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Hello and thanks you for checking out my blog!

I love geeking out about teaching and all things related to learning as part of the 12–step program I am on as you read in my biography.

It doesn't matter if your a teacher with 20 years of experience or you are new to the profession, it's good to bounce ideas off someone else and reflect on your own practice. 

Some of the posts I have written explore topics that reference other language schools in the area, things that are happening in the news, and my own experiences at work. I am not an expert in the field and I do not have credentials in all of these areas. I do have a degree in education, certifications in TESOL, EAP, curriculum developments and adult education. Other areas discussed in this blog that do not fall under those categories are purely opinion based. 

With that said, I do refer to the company I work for, our competitors, and our regulators. Again, I caution you to research these matters on your own and take my words as opinions. I am using this blog to express my thoughts about what I do everyday.

You can email me directly at learninghowtochange@gmail.com. I answer emails as quickly as possible.

Hope to hear from you!

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Popular Posts

Concept Checking Questions (CCQs)

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“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
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Instruction Checking Questions (ICQs)

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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
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BOPPPS Workshop

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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
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