E- that stands for Early Finishers

 

Students progress at their own speeds, and that's perfectly fine! But how can we engage a student who completes tasks ahead of schedule? What activities can early finishers pursue instead of waiting idly (or becoming disruptive) while others are still at work?

This post aims to explore the benefits of having activities prepared in advance to engage our students once we hear the classical "I've finished Teacher! What's next?"

Let's define the term Fast Finishers:

Fast finishers are students who complete tasks or assignments more quickly than their peers. These learners often demonstrate a higher pace of work or understanding, allowing them to finish their work ahead of schedule. This characteristic may turn into a challenge as they become bored or restless without additional tasks. Therefore, teachers should provide extension activities that keep them challenged, motivated, and engaged.

The following are reasons that underscore the importance of having our students involved in the classroom

1. Boosts retention and comprehension: Actively engaged students are more apt to retain information and draw connections between new concepts and their existing knowledge.

2. Develops critical thinking abilities: Participation in discussions and activities that stimulate engagement cultivates critical thinking and problem-solving skills, fostering a deeper grasp of the subject matter.

3. Provides a positive learning atmosphere: Students who feel engaged in their education are likely to derive enjoyment from attending class, leading to increased participation in discussions and collaboration with peers.

4. Promotes active learning: Engagement facilitates active learning, transforming students into active participants in the educational process rather than passive recipients of information.

5. Enhances academic performance: Engaged students typically exhibit improved academic performance, as their heightened motivation to learn enables them to better apply acquired knowledge.

Why is it pivotal to include early finisher activities in your EFL classroom?

Early finisher activities promote a positive learning environment by keeping students actively engaged, fostering their individual growth, and supporting their diverse needs and interests. They are a valuable tool in the EFL classroom for several reasons:

Differentiation: Since every student learns at their own speed with unique interests, early finisher activities provide various options. This approach lets students work at their own pace and explore topics that match their strengths and interests.

Reinforcement and practice: Early finisher activities help reinforce learning by offering extra practice in different ways.

Creativity and critical thinking: Many early finisher activities encourage creativity and critical thinking. They often include open-ended tasks, problem-solving challenges, or creative projects that push students to think creatively, find innovative solutions, and express ideas uniquely. Time management: Taking part in early finisher activities teaches students essential time management skills. They learn to use their time well, set goals, and prioritize tasks—valuable skills for academic success and future pursuits.

Personalized learning: Early finisher activities offer opportunities for personalized learning experiences. Students can choose activities based on their interests, learning styles, or areas they wish to explore further. This autonomy and choice empower students, fostering a sense of ownership in their education.

In the following link, you will find some activities to keep your students motivated and challenged in the classroom. Please feel free to add more of your amazing ideas! 🤩

https://padlet.com/bollainbrenda/early-finishers-activities-5pnzdnc1eaamp2m2

Sources:

Hiver, P., Al-Hoorie, A. H., Vitta, J. P., & Wu, J. (2021). Engagement in language learning: A systematic review of 20 years of research methods and definitions. Language Teaching Research, 1–30. https://doi.org/10.1177/13621688211001289

https://www.teachingenglish.org.uk/news-and-events/webinars/webinars-teachers/finished-teacher-what-do-fast-finishers-young-learner

 

P- stands for PARSNIP

I became aware of the term PARSNIP by attending one of the BBELT forums a few years ago.  I have to confess that even though I was not satisfied with some of the topics in the book since I considered they were not engaging for my learners' context and background, I never dared to veer from the contents of the program. Little did I know how much my students would have profited from using more critical thinking than focusing on language skills and structures in this mild environment. 

But what does PARSNIP stand for?

It is not entirely clear when and by who this term was coined. However, it is commonly attributed to Scott Thornbury, a prominent ELT expert. Thornbury introduced the term in a blog post in 2006 where he discussed the taboo topics that ELT materials often avoided. He used the acronym PARSNIP to refer to these topics, as they included Politics, Alcohol, Religion, Sex, Narcotics, -Isms, (e.g. communism, feminism, etc.), and Pork. Since then, the term has become widely used in the ELT community to describe potentially sensitive topics that teachers may wish to avoid in their lessons.

First and foremost, PARSNIP topics can be sensitive because they are deeply embedded in culture and can be highly personal. Topics such as political beliefs, religious practices, and values are often intertwined with an individual's identity which can lead to strong emotions when discussed especially in a language that is not the student's first language.

However, I strongly believe that despite these challenges, PARSNIP topics can be a rich source of opportunities for language learning and cultural exchange. Teachers take the risk of creating artificial language tasks that do not reflect real-world issues.

So how can teachers approach PARSNIP topics in the EFL classroom?

• First, conduct a survey about how comfortable your students would feel by discussing these topics. They can also suggest and vote for the ones they would like to include in their lessons.
• Then, create a safe and respectful learning environment. It is important to establish ground rules for respectful communication and boundaries.
• Provide appropriate language support since some of these topics may include complex vocabulary or references beyond your students' knowledge. Conduct a pre-teaching vocabulary stage or provide cultural context to help learners understand and express their ideas better.
• Use authentic materials such as videos, podcasts, or articles that can provide real-world examples.
• Finally, focus on functional language rather than simply discussing a controversial topic for the sake of debate. Language functions such as expressing opinions, agreeing or disagreeing, and making suggestions could be addressed to help your student develop practical language skills.

We can conclude that by discussing sensitive topics in a safe and respectful manner, students can learn to express themselves more effectively and develop critical thinking skills.

References.

Ur, P. (2016). A course in language teaching: Practice and theory. Cambridge University Press. (Chapter 8: Dealing with controversial topics, pp. 211-229).

Thornbury, S. (2010). T is for Taboo. Retrieved from https://scottthornbury.wordpress.com/2010/06/27/t-is-for-taboo/

E-stands for Evaluating skills

As we all know, the lockdown compelled teachers worldwide to veer over the wheel. Consequently, our teaching ways changed thoroughly. Two years ago, I decided to become an online teacher since I realized that there are unlimited opportunities to develop and succeed in this domain. Hence,  I started researching new and efficient approaches to delivering content, monitoring, and assessing my students online.

In previous posts on this blog, I have shared ideas and some tutorials to create quizzes and tests in Google forms, speaking task rubrics, and self-assessment charts in Google spreadsheets. 

A few weeks ago I needed to evaluate my students' performance in their four skills: listening, reading, writing, and speaking, and share the report with them. I found great ideas and tutorials on the web to create rubrics in Google forms. All I needed was to filter the overall can do statements from my coursebook and create a separate section for each component and descriptor.  I used a Likert scale from Excellent to Failed and added a table with a transmuted grade in percentages. This would give a clearer perspective to my students on how their performance is being evaluated. Finally, I added a section for comments. 

One of the advantages I discovered is that the spreadsheet that Google forms displays could be reused to save space and time searching for each group of students. All it takes is to add a calendar and a multiple-choice section for each class then I would color them differently to spot each group of students.

To insert the names of the learners, I used the drop-down menu which made it easier by copying and pasting the list from my roster. Once the rubric and the teacher's comments are filled I click on the send button and the form will allow me to send another response. This time a new student from the drop-down menu is chosen and so forth. Once all the students are evaluated, a PDF document can be downloaded and emailed to the students.  

In the following link, you will find an example rubric for A1 with the overall descriptors for the level.   I  hope you find it useful. 

Download a copy of the rubric HERE.  

E- stands for EXIT TICKETS

 It's been a while since I wrote my last entry in this blog, but today I found inspiration as I started working with my new online students. I've been exploring the digital resources from the provided LMS we are currently working with. I found out that all the assessment materials come in a PDF format which means that in order to assess your students, the quizzes or tests should be shared online, and then printed by the learners, another drawback I found was the listening. The teacher must play the recordings while the learners take the quiz and sometimes they experience problems with the audio making the tasks frustrating. To solve this issue, I devised a good solution using Google forms. These questionnaires are part of the G suite and are perfect to create online surveys and quizzes as they have valuable features that allow you to upload audio and videos. By doing so, I also came out with the idea of using this amazing tool to create exit tickets. An exit ticket or "ticket to leave" can serve a number of purposes: 

1. to provide feedback to the teacher about the class  

2. to require the student to do some synthesis of the day's content 

3. to challenge the students with a question requiring some application of what was learned in the lesson

Here is the link to a sample exit ticket in Google form. Feel free to make a copy and customize it as you please.

source: https://www.brown.edu/sheridan/teaching-learning-resources/teaching-resources/course-design/classroom-assessment 

W- stands for Webquest

 As an EFL teacher, I've been looking for effective ways to engage my learners and help them to become more autonomous. Research has proven that the internet is a valuable source of language resources and also an excellent tool for students to find information and apply it in their learning process. Webquests, which are tools that make use of these internet resources, are becoming more and more popular. 

What is a WebQuest?

“WebQuest” is the name given to an instructional model for web-based learning projects that draw on information and communication resources on the Internet. According to Dodge (2006), the instructional design of WebQuests is based on the principles of constructivism and is sometimes referred to as inquiry-based learning. The constructivist approach emphasizes the role of students as the main agents of learning.

The activities planned in a WebQuest allow students to use the Internet to acquire new knowledge and apply it to complete the task. Dodge (2004) proposes six steps or building blocks to be carried out by the learners which include:

• an introduction 
• a task 
• resources
• the process
• an evaluation
• a conclusion

The introduction contains background information for the WebQuest. The task is a description of the activity. The process provides step-by-step instructions for the learners to follow in order to complete the task. The resources include links to the Internet resources that the learners will use throughout the task. The evaluation informs the learners how their task will be assessed in the form of a checklist. The conclusion brings closure to the task and enables the learners to reflect upon what they have learned through the WebQuest (Dodge, 2004).

It has been claimed that technology, particularly WebQuests, can provide opportunities for collaboration and the practice of integrated language skills such as reading, writing, and speaking (Blachowicz, Beyersdorfer & Fisher, 2006). Research also emphasizes the benefits of WebQuest for EFL learners as they foster real communication while the learners complete the tasks. Moreover, they are exposed to authentic material and meaningful content

Click on the following link to access a template I have adapted from the work of a colleague in wakelet.com  https://wke.lt/w/s/H-j0Eu

Bibliography 

Blachowicz, C.L.Z, Beyersdorfer, J. & Fisher, P. (2006). Vocabulary development and technology: Teaching and transformation. In M. McKenna, L. Labbo, R. Kieffer, D. Reinking (Eds.). International Handbook of Literacy and Technology (pp. 341-348). Mahwah, N.J.: Lawrence Erlbaum Associates

Dodge, B. (2004). The WebQuest page: Site overview. Retrieved from http://webquest.sdsu.edu/webquestrubric.html

Dodge, B. (2006). The WebQuest Page. Retrieved from http://webquest.sdsu.edu/overview.html

S-stands for Socio-Emotional learning

During the last two years, there have been abrupt and hasty changes in our world. Consequently, we need to help our students to develop skills and provide them with experiences that go beyond simply learning an additional language. As education practitioners, we are fully aware of the importance of including core areas of the 21st-century skills such as the four C's collaboration, communication, critical thinking, and creativity. However, the events generated by the pandemic outbreak and its effects on humankind's mental health became a cardinal issue. Emotional development, as the Cambridge Life Competencies Framework states,  " is now an important foundation for success at all ages and emotional skills underpin and support both social and cognitive development in learners"(p. 5, 2020). Moreover, emotional development impacts on academic and social success over and above the effect of cognitive ability.  Social and emotional learning (SEL) is defined as an essential part of education and human development. SEL is a process that aids young people and adults develop healthy identities through the acquisition of skills and attitudes, and the management of emotions. Individuals learn how to achieve personal and collective goals by establishing supportive relationships founded on empathy and caring decisions. Therefore, we should create activities that provide learners the opportunity to develop their emotional skills. 

In the following link, https://padlet.com/bollainbrenda/ycdcjkjm6llgd1fy  you will find a tool inspired by Wholehearted School Counseling that I have called "The feelings & Emotions wall" in which I invite my students to share drawings, poems, songs, and thoughts about how they are feeling. Not only have I been surprised by the impact these activities have had on my dear students, but also I have been flabbergasted by how they are able to express their feelings and emotions in a different language. (which is something that I highlight in my comments). 

According to CLCF (2020), the result of cultivating effective emotional management skills leads to motivation improvement, positive response to feedback, and improved social relations. 

Regarding classroom behavior, emotional development can lead to:

• Higher test scores and grades

• Minimal disruptive behavior and confrontation

• Maximised on-task behavior

• Increased social skills

If you are interested in getting more activities and tools to help your students develop SEL, leave a comment and I will be glad to share them with you.

References: 

The Cambridge Life Competencies Framework (2020). Emotional Development.  London, UK. Cambridge University Press

R-stands for Rebus

 Working with my group of young teachers has certainly been a great source of inspiration to write entries for this blog.  We've recently been exploring ways to supplement English language materials through the use and adaptation of stories, poems, games, chants, songs, and evidently, using online tools and apps.

One of the suggestions was to include rebus in poems and stories. A rebus is a written text that includes words and pictures. They're described as "deep in thought" as they foster cognitive development which is the way in which we understand or make sense of the 🌎 around us. How we learn, acquire, develop and use the language to express 💡 and 💭. 

Using pictures to represent words dates back to Egypt and its hieroglyphics and the Chinese pictographs. However, it wasn't until the 1500's that a particular format of picture writing was invented in France. It was called rebus and they became very popular in Europe. In fact, Lewis Carroll author of "Alice in Wonderland" was passionate about rebus. 

Rebus can make reading fun, entertaining, and help children develop reading and writing skills as well. 

Here's an example of what a rebus story would look like using Google slides and the emoji keyboard. You can share the slides with your students through the school LMS and ask them to complete the story or write their own. It is worth giving it a try. I'm pretty sure your student will love to interact with those popular characters they find everywhere nowadays. 

If you found this post useful, please leave a comment 👇

source: https://kottke.org/tag/Lewis%20Carroll

source: https://www.scribd.com/document/233884544/Rebus-an-Effective-Teaching-Tool