Tell me What you Want, Part 2

In a previous post I wrote about The Association for Supervision and Curriculum Development (ASCD) asking students to describe a time when they felt they were engaged and motivated when learning. The points the students mentioned were:
  • Take Me Seriously
  • Challenge Me to Think
  • Nurture My Self-Respect
  • Show Me I Can Make a Difference
  • Let Me Do It My Way
  • Point Me Toward My Goals
  • Make Me Feel Important
  • Build on My Interests
  • Tap My Creativity
  • Bring Out My Best Self
We all want to give students what they want. Since this post,  I have investigated this topic a bit more and created an infographic to show 4 additional elements students value in teachers. Brookfield writes in detail about these, but for the purposes of the infographic, I have only included the main points. If we make an active effort to consider each of these aspects when we are planning lessons, I am sure students will feel the same enthusiasm you feel about the lesson. View here.
 

Comments

Post a Comment

Popular Posts

Concept Checking Questions (CCQs)

Image
“Right?” “Does that make sense?” “Cool?” “OK?”  These are all variations of the question "do you understand?" and these types of questions are ineffective at checking your student's understanding. Instead, it is better to ask concept check questions (CCQs). What is a CCQ? What can it check for? A concept checking question is designed to highlight the core the meaning of the lesson's target, whether that's a concept, language, communicative functions, or really, for anytime you want to ask, “Do you understand?”  The objective of concept checking is through critical thinking learners will enhance their learning of a target by adding to what they already know. By using CCQs: You can draw out what your learners know Learners get to participate in the learning process of discovering and understanding the new target Learners articulate their knowledge You can clarify and add to their knowledge  Golden rules for using CCQs: Plan CCQs in advance Ask
Read more

Instruction Checking Questions (ICQs)

Image
Concise, logical instructions are crucial to the success of any activity in the language classroom. We have all experienced the results that poor instructions can have: failure from s’s to do/complete tasks,  repetition or reprimands, students who “zone out” or aren’t paying attention when instructions are given,  frustration from both teachers and students etc.  Through analysis of contextualized examples of instructions, this blog post will look at what to consider when giving instructions and how to follow up with Instruction Checking Questions. There are many factors that can help or or hinder whether instructions given will be understood. I know, unfortunately though experience, that the instructions we give can make or break an activity.  Without clear instructions, students may become confused, may lose confidence, and may not get the most out of the learning experience you are trying to create. Let’s take a look at what this essential teaching skill really lo
Read more

BOPPPS Workshop

Image
Here is a workshop on a lesson planning framework that works great for college instructors. The instructions for each section of the workshop, including all materials needed, are here in this post.  The workshop is in the form of a BOPPPS, so as you teach it, participants are experiencing a BOPPPS. If you're looking to help your instructors create more dynamic lessons, or if you are training your staff on how to deliver a lesson, this post is sure to help. LESSON PLANNING PROFESSIONAL DEVELOPMENT WORKSHOP 120-145 Minutes Materials: ·        Post-its ·        Skittles x 12 packages ·        Handouts o    Components of a BOPPPS Plan, o    BOPPPS Framework, o    Sample Lesson, o    Objectives Note Page, o    Identifying and Rewriting Objectives, o    Blank BOPPPS Template, o     Evaluation Page, and o    1 Minute Paper ·        Cut outs o    Sequencing a BOPPPS, and o    Objectives Cards o   2 copies of each course book o   2 copies of each
Read more