Thought-provoking articles and classroom ideas for English teachers who never stop learning.
Empowerment Through Autonomy
Take a deep dive into the transformative effects of independent learning. These practical, easy-to-implement ideas will help you help your students develop lifelong learning skills and encourage them to take ownership of their learning journey.
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The effect listening to music has on the brain, and the problem-solving methods often used in studying music, both stimulate neuronal areas that generate deep, divergent, lateral thinking. In this post, we’ll clarify the nature of music as a learning tool, explore the different ways music converts us into expansive (as opposed to vertical) thinkers, and present techniques you can use to generate flexible thinking in your students.
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IBL (Inquiry-based learning) has existed in different forms for centuries. In IBL, the teacher places much of the responsibility for the learning on the learners themselves, inviting them to ask questions, guiding them to find out the answers and encouraging them to delve deeper and find out more. Many teachers use an inquiry-based learning approach to boost student engagement.
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Is it natural to separate disciplines (subjects)? It is helpful? Wouldn’t mixing disciplines help students to assimilate information more deeply? If we are concerned about promoting critical thinking in our lessons, surely interdisciplinary projects would promote this dynamic more integrally? Let’s look at the history, objectives and some examples of interdisciplinary projects and see if we can answer these questions.
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When students aren’t motivated at the beginning of a class, it can be hard to grab their attention. Here, we give you some ideas on how to engage your students every time, right from the start.
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In the last of a three-part post about how to assess project-based learning, here is a variety of techniques you can use to formatively assess your students whilst they are working on projects.
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Assessment is one of the main reasons teachers feel uncomfortable with the idea of dedicating time to project work in class. If you are one such teacher, don’t worry! Here, in the second of a three-part post about assessment when doing project work, we’ll answer the question: “How do I balance content and language in assessments?”
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