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We use to change to our english classes, when the students are in line I ask them vocabulary according to our planification, for example if wue are working simple past they have to give me 3 verbs in base form and simple past, if they do not remember they go at the end of the line.

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It is when we plan first Our goals and assessment then we go through the activities.

Twin sins ? Help me with this please

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Here, my students are describing a picture. They have to speak nonstop for a minute, there´s a blue timer in the picture. 

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I usually have warm-up activities in class. I´ve tried most of the activities suggested in the first module. However, I´m not used to practicing routines at the end of my class. Therefore, I´d like to use this final class routines, I´m interested in 2:

Fill in the blank where students are asked to complete ideas about the class.

3-2-1 where students are asked to write 3 things they´ve learned, 2 examples, and a question about the class.

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There are many kinds of activities we can apply in the class, as we could see in module I: dictation, finding mistakes, and so on. I like to use Tic Tac Toe for reviewing vocabulary, and for warm-up, I want to use Brain Break Hands to catch students' attention. 

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Something that I want to try with my students is the cards in 2 different colors where the yellow are easier than the blue ones. I want to check if my students would choose only the easy cards.

PS: A new concept I´ve learned in this module is "dyspraxia". It´s related to students who struggle with coordination and movement.

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What I´ve learned in this module is the importance and the way we can work with groups in large classes. In short, we need to give good instructions to our students, also, we should assign or make our students decide their roles in the group. Finally, from time to time, it´s advisable to check if the leaders are working fairly.

Besides, I´ve learned there are 2 types of working in groups, one that is called LONG TERM GROUP and the other named TEMPORARY GROUP.

I´ll definitely try the group working and the assignation of roles in the groups.

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In this module, I learned different strategies to make classes more dynamic and effective. I learned about different warm-up activities such as songs, breathing exercises, vocal exercises, dictation, and quick writes. These activities help students get ready for learning. This helped me structure my lessons better. :)

In my teaching, I already use warm-up activities, like asking students vocabulary questions while they wait in line. However, this module made me realize the importance of closing routines.

P.S. Sorry for the delay!

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In this module, I learned about different strategies for classroom management, especially in large classes. One key idea was the importance of using groups to increase student interaction and organization. I usually prefer temporary groups because they allow students to work with different classmates and practice English with a variety of peers.

Also, I found the section on giving clear instructions very useful. I want to improve the way I give directions by using multiple methods (speaking, writing on the board, and using gestures)to ensure all students understand the tasks.

Finally, I will try using hand signals or short sound cues to manage transitions more effectively.

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There are many interesting points in this module. I found interesting the classroom strategies for organizing and managing large classes. For instance :

Grouping students from lower level.

Grouping students from higher level.

Grouping students from different levels.

In addition, we need to think about how we break into group; besides that , it is important to break down the instructions into steps. Finally, we need to have some signals to quite down students, example ringing a bell , playing some songs.

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In Module 4, I learned that interactive activities help improve participation and understanding in large classes. Sort Out the Story is a useful technique for students to work together, organize a story logically, and practice English in a real context.

I will apply this activity in my virtual classes by sending a mixed-up story through Google Docs. Then, the students will work in Breakout Rooms to organize it and share their version in the main session. This will encourage teamwork, critical thinking, and active use of the language.

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Universal design and need analysis for learning

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Universal design and need analysis for learning

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It is important to be flexible and provide alternatives when the students are going to demostrarte what they know I think it is universal design and I also want to share about need analysis because Our students and it works for us, too . when we are learning we need to know why and find the necessities of Our learning and how we want to do it SO we can add the Activity to Our plans.

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In this module I found many interesting activities that work for a large group, small group, pair group even individual. In addition, these different activities can require no movement , activities with minimal movement , activities with more free movements and proyects for large classes. Finally , They are nice because these type of activities make teachers'life easier , keep students active and they enjoy learning an L2.

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When the students work in groups, it is important to know what is the role of each one and let them know exactly their role or responsability.

A thing to take into account at the moment of planning the class is to set some routines so the students know what to expect also think about the fays finishers or the opposite.

Something that was really interesting for me not because I don't know but sometimes we forget things like this, it is to give instructions in múltiple ways.

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There are a lof things we need to consider when we want to try new ways of teaching, we need to Pay attention when we are planning: the time, number of students, the place, age, level of students and more.

There are activities that work with movements or minimal movements for ex: hand TPR, listening grid, sort out the story, these are just some of them

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I didn't Even think about the principales of assessing before, so I am going to be more careful from now

They are 5

Practicality

Think in something that works for everyone

Validity

Have a clear idea about what we are assessing and focus on that

Reliability

Set the necessities during the assessement for everyone

Authenticity

Real for all of the students or conected with their interests

Washback

It is a concious learning, not only for the assessements

I would love to read your ideas if it is the idea of the principles

Waiting.....

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When we plan to carry out an activity there are certain principles we should consider, those are:

1. Physical setting

2. Age of students

3. Students´expectations about learning

4. Teach our students our quiet signal

5. Start with THINK - PAIR - SHARE

6. Always think about increasing our students use of language

Besides these principles, this module has provided many ideas for activities to apply. I´ve tried the "20 Questions" with my basic level students and "Board Games" with the intermediate.

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There are certain principles to consider when we plan an activity to carry out with our students.

1. Physical setting

2. Age of our students

3. Students´ expectations about learning

4. Teach them our quiet signal

5. Start with THINK - PAIR - SHARE

6. Always think about increasing our students´ use of language.

Besides these principles, the module has provided many ideas for activities to apply with our students, I actually carried out the "20 Questions" with my basic level students and We played "Scrabble" with my intermediate students.

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There are two ways of assessing our students:

1. Formative Assessing

note taking pairs

sketch notes

fishbowl discussions

debates

interviews or students´survey

gallery walks

group project

presentations

2. Summative Assessing

students can generate test questions

drama

My students were involved in a small project of showing their abilities and explain the class the steps that include a process using the passive voice.

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It is necessary to consider the types of learning in a group with multilevel students. I usually use kinesthetic, visual, and auditory activities, such as BINGO, SIMON SAYS, or MAGIC BOARD, which can vary according to the kind of student's learning. 

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Working in groups in a large class is a good strategy for teaching because the interaction and role that sometimes each student takes are very important for developing their language skills. 

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In this module, I learned many different activities for large classes, one of which is Jazz Chants, which is related to poems that use jazz rhythms to demonstrate the natural stress and intonation patterns of English speech, so in large classes, students can be creative and create a song with new words, grammar or simple questions and answer. 

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In a large class, it is sometimes difficult to get students’ attention. However, when we use different resources like emoji faces or exit tickets, these can be fabulous techniques to capture students' attention and also quickly assess their learning.

That sounds great!

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Give instructions in multiple ways, for me was something innovated, because in large classes there are multilevel students and one explanation is not enough. Therefore i will apply:

Use Simple Language: Avoid complicated words and phrases. Use clear, direct language and break down the instructions into short, simple steps.

Start with a Hook: Begin with an interesting fact, a quick story, or a question to spark their curiosity. You could relate the activity to something they care about (e.g., a popular TV show, a current event, or a topic they’re passionate about).Explain the Purpose: Explain why the activity matters—how it connects to their lives or to something they care about. Let them know how it’s relevant.

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Principals to consider, when trying new ways of teaching.

In my teaching experience i have had students of several ages and those principals has helped me how to adapt the contents depending on their students expectation, physical settings,age. This facts are the clue to have an effective class for all of them, and be helpful in their learning process.

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I think that assessing English language learner implies using a variety of methods. For evaluating students' understanding we need to carry out formative and summative assessment. Besides that , there are five principles of language assessment that we have to apply when we are designing the assessments. These are the five principles : Practicability, validity, reliability,authenticity,and washback. Finally, the principles will help us to ensure that assessments measure what they are supposed to.

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Applying the suggestions at this point, I was able to clarify what I was doing well and what I needed to improve. I work with B2+ secondary students who are competitive and demanding. Therefore, I decided to set groups of five writing the tasks on the board previously. I realized that -as a teacher- it is vital to transmit to students great expectations from them using clear instructions written on board, not talking too much and modeling roles of each member with the most versatile students who are always eager to help their teachers. This time I told my students to use the suggested phrases in the module thus helping to monitor their classmates during the group discussion. Once all groups finished I made the spoke students explain their conclusions. Other group leaders gave feedback about what their partners said in front of the class.

Aim of the activities was explaing weird facts about relevant people and places around the world.

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Module 5 taught me that assessing is not just about numbers, it's about connection.

Even when the classroom feels too big, there’s always a way to reach every student.

I discovered the power of observation, quick feedback tools like CATS, and the magic of letting students reflect on their own learning.

Assessment can be creative, meaningful, and kind.

Now I understand that I’m not just checking answers. I’m checking in with people.

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Task 6: Activities that Work with minimal Movement

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Task 6: Activities that Work with minimal Movement

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Picture Dictation: I usually use my picture cards to practice speaking using the Present Continuous, adjectives and vocabulary related, but using picture dictation makes students work more productively, thus making students fortify their speaking skills. Working in pairs based on simple or abstract pictures students:

First, They get a photo using a number provided by the teacher.

Second, the dictation students looks at the image they chose and starts saying the sentences for the drawing partners. This task can also be done in groups of three o four depending on the class behavior.

Third, comparing the notes and giving feedback is very productive.

I attached a photo when I made students go to the board in pairs applying Picture Dictation on the Board.

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Reading these principles I found myself monitoring the United Nations Forum in English in 2024 in which I was able to see that the previous process was fairly well-done.

Students had a three-week prieod to use all types of resources available to be ready to represent a country; they faced workshops and constant simulations. (Practicality)

Every student (country) collected information about the situation of his / her nation and assumed a position to be shares during the forum. (Authenticity).

The name of the Foum was Security Council.

The forum was held in English from the beginning to the end.

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This module explores and teaches us variuos strategies and techniques to engage, motivate and support students .

I found interesting the backward desighn.

One of the principles to be taken into account are : selecting the topic to teach, planning lessons  to help students to learn that topic and creating assessment to check  how much students learned.

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In this module, I learned how to adapt activities for a large multi-level classroom .

In so doing , we need to conduct needs analysis which will help us to create more interesting lessons and practical materials. Besides that, we have to keep in mind that our students have diverse characteristics , such as : different language levels , preferences and learning styles. Finally, these needs analysis are essential in order to identify students' strengths and weaknesses.

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The Paper Airplane has been definitely useful with large classes. Students are always eager to make a paper airplane for the class. At the beginning of the class, I said the instructions clearly and expecting the best from my students; I threw the paper plane covering my eyes with my hands. The student who is touched by the airplane first is the one who says a description about personality or physical appearance -taught the previous two classes. Mostly this activity is active and lead students to be excited. At times it is so funny because the plane sometimes lands on the head or ear of students. A teacher can endure this activity at the end of the class as well. Students who are not actively participating, can write their description on a mini board or a piece of paper given by the professor.

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The idea of using board games in large classes is crucial. No matter the age and number of students. I have used the memory card game with young teens, but with smaller groups. In addition, it is important to create questions or challenges based on your students interests; in other words, adapting the game to your students likes and preferences.

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Nelson applying group roles with his students.

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Yoli's Class-Technical English for Medicine

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This week I've used activities with little movement suggested in module 4 . Dictogloss and the Broken telephone game for practicing listening, writing, editing, grammar and vocabulary