This blog post is a follow-up to a webinar I gave a few weeks ago. The webinar addressed this question: How do we avoid overwhelming our learners when we present them with new topics and information-rich texts and then ask them to discuss and analyze them in a meaningful way?
As English language teachers and educators on the path of enrichment, we’re always on the lookout for new ideas and activities that we can incorporate into our classrooms to enrich our students’ learning experience. In the past, I would spend hours trawling my favorite ELT resource sites looking for that
Top doctor reveals the 3 worst things most people eat every day 12 unbelievable pet rescue stories. You’ll cry when you read #9! We’ve all seen online links like these, often accompanied by an eye-catching photo of an attractive person, a load of cash, a cute animal, or perhaps something
With schools, colleges, and universities back in classes, the educational landscape is very different to what it was the last time teachers were in the comforting physical confines of their classrooms. However, a return to the physical classroom does not simply mean going back to the way things were before.
As I stare at my blinking cursor, stuck on the opening sentence, I’m trying to give myself a pep talk to create my very first blog entry….’just do it, just do it already’. Two minutes later, I am still at the opening sentence. Why is this so hard? I mean,
Teaching that Sticks One of the main goals for teachers is to make learning memorable. In their article Teaching that Sticks, Chip Heath and Dan Heath suggest there are six characteristics that make ideas ‘stick’. A sticky idea is: Simple Delivers a core message Unexpected Gets and holds attention Concrete