Twin sins ? Help me with this please

• 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.

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

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.

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!

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.

• 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.

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.

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.

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

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.....

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.

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.

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.

That sounds great!

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.

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.

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

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.

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.

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.

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. 

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.