Teaching, learning, reading, writing, culture, classroom management, new technologies... anything related to education. Think and Dream in English (plus some Spanish and Catalan).
You don't need to change how you teach to improve assessment scores
http://www.reacheverychild.com/feature/assessment.html
-- Alan HaskvitzIt's important to remember tests are a great learning tool. You should have students evaluate their returned classroom tests to see where they need work. Also, look at last year's standardized test scores and note any relationships to your curriculum.In my case, I noted since teaching the Constitution early in the year, my students did not do as well when they took the state test near the school year's end. I didn't want to change my curriculum because it is centered on the Constitution. So, I had students develop an encyclopedia of terms when we covered the founding fathers, and they used this to review later in the year. No muss, no fuss, and it was an integrated learning experience. The scores at our school, without any changes to the way we teach, were among the highest in the state. And we have three minority populations.How I improve test scoresOver the years, my students have done exceptionally well in tests and competitions. The reason is twofold: I teach students how to write test questions so they know how to read them during tests, and I study the material to be tested. It does not take a Ph.D. to realize all the proper nouns in any state standard are the key. No question can be written without using these nouns if the test covers the standards.Now, some tests do not cover the standards, and for that, learning to read the questions is the most important element. As an old coach, you practice the way you play. For a teacher the same applies. If you test the students with the same format as the exam, they feel more comfortable. In addition, I also make sure every student knows the test's importance. I have frequently read and heard about students who simply do not care and make no attempt to do well. Finally, make sure you cover the material for the slower learners. They hold the key to improving school test scores.Assessment resources onlineThe following resources cover a wide range of topics related to assessment. It is a comprehensive list, but if you know of other valuable resources, please e-mail me through the site. Or, e-mail me if you'd like to know more about how I improve test scores.
- No Child Left Behind
- Types of Student Assessment and Testing
- Accommodations
- Rubrics
- Student Portfolio Assessment
- Online Quizzes and Tests, Puzzle Makers and Test-making Sites
- Assessment Research
- Test Preparation Resources
- General Information Sites
- Teacher Assessment Resources
- Authentic Assessment
- Electronic Portfolios
- What Research Says about Student Assessment
- Assessment LISTSERVs
- Report Card Comments
Becoming a Better EFL Teacher: A Simple Approach to Write an Essay for EFL Learners
Becoming a Better EFL Teacher: A Simple Approach to Write an Essay for EFL Learners:
"A Simple Format to Write an Essay for EFL and ESL LearnersA simple format for English as a Foreign Language (EFL) and English as a Second Language (ESL) learners to write an essay, is none other than the old standby, “The Five Paragraph Essay”. This writing structure is, of course, based on writing on a topic using five paragraphs. Briefly, here’s how it is set up.Paragraph One – When you write an essay, the first paragraph provides the introduction to the essay or composition. It tells what is to be discussed and why. Your main points or arguments are briefly introduced. This paragraph need not be a lengthy one, four to five sentences will usually suffice.Paragraph Two – In the second paragraph more background information is provided in more detail. Your first, often strongest main point or argument is expanded upon. This second paragraph is usually longer than the first or introductory paragraph. There is a topic sentence, three to five sentences of information, then a summary or concluding sentence which is used to allude or transition to the next paragraph’s content.Paragraph Three – The third paragraph provides your second key point or argument and ties it into your theme, when you write an essay or c"
English language teaching methods and approaches
English language teaching methods and approaches: "Teaching Index
Approaches & Methods in Second Language Teaching"
Approaches & Methods in Second Language Teaching"
- 01 English Pronunciation and Listening to spoken English
- Priorities and materials for phonology and phonetics
- English vowel sounds - the 12 monophthongs
- Presentation and practice of the 8 English diphthongs
- Materials to practise Final Consonant Clusters in English
- Specifying the priorities for pronunciation teaching
- Teaching intonation, rhythm and stress
- Speech versus written English
- Listening to spoken English: techniques for L2 learners
- Should spoken English be the principal objective in language learning?
- idiom, cliché, jargon, slang, motto, phoneme, allophone, redundancy
- 02 Syntax & Semantics
- Ways of presenting grammar
- Short Texts for production and grammar presentation
- Dialogues for grammar-presentation or conversation-facilitation
- Function & Form: uses of the Present Perfect Tense
- Grammar content of FCE as covered in leading exam course books 1979-1987
- Key developments in the teaching of English vocabulary during the mid 20th century
- The importance of concordancers and corpuses in vocabulary learning and teaching today
- Choosing a dictionary for English language learning
- Functional and linguistic analysis of occupational varieties of English
- Specialist English dictionaries and companion workbooks to develop vocabulary
- 03 History and Practice of TESL /TEFL methods & approaches
- Audiolingualism (drilling as habit formation)
- Cognitive Theory (awareness of the rules) Mentalism
- Notional | Functional approach i.e. setting (topic areas) | speech acts (social purpose of utterance)
- The Communicative Approach - the theoretical background
- Communicative Language Teaching and task-based learning
- Definitions of learning
- 04 Language Acquisition Forum on current methods & approaches and the role of the teacher
- "The appeal & poverty of CLT" (Robert O'Neill: March 2000)
- "The limits of functional/notional syllabuses" (Robert O'Neill: 1997)
- "Crucial differences between L1 and L2 Acquisition" (Robert O'Neill: 1998)
- "Dogmas and Delusions in Current EFL Methodology" (Robert O'Neill: 1999)
- "The Myth of the Silent Teacher" (Robert O'Neill: April 1994)
- Verbal characteristics of good teacher-talk. How to be a good teacher: the most common tips.
- What makes a good teacher? Use marketing clichés, catch-phrases and jargon in your answers.
- 05 Principles Syllabus and Course Design
- Selection and Grading of Structural items
- Questions to consider when designing a syllabus (Ron White)
- A critique of Breen's Process Syllabus (Ted Power)
- Motivating large classes of captive language learners in poorly resourced MLT environments
- Planning a visit with captive 12-13 year-old UK learners of French to Boulogne, France
- A list of criteria for evaluating the Main Course Book
- 06 Methods of Testing and Assessment
- INDEX: to Language Testing Objectives
- Objectives of test types: a) aptitude b) placement c) diagnostic d) achievement e) proficiency
- What are a) discrete point tests b) tests of integrative skills?
- Subjective and objective testing techniques
- Standardized tests ("psychometric objective" & "linguistic realistic")
- The main requirements of an efficient test - the problem of "test rubric"
- Item analysis - the facility value of an item and its discrimination index
- The problems of assessing communication in a second language L2
- What are a) norm-referenced tests and b) criterion-referenced tests?
- Test reliability and validity: the most important aspects of both for the teacher / tester?
- 07 Developing a Placement Test
- Getting started & types of test to avoid
- Content specification
- The Placement Test
- Marking instructions and Answer Key
- Item Analysis for selective deletion Placement Tests set on an incline of difficulty
- Testing the test 1: Item analysis: facility value and discrimination index
- Testing the test 2: Statistical measures of the Mean, Standard Deviation and Reliability
- Reliability versus Validity
- Accommodating "complete beginners" during a 60-minute Placement Test and Bibliography on Language Testing
- 08 A Multiple Choice Placement Test designed for quick marking and optimum validity
- Part 1 Grammar
- Part 2 Vocabulary
- Part 3 Reading Comprehension
- Part 4 Listening Comprehension
- Tape Script for Part 4 Listening Comprehension (cassette, minidisk or teacher can read aloud)
- Protecting TEST QUESTION PAPERS for re-use by subsequent intakes of students
- ANSWER SHEETS WITH GRIDS and OVERLAYS for easy marking
- Using computers or computer labs with or without Internet to administer and mark the test
- 09 English Language Teaching songs and games
- Folk songs listed by Level and frequency of problematic English Vowel & Consonant Sounds
- English Phoneme Chart: Key to problematic Vowel & Consonant Sounds
- Folk songs listed by a) Theme b) Discussion Topic and c) Level
- Games for English Language Learning colour-coded by Level
- 10 Reading in the Second Language Class
- Reading is not the same as Text Study
- Classroom activities and Skills for Reading
- L2 Reading objectives for English for Specific Purposes (Business and ESP)
- L2 Reading objectives for English for Academic Purposes (EAP) Candidates for English medium universities
- 11 Writing in the Second Language Class
- 1) Exercise-types for teaching writing in the second language class. 2) Is writing an extension of speaking?
- Adjusting lesson content to the contexts in which writing is needed
- Coherence and cohesion in esl student writing
- Correction techniques: behaviourist (steering round errors) v cognitive (earmarking the fault)
- Link to Adult Literacy Materials for zero beginners with no knowledge of our alphabet
- Link to BBC Skillwise: writing - a community web site, offering general writing tips and practice for learners at lower levels
- Link to Royal Literary Fund - help with essay writing for advanced learners hoping to attend UK universities
- 12 Learner Independence; Learner Autonomy and the Web; Self-access Centres and Practice Time
- Self-access Centres: the rationale
- Using javascript templates on other sites to make your computer lab teaching & testing material interactive
- Downloading freeware from the web to run javascript interactive teach/test templates and how to create your own
- 13 Particular challenges for English language teachers: real communication; very low or very high level learners
Girls and Bullying
Girls and Bullying:
"Bullying and teasing can be just as big a problem for girls as it can be for boys, and it can affect children of all ages, say the Peetes. They talk with Dr. Elvis Epps, the assistant principal of an elementary school in Florida, about his advice for dealing with bullying situations that parents often encounter.Look for signs. If you daughter is acting reclusive and doesn't want to go to school, she may be afraid of a bully, Dr. Epps says.Use your best judgment. Parents should assess whether the situation requires their intervention, Dr. Epps says. If your child has been physically injured, you should step in immediately, he says. If two girls have a verbal dispute, you may decide to let them work it out on their own, he says.Deal with problems sooner rather than later. Call teachers or school administrators before a harmful situation can escalate, Dr. Epps says. 'I like to put the fire out while it's a little flicker [rather] than let it get out of control,' he says.Take responsibility. If your daughter is the bully, Dr. Epps says you need to take measures to resolve the matter. Work alongside teachers and administrators, get counseling for your child if necessary and set a good example for her. 'Create an atmosphere that is positive in your home,' he says."
Thanksgiving Dinner with All the Trimmings
"Here is Thanksgiving dinner with all the trimmings. The roast turkey is done to perfection with stuffing and gravy for all to enjoy. There are stuffed baked potatoes, a tasty looking side-dish of green beans and cashews. Of course, we can't forget the traditional cranberry salad in the middle. To finish the meal off, the guests will have coffee as we can see a pitcher of cream and a sugar bowl."
Thanksgiving Tips for ESL Learners: Thanksgiving Emergencies -- What to Do
Thanksgiving Tips for ESL Learners: Thanksgiving Emergencies -- What to Do:
"Thanksgiving Emergencies -- What to Do* If the turkey doesn’t thaw out in time, defrost it in your microwave. Or put it in a sink full of cold water. Each half hour, let the water out and put clean water in.* If everything is done before the turkey, you can finish cooking the turkey in the microwave, if it fits. This will make the skin less crisp, but the turkey will be safe to eat. Or you can save the rest of the food and heat it up again when the turkey is ready. Most Thanksgiving food tastes fine reheated.* If there are lumps in your gravy, use an eggbeater to break them up. If that doesn’t work, just take the lumps out with a spoon.* If there are lumps in your mashed potatoes, that’s actually good! It shows you used real potatoes. Just kidding. Put them in your food processor or blender and run it for just a few seconds.* If the crust of your pie is done before the filling, put aluminum foil over the edge of the crust. Be careful not to burn yourself."
Black Friday | Heads Up English | ESL Lessons
Black Friday | Heads Up English | ESL Lessons:
"Black Friday refers to the day just after Thanksgiving in the US. Because so many companies have a four day weekend, many people begin their Christmas shopping on this day. (Thanksgiving always falls on a Thursday in the US, and then people have Friday, Saturday, and Sunday off from work.) Black Friday is often reported as one of the busiest shopping days of the year. Shopping malls are packed with people, parking lots are crowded, and lines at stores are very, very long. Some stores even open at five or six in the morning because there are so many people. Other stores have discounts and sales to draw even more customers.The word 'black' to describe the Friday likely began in Philadelphia in the mid-1960s. Traffic jams filled the roads into the downtown area every year. The stores and sidewalks were overflowing with shoppers. The experience for so many of the people who ventured downtown was stressful and chaotic. It was a terrible, or black, day. Because other cities around the country similarly experienced traffic jams, busy stores, and too many shoppers on the day after Thanksgiving, the term spread. Black Friday became a common idiom in American English.Although many people may see the day after Thanksgiving negatively, retailers have a very different opinion."
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