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Top 10 Posts of 2012: Deep, Meaningful and Creative Learning

It may come as no surprise that the ideas that are top-of-mind for educators, parents, and policymakers are the very topics conveyed in the most popular MindShift posts this year. Giving kids the tools to create, teachers the freedom to innovate, making students’ work relevant in the real world, giving them access to valuable technology. These are the aspirations that have resonated most with MindShift readers this year. Here are the top 10 posts from 2012.

1. 1. EASY WAYS TO INTRODUCE PROGRAMMING TO KIDS.

2. Being able to use the Internet and operate computers is one thing, but it may be just as valuable to teach students how to code. Giving students an introduction to programming helps peel back the layers of what happens inside computers and how computers communicate with one another online. Programming knowledge, even at a very basic level, makes technology seem less magical and more manageable. Programming also teaches other important skills, including math and logic.

3. 2. 10 THINGS IN SCHOOL THAT SHOULD BE OBSOLETE.

4. So much about how and where kids learn has changed over the years, but the physical structure of schools has not. Looking around most school facilities — even those that aren’t old and crumbling –  it’s obvious that so much of it is obsolete today, and yet still in wide use.

5. 3. WHY KIDS NEED SCHOOLS TO CHANGE.

6. The conversation in education has shifted towards outcomes and training kids for jobs of the future, and in many ways the traditional classroom has become obsolete. And yet many people fear change, preferring to hunker down and take the conservative route. Yet, it’s exactly during these uncertain times when people must be willing to try new things, to be more open, curious and experimental, said educator Madeline Levine.

7. 4. LEARNING SHOULD BE MESSY.

8. Can creativity be taught? Absolutely. The real question is: “How do we teach it?” In school, instead of crossing subjects and classes, we teach them in a very rigid manner. Very rarely do you witness math and science teachers or English and history teachers collaborating with each other. Sticking in your silo, shell, and expertise is comfortable. Well, it’s time to crack that shell. It’s time to abolish silos and subjects.

9. 5. MAKING CELL PHONES WORK IN THE CLASSROOM.

10. At its core, the issues associated with mobile learning get to the very fundamentals of what happens in class everyday. At their best, cell phones and mobile devices seamlessly facilitate what students and teachers already do in thriving, inspiring classrooms. Students communicate and collaborate with each other and the teacher. They apply facts and information they’ve found to formulate or back up their ideas. They create projects to deepen their understanding, association with, and presentation of ideas.

11. 6. TURN YOUR CLASSROOM INTO AN IDEA FACTORY.

12. If we’re serious about preparing students to become innovators, educators have some hard work ahead. Getting students ready to tackle tomorrow’s challenges means helping them develop a new set of skills and fresh ways of thinking that they won’t acquire through textbook-driven instruction. Students need opportunities to practice these skills on right-sized projects, with supports in place to scaffold learning. They need to persist and learn from setbacks. That’s how they’ll develop the confidence to tackle difficult problems.

13. 7. OPEN EDUCATION RESOURCES FOR ALL.

14. As open educational resources and OpenCourseWare (OCW) increase in popularity and usage, there are a number of new resources out there that do offer opportunity for interaction and engagement with the material.

15. 8. FOR STUDENTS, WHY THE QUESTION IS MORE IMPORTANT THAN THE ANSWER.

16. In a traditional classroom, the teacher is the center of attention, the owner of knowledge and information. Teachers often ask questions of their students to gauge comprehension, but it’s a passive model that relies on students to absorb information they need to reproduce on tests. What would happen if the roles were flipped and students asked the questions?

17. 9. DEFINING DEEPER LEARNING.

18. In preparing students for the world outside school, what skills are important to learn? This goes to the heart of the research addressed in the Deeper Learning Report released by the National Research Council of the National Academies of Science in Washington. Simply defined, “deeper learning” is the “process of learning for transfer,” meaning it allows a student to take what’s learned in one situation and apply it to another, explained James Pellegrino, one of the authors of the report. “You can use knowledge in ways that make it useful in new situations,” he said.

19. 10. HOW CAN WE CONNECT SCHOOL LIFE TO REAL LIFE.

20. So what if we were to say that, starting this year, even with our children in K– 5, at least half of the time they spend on schoolwork must be on stuff that can’t end up in a folder we put away? That the reason they’re doing their schoolwork isn’t just for a grade or for it to be pinned up in the hallway? It should be because their work is something they create on their own, or with others, that has real value in the real world.

Source: Mind/Shift

Bet you didn't know: CHRISTMAS

Did you know Christmas wasn't always celebrated on December 25th? Get the whole story behind the holiday.

WATCH THE VIDEO: HISTORY

Teaching Adults

15 Secrets to Teaching Adults

Traditionally, the image of the teacher has always been a stern authority figure with a blackboard and chalk. Ordinarily they presided over a classroom full of kids. Within the ESL industry, however, the clientele can range from three years of age to eighty and beyond!

A lot of teachers will find they have to teach younger people however many more will also be teaching adults. This is obviously true with regards to those within the world of business English. Sometimes it can be a little tricky, particularly if those adults are a lot older than yourself. Many factors need to be taken into account, such as respect and making sure you do not patronize them however many people sometimes feel that they are doing this without meaning to.

How to Teach Adults: 15 Secrets

1. 1
   Keep the Class Relevant to the Age Group
   It could be quite common, especially for younger English teachers, that most of their students will be older than them. As a result, it is important to keep the topic of the class relevant and be something that they will understand. Discussing aspects of modern youth culture might not appeal to those within the age bracket of fifty onwards. So it is always important to keep anything you talk about relevant so that the associated party will be more interested and in tune with what you have to say.
2. 2
   Be Passionate
   Having an interest in your own subject is vitally important. No one will learn anything if the teacher doesn’t seem to care, and seems to just be giving the class rote-learning. Learning things by heart definitely does work in some cases, but a lot of the time when teaching language it is important to show an interest in it. Adults can tell immediately if you don’t have an interest in what is going on, and they themselves will then be likely to switch off.
3. 3
   Encourage Them to Ask Questions
   A lot of the time, the people you will be teaching may not have been in school for many years. They might not be sure what proper classroom protocol is, so it is important to make sure that they ask as many questions as possible. When teaching the class, perhaps it would be a good idea to frequently tell them, “Now, does anyone have any questions?” If a student is unsure of this, then they will usually raise their hand and ask something.
4. 4
   Keep Them Engaged
   Keeping students engaged is important for any age group, and this is a vital skill that most teachers will learn over time. Sometimes one might be tempted to just focus on those who are participating, and leave more quieter ones to their own devices. Try and include everybody in the class equally, asking various questions more so to those who don’t speak as often. Simply standing at the board and listing off a load of information won’t help it to stick in their heads.
5. 5
   Distribution
   Distributing practice is also another thing, closely tied in with the previous point. Make sure that everybody gets a chance to speak and practice their new skills. Sometimes, one student may be more talkative than the others and hence not give the rest of the class time to have their say. So it is important to come up with an idea or an activity whereby everyone can be involved, and therefore allow everyone to participate.
6. 6
   Smile
   Smiling might seem like one of the most simplest things in the world, but it is quite easy to forget at times! Try to remember that the world of teaching has probably changed a lot since your students’ day, and therefore their own experiences of teachers might’ve been tough, stern people who never smiled. Showing a happy, pleasant face will definitely get the whole class more relaxed!
7. 7
   Recognize Learning Styles
   Everybody has different ways of learning and adults are no different. Visual learners tend to be the most common, and so one should keep this in mind but also remember there may be other learning styles present. Do some research on these specific styles and see which ones your students will fit into. It will then be a lot easier to incorporate the techniques into the class.
8. 8
   Be Flexible
   Quite a lot of beginner teachers go into their first lesson with all of the purest intentions. They will have aplan written out, usually involving group work and the like, think that everything will go smoothly and accordingly. Sometimes, however, the class might veer off on a different path. Don’t panic if this happens, just remember that as long as you keep on topic in some form, the class is a success. At the end of the day, however, it is also important that the students are ultimately speaking English.
9. 9
   Correction
   If the teacher is younger, then it can be quite daunting when a student makes a clear mistake. Often, they may simply ignore the mistake because they’re afraid of patronizing the student. Don’t be, just correct them in a way which sounds less patronizing. This usually involves something along the lines of, “That was a good sentence but… Can you think of a way of improving it?” It will encourage the student to examine their own grammar and make the correction themselves. Also see “5 Non-Verbal Ways to Do Error Correction”.
10. 10
    Topics of Interest
    Oftentimes people will feel that they are getting nowhere when a student simply wants to speak about theirjob, or their cat, or even their wife! Since they usually are the ones paying for it, they will argue that they can have the right to do this. Naturally, this is true but it doesn’t mean that nothing can’t be learned from the class. If they want to talk incessantly about their pet, then simply incorporate that into the whole lesson. The more they talk, the better their English will become!
11. 11
    Encouragement
    Every student needs encouragement at some time or another, and more so than adult learners. The older they are the more reluctant they may seem. This can be a particular challenge so it is important toalways make sure that they are on board with the topic of the lesson.
12. 12
    Dealing with Tension
    Sometimes, particularly when teaching business English, one might find that they are teaching senior managers and secretaries. This unusual mix may cause a little bit of tension as the bosses may not feel comfortable at being at the same level. It is important to steer conversation away from anything that might be related to their current work, and to focus solely on the lesson to avoid conflict.
13. 13
    Speak English
    This might seem like an obvious one but it is important to remember that, especially with those who arebeginners, many might be tempted to slip into their native tongue and this can be detrimental. Often, students might start talking amongst themselves, usually if they’re simply asking for instructions. If this happens, inquire as to what they are talking about and see if they can say it in English. This will help them to learn some new vocabulary and the teacher won’t feel so isolated.
14. 14
    Eliciting Words
    Having the students think of or come up with their own words rather than simply telling them is important. In doing this, the students will find that they already know the vocabulary and just need to “let it out” so it to speak. Also see “How to Elicit Vocabulary: Top 6 Techniques”.
15. 15
    Have Fun!
    No one ever said that school and learning had to be boring, so it is important to make the class funwhich will in turn engage the students a lot more. Think of various games and ideas which can be done that will get everyone involved. It will also help to loosen up the atmosphere a bit and get some of the more shy students talking!

It is always important to remember, at the end of the day, adult students are not really that different from younger ones.

They have more life experience and will be a lot more critical, perhaps even pick up on certain things faster, but they are still novices when it comes to English (for the most part) and you are there to teach them a new language.

Being a successful teacher

Yes, You Can: 8 Keys to Being a Successful ESL Teacher

One of the first things I am asked when I tell people I am an English as a second language teacher is, “What languages do you speak?”

Though it might make my high school French teacher cringe, I have to admit that I am fluent only in English. “But how can you teach people English if they do not speak it?” I often hear. The truth is, you do not have to speak a foreign language to teach English to speakers of other languages. Still there are some keys to being a great ESL teacher, and the good news is you probably already know what they are.

How to Be a Successful ESL Teacher: 8 Keys

1. 1

   Smile

   Did you know that smiling is a universally understood trait among human beings? Babies smile at four to six weeks regardless of their culture of origin. Researchers have even observed smiles in babies born blind. So when you make a habit of smiling at your students, they will know the emotions that are behind the toothy grin and will make a habit of smiling back. This simple gesture will put your students more at ease and give your class a fun feeling no matter what content you are teaching!
2. 2

   Go Beyond Your Voice

   Communication is more than the words one person speaks to another. (That is part of why it is harder for ESL students to communicate over the phone than it is in person.) When you are speaking with your students, give them all the communication clues that you can. This means, though it may seem awkward at first) letting them see your mouth as you say words, both words that they know and do not know. It also means writing words on the board so they can see the written form as well as hear the oral form. Using body language is also important, and don’t be afraid to get creative or dramatic in how you communicate. All of these clues will work together with the language your students are learning to facilitate their communication and success at becoming speakers of English.
3. 3

   Speak Thoughtfully

   A common mistake among English speakers is thinking that a higher volume will increase comprehension in English as a second language speakers. Since you teach, you probably know that is not true, but how you speak can affect how well your students learn. When you speak to your students, speak clearly, perhaps a little slower than your natural rate. Articulate your words and try to limit your dialectal accent. Because you want your students to be successful no matter where their futures take them, the closer approximation you can make to “standard” English, the better equipped they will be.
4. 4

   Speak Strategically

   Whether you are teaching in English only or are using your students’ native language as well, thinking about what you say in addition to how you say it will help your students learn more language without even realizing they are doing it. When they have that I-don’t-know-what-you-are-talking-about-but-I-am-just-going-to-smile-and-nod-anyway look, rather than asking if they understand what you said, simply say the same thing in a different way. This, in effect, gives them a definition of what you said to them but in a natural and conversational way. When you do, your students will understand more and make more connections among the English vocabulary they already know.
5. 5

   More Than You Think

   Everyone understands more language than they are able to successfully produce. This is true of first language speakers as well as second (or third) language speakers. If you doubt it, think about the vocabulary lists we all had to learn for the SAT’s or the TOEFL. Remembering that your students understand more than they can articulate is important for teachers when our students aren’t producing the kind of language we think they should. Remember that comprehension always precedes production, and when your students understand what you are saying, it is only a matter of time before they, too, will be able to produce that linguistic structure.
6. 6

   Don’t Be the Only Teacher

   Letting your students help each other can make a big difference in your class and their language learning. More advanced students will understand some problems specific to native speakers of their language, and they may be able to explain a concept better to their peers. When this happens in the classroom, the student with the question benefits because he understands, but the student giving the explanation also benefits. We remember far more of what we teach than what we are taught, so your teaching student will solidify the language concept in her mind as well as she explains it to the other student.
7. 7

   Put on Respect

   One of the most difficult parts of being an ESL teacher is learning and using students’ names. Though struggling to pronounce foreign names may make us sympathize with our students, sometimes it is easier to assign English names to the members of our class. And while some students do not bat an eye at taking an English name, others may take offense. When we require our students to use foreign to them names, we can unintentionally devalue them as people, and we devalue their culture, too. So before you require English names from your students, ask each person what he or she would like to be called, and use the name they give. You can let your students know they can choose an English name at any time, but it is not required. Some will never choose one, but most probably will even if it takes them a while to decide how they would like to be identified in English.
8. 8

   Cultivate Respect

   The most important thing in being a successful ESL teacher is having respect for your students’ and their cultures. Those of us who have travelled and taught overseas are well familiar with the phrase “It’s not wrong, just different” and that is never more useful to remember than in the ESL classroom. Sometimes we or our students can take offense for something that was never meant to offend. For me, the realization came when my students started referring to me as “Teacher” rather than using my name. Where I was offended because they seemed to be talking down to me, they were using it as a term of respect and authority. Without knowing about their culture, I would have continued to be frustrated at what I did not realize was their expression of respect.

Communication is about so much more than knowing a set of vocabulary. For ESL teachers, culture and communication go hand in hand, and knowing and respecting our students are as important as covering the grammatical structures outlined on the syllabus.

Not every speaker of English is a great teacher of English, but every teacher of English can become a great educator. Keeping in mind the needs and emotions of our students goes a long way to creating a classroom where students not only learn but are transformed.

What is your key to success as an ESL teacher?

ENGLISH IS ALL AROUND

English is All Around You! How to Bring Everyday English into Your ESL Class

Those of us who teach English as a Second Language have an advantage over other language teachers: our world has become so globalized that for many years now we have been seeking one language as common ground – and this language is English.

In the fields of international business and technology, English is the language that most people are expected to handle. From technological gadgets to famous name brands, catch phrases to song lyrics, English has permeated every society in the world today to such extent that most of the world’s population will probably come across words or names in English on a daily basis. So let’s use this everyday English to our advantage!

What is an anglicism?

An anglicism, simply put, is an English word borrowed by another language. It is more common in some areas or industries as is the case with business (marketing, cash, holding) and entertainment (reality show, thriller, backstage), for example. Each language has its own particular anglicisms, and the words often change from country to country, even if they speak the same language. This is often the case with Spanish-speaking countries – some may use the English word “bacon”, for example, while others prefer the equivalent in Spanish (panceta or tocino). For the purposes of this article, I can’t provide a complete list of anglicisms, but I can mention some of the most common throughout the world.

Anglicisms or English words students are likely to come across:

• Computer/modern tech jargon: Most students are familiar with words like “mouse”, “click”, “app” or “tweet”. Most of these words have equivalents in other languages, but people are increasingly using the words in English.
• Brand names: There are countless brand names that are used to describe the product itself, words like “Scotch tape”, “Word”, “Messenger” or “Walkman”.
• Names of places, towns, streets, football clubs, etc…: Banks often include the word “bank” in their name (Citibank); shopping centers often include the word “shopping”.
• Miscellaneous: Music words like “rock n’roll”, “jazz” or “blues”; foods like “hot dog”, “ketchup”, “sandwich” or “cheesecake”; verbs like “play”, “check in” or “check out”.
• And the lists go on and on…

Be sure to research and use the words in English that are most often used in the country where you teach. Also beware of pseudo-anglicisms. This is when an English word is borrowed but used differently from its original meaning. For example, in some Latin American countries the word “fashion” is used as an adjective to mean “stylish” or “cool”: You are so “fashion”. But fashion is not an adjective in English! It is very important to make this distinction with your students and show them how some words in English have been deformed or their meaning changed.

Suggested Activities:

1. 1

   Snap a Shot!

   Ask students to go around town and find signs, posters, billboards, etc…with words in English.Ask them to take a photo of the sign with their cell phone or camera. With younger students or those who don’t have phones, ask them to find at least one example and copy it on a piece of paper. They must also make a note of where they saw this: was it an ad or a store window?
   In class, students share their photos or drawings. Students must look closely at the examples and determine:
   • If it is indeed a word in English or a similar equivalent in their native language (classes and “clases” in Spanish).
   • If the word in English is used correctly: Say a store sells “bodies”. Does “body” in this context mean the same thing in English-speaking countries? (In some countries a “body” is a women’s undergarment). What if it’s “body splash”?
   • If it’s an entire phrase in English - does it make sense? 
     
     
2. 2

   Identify the Scene

   A great variation to the activity above is for you to present snapshots of signs/posters that have words in English in them. Ask students to guess where the photo was taken. Ask them to describe the context.
   
   
3. 3

   Brainstorm

   Ask students to brainstorm words in English they may come across on a daily basis. Turn it into a game by giving them a category and seeing which team comes up with more. For example, call out “musical bands”: each team may come up with names like Pet Shop Boys, The Doors or Green Day. The only rule is that the name has to have words in English. If both teams write down the same item, each team gets 5 points, but if there is an item that only one of the teams came up with, then that team gets 20 points.
4. 4

   Search for It in Print!

   Similar to the first activity, in this case, students must find words in English in newspapers or magazinesin their native language. Once they are done searching, students come together and discuss why a particular English word was used and not the equivalent in their native language.
5. 5

   Who Said That?

   Sometimes entire phrases in English become so popular, they are used all over the world and are easily recognized.These are usually movie quotes or parts of song lyrics. This is English content that often surrounds students on a daily basis, which at some point they learn to recognize. Pick some very popular phrases and ask students to identify who said it or where it is originally from. Here are some good options for movie quotes:
   • “Show me the money!” – Jerry Mcguire
   • “Houston, we have a problem.” – Apollo 13
   • “Toto, I’ve got a feeling we’re not in Kansas anymore.” – The Wizard of Oz
   • “Go ahead, make my day.” – Sudden Impact
   • “May the Force be with you.” – Star Wars
   • “E.T. phone home” – E.T.
   • “I’ll be back.” – Terminator
   • “I see dead people.” – The Sixth Sense
   • “My precious.” – The Lord of the Rings trilogy
   • “I’m the king of the world!” – Titanic

Choose movie quotes that are more appropriate to your students’ ages (young students may not be familiar with Clint Eastwood or The Wizard of OZ).

Students may be amazed at how much English they actually use on a daily basis. Some see it, but are not entirely sure what it means.

There are fun ways to make use of the English they know, but may not be aware that they already know.

Have you ever discussed with your students the use of English words in their native language? Share below!

STOP Translating, Think in English

How to Get Your Students to Stop Translating and Start Thinking in English

“How do you say, ‘Que tengas un buen fin de semana’ in English?” How many times have your students asked you to translate something from or into their native language?

How often do you have students who translate things in their heads before answering you? By contrast, how often do you have students who provide a natural-sounding reply, spontaneously and automatically, without even blinking an eye? Chances are most of your students still translate in their heads – at least some of the time. Our goal as teachers is to guide students towards increasingly thinking in English and drop the crutch of translation. But we all know this is precisely one of the hardest things to achieve. So how do we do that? How can we effectively get our ESL students to think in English?

Why it’s so important for ESL students to stop translating and start thinking in English

1. Consider their main goal. They want to learn to speak English, not become translators. There’s no point in them speaking their native language in their heads while they’re trying to learn another.
2. It’s counterproductive. The constant comparison of one language to another hinders naturally flowing speech. Experienced interpreters are real pros at this, but your students are not.
3. Some things are simply too hard to translate. This creates a situation where the student is desperately trying to remember how to say the one word they have in their minds in English, while they should be trying to recall a recent lesson instead.

Now, that we’ve established the importance of getting students to think in English for the duration of the class, let’s see ways to help them achieve this ever-elusive state.

How to Get YOUR Students to Stop Translating and Start Thinking in English

1. 1

   Use an English-English Dictionary

   If you teach ESL by only speaking English in class, then you often supply definitions or explanations of words in English. Ask students to use Eng-Eng dictionaries, and it will contribute to your efforts.
2. 2

   Mime Feelings and Actions

   When you teach feelings like “sad”, “happy”, “scared”, etc…it’s a lot simpler to translate them. But it’s so much more fun to act them out – for you and your class! The same goes for actions like opening closing things, walking, running, etc.
3. 3

   Teach Language in Context

   A student a writes a word on the board, points to it and asks what it means. Most of the time we have no idea where they got it, which leads us to ask questions about the context. After all, there are plenty of words that have different meanings in different contexts. This is precisely why language must be taught in context. For example, would you teach the Past Simple by presenting a list of verbs and their past forms? What if there are verbs they don’t understand? Your best course of action is to introduce the context first. Tell students what you do every day, and then tell them what you did yesterday. This eliminates any need for translation.
4. 4

   Introduce Set Phrases as Set Phrases

   Has a student ever asked you to translate the meaning of “You’re welcome”? In most languages a literal translation is ridiculous, but providing a similar phrase in the students’ native language is not necessary, either. When students ask for translation simply say a set phrase is a set phrase. Make sure they understand it’s a reply to “Thank you”. They will probably figure out the equivalent in their language, but with some expressions an equivalent is hard to come by – think of proverbs or idiomatic expressions. The goal is for them to understand the meaning of the phrase and when it’s used.
5. 5

   Use Visual Aids

   Like miming, visual aids such as flashcards, illustrations, posters and even video are great ways to avoid translation.
6. 6

   Use Opposites or Synonyms

   Use words they already know in lead in questions: Are you happy to see your friend? You’re glad to see him. Check out these other great ways to teach vocabulary. No translation needed at all!
7. 7

   Teach Language in Groups

   The need for translation will be eliminated if you teach words in groups that make sense, for example, “eat” and “drink” with a list of food items.
8. 8

   Pretend You Don’t Understand

   If students try to say things in their own language, simply say you don’t understand. Try to lead them to say what they want to say in English. This is by far my favorite strategy. If a student speaks to me in Spanish, I love to say, “Yo no hablar español” with a thick English accent (besides being absolutely fluent in Spanish, I’m also a good actress). Because it’s funny, it predisposes students better than a reprimand!

There is still much debate as to whether an ESL class should be English only or include some elements of the native language.

I have personally had excellent results speaking only English in my classrooms. There have been very few occasions in which I had to explain something to a student in Spanish, but those were very special cases or students with some type of learning difficulty. When I teach Japanese students, I can’t use their native language at all. I can’t speak a single word in Japanese, but that doesn’t impact the lesson negatively, in fact, it is very helpful, as students are not tempted to use their native tongue.

What is your take on this topic? Do you teach in an English-only classroom, or do you also speak students native language? I’d love to hear your thoughts on this!