Activity Corner Round-Up Update!

activity-corner

It’s time for an updated Activity Corner Round-Up!

Click here to see all of my ESL Activity Corner posts in chronological order. This link is updated automatically.

I thought it would be nice to round up my activity posts thus far and make an at-a-glance activity resource. Feel free to bookmark this page!

I’ve sorted the list by two factors:

  1. Prep – anything you would need to do/make/get before doing the activity. Most of the activities here that require prep are pretty low-key, i.e. print out a grid.
  2. Movement – anything in which students need to move around during the activity. I do not consider switching seats to be significant movement.

Zero-Prep Activities

Chain Drill
movement – no
ice breaker – yes
competition – no

Guess the Word
movement – no
ice breaker – yes
competition – not really

Snowballs
movement – some
ice breaker – yes
competition – no

Hidden Vocab Words
movement – some
ice breaker – yes
competition – not really

Language Experience Approach
movement – some
ice breaker – no
competition – no

Making Groups
movement – some
ice breaker – yes
competition – not really

Dictation Relay
movement – yes (but not everyone)
ice breaker – no
competition – yes

Quick-Switch Conversations
movement – yes (but not everyone)
ice breaker – yes
competition – no

Minimal-Prep Activities

Scaffolding Peer Review
movement – no
ice breaker – no
competition – no

Jigsaw Reading
movement – no
ice breaker – no
competition – no

Quizzing Styles
movement – no
ice breaker – no
competition – no

Scaffolding Editing
movement – no
ice breaker – no
competition – no

Conversation Jenga
movement – no
ice breaker – no
competition – no

One-Question Surveys
movement – some
ice breaker – yes
competition – no

Grid Activity
movement – some
ice breaker – yes
competition – no

The Flyswatter Game
movement – yes
ice breaker – no
competition – yes

Building Blocks
movement – yes (but not everyone)
ice breaker – yes
competition – not really

From Textbook to Gallery
movement – yes
ice breaker – no
competition – not really

Information Gap
movement – yes
ice breaker – yes
competition – not really

Put It In Order
movement – yes
ice breaker – yes
competition – yes

You’re reading Activity Corner Round-Up Update!, originally posted at LearningToTeachEnglish.com.

Activity Corner: Who Are You?

(I thought it might be helpful to readers and myself if I described some of my favorite activities from time to time. See all my ESL Activity Corner posts here.)

This is a nice warm-up activity that helps students get to know each other a bit better as we share how we see ourselves.

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You split students into small groups of about four each, and each group has a group of “personality” cards. Students have quiet time to think about which personality card(s) best describe(s) them, and then share what and why with their small group. This can be as simple as outgoing vs. shy, to pictures of various animals, to Jung’s 12 architypes.

Procedure:

  • Decide on a set of personality cards.
  • Print out enough that you have one set for every four students in your class.
  • Students work in groups of about 4. Give each group a set of cards.
  • Students look together at the different cards. Each picks one to represent him/her.
  • Students take turns holding up the card that best describes themselves and telling their group why.

Example:

In an intermediate class, the teacher should separate the class into groups and hand out five cards per group: lion, sheep, chameleon, robin, and goat.

Go through the cards as a class. What does a lion do? What about sheep? What kind of lizard is this, and what does it do? What kind of bird is this, and what does it do? What do goats do?

Their answers might differ – things like this are open to interpretation, and different cultures and individuals likely interpret them differently. This is part of what makes it an interesting conversation activity.

Model the activity. “I am looking at the cards. Which card is like me? Which card is similar to me? Here is the goat. Goats get into trouble. They jump over fences. They eat crazy things. They are always active. I am like the goat, in my mind. My brain jumps around like a goat. I think too much and I get in trouble like a goat.”

Give instructions. “Now, it’s your turn. Which animal are you? First, think. Then, tell your group. Tell them why. You have ten minutes.”

Circulate to make sure everyone understands and everyone participates.

Variations:

  • use different sets of cards depending on the level and interests of your students, and the content of your unit of study.
    • personality vocabulary (outgoing, shy, thoughtful, etc.)
    • colors (red, blue, gray, etc.)
    • musical instruments (trumpet, erhu, bass drum, etc.)
    • plants (cactus, rose, oak tree, etc.)
    • animals from an area of the world being studied currently
    • characters from a story you’re reading or a movie you watched as a class
    • Jung’s 12 archetypes
  • after students share within their own small groups, ask all students to re-group with others who chose the same card. For example, all the goats form one group. Students can compare why they chose that card – was it for the same reason or different reasons?
  • reflective writing can either precede or follow this activity.
  • follow this activity with a grid activity, in which students ask each other which card they chose and for one reason why. This in turn can be used for students to practice using reported speech.

Photo Credit: svklimkin on Flickr

You’re reading Activity Corner: Who Are You?, originally posted at LearningToTeachEnglish.com.

Syllabus Activities

14193201770_0f44e45da7The course syllabus gives students powerful information about the upcoming semester: learning goals, assignment schedules, grading policies, academic resources, and so much more.

But it just looks like a stack of paper.

Unfortunately, in my experience the students who need this resource the most are the ones least likely to recognize and understand all it provides.

In my opinion, the single most effective way to get students to realize what is in the syllabus and see how it can help them, is to have them use it.

Here are several activity ideas:

On The First Day

Embed Write-Ins

When you write the syllabus, leave prompts for students to write in personalized information.

“A classmate’s name and contact info: ___________________________”

“Dates I know I’ll have to miss class: ___________________________”

Take it a step farther and go for some metacognition:

“Which of these technical skills do I need help with? ___________________________”

“Is it better to go to the writing center or fail the class? ___________________________”

“What will I do if I get less than 75% on a major assignment? ___________________________”

Info Gap

Turn the syllabus into an information gap activity. You can do this with the whole thing or just one or two sections.

Make three different versions of the syllabus:

  • one complete master document
  • Version A (see below)
  • Version B (see below)

Name the files abundantly clearly.

In Version A, blank out 5-10 key pieces of information. Leave space for the students to write in the information during class.

In Version B, blank out 5-10 different key pieces of information. Double check that the information missing from Version A is present in Version B and vice-versa. Again, leave space for students to write in the information.

When you print them, be sure to label the cover of each. Color code, call them “Complete,” “A,” and “B,” etc.

Have students circulate and ask each other for the information they’re missing.

Note: Specify that the purpose of this activity is to practice conversation AND to be familiar with the syllabus.

Good question:  “When is the midterm?”

Bad question: “What is the third word in the second paragraph of page 2?”

Jigsaw Activity

This is the most advanced suggestion on this list.

During class, use the syllabus as the basis for a jigsaw activity.

Have small groups become experts in one section of the syllabus. Suggested activities: within each group, take turns reading a paragraph out loud while the others follow along. Then each student take a few minutes to develop a comprehension question on each paragraph s/he read aloud. The students quiz each other, closed-book. They share their opinions about how important their section is, and when it’s most useful. Last, together they put together a one-minute summary of their section that they will share with the others.

Then, these small groups break apart and form new groups with at least one representative from each original group. Within the new groups, students each share their one-minute summary. Then they give their opinion about how important their section is, and when it’s most useful (e.g. the grading policies section is very important, especially useful if you’re worried about your grades; the school closing section is important, but only if it’s snowing out).

After The First Day

Make Sure It’s A Relevant, Living Document

When you talk about grading or policy issues come up, refer back to the syllabus. Open up the document online or in your hands. Or both.

When you “complete” a course objective or a major assignment is handed in, graded, corrected and thoroughly finished with, take a moment during class to check it off on your syllabus. Use a document camera if you have one. Encourage students to check off accomplishments on their copies as well.

If your syllabus includes a schedule, and that schedule changes (e.g. Unit 5 needs another week), update the master copy of the syllabus. Ask students to put an X through their latest version of the course schedule, and then hand out updated (and labeled) hard copies.

Assign It As Content

Sometime in the second week, have the students complete a basic take-home assignment using the syllabus as a reference. Depending on your style, some might call this an open-book “quiz,” but others would simply say “homework.”

Ask straightforward questions that highlight what you want students to be most aware of.

“What happens if homework is late?”

“How much of your grade is your midterm worth?”

Use It As A Text

Going over coordinating conjunctions (FANBOYS)? Highlight them in the course objectives in the syllabus and discuss why each one was chosen.

Learning to paraphrase? Why not paraphrase some of the syllabus section on plagiarism?

Practicing intonation? Use the syllabus! There are certainly statements, lists, dependent clauses, and so on.

 

Wishing students and teachers everywhere a wonderful semester!

 

Photo Credit: Phillip Wong on Flickr

You’re reading Syllabus Strategies, originally posted at LearningToTeachEnglish.com.

 

Summer Vacation!

34323588412_cd71f2d88bHello!

I have decided to take the summer off from publishing on this blog.

The plan is to return in September when I start assistant teaching again, or possibly before.

Some links around this blog that may be helpful to you while I’m away:

Have a great summer!

 

Photo Credit: Carmine.shot on Flickr

Taking Notes

 

6016780468_67a298ed8eUnrelated to teaching, I began bullet journaling this year. It’s kind of a thing, but having done it for several months, I see why it’s popular.

The idea with a bullet journal is that it’s for everything, so I took it to class with me. And rather than just say to myself, “that activity my lead teacher just did was so awesome, I’ll definitely remember it whenever I begin lead teaching again,” I went ahead and jotted them down. I collected way more ideas than I’ve written up for this blog.

While I was jotting, I also took notes on student reactions to all sorts of things – activities, assignments, assignment review, conferences, etc.

And while I was thinking about those, ideas popped into my head speculating as to why their reactions were so different than what I’d expected, or other interesting activities, or different angles for lessons, and even blog posts to publish in this space.

Taking notes helped guide and expand my thinking about our class in a way that I hadn’t expected. I went from wanting to feel a bit more organized as a stay-at-home mom, to poaching great ideas from my lead teacher, to really pretty deeply considering the intersection of the students and the syllabus.

Also unexpected: I’ve reread my notes several times already. Since they’re in my bullet journal and I always have my bullet journal on me, rereading happens pretty organically.

I’ve already characterized assistant teaching as amazing professional development, and I found this semester that taking notes took my learning and reflection to another level.

 

Photo Credit: matryosha on Flickr

You’re reading Taking Notes, originally posted at LearningToTeachEnglish.com.

 

Learning to Meddle

As I mention basically every post nowadays, I’ve been assistant teaching for a couple semesters, and it’s completely awesome.

I think I did a fine job in my first semester. The class was pretty small and pretty quiet, and everyone kept to themselves. I mostly worked with the same few students, though I did try to touch base with everyone each session. Sometime near the end of that semester, one of the students I helped all the time said something funny. When I smiled, she remarked that it was so nice to see me smile sometimes because I was always so serious. I really enjoyed that semester, and I was chagrined to find out that I was hiding it so well!

So this semester my number one goal was to come across as less grave and more friendly.

At first, this took the form of just making sure to smile even if I felt awkward.

And I’ll be honest, I was feeling very awkward about offering help. I mean, I’ve always been more than happy to help anyone who asks, but I figured that not everybody wanted my help. I certainly wouldn’t have wanted the assistant’s help when I was a student. And did it make sense to interrupt people’s trains of thought to see if they had any questions? I personally dislike being interrupted.

So I walked around remembering to smile, and helped out the few people who flagged me down.

But one thing I could do a lot as an assistant was observe. And as I observed this class, I realized that the students in this group were interacting with each other all the time, and that this was deeply connected to the very positive, energetic feel of the class. When I first described it to my husband, I exclaimed in disbelief, “They meddle with each other! And they like it!”

I realized that there was a significant divide between our cultures and expectations. And I figured that if they liked being meddled with, my respectful restraint probably came across instead as standoffish, even when I smiled.

The only way toward my goal was to join in the meddling.

This was definitely outside of my comfort zone. I’m kind of shy, and I fear being annoying. And it was extra unnerving to treat people in a way I was pretty sure I wouldn’t want to be treated. But I did it anyway.

It went so well.  It was an absolute joy.

The response was immediately 99% glowingly positive. I had to work a little bit on one person, but we got there in the end.

And I learned so much.

I learned to check that people understood the task’s instructions right away. (This is less obvious during class when I understand the teacher’s directions perfectly.)

I learned that talking face to face with one person or a very small group had much more impact than speaking from the front of the room.

I learned to go ahead and interrupt.

I learned to gently joke that if I did their writing for them, I’d be getting the grade.

I learned to have them remind me that they were next in line to work with me.

I relearned some basics for about the 600th time: to always start from what they know, to use examples, that they won’t remember what’s not written down, and to speak reasonably simply to reduce their cognitive burden.

I learned to help without leading. And I learned that leading is very distracting.

I learned to reach out in a way that I’d somehow missed before.

I’m grateful. And I’m looking forward to learning from my next class in the fall.

 

You’re reading Learning to Meddle, originally posted at LearningToTeachEnglish.com.

Ending with the Beginning In Mind

3526550845_d4e3d14c85As class starts to wrap up, here are some of the end-of-semester thoughts that are on my mind:

  • what are their lasting take-aways (content and impressions)?
  • are they prepared for their next courses? How do I know?
  • am I proud of myself? Why?
  • what did I learn?
  • am I prepared to teach/assist better next time? How?
  • feeling sad that an enjoyable routine is coming to an end
  • feeling inspired to fill that time in great ways this summer
  • feeling excited to assistant teach again in September

So looking back, looking at now, and looking ahead. Thinking, feeling, wondering.

The funny thing is, right now I can’t actually imagine what it’s like to be at the beginning of a semester. I’ve been there, you know, a lot. It just feels a universe away from right now.

I’m guessing that as the summer comes to a close, I’ll be wondering what it feels like to be at semester’s end as I start to face an unknown new one.  So here’s where I’m at right now, Future Emily!

Looking forward to the last few sessions of a great semester, and looking forward to writing Beginning with the End in Mind in a few months!

 

Photo Credit: Nicholas Canup on Flickr

You’re reading Ending with the Beginning In Mind, originally posted at LearningToTeachEnglish.com.

 

Highlighting the Value of a Writing Course

2233349300_9646c5864eOn Monday, I wrote a bit about what an in-person college writing course offers that free resources typically do not.

I also shared my opinion that these offerings seem to be overlooked quite frequently, and that including them in the syllabus is not enough.

Today, here are some routines and one-time actions that teachers can take to help students make the most of their ESL writing course.

Cohort

  • First class – names, ice-breakers, exchanging contact information with at least one other student
  • Activity – debate
  • Activity – brainstorming
  • Activity – communicative group work (e.g. jigsaw or grid activities)
  • Routine activity – peer review

A Teacher Who Knows You

  • First class – learn names quickly
  • Activity – early writing assignments where students can explain their own experience and opinions
  • Routine – use grading rubrics
  • Routine – be available before and after class, even though for so many of us it’s unpaid
  • Routine activity – conferencing

“Free” Services From The College

  • First class – emphasize that they are paying for their classes AND tutoring centers AND the library (and the gym, and so on)
  • Routine – when outlines and drafts are coming due, suggest (again and again) that students visit the writing center
  • Routine activity – offer bonus points for students who go to an appointment with the writing center
  • Activity – invite a librarian to class, or take a field trip to the library
  • Activity – initiate a chat with a college librarian during class
  • Activity – evaluate internet sources

 

Photo Credit: Benson Kua on Flickr

You’re reading Highlighting the Value of a Writing Class, originally posted at LearningToTeachEnglish.com.

 

The Value of a Writing Class

5818134689_781773b3ddThere is an incredible wealth of writing resources available for free on the internet.

Aside from the ability to earn credentials (certificates, degrees, etc.), what do college ESL writing classes offer that is more valuable than the freebies?

Here are three strengths of in-person writing courses, such as ones I’ve taught and assistant-taught at various community colleges:

A Cohort

  • other students at approximately the same level going through the same difficult class provide cameraderie
  • people to brainstorm, develop ideas, and debate with
  • peer review exposes students to each other’s styles and scaffolds self-editing and metacognition in writing

A Teacher Who Knows You

  • teacher provides direction, assignments, accountability
  • teacher available during (and usually after) classes for in-person questions, plus emails
  • teacher provides individualized feedback on assignments

“Free” Services From The College

  • writing centers
  • tutoring centers
  • libraries with access to hundreds of electronic databases and full of academic librarians to help with research, citation, etc.

 

So What?

I was a decently successful college student. This was due in part to my fluent English, and also my strong academic background, with some luck and some sleepless nights thrown in. It really had nothing to do with my intelligently using course and college resources, including all of the ones listed above. That wasn’t even on my radar.

From casual observation of many students over the years, it doesn’t look like these elements of the class are on their radars, either. But of course, our students aren’t fluent, often have interrupted educational background, and have not enough luck and way too many sleepless nights as it is. As a group, they really need support.

So I think that we as the leaders and assistant leaders of the classroom should make sure that this support is front and center.

Including it on the syllabus and mentioning it in passing on the first day is not sufficient.

 

Some specific action items coming up on Thursday.

 

Photo Credit: POP on Flickr

You’re reading The Value of a Writing Class, originally posted at LearningToTeachEnglish.com.

Scaffolding Editing

2750551146_1d22ab2e84Last week, I described several factors that make editing a particularly difficult task for ESL students.

Today, I’m going to offer some ideas for scaffolding editing in an academic writing setting. They’re based on my own experiences (including some from this semester in my lead teacher’s classroom), advice that’s been given to me, and my own ideas.

This is sort of a mini Activity Corner of its own, all about editing!

Strategies for Scaffolding Editing

Ongoing

Strategies to incorporate into your writing class routine

  • Practice writing the same information in several ways. Juggle clauses, use synonyms, use short sentences and long ones, etc.
  • Hand out example work that needs editing side by side with how you would change it. You’ll need to emphasize that this is not The Answer Key – just a pretty good answer. This could be a good information gap activity for small groups.
  • Practice editing a sentence or two together as a class each day as a warm-up. You could focus on grammar, word choice, style, hook/thesis/topic sentence effectiveness, etc.

Teacher Edits

Strategies for marking written assignments at home

  • Don’t fix things that you want your students to learn when you edit their writing. Identify errors for them, but let the fixing be the students’ job.
  • With minor errors, either let them go or quick write in that missing “the.”
  • Use codes (i.e. WW = wrong word) and/or color codes (i.e. yellow = I don’t understand, pink = This is great!!) in-line to help them identify specific errors and give them a clue as to what’s wrong. Be consistent with your code all semester.

Peer Review

Strategies for students to help edit each other’s writing

  • Prep the class for peer review and support their skills as reviewers with this Peer Review Scaffolding activity. You can do this to review each other’s homework, example thesis statements, etc.
  • Set students up to give and receive both positive and negative feedback. Make it the expectation and build it into the task itself.
  • If you use a code when you edit student work, consider having the student use that code (or part of it) to mark each other’s work.
  • Consider using a short checklist or yes/no questions to keep students focused.

Student Corrections

Strategies for having students correct their own writing, after teacher edits and/or peer review

  • Offer bonus points or a few “points back” if students choose to submit corrections. Set an upper limit on how many points they can earn.
  • Identify each student’s most common (or serious) error types and assign corrections on these. Corrections should be on separate paper and include a short explanation of why the change is correct. Note: this is really difficult and time-consuming for students. From what I hear though, it really pays off.

In The Moment

Strategies for when you’re circulating in class and a student is stuck on an editing task: 

  • Ask the student to read it out loud. This can be especially helpful with punctuation. Note: this will probably help auditory learners and Global English speakers more than it will help your book learners and hesitant speakers.
  • Target the basic organization: paragraph level, then sentence order. Ask the student if the organization is strong and every sentence is where it needs to be.
  • Target the shortest sentences. They’re the easiest to get right.
  • Target the longest sentences. They’re the easiest to garble. There is likely a problem.
  • When targeting long sentences, have the student break it into multiple short sentences on scratch paper. This can help them see the structure and fix the errors in the longer sentence.

What do you have to add?

Would it be useful if I spelled out details and examples of any of these strategies? Let me know in the comments!

 

Photo Credit: julian on Flickr

You’re reading Scaffolding Editing, originally posted at LearningToTeachEnglish.com.