Life-Long Learner Profile

Hello. My name is Shawna and I am a lifelong learner. Some might say I am in need of a 12 step program to help with my addiction to learning new things. I say, “learning helps make me feel like I can be a better me than I was yesterday.”

My passion for teaching teachers how to teach was began when I was given the opportunity to conduct teacher observations and host professional development workshops. I then became a TESOL instructor and practicum supervisor, which fulfilled a goal I had had for many years. In teaching this program, I get to see my dream of inspiring others the in the same way I have been inspired come alive with each class. 

I have taken many classes over the years, including Curriculum Development and Instructional design, Teaching English for Academic Purposes, the Provincial Instructor's Diploma, and I am currently pursuing my designation as a Certified Training and Development Practitioner (CTDP). 

 With these tools in my toolbox, my teaching style evolves almost daily, and I am better equipped to support those around me. I believe that sharing is caring, so the more I learn, the more I have to share. 

In the last few years, I have spent quite a bit of time consulting on curriculum development and instructional design projects. More specifically, I have designed programs for Customer Service, Sales and Marketing, Business Administration, and ESL for health care. I have assisted in the facilitation of DACUM workshops, consulted on PTIB program approvals and accreditation, and designed training manuals for corporations. 
The greatest opportunity I have had since joining the job is working as a contributor with Oxford University press. I have been designing curriculum and training guides specific to a deal ILAC has signed with Oxford University Press for custom course textbooks. 
When I am not learning on-the-job, I teach myself new crafts via DIY videos on the weekends. Once I learn it, I teach it to friends. Sometimes I think there is a bit too much learning happening in my life and I should slow down. But, then I remind myself that every new thing I learn, makes me who I am. People often ask me how I turned out the way I did. My answer is simple. I grew up always wondering how I could make things to be better than they were. Change is inevitable when learning happens. 

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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