Blog 6 PBL at Colombo's KTP program

Hello everyone ✌

For this new entry, I will write about one of the most important strategies in Colombo's curriculum, which aims for students to learn and engage by creating and doing: Project-based learning (PBL). First, I will write about what PBL is and what its role in Colombo's curriculum for the KTP program. Then, I will describe how my team teacher and I keep track of the progress of the project in class and how it's included in a regular class basis in the courses TB1 1.1 and TB1 1.3. Finally, I will reflect on the importance of the PBL concept and its advantages for English language learning.

The guiding questions for this entry are:

How do you and your team teacher keep track of students' progress in their project?

How does your team teacher include project work in class?

Project Based learning (PBL) Learn by doing

Project based learning (PBL) comes from the concept of practical learning, developed by Jhon Dewey. PBL sees learning as a natural process that comes from doing and interacting as it allows students to colaborate, discuss, and negotiate towards the resolution of a problem or the completion of a common goal. Some of the skills developed throughout PBL are creativity, critical thinkig, desition-making, colaboration and others 21st century skills. Likewise, PBL has different models depending on the concept the authors have for the project and the expected goals and skills to be developed. In the CCA, the model used is the Papandreous as it is considered practical, complete, and ist still valid for the vision of the institution in the area of English language learning.

The Papandreous model aims for a 7-step process that requieres students to be constatly active and atentive towards the development of a product. First, the teacher introduces the topic and project for students to start thinking and developing expectations and benefits of the projects. Then, the students and teacher plan and negotiate dates, outcomes, criteria of evaluation, and assessment. Then, the students research for information to start the project they will eventually present. Finally, the students present the project and assess their peers' projects.

In the case of the CCA, the PBL intially started in the AP and evetually was implemented in the Teens program, eventually including preteens and kids. Depending on the course, students will develop 1 or 2 projects during the classes of the semester. The idea of the project is for students to use and cultivate 21st century skills while using communicative, critical thinking and creative skills. The product is, most of the time, suggested by the CCA syllaby, and could vary depending on the course, but normally the first is centered on the development of writing skills, while the second in the area of oral communication. Nonetheless, teachers can foster their own project ideas as long as it doesn't divert from Colombo's vision.

PBL in my classes

With my team teacher we have 2 clases. TB1 1.1 and TB1 1.3. In both courses, there are two proyects. For now, students are working on the first one, which focuses on the development of writting skills, while students use critical thinking, planning and creativity. For TB1 1.1, the project is a school's profile entry, in which students will present their school, its rules, classes, activities and schedule in form of 3 paragraph text. Meanwhile, for TB1 1.3, the project is a blog related to social media and travelling, which is planned to be connected with the second project in form of a presentation for parents. 

To keep track of the project the teacher in each class is reviewing what students are doing. In both classes, students are in the phase of developing and they are gathering imput for the final product. In this way, the teacher is keeping track of the progress of the students by asking them to develop some sort of imput each class. For example, in TB1 1.1 the teacher gives students 10 minutes to write a first version of each paragraph. Right now, they are developing paragraphs 1 and 2 as they already have the imput and critiria for being evaluated, including the parts of the entry, the content and the grammar component (modal verbs). Regarding Tb1 1.3, the teacher is doing something similar. First, in the last class, students started reflecting on the advantages and disadvantages of social media. In this class, they worked on writing the first paragraph and brainstormed the second part of the blog entry by doing a sketch of an infographic for the travelling plan. In both classes, the teacher is tracking the overall progress and sticks to the idea of doing the project inside the class as it's intended to be developed inside the classroom's environment.

Reflection

Personally, I think the project is a good idea to maintain a transversal progression that aims to be completed in the middle and final part of the semester. I believe that a project is a good way to invite students to learn by doing something, while interacting and planning with their classmates. In this way they are not just learning grammar structures but using them, while discussing, reflecting and evaluating possibilities to create a final product. The product is a good result of the progression in each class and students have the opportunity of using 21st century skills that can be extrapolated to other aspects of their life.

Blog 5 communication for teaching a class and talking to parents

Hi, everyone ✌

For this new entry, I'm going to discuss about a pretty important topic for my development as an English teacher and it is how to adapt public speaking strategies to communication in classroom settings and when talking to parents. First, I will highlight the role of communication in my development as a teacher. Second, I will describe and evaluate how my team teacher uses her voice (pace, intonation, volume) and body language (proximity, movement, gestures, hands) to communicate and engage the students. Third, I will recount the insights and recommendations I gathered from my interview with my team teacher about communication with parents. Finally, I will reflect on the importance of communication and my responsibility as a teacher when addressing both students in class and parents.

The guiding questions for this blog are:

How does the team teacher use their voice (volume, pace, intonation) to engage and maintain audience attention?

What non-verbal communication strategies (eye contact, gestures, posture, facial expressions) do the speaker use to support their message?

Ask your team teacher how they deal with communication with parents. (emails, Q10, meetings, etc)

Communication and its role in teaching

The main purpose of communication is to give a message. The way we communicate will make the difference if that idea is listened and understood or not. 

When we communicate, we want to share a gift, an idea, that might change the world for our audience, so as a speaker I must make sure that my idea is shared correctly and that my public is opened to listen. The first main aspect to take into account is the verbal language, in other words, what I say and how I say it. There are many factors to take into account when talking. The most relevant are our pitch (high or low), intonation (the variation of the pitch), stress (highlighted words or phrases), pace (fast or slow), tone of voice and the quality of the delivery (pauses, articulation, accent). That is why the same massage can be said by two different people, but it is not going to be said the same way. For example, a monotone voice can unhook your audience almost instantly, a fast delivery could make your massage unintelligible, a wrong stress can diverge your message and so on. Nonetheless, verbal communication alone it's not enough. Non-verbal communication functions as an extra help to give more strength to our words. The way move our hands to emphasize some words, the way we stand in from of the public, and even the gestures we do with our face can captive our audience and grab their attention if done correctly.

Some recommendations for public speaking:

- Practice your speech, but don't memorize everything. Sometimes people prefer to improvise and go with the flow of the speech (improtum speech), while others rehearse and memorize every single word (extemporaneous speech). The idea to be confident and know your topic, while be open to improvise sometimes.

- Use signposting language like: to start, now, continuing to conclude, so you can manage transitions in your delivery.

- Know your public. Depending on your audience, you will have to make some adjustments in your delivery and nonverbal communication to make yourself understood and to engage them.

What communication strategies use my team teacher in her class? Do they work?

Overall, in my opinion, my team teacher has an excellent use of strategies to communicate with the students in both courses. The most common strategies she uses are volume and intonation. She speaks in an optimal volume so all students can hear, even at the back of the classroom. Likewise, she likes to make some stress in specific words when giving instructions, so students know what words they need to pay attention to understand. For example, the teacher was introducing some vocabulary in the course TB1 1.1 related to adjectives, so she would say the adjective louder in some sentences for the students to repeat and memorize it. Finally, I want to highlight that the teacher speaks in a good pace, sometimes lowering the velocity of her speech for students to understand. Personally, I think that the verbal delivery of the teacher is appropriate for the level of the students and really works with teens as sometimes they might divert from the class or feel like no participating.

Regarding the non verbal communication, the teacher likes to move around the classroom, and she doesn't just stay next to the board, so students feel closer and engaged with the class. Likewise, she likes to mimic vocabulary and act. For example, when teaching some adjectives she would act like it, if the adjective was "active", she would be active, if it was "artistic", she would act as if she was painting. I personally think that is pretty useful when memorizing some words. If you don't remember you can mimic the action to remind yourself of the word. Finally, it's important to highlight that she was all the time happy with a big smile on her face, doing eye contact with students and listen carefully to them. I think that it is pretty catchy and students feel listened.

What about me? (Bonus)

I think that my delivery in the warm up activity was good. I tried to use a good volume and adapt my register so students could understand my assignment. I was all the time happy and attentive to the interventions of my students. Nonetheless, something that I need to improve is my posture and movement. Sometimes I was moving too much and acting a little be distracting, because I was a little nervous. Luckily, that didn't interfered with the activity and my students were most of the time engaged and listening to my instructions. Finally, something that I want to try more is to be more expressive as my team teacher.  She is really cheerful and likes to act when giving her classes. Meanwhile, I'm more reserved. It doesn't mean that I'm stiff all the time, but a like to maintain a posture and no being so over expressive all the time.  

How to communicate with parents? What recommendations can I give?

After talking to my team teacher, the most important tip she gave me when talking to parents face-to-face is to always keep my cool and respond in the most respectful, yet assertive way possible. Luckily, she told that in her experience at the Colombo, she have never came across any disrespectful father. Most of the time the parents are really receptive and respectful. Regarding online communication with Q10 or email, she told me that it is always important to reply with courtesy and with a good range of time. This doesn't mean to answer as soon as the parents send a chat, but to answer properly. If the teacher doesn't know, they can ease links like "trámites y solicitudes" or contact the PS in case something happens in face-to-face classes.

Reflection:

I personally believe that communication is a key component when addressing students and parents. As teachers, we need to be aware of the way we communicate to make our classes more understandable and engaging for students. Everything counts from the tone, pace and intonation to the movement, posture and nonverbal language. Likewise, it is always crucial to know how to handle parents as sometimes there can be situations where parents can be rude or disrespectful. It is always important to maintain an open position, yet to know how to keep myself calm to answer properly.

Blog 4 instructional performance

Hello everyone ✌

In this new entry, I'm going to write about instructional performance and how it's portrait in an English teaching classroom. First, I'll explain what instructional performance is and what is its role in the classroom. Then, I will describe how it occurred in my English classes (TB1 1.1 and TB1 1.3) and my thoughts on how it was implemented. Finally, I will reflect on the role that instructional performance has on English teaching and why it is important for me to apply it in my future classes.

There is no specific guiding questions for this blog.

What is instructional performance?

Institutional performance is beyond just knowing how to give good instructions. Instructional performance is a whole scheme of decisions regarding the constitution of the class. It takes into account aspects like class objectives, transitions between moments, management of time, addressing of disruptive conducts, monitoring of the class and feedback. For example, a teacher, when giving an activity, has to pay attention to the students, respond questions, address and stop disruptive conducts, and take track of time. Then, needs to pay attention to transitions and confirm that all students fulfill the activity and, if needed, provide timely and accurate feedback. Additionally, a teacher must show a fairly treatment with all students and ensure a safe environment for learnings. As teachers we need to carefully plan everything to fulfill the objectives of the class, while also helping and correcting students and making decisions in case something unexpected happens.

How is instructional performance portrayed in an English class?

For this entry I will talk about the 2 classes I observed this saturday. In the first class TB1 1.3, I want to highlight the outstanding use of voice projection and the constant intention for providing a friendly environment. The teacher speaks in a pretty loud and intelligible way that catches students' attention and is constantly inviting students to participate, while remarking the importance of making mistakes to create a safe environment. Likewise, she is fair with all students and makes sure that everyone participates. For example, in the last speaking activity, students recreated a reportage about a new invention. All students were able to demonstrate what they worked on and congratulated them for their effort. Finally, I want to highlight that the teacher is constantly monitoring students, asking questions and addressing any disruptive conduct, although in general all students behave properly and pay attention most of the time to the class. Nonetheless, one thing that maybe needs a little work on is time management. I think that some activities lasted a little longer that were planned and provoked that parts of the class like the assessment of the objectives and the instructions of the class preparation had to be done fast. For instance, the teacher took 5 extra minutes after the class ended to quickly remind students of the class preparation. Also, I think the teacher could create more strict rules for arriving late, as various students arrive after the class had started.

In the second class TB1 1.1, I want to highlight again the use of voice projection and language. Personally, I think the way the teacher express herself and directs the class is really catchy and invites to constantly pay attention, while the way she gives instructions is pretty straight forward. Also, I want to highlight the way the teacher addressed a disruptive conduct of one student. In general students behave properly and there is no need to call out any behaviour. However, in this class one student was constantly on his phone and didn't participate actively, so the teacher at the end of the class talk with the student in a respectful way, making him acklodge his behaviour and inviting him of participate more and be more active in future classes. Likewise, I like a strategie that she implemented when a student arrives late or wants to earn extra points. She said that any student who wants to get extra points could go to her conversation activities. in that way any student could go if they want and practice at the same time. Finally, in comparison to the first class, I think the teacher had a better time management, as she was more selective in what activities to do while doing the class. Thanks to that, I think the assessment of the objectives and instructions of the class preparation were done more consciously. Still there things to improve in this area. For example, one activity in which students had to search the IPA transcription of some words last way to much because students didn't know where to search or how to interpret those symbols.

Reflection

Personally, I think instructional performance is a key aspect when teaching an English class. All the aspects mentioned throughout the entry are equally necessary in every moment of the class. The objectives and transitions give purpose and rhythm to every activity and moment in the class. The voice projection and movement allow students to participate and pay attention. The time management is important when deciding what activities to do and keep track of the class duration. The monitoring and address of disruptive behaviours allow a fairness environment and permit students to feel listened and learn how to control themselves.

For the next entry:

In the next entry, I will write about... 

Blog 3 Classroom management strategies and materials

Hello everyone ✌

For this new entry, I'm going to cover two different topics relate to way a teacher develops their materials and manage their classroom. Firstly, I will write about class materials and the different possibilities they offer to create a more interactive, engaging and autonomous English learning experience for students. Then, I will write about classroom management and its role in the creation of routines and safe practices to ensure participation, respect and inclusiveness in a English classroom environment. Finally, I will give examples of how they were seen in my English classes at the colombo and what are my takes and observations on them. 

The two guiding questions for this entry are:

What tools, apps, or websites have your team teacher used in class to create materials or activities, and how did students respond to them?

What classroom management strategies have you observed in your assigned classes, and would you consider trying a different one?

Activities and Materials:

The first topic is the creation here is the creation and use of materials, which refers to the usage of different kinds of tools, websites or apps as way of innovating lessons and appeal to the raising recent necessity of using technology to make lessons more attractive and engaging for students. For example, the use of online apps like Kahoot or Nearpod, the creation of virtual classrooms like Classdojo or even gamificating. 

To give a more specific example for this part, I'm going to talk about one interesting app that discover in my midweek training called H5P. This website is an open source in which teachers can create and share online interactive activities for their students. There is about 46 different activities that vary between filling the blanks, drag and drop, listening exercise, pairing etc. The importance of this exercises is that they can serve as an autonomous practice for the students outside the classroom and serve as an engaging opportunity for students to reinforce the knowledge the have on the language.

Classroom management: routines, respect and safe environments

Classroom management refers to all the kinds of strategies and practices to create a positive and safe classroom environment for students and teachers, while creating a classroom culture to minimize disrupting practices and maximize the engagement and learning practices of the students. Some classroom management strategies include the creation of expectations and rules that highlight respect and inclusiveness, the implementation of turn and talk strategies, the development, modelling and enforcement of routines, and the use of attention getters and correction. For example, when a teacher needs attention from the students after and activity when they were talking, the teacher can use an attention getter like 1-2-3 eyes on me and the students reply 1-2 eyes on you. If a student isn't looking at the teacher, the teacher can use a correction like "I see someone is not looking."

What activities did the teacher implement and what where the reaction of the students?

During the first class, which was TB1 1.3, the teacher used primarily a presentation made in Canva in which all the links and activities where put. The presentation was really engaging related to the topic of  technology and household chores in the future. During the class, the teacher presented 2 YouTube video, one was a reportage about household and gender and the second one was a 5 min silenced short about technology. In both cases the students were paying attention to the videos and they seemed they enjoyed them because they shared their takes and opinions on them. Also, the teacher used a word wall activity in which students had to drag indefinite articles and put them in their corresponding column (thing, person, place). The students reacted positively to the activity and really enjoyed it. 

During the second class, which was TB1 1.1, the teacher also used a Canva presentation themed around food as the main material in the class. In this calls the teacher also used a Youtube video about American kids eating foreign foods and students had to take notes on adjectives and foods. In this class the teacher used a Kahoot and students played in pairs. The kahoot was about food vocabulary and students had to choose the right answer. All the students love the game and had fun playing them. They even laughed and shouted. Also, the teacher used a LiveWorksheets activity in which students had to complete with the comparative and superlative version of some adjectives.

Reflection:

Personally, I believe the websites and tools the teacher used for the classes were appropriated and correctly addressed to the students. The YouTube videos appeal to visual learners and help student to work on their autonomy and critical thinking about the theme of the videos. Maybe, I would have selected a different one for the first class, because I think it is difficult to have the students attention to the whole video. Plus, the video is from 2012 and I think there are more options adapted to the technological advancement of today. About the worksheets and the word wall activities, they are really interactive and have different modalities for students to practice and have fun. The same type of activities can be found in different platforms, such as H5P, which choose the variety and adaptability of these platforms for in class ant outside class activities. Finally, regarding the Kahoot. I'm a fan of these competitive games because students, specially teens, enjoy competing to show their knowledge. Even if these games have more than 10 years of being released, they are still a good tool to promote learning. Nowadays, access to internet allows us to create more engaging and useful tools and activities to promote students learning and I'm sure their a great support to make more dynamic and enjoyable classes.

What classroom management activities I was able to observed in class? What others I would include?

In the first class, the teacher already has a routine. The students have their assigned seat and way for the class to start. Sometimes they talk but they do it quietly. Then when the class starts the students pay attention and listen. Most of the students arrive on time, but if someone arrives late, the teacher asks the students to bring candy for the next class. During the development of the session the teacher, specially for the communication activities, likes to do modeling and use the technique of turn and talk. Me and the teacher act the expected interaction and then the students have turns to talk and make an intervention. The teacher tries to make everyone participate at least once, but there are some students that don't participate. In general, the class is calm but sometimes students continue talking, so the teacher simply says shhh and waits until there is silence. As a curious thing, there is one student who is a little too energetic and sometimes talks more and interrupts. The mother told us to keep an eye on him an report any inconvenience. We see that the energy is focus on the class and he is really paying attention, so we consider that we can respect his behaviour as long as it doesn't affect the class. 

In the second class, there is not a set routine as we have changed classrooms. Normally students arrive and seat, but during the last sessions some students continue arriving 5 or 10 minutes late. If someone arrives late, the teacher asks the students to bring candy for the next class.As the other class the teacher likes to do modeling for students to participate, using the turn and talk technique. This course is smaller so everyone gets to participate at least once, but there are some students that don't want to talk. In general, the class is really attentive and there is not necessity of using attention getters, but if it happens, the teacher says shh and waits. As a curious thing, there are two students that are cousins, so the mother of one of them warned the teacher to don't make them sit all the time together to avoid interruptions. Nonetheless, nothing happened last class, so for now there is no need to rearrange seats. 

What would I do?

I think that for both courses two thinks I would definitely do are adding a clear attention getter and apply more effectively the "what to do cycle". First, I would set with the students an attention getter we all agree like: 1-2-3 eyes on me, waterfall or wolf pack. In that way students would create a routine in which everytime I use the attention getter they would instantly pay attention. Regarding the what to do Cycle, besides the modeling, I would create more clear and observable instructions so I can make sure they know what to do, and I would add the why they are doing this activity. Then, as the teacher does I will pass by the students an check what they are doing. Finally, I will praise or correct depending on if the students are doing what they were told or not.

Reflection:

I believe that routines and classroom management are essential in case you want to make sure a certain culture and patterns are follow for the attaining of the objectives. In the case of my classes, students already have self-control and know when it's time to talk and paying attention. Likewise, I think the culture of my classes it's very healthy. We as teachers make sure to keep a respectful and inclusive environment for all. We take care of making clear instructions and to moderate in case a student misbehaves or interrupts the class.

Next week:

For the next entry I don't even know what topic, so it will be a surprise for everyone.

See you next time!!!