Monthly Archives: May 2024

AI App Smashing for a Farewell Message for my Students and my new Workshops on AI

One of the best things in life is loving what you do, and I have been very lucky in that respect.

Can you guess? I have 33 years’ experience under my belt (OMG, am I that old?) and when I started, we could only teach with a textbook and a chalkboard. Computers in the classroom? Not found!  And guess what? I had a blast with just those! So, I am not going to tell you to ditch the book altogether, I am going to suggest blending it with a bit of tech.

Back to my story: After some years, cool educational apps started popping up.  But though I tried and used lots of websites and created tons of digital activities, using them was never enough for me, so I used them, yes, absolutely, but in such a way that allowed me to combine traditional teaching and these new fancy tools to add colour and modernize teaching. Guess what? I realized that incorporating those new apps only added to my lessons.

And now all the fun is Artificial Intelligence. And I have hopped on board, too! Let me tell you; if I can do it, you can do it too.  Let me guide you through blending tech into your lessons for maximum fun, both for you and your students. Check my new catalogue full of AI workshops. ‘Cause trust me!  AI isn’t going anywhere—it’s here to stay and you, as a teacher, cannot be left behind. It’s not just learning about AI apps and productivity, though – it’s about learning how to integrate AI seamlessly into your lessons

So, what are you waiting for? Check out my workshops and get ready to level up your teaching game with AI.

Oh, and don’t forget to check out the little goodbye video I made for my students using 5 or 6 very easy AI technologies. I loved creating it, and I’m pretty sure they did too, but who needs confirmation when you’ve got laughter in the air, right?

Get Out of Your Seat! Engaging Peer Correction Activity for the Classroom

This activity is simple but oh! so good! Here’s a neat idea for improving students’ writing skills with zero prep and a bit of movement. Let’s have students proofread each other’s work! They’ll learn heaps by giving and getting feedback!   And yes, you also have to do something! After all, you are the teacher. 

This is an activity you can do with any level. Highly adaptable. What’s not to like, then?

One of the things that worries me the most ,as the end of a course approaches, is the fear of not having dedicated enough time to a specific language skill and having favoured others. I don’t know if you feel the same way.

It’s true that I try to incorporate activities that integrate multiple language skills to ensure a holistic approach to language learning. However, I know that for some skills, it’s not enough. One of these skills is writing. It seems like there’s never enough time in class to stop and write. That’s why, many times, I assign my students the task of answering one of the questions we discuss orally in writing, usually as homework.  It helps them reinforce vocabulary and, of course, ideas. And that’s only half of it. In this activity, I’ve included peer correction to encourage students to reflect not only on their own mistakes, but also their peers’.

Homework Assignment
  •  After discussing a set of conversation questions in class, ask students to choose one or two and, at home, write a paragraph answering the question(s). Encourage the use of a wide range of vocabulary and structures.  Ask students to write on separate sheets of paper using their best handwriting.
In Class
Round 1
  • Collect students’ assignments and put them up on the walls of the class (gallery style).
  • Assign each pair of students, a piece of writing, ensuring it is not their own. ask them to grab a pencil.
  • Students should now stand up, read their assigned piece of writing, and spot any spelling or grammar mistakes in the text. Encourage discussion about why each identified mistake is incorrect and how it could be fixed, but students cannot attempt to correct the mistake on the piece of paper, just underline it using a pencil.

Round  2.
  • Give the students something to work on, like textbook exercises or an oral expression task. And now, teacher, it’s your turn to work. Correct the written exercises on the wall in this manner.
  • Take a coloured pen (red, green, pink… etc )
  •      if students have correctly identified the mistake, put a tick.
  •      if students have underlined something  thinking it was a mistake but it is correct,          write ” it’s OK”.
  •     If you spot any other mistakes, correct them.
Round  3
  • Students, again, stand up in their pairs and analyse the written expression that they have corrected, paying attention to the annotations made by the teacher.  This will allow them to see where they have identified the error correctly, where they have made mistakes, and they will also be able to see the errors corrected by the teacher that they did not identify.
Round 4
  • This is the final step. Students take the piece of writing they have corrected from the wall and find the student who has written the text, explaining the corrections made.

Let’s hope that by making them reflect on common errors, they will be able to get rid of them

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