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Some expressions, and vocabulary I've written down during the classes

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Here there is an activity by Johanna Stirling which combines a preposition exercise and expressions related to classroom English

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From our school placements we collected these expressions and vocabulary

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Communication
Collaboration
Critical thinking
Creativity
Keep them in mind to create a more effective learning in our students.
http://www.p21.org/about-us/p21-framework

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Is it necesary? How much? When? Why? What aim do we have? and our students?
Have a look to this article by Johanna Stirling and the video about Flipped classroom.
http://www.elgweb.net/hwk_article.html

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English is not anymore owned by native speakers. Different accents, expressions and, what is more important, cultures are blended in it. There are stereotypes, historical interpretations and customs melted in the meaning or the descriptions, so let's be aware and bring it up.

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- What's with you teen?
Well, my brain is working in progress

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The mysterious workings of the adolescent brain

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Why do teenagers seem so much more impulsive, so much less self-aware than grown-ups? Cognitive neuroscientist Sarah-Jayne Blakemore compares the prefrontal cortex in adolescents to that of adults, to show us how typically “teenage” behavior is caused by the growing and developing brain.

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Minimally Invasive Education
Self Organised Learning Environments
The idea is to get the students involved in their own learning. Several experiments show how it works, one of the most famous is "Hole in the wall"
http://www.hole-in-the-wall.com/MIE.html

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Sugata Mitra: Build a School in the Cloud

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Onstage at TED2013, Sugata Mitra makes his bold TED Prize wish: Help me design the School in the Cloud, a learning lab in India, where children can explore and learn from each other -- using resources and mentoring from the cloud. Hear his inspiring vision for Self Organized Learning Environments.

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Using these kind of linkers our students won't get lost on the net.

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A useful padlet where Johanna Stirling has gathered six interesting digital tools:
https://padlet.com/johanna_stirlin/MSAtools

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- Zoom in: show just a little piece of the picture and encourage your student to guess about the whole
- Bubble thoughts: with a picture or a drowing, the student suggest the character's thoughts

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To go over or know the stance of the students.
Prepare so many questions as groups you have. Hand out one question to each group and let them dicuss about it. Then split the groups and take one person from each group to create another one. In the groups now they talk about their different questions. After this dynamic the students come back to their original groups and put together all the ideas about their question.

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A reviewed "fill in the gaps" activity:
- Try to fill them in before listening
- It is not just for grammar or listening, but to bring up topics, collocations and so on.
- If the song (in our case it was "The piano man") has characters then there are a set of activities to do after the listening, like "create a characer his/her appearance and psychology", "describe their thoughts", "make a conversation with other characters"...

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Billy Joel - Piano Man (Official HD Video)

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Using the N, E, S, W points of the compass to think about a topic.
"E" stands for excitements
"W" stands for worries
"N": stands for needs
"S": stands for stance or suggestions

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This is not about learning acting, otherwise it is about how to learn something in a very funny way: through drama.
http://dramaresource.com/
Some examples we enjoyed (a lot!)

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1. Performing a poem
2. Using a poem to bring issues up. We discovered the amazing Benjamin Zephaniah
http://benjaminzephaniah.com/

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See - Think - Wander
The three categories have to be strict. It allows to the students thinking and go deep into their thoughts.
This thinking routin can be applied to a picture or a piece of music.

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The students do the active thinking creating their metaphor or analogy and explaining it to their classmates.

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1. Before the reading: give some strange words, that appear in the text, to make up a definition.
2. During the reading: stop if there is a word from wich you can develop a chain list or if it comes up with an issue...
3. Split text: take a startling text and split it in paragraphs. Give a paragraph to each group. Then put a member of each group to create a new group, so the text is complete. They shoul try put together their parts and understand the story.

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https://www.nile-elt.com/