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What I have learned, what I still want to learn, how I plan to do that and how this learning has changed/enhanced my practice as an English Language Teacher

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What I have learned, what I still want to learn, how I plan to do that and how this learning has changed/enhanced my practice as an English Language Teacher

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I am a big fan of technology, but I had not used it a lot during my English teaching process. In the course of the social isolation period, I have been teaching and studying, and I learned a lot during this module. The SAMR model and Bloom’s Taxonomy were relevant to plan my classes and crucial during my TCC process. I still want to learn how to apply it adequately to reformulate my methodologies.

I intend to study more about this content and listen to the pieces of advice from my students because they are digital natives. I want to search for more digital tools, put them into use. The possibilities this module made me inspired to accept new teaching techniques. I trust that is important to carry innovation to the class since technology is a piece of our life and it ought to be coordinated to help in the learning process.

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By Dr. Ruben Puentedura
(Four different degrees of classroom technology integration)

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My professional development on new technologies and language teaching.

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My professional development on new technologies and language teaching.

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Since I learned various tools, and the approaches to apply them in my job, I am determined to use these new ways of teaching whenever it is possible. My students are happy to use apps in writing activities or to read interactive books instead of the usual materials. My colleagues at work are grateful when I share new information. My job during isolation is less complicated than I thought it would be due to this module.

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Good way to see how students see the world and their interests

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Fakebook - create a fictional social medial profile

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Create a spoof social media profile for a person, theme, place or object being studied

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Self-assessment text with a grade from 0 to 10 to my learning during this module.

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Self-assessment text with a grade from 0 to 10 to my learning during this module.

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Being honest, I think my grade would be "8" because I was not very comfortable to create new activities as much as I would if we didn't have this whole pandemic situation going on. I tried my best, but it was not easy to be confident, something that I need to able to embrace development.

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Educators must teach kids how to think and encourage them to create new things. The students have to reapply the information, perceiving how the skills they get at school are significant.

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Elaborated by Benjamin Bloom categorizing educational goals

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Students can create clouds in different shapes with key words from the class.

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WordArt.com is an AI-powered word cloud generator that enables you to create amazing and unique word clouds with ease.

Professional quality results can be achieved in no time at all, even for users with no prior knowledge of graphic design.

Word clouds (also known as tag cloud, word collage or wordle) are visual representation of text that give greater rank to words that appear more frequently.

Word clouds are perfect for creating stunning personalized gifts. No sign up required!

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Create Stunning Word Clouds in Seconds | WordArt.com

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WordArt.com is an online word cloud generator that enables you to create amazing and unique word clouds with ease

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THE 7 ROLES OF A TEACHER IN THE 21ST CENTURY

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THE 7 ROLES OF A TEACHER IN THE 21ST CENTURY

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Most teachers take on a variety of roles within the classroom, which role do you think most defines your role in the ESL classroom?

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The 7 Roles of a Teacher in the 21st Century

Teacher Training by Karthik Rao

Nola A., a Senior English Instructor at Eton Institute, provides a useful insight into the roles relevant to today's teaching.
The 7 Roles of a Teacher in the 21st Century:
Think about the type of lesson you normally teach:

In which roles are you often involved?

Are there any roles in which you have less experience?

Are there any new roles you might try in the future?

It is clear that the 21st-century classroom needs are very different from the 20th-century ones. In the 21 st century classroom, teachers are facilitators of student learning and creators of productive classroom environments, in which students can develop the skills they might need at present or in future.

However, before we begin to understand the evolving role of an ESL teacher, let's outline some of the most popular teacher roles. Harmer, J. states that 'it makes more sense to describe different teacher roles and say what they are useful for, rather than make value judgments about their effectiveness.' So here are some of the most common teacher roles:

Teacher Roles:
Most teachers take on a variety of roles within the classroom, which role do you think most defines your role in the ESL classroom?

The teacher is in complete charge of the class, what students do, what they say and how they say it. The teacher assumes this role when 1. The Controller: a new language is being introduced and accurate reproduction and drilling techniques are needed.

In this classroom, the teacher is mostly the center of focus, the teacher may have the gift of instruction, and can inspire through their own knowledge and expertise, but, does this role really allow for enough student talk time? Is it really enjoyable for the learners? There is also a perception that this role could have a lack of variety in its activities.

2. The Prompter: The teacher encourages students to participate and makes suggestions about how students may proceed in an activity. The teacher should be helping students only when necessary.

When learners are literally 'lost for words', the prompter can encourage by discreetly nudging students. Students can sometimes lose the thread or become unsure how to proceed; the prompter in this regard can prompt but always in a supportive way.

3. The Resource: The teacher is a kind of walking resource center ready to offer help if needed, or provide learners with whatever language they lack when performing communicative activities. The teacher must make her/himself available so that learners can consult her/him when (and only when) it is absolutely necessary.

As a resource the teacher can guide learners to use available resources such as the internet, for themselves, it certainly isn't necessary to spoon-feed learners, as this might have the downside of making learners reliant on the teacher.

4. The Assessor: The teacher assumes this role to see how well students are performing or how well they performed. Feedback and correction are organized and carried out.

There are a variety of ways we can grade learners, the role of an assessor gives teachers an opportunity to correct learners. However, if it is not communicated with sensitivity and support it could prove counter-productive to a student's self-esteem and confidence in learning the target language.

5. The Organizer: Perhaps the most difficult and important role the teacher has to play. The success of many activities depends on good organization and on the students knowing exactly what they are to do next. Giving instructions is vital in this role as well as setting up activities.

The organizer can also serve as a demonstrator, this role also allows a teacher to get involved and engaged with learners. The teacher also serves to open and neatly close activities and also give content feedback.

6. The Participant: This role improves the atmosphere in the class when the teacher takes part in an activity. However, the teacher takes a risk of dominating the activity when performing it.

Here the teacher can enliven a class; if a teacher is able to stand back and not become the center of attention, it can be a great way to interact with learners without being too overpowering.

7. The Tutor: The teacher acts as a coach when students are involved in project work or self-study. The teacher provides advice and guidance and helps students clarify ideas and limit tasks.

This role can be a great way to pay individual attention to a student. It can also allow a teacher to tailor make a course to fit specific student needs. However, it can also lead to a student becoming too dependent or even too comfortable with one teacher and one method or style of teaching.

Now that we've had a chance to look at some of the variety of roles let's see how we can adopt these into a real classroom activity/task:

Team game

energetic, clear, fair, encouraging

Role Play

supportive, retiring, clear, encouraging

Teacher reading aloud

dramatic, interesting commanding

Whole class listing

efficient, clear, supportive

What we notice here is that the roles are often interchangeable. The teacher's role is never static. One activity could see an experienced teacher smoothly transition from one role to another.

That said, the 21st-century classroom is created on the premise that students experience what they require to enter the 21st-century workplace and live in the global environment. The characteristics of the 21st-century classroom, therefore, sets it apart from the 20th-century classroom.

Lectures on a single subject at a time where the norm in the past. Today, collaboration is the thread for all student learning. For instance, the collaborative project-based approach ensures that the curriculum used in this classroom develops:

Higher order thinking skills

Effective communication skills

Knowledge of technology that students will need for 21st-century careers and the increased globalized environment.

While there is certainly a place for teacher-centered, lecture style learning, the evolving ESL teacher must embrace new teaching strategies that are radically different from those previously employed. The curriculum must become more relevant to what students will be exposed to in the 21st-century.

An interactive teacher is by definition one that is fully aware of the group dynamics of a classroom. As Dörnyei and Murphey (2003) explained, the success of classroom learning is very much dependent on:

How students relate to each other and their teacher

What the classroom environment is

How effectively students cooperate and communicate with each other

The roles not only the teacher plays but the learners engage in

Brown, H. Douglas (2007) mentions that "teachers can play many roles in the course of teaching and this might facilitate learning. Their ability to carry these out effectively will depend to a large extent on the rapport they establish with their students, and of course, on their own level of knowledge and skills."

According to Harmer, J. (2007), the term 'facilitator' is used by many authors to describe a particular kind of teacher, one who is democratic (where the teacher shares some of the leadership with the students) rather than autocratic (where the teacher is in control of everything that goes on in the classroom), and one who fosters learner autonomy (where students not only learn on their own but also take responsibility for that learning) through the use of group and pair work and by acting as more of a resource than a transmitter of knowledge.

Facilitating learning is empowering for both the learner and the teacher and frees the teacher from many of the burdens that having to be an 'expert' might entail. It would traditionally have been seen as a weakness for a teacher to say 'I don't know, let's find out' or 'I don't know, do any of you students know the answer?' But, times have changed and so must the role of the ELS teacher.

So here's hoping the next time you teach a class you consider how your role might affect your students'learning. Are your classes teacher-centered, with you always at the center controlling everything? Or are you able to 'let go', and allow students to take center stage?

Regardless of the roles they assume, teacher's shape the culture of their classrooms, improve student learning, and influence practice and production. Making the shift from teacher as an expert to facilitator is sometimes seen as diminishing a teacher's power and authority, but this should not be the case at all.
Take your teaching skills to the next level with our CELTA and TESOL courses

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7 Roles of a Teacher in the 21st Century | Eton Institute

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Teacher Training by Karthik Rao Nola A., a Senior English Instructor at Eton Institute, provides a useful insight into the roles relevant to today's teaching. The 7 Roles of a Teacher in the 21st Century: Think about the type of lesson you normally teach: In which roles are you often involved?

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"The Knowledge Age is a new, advanced form of capitalism in which knowledge and ideas are the main source of economic growth (more important than land, labour, money, or other ‘tangible resources). New patterns of work and new business practices have developed, and, as a result, new kinds of workers, with new and different skills, are required."

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The late 20th century was a period of major social, economic and political changes. It was also a time in which there were big changes in knowledge - in how people see knowledge and how they use it. This period is now widely known as the beginning of the Knowledge Age - to distinguish it from the Industrial Age.

The Knowledge Age is a new, advanced form of capitalism in which knowledge and ideas are the main source of economic growth (more important than land, labour, money, or other 'tangible resources). New patterns of work and new business practices have developed, and, as a result, new kinds of workers, with new and different skills, are required.

As well as this (and this is very important for education), knowledge's meaning is changing. Knowledge is no longer being thought of as 'stuff' that is developed (and stored) in the minds of experts, represented in books, and classified into disciplines. Instead, it is now thought of as being like a form of energy, as a system of networks and flows - something that does things, or makes things happen. Knowledge Age knowledge is defined-and valued-not for what it is, but for what it can do. It is produced, not by individual experts, but by 'collectivising intelligence' - that is, groups of people with complementary expertise who collaborate for specific purposes. These changes have major implications for our education system.

How did all this come about? Why does it matter?

Very briefly: in agrarian or pre-industrial times, most people mainly needed 'know-how' kinds of knowledge. They learned this knowledge by participating in the everyday life and work of their community. Most people had no formal education.

In Industrial Age (20th century) societies, on the other hand, people needed different, more abstract - or 'know what' - kinds of knowledge. Schools were set up to deliver this kind of knowledge to the young, and mass education began. In Industrial Age schools, trained professionals package "know what' knowledge into a logical, controlled, cumulative sequence. Students are organized into age-related cohorts who receive this knowledge all together, in the same order, at the same pace. Industrial Age schools also teach social and citizenship skills. Students are disciplined to follow the rules and respect the authority of certain bodies of knowledge, and to follow the rules and respect authority in the society they live in. The schooling system is managed by a bureaucracy, set up to ensure the efficient and standardized functioning of all parts of the system. The efficiency of the system takes precedence over the needs of individual students. This one-size-fits-all system works reasonably well as a way of sorting people into the different kinds of worker-citizens needed by Industrial Age societies: however, it produces a great deal of 'wastage'.

Post-Industrial - or Knowledge - Age (21st century) people also need 'know what' kinds of knowledge. However they need more than this. They need to be able to do things with this knowledge, to use it to create new knowledge. The 'know-what' kind of knowledge is still important, but not as an end in itself. Rather, it is a resource, something to learn (or think) with. In the Knowledge Age, change, not stability, is a given.

Knowledge Age worker-citizens need to be able to locate, assess, and represent new information quickly. They need to be able to communicate this to others, and to be able to work productively in collaborations with others. They need to be adaptable, creative and innovative, and to be able to understand things at a 'systems' or big picture' level. Most importantly, they need to be to think and learn for themselves, sometimes with the help of external authorities and/or systems of rules, but, more often, without this help.

Because 'know what' and 'know how' kinds of knowledge have only a short shelf life, it is no longer viable to ask schools to 'fill up' students with all the knowledge they need beyond school. Nor is it viable to teach students any particular 'one best way' of knowing - or doing - things. Instead they need to teach students how to work out for themselves what to do.

Today's schools are organized to produce Industrial Age worker-citizens. If schools are to prepare young people for successful lives in the 21st century, they need to do things differently. 21st century schools need to develop different skills and dispositions from those that were required in the 20th century.

This can't be done simply by adding these 'new' skills and dispositions to the existing curriculum. Doing this would just add more to the already impossible workload of teachers, and it would not work to build a 21st century system. A new mindset is required, one that can take account of the new meaning of knowledge and the new contexts and purposes for learning this knowledge.

'21st century learning' is a shorthand term that draws together some of the ingredients of this new mindset. Read more about 21st century learning.

Click here for other sources/more information on all this. (Link to PowerPoint with commentary, and NZCER Press description of the Catching the Knowledge Wave book)

The changes outlined on this page are primarily economic and work-related. Education is, of course, about much more than simply preparing people for work. It has other important goals: for example, developing social and citizenship skills, providing equal opportunity, and building social cohesion. Expressed this way, these are 20th century goals. What might these goals look like in the 21st century context?

The shift to 21st century society involves much more than the economic changes outlined on this page - major social and political changes are also happening.

Click on the link to read more about some of the theories behind the shift to 21st century learning, or click one of the specific theories below.

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Shifting to 21st Century Thinking " The Knowledge Age

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The late 20th century was a period of major social, economic and political changes. It was also a time in which there were big changes in knowledge - in how people see knowledge and how they use it. This period is now widely known as the beginning of the Knowledge Age - to distinguish it from the Industrial Age.

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Instructional Technology: Looking Backward, Thinking Forward

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Instructional Technology: Looking Backward, Thinking Forward

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If the classes changed so much, why do we have to do the same activities and tests with our students?

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Instructional Technology: Looking Backward, Thinking Forward

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Raj Dhingra at TEDxBend

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Can Technology Change Education? Yes!: Raj Dhingra at TEDxBend

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" They are native speakers of technology, fluent in the digital language of computers, video games, and the Internet. " - Marc Prensky

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Model of Technological Pedagogical Content Knowledge

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Great way to make children write, it's really fun

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Seesaw | Elementary Learning Experience Platform

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Seesaw | Elementary Learning Experience Platform

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Elementary Learning Experience Platform | Seesaw

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Seesaw is a Learning Experience Platform with 25M+ users, enhancing elementary education, engagement, and school culture while improving academic success.

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Infographic on comparison of Generations

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Infographic on comparison of Generations

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Structure writing

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Add measurements to map nodes to automatically calculate cost, completion and other important factors. Manage project progress easily with icons and priorities.

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Maps saved to MindMup Cloud support concurrent editing for teams and classrooms, enabling you to instantly see updates made to your map by other users.

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Add longer text, videos and spreadsheets to your maps. MindMup for Google Drive also allows you to link to other project documents on Google Drive easily.

Add images

Quickly add images and icons to your maps to provide context and illustrations.

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Administrators can easily control sharing settings for the entire organisation. MindMup also integrates with Office365 and Google authentication for easy account management.

MindMup Cloud

Free users can create public maps up to 100 KB and save them up to six months. No account or registration needed.

Gold users can create private maps, share and edit concurrently.
Create a new map Open an existing map

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Free online mind mapping. The most productive online mind map canvas on the Web. Supports Freemind mindmap import/export. Easy mindmapping software.

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A Kahoot! challenge made by me to review these verb tenses.

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How to integrate social media into your English language teaching

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How to integrate social media into your English language teaching

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How to integrate social media into your English language teaching

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The subtleties that distinguish "going global" terminology

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The subtleties that distinguish "going global" terminology

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Localization, globalization, and internationalization sound like similar concepts, and indeed they’re often used interchangeably. However, subtle differences set them apart, and understanding those differences is key for anyone tasked with helping a company “go global.”