TATL #12: Speaking Warm-ups Part 2

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Emily and Roger continue to talk about speaking warm-ups with an added focus on higher level learners. Ideas include planning a series of questions related to the textbook topic, editing sentences, and using post-its to collect student-generated questions.


Emily: Blue Tape 

Roger: Jansport Burrito Shaped Canvas Bag (outside) (inside)

TATL #11: Speaking Warm-ups Part 1

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Emily and Roger discuss about speaking warm-ups: the purpose, the problem, and possible solutions. Such warm-ups are effective in helping students get into the English mindset and be excited for class. The problem is that students are disinterested or the questions lack a meaningful context. As a result, students may know how to answer them but they have no idea when to practically use them outside of the classroom. Emily and Roger each provide a simple idea that can be easily applied into your classroom.


Emily: Isojin Gargle

Roger: Uniqlo Down Sweater

TATL #10: Journals (Republished with correct file...sorry!!)

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What is it and how is it different from essays? 

It's an informal piece of writing on any topic. Students can say how they feel about the topic and the teacher need not be as strict on grading. This assignment is great for intermediate levels and up.

The first journal topic can be related to self-introduction such as a favorite thing. It should not be a scary topic for students.

In the directions, include extension questions on the topic to provide a scaffold on how students can add more to their writing. Also, provide guidelines on length of assignment.

When giving feedback, the teacher can respond to parts of the journal like a dialogue with the student. This helps build teacher-student rapport.

Some questions to consider for the teacher:

How many comments to put on each journal? Consider 3-5 comments per student.

How to manage collecting journals for big classes? Stagger the due dates (part of the class turns in one day, the other part turns in another day). Also, use a rubric that assigns points to reflect what is in your instructions.

How to make journal writing more meaningful? Have students submit to a Learning Management System (LMS) like Schoology and have other students read and provide comments to their peers.


Emily: “David and Goliath” by Malcolm Gladwell (http://gladwell.com/david-and-goliath/)

Roger: “The Sketchnote Handbook” by Mike Rohde (http://rohdesign.com/handbook)

TATL #6: Blogging

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What is blogging?

3 sizes:     

Small: "Microblog" Twitter, Tumblr

Medium: "a page or so"

Large: "'long form" for magazines (for writers who have skills)

Types: images, texts, links

Purpose: Diary/Journal, CMS (course management system, publications (talk about something you’re good at)

How can teachers use blogs?

Emily’s walkabout:

1) Teacher #1: Digital Portfolio - includes teacher resume, sample lesson plans, projects + results, pictures (great for job interviews)

2) Teacher #2: CMS (Course Management System) - Moodle.com, Coursera.org, etc. Emily uses blogs to post her lesson agenda to save time instead of writing the agenda at the beginning of class every day. It can also serve as a reference for students who don’t come to class or for Emily when she wants to look back to what she did.

List of possible blog creation sites to check out:

FREE: Pinterest.com, Blogger.com, Learnist.com, Wordpress.com, Tumblr.com, Weebly.com

PAID: Squarespace.com, Posthaven.com

What's In My Bag?

Emily: Thin Addictives (http://nonnis.com/products/thinaddictives/)

Roger: Frixion Pen from Pilot (http://pilotpen.us/brands/frixion/)

TATL #4: Skillful Use of Videos in the Classroom (part 1)

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Benefits of video: breaks up a dry lesson, provides visual and sound stimulation
Cons of video: hard to find a great video, it takes time to set up video, sound, projector

Roger’s 3 Ss to help you remember:
S-search: searching for good video
S-setup: setup the video before
S-sustain: can the video be used again

Emily’s advice

Search: decide the goal of the lesson and how the video should fit in the lesson. She looks for videos made by other students on YouTube because of simplistic language, TED.org, NPR.org (Roger suggests teachertube.com, academicearth.org, Open Courseware: ocw.uci.edu), don’t need to show the entire video (Roger: can just show 1 minute and show it multiple times)

Setup: Create a document that provides links of videos that can be continuously updated and accessible, give the video links to students

Sustain: Have a video archive (continue to next podcast for Part 2)


What's In My Bag?

Emily: Ginger candy from Trader Joe's 'Ginger People' brand at traderjoes.com

Roger: Business Cards from Moo.com