Well known author and teacher developer Jim Scrivener spoke to me in an interview a couple of years ago about focusing on where learning is happening. He claims that we devote lot of time as teachers to almost ritualistic teaching acts to engage and entertain students. In this article I go on to explore this idea further.
Teaching English to Young Learners
How to teach English to children and teaching English to teens and early teens.
This is a publication I’ve participated in, contributing one of the chapters. The book features articles and practical ideas for using still and moving images in language education.
500 Activities for the Primary Classroom” is the answer to that perennial question of “What on earth am I going to do with my class tomorrow?” Aimed at teachers of young learners between the ages of 3-12, this is a lively, varied compendium of ideas and classroom activities.
This new edition, Tell it Again! The New Storytelling Handbook, brings together this accumulated experience as well as recent developments in language teaching, and provides a completely revised and updated methodology section including new guidelines on how to assess pupils’ story-based work, learning to learn, learning about culture and learning technologies. Part 2 offers detailed story notes written by experienced materials writers and practising teachers on ten stories selected from Puffin’s rich list of children’s literature as well as two photocopiable stories.
A book offering Primary School language teachers a new and practical methodology based on the importance, now universally recognised in curricula around the world, of teaching children how to learn. Much like the books we make reference to about teaching higher order thinking skills and “Fat Questions”, we need to support and build awareness of what learning actually is. In many ways, these skills need to be addressed with adults too.
Following on from Jamies talks and videos, a book version of his approach to using short videos in the classroom
“This book gives you advice on behaviour management that is easily accessible and equally easy to apply. This book provides plenty of information on the basic of behaviour management, lots of tips and ideas for managing the physical aspects of the classroom environment. The ideas and advice given are based on common sense observations and strategies that have worked for me.”
Coetzer (IHJournal June 2017) calls them “chubby questions”. Questions that get people, and importantly our learners, drilling down deep for answers. If you’re aware of HOTS and LOTS, you’ll know they refer to “Higher Order Thinking Skills” and “Lower Order Thinking Skills”. We want learners to move beyond LOTS, that include activities like memorising, applying and answering short Yes/No answers into the challenges of HOTS: investigation, interpretation, analysis, manipulation, critique and creation.
While contemplating project-based and experiential learning, Emma finds out some key truths for learning in the world of workshop artist Tony Gee, the Artistic Director and co-founder of Creation Myth Puppets. Tony has worked in the arts and as a puppeteer, for over 30 years, touring shows and workshops all over the world.