Sunday, November 16, 2014

Methodology Pill No. 25 Planning a Writing Skills Lesson

Hello again,

This entry is about how to plan a writing skills lesson and the reason for it and the accompanying videos is that often trainee teachers and sometimes also teachers cannot identify the main stages of a writing lesson. Writing, like all the other skills, needs to be approached by looking at what specific sub skill(s) we want to focus on in the classroom as simply saying 'We'll do some writing today' or 'We'll write a letter today' is enough.Needless to say, we need to exactly which are of writing we are going to focus on in that given lesson e.g. genre or text types, accuracy, fluency, coherence, cohesion, punctuation, layout, paragraphing, etc. Often when observing writing lessons either on teacher training courses or as part of the internal teacher training development program, stages are not clearly identified and this usually means there is not enough of clear scaffolding for students to complete the tasks successfully and benefit from going through the process.

Now, there are different ways to approach writing depending on what you want to achieve with your group of learners, what level they are, what their immediate writing needs are, the course syllabus and the time available.  Here I just want to offer a set of suggestions on what stages may be followed when approaching Writing skills in the ESOL classroom as found in the literature available.

I created both a longer video which addresses all the stages one by one and also give ideas for each stage - ideas which I have tried and tested over the years :-)...


and a shorter one using PowToon for those on the go and which may help you quickly revise those ideas you are already familiar with.



Bye for now and I hope your find this post helpful.

Thursday, November 13, 2014

Methodology Pills No. 23 and 24 - Planning Receptive Skills and Language Focused Lessons

It's been almost 6 weeks since my last public post so I think it's time for one more before my few followers think I'm gone! I started my second MA in October and so I've been rather busy with work and study and family troubles :-(, but I'm back!

This entry is about Planning Receptive Skills (reading/listening) and Language Focused (Grammar, Vocabulary or Functions) lessons while on a CELTA course, but the suggested stages and ideas given here are certainly applicable to receptive skills lessons in general and beyond the course. The main idea behind this entry and accompanying video is that of supporting my trainees on the course by offering a few ideas for each of the different stages. It became more evident than ever on my last course that if we want to get the message across and we want our students to 'see' what we mean, then the best way to do it is by 'showing' them what we mean.  With this in mind and a few questions posed by my trainees, I created this Methodology Pill No. 23 so I trust it will be useful not only while on the course but after it.  The video is also up on my YouTube channel and it is public so I'm simply linking it here for ease of access.



The Methodology Pill No. 24 Planning Language Focused lessons aims at showing different ideas and examples for the different stages of any of these lessons. Something to take into account is that all the suggestions made are while adopting a Guided Discovery approach so very different from the traditional PPP (Presentation Practice Production). Again, the reason for this video was also in response to my trainees' request for extra ideas and a way to be able to access these ideas other than through their notes.


I hope you find both screen casts useful.