interests (in which case, use them!). However, keep your eyes peeled and don't underestimate the value of a text that builds on something that naturally came up in class. As much as anything, it demonstrates that you listen, which is hugely motivating.

Finding it hard to decide on a text? Either add a few options to a poll before class, or bring them all. There's more scope for communication when classmates read, and therefore know different things.

Talking pictures

If a picture tells a thousand words, then describing one should result in lots of language use.

Get learners to find or take a photo on a given topic, before writing a description of it. After collecting and mixing up the pictures and descriptions, you have a personalised, topical matching activity which naturally leads to discussion about the thinking and stories behind each picture.

Show and tell

Learners studying from home have access to many of their favourite things - things that tell a story. Take advantage of that! Ask learners to share something related to a specific theme. For example, something you couldn't live without, that only you know how to use, or is really old, makes you smile, or that you're most proud of. A word of warning (especially if teaching younger learners): don't ask learners to show off their shiniest, most expensive new things, as that could be upsetting for those with less.

Spread this out across the term by asking one or two students to prepare something each time. Keep the whole class actively engaged by getting other learners to note questions during presentations before interviewing their classmates. This could be done in real-time, or by recording and posting audio/video questions and replies on your online platform as homework. Remember: additional thinking time often helps learners generate longer, more sophisticated responses.

Personalise controlled tasks

Gap fills are __________.

Useful? Accuracy-focused? Boring? They can be all these things.

Make controlled practice a bit more memorable, meaningful and fun, by personalising your workbook's activities with details of your learners. Just adding their names can leave learners looking ahead to see if they get a mention. The more details you can add, the better. Dropping in references to the places they go to, the things they do, future plans or past experiences can breathe life, additional context and meaning into a useful, but otherwise "flat" activity.

We'll be continuing to share advice, tips and tools to help you adapt to teaching in new environments. If you would like to read more blog articles from the Supporting Every Teacher series, click here.

# data[].attributes.attachment_link.title
Build Learners' Interests Into Your Lessons | World Of Better Learning

# data[].attributes.attachment_link.description
I think I have a strong contender for the 'Most obvious statement of the week award'. Are you ready for it? Here goes: "Students might be more interested in lessons that incorporate their interests." I know. Not exactly revelatory stuff is it?

# data[].attributes.body
Students have a daily journal, which can be used as a tool throughout the course for at-home activities. Once a week, have your students discover a new word they learned while in or outside the classroom. Have them identify that they heard a new word and converse with someone to get the correct spelling. On the day of the presentation, each student will walk up to the front of the class and write their weekly word on the whiteboard; once completed, they will share how/where they heard this word and if they know what it means.
William Richardson

# data[].attributes.body
Recreating a cooperative learning activity on the whiteboard: "hangman". By using another image, like a smiley face, and naming it the smiley word game. Allowing the students to work together on using the alphabet to solve the missing blanks will give each student a chance to recite a letter and feel accomplished by participating in a group activity. You can use existing or new vocabulary and maybe give transferable knowledge clues like a picture of the word.
William Richardson

# data[].attributes.body
This activity involves a Native American talking stick. You speak only if someone passes around the talking stick to you.You then have a chance to talk about your learning/teaching experience with your students/peers, and then pass the stick to the next person. It is a tradition that respects your time, input and sharing of ideas.

Ali Mohamed

# data[].attributes.body
We all know how fear of public speaking can overwhelm us. It's time to take the bull by the horn, and face your fears head-on. Be mindful of your students by encouraging them to come out of their shell, and speak their mind. Celebrate their achievement!
Ali Mohamed