https://padlet.com/asrepel/7lnu10dlc9r3hgeq Made with a stroke of good luck en-us 2020-10-27 07:27:18 UTC 2025-10-07 00:09:43 UTC hello@padlet.com asrepel https://padlet.com/asrepel/7lnu10dlc9r3hgeq/wish/864728791 I tend to use Harkness Discussions a lot in class. I believe that they are a more friendlier way to getting students who are not used to discussing into that discussion and sharing mode. Considering this previous idea, it also allows for students to use different resources to help them, which particularly helps English B and EAL students to feel more confident. I also like the fact that it isn't as scripted, making the conversation flow through different topics. It also gives students more or leadership roles, as the team leaders have additional responsibilities that get them even more engaged. ]]> 2020-10-27 07:31:25 UTC https://padlet.com/asrepel/7lnu10dlc9r3hgeq/wish/864728791 asrepel https://padlet.com/asrepel/7lnu10dlc9r3hgeq/wish/864741254 Usually, when we look at videos or extracts of texts, I try to get students to answer different questions and make their own through different discussions, starting with pair work, then switching around with different groups to share information, and finally sharing ideas as a class. I also do this when we read some of the extracts of the book for English B and I have them work in groups to identify cause/effect and consequences/impacts of the situation, which they then present to formalize the ideas through a class discussion. However, I like to do a specific activity once a year when we look at creating different laws regarding a specific social justice topic as if we were at a senate hearing and I have them work in groups to create laws, taking a look at language and form, which we then discuss as a class, debating the different language uses, paying attention at who these laws might affect, and changing perspectives depending on what the different groups offer. They really enjoy it and become aware of how difficult the process is. ]]> 2020-10-27 07:36:43 UTC https://padlet.com/asrepel/7lnu10dlc9r3hgeq/wish/864741254 asrepel https://padlet.com/asrepel/7lnu10dlc9r3hgeq/wish/864753712 This is something I really try to do at least 3 or 4 times a year. We get different speakers to come into class to present different topics that revolve around the English B units and, as a class, we prepare some questions and discussion topics to ask the speakers. Next week, actually, we are having speakers come in (virtually) from a company that is based in the Peruvian Amazon Jungle, which will address the different aspects of sustainability, green business models, sustainable architecture, conservation, and different community service options for the students to participate in. Students have been doing different research projects that ties in with these topics and with unit 5, and have been preparing some questions, but they are also expected to ask questions from the presentation itself. Hope it goes out well! This connect to less rule-heavy work, as well as more spontaneous work, depending on the questions that the students ask and whether they are more prepared questions or spontaneous, which they are expected to do as well. ]]> 2020-10-27 07:41:40 UTC https://padlet.com/asrepel/7lnu10dlc9r3hgeq/wish/864753712 manics1984 https://padlet.com/asrepel/7lnu10dlc9r3hgeq/wish/870286324
Best for warm-ups: Informal chats

Best for brainstorming/prep for individual activity work: discussion/groups formats & stimulus to interaction.

Best for developing empathy/understanding for characters in set text: role-play & prepared interactions.

Best for discovering students' understanding of a text: Discussion systems.

Best for preparing students to write an argumentative text: Formal debates.

I hope that makes sense everyone, please let me know if you see anything you don't agree with. Cheers, Mark.


]]> 2020-10-28 16:11:20 UTC https://padlet.com/asrepel/7lnu10dlc9r3hgeq/wish/870286324 h_t_hamji56 https://padlet.com/asrepel/7lnu10dlc9r3hgeq/wish/878640388 My students are EFL.
Project Framework
*Brainstorming/Topic Choice
-informal chat, discussion-group formats
*Project Development
-discussion-systems, role-play
*Project Presentation
-Formal debate, Stimulus-to-interaction

*Out of all the activities suggested, prepared interactions are not included. I think 'Prepared interactions' itself could be a whole-project process activity. What do you think, classmates?

Miae Lee]]> 2020-10-31 14:18:31 UTC https://padlet.com/asrepel/7lnu10dlc9r3hgeq/wish/878640388 myriamverdonk https://padlet.com/asrepel/7lnu10dlc9r3hgeq/wish/881677787 * ]]> 2020-11-02 09:21:21 UTC https://padlet.com/asrepel/7lnu10dlc9r3hgeq/wish/881677787 myriamverdonk https://padlet.com/asrepel/7lnu10dlc9r3hgeq/wish/888095905 - Informal chats: I usually do those in the beginning of every class as a kind of warm up and to get started. I also usually close every session with informal chats per groups. They usually are spontaneous and rule-light.

- Discussion, group formats: Usually, after watching Ted Talks or short films and also after some reading comprehensions, I have them carrying out discussions (first in pairs, then in small groups of 4 people and then the whole group together). These discussions then to be rule-heavy and between spontaneous and prepared, since I give them the questions they need to discuss about.

- Discussion, systems: I have never worked with Spiderwebs, Socratic Seminars or Harkness. I would however classify them as rule-heavy and prepared. I think this can be useful to have them talk about complex topics, which need more guidance.

- Formal debate: This would be rule-heavy and prepared, although with some spontaneous bits and pieces. I like to devote at least 1 session per unit to have formal debates - I allocate some time for preparation and then we carry it out during one session.

- Stimulus to interaction: I like following the presentation-questions-discussion methodology to encourage spontaneous speaking with the discussion (rule-light, spontaneous) and to have them do some research and prepare a good presentation (rule-heavy, prepared).

- Role-played interactions: Having them perform role-play situations in class can be used with teenagers to teach them for example ethical values. I would classify this type of interactions as rule-light and on the line of prepared and spontaneous.

- Prepared interactions: This would fall into the rule-heavy and prepared kind of interactions. I think this can be a good way to let them present an in-depth research on a certain topic.

]]> 2020-11-03 22:57:28 UTC https://padlet.com/asrepel/7lnu10dlc9r3hgeq/wish/888095905