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Archive for the ‘teaching’ Category

Every semester I that I teach an ESL Academic Writing course, I am convinced that *this* time I’ve developed *the* right way to teach writing. And, of course, by the end of the semester, I come up with yet another list of “things I will change next time.”

But at the beginning of this semester, I felt that things were different this time: I had finally developed a curriculum that really was *the* right way to teach ESL Academic Writing. And yet here I am 4 months later with a To Do list for next year.

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This holiday does not exist – at least not at any workplace where I have been employed – but I think it would be great. (more…)

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A few weeks ago, I posted a short description of my experience giving a mini-workshop on Technology for Language Teaching. I had tried to incorporate sound pedagogical research into my presentation, but based on audience participation and other non-verbal clues, I concluded that the teachers attending the session really just wanted me to demonstrate so “cool tools.” Ironically, this was the very attitude that I was trying to change with my presentation: I wanted teachers to see technology as a means to accomplishing existing curricular goals, rather than using a technology activity simply because it was neat (and possibly unrelated to the purposes of the course).

The program director collected evaluation feedback from the attendees, and their explicit feedback confirms my suspicions. Every form indicated that they wanted more demonstrations. Surprisingly, they did rate the session highly, though part of me thinks this was just because they were being polite.

In any case, should I be asked to give a similar presentation in the future, I will do a better job at demonstrating one or two “cool tools” but I will still stick to a message that insists that technology is only as good as the planning and teaching that it supports. Technology cannot replace good teaching/learning, but it can certainly enhance both.

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Today I lead a mini-shop as part of a teacher development day for the university’s intensive summer language program. Although I don’t teach in this program directly, the coordinator got my name from my boss as someone who could lead a discussion on technology integrated language learning.

I’m not so sure the session was successful. Those who attended seemed to be newbies and technophobes and even though I tried to keep my presentation to an introductory level, I got the sense that they just wanted to be shown exactly how to use one or two specific tools. Instead, I gave a survey of a few tool-types (wikis, blogs, etc.) and left it up to them to figure out the specifics of using the tools.

In other words, I think they wanted a how-to, and instead I presented a why-to. My entire discussion was “couched in the context” of Technological Pedagogical Content Knowledge (TPACK). Should they ask me to help out with this program in the future, I will just stick with one or two simple tools and provide more exact descriptions of how those tools could be used (even though I think this is a backwards approach).

Here are a couple slides from the discussion (which wasn’t very active since they did not seem to want to participate and instead were mostly passive, did not ask many questions). Certainly room for improvement on my part.

Please note that the TPACK diagram is taken from http://www.tpack.org

Technology for Language Learning2Technology for Language Learning

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I taught my first TESOL teaching training course this semester. Although I was not hired to teach this type of class, my boss (who taught it in the past) has been busy with other duties and asked me to take over the course this year. It was a great experience and enabled me to combine my experience teaching educational psychology with all of my ESL teaching experience. The disadvantage is that class preparation for this course was intense and it ate up a lot of my time, leaving me with little time for feedback. Additionally, this course was WAY over enrolled and I was only able to scare away enough students to get it down to 27 participants. Still, I’m grateful for this teaching opportunity, and the course evaluation feedback from students can be found below. (more…)

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