Tuesday, 9 September 2014

Resources and websites for working with teenage ESOL students


Many ESOL Tutors find themselves specializing in teenage provision as FE colleges across the country have responded to the demand for courses.

These resources and links aim to provide plenty of inspiration, content and language skills.

The British Council have got a part of their website dedicated to teaching teenagers - visit  learnenglishteens.britishcouncil.org  for lots of topics, ideas and lesson plans.



British Council have also publish a set of "Great" lesson plans touching on topics such as Entrepreneurs, Countryside, Creativity, Environment, Innovation; all things that make Great Britain "Great" - TeachingEnglish


I recently discovered eslchestnut - This is an inspiring and comprehensive website for tutors working with teenage ESL and EFL students. It is well organised and full of great teaching ideas.



The BBC have produced a large number of games and activities for students learning English - BBC Skillswise There are plenty of numeracy resources on the site too!


This website, also by the BBC offers plenty of topics and ideas bbclearningenglish



The Times Educational Supplement provides Education Jobs, Teaching Resources and a weekly magazine. The resources are of a very high quality and can be searched easily. You must sign up to a free account to access many of the resources.




I have recently opened a Pinterest account and have found plenty of inspiration for my classroom decoration, teaching ideas and class management strategies, shared by other users. Well worth a visit.



Politics can be a boring topic but in the build up to a General Election we will definitely be exploring this website; parliament.uk/education



I am a huge fan of this website as I love bringing creativity to writing. The language garden provides a new approach to grammatical and multi-modal learning; languagegarden - website



The Blog is also well worth a look for ideas; languagegarden - blog



For a comprehensive list of Classroom Activities and Games suitable for ESOL students, visit - iteslj.org/games The list is huge and of a high quality.



E-safety is an area that we need to be encouraging students and tutors to be aware of - Think-U-Know?
is a fantastic resource providing plenty of material to increase awareness of E-safety.



I found this set of activities on the Digital Learning for Wales website - there's plenty to discuss and some great short videos; Hoodie-Trouble


Spelling can always be hard for teenagers. This activity makes it more engaging. There are a number of other sites out there offering the same but I like this one - Look Cover Write - 2 Levels




Comics provide a different way to get students to read and deduce meaning. ComicsEnglish provides plenty of content.



Make your own Comics
ToonDoo is my favourite Comic making website. You need a few IT skills but the options are almost unlimited and allow you to make very rich engaging comics.



GoAnimate is my favourite animation website and again provides almost limitless options. The paid version would make a very nice Xmas present!


TrueTube offers hundreds of videos, lesson plans and assemblies for schools and colleges. Some of the content may touch on areas that some students may find challenging but I think if offers amazing depth and diversity in its topics.


Finally, where would we be without YouTube, the ultimate video website? There's so much that can be said with a 2 or 3 minute video clip. This is one of my favourites but I'd love to know what you use in your classrooms and any other websites that I may have missed out.

Tutors working with teenagers desperately need an online community which can support and share resources. Get in touch if you work with teenage ESOL students and let's build one!

Wednesday, 17 April 2013

Time to dust away the cob-webs - Changes to Teenage ESOL Curriculum - How will you respond?


I've been away for a while. I've been preoccupied with work, family and life.

However, change is in the air. 

The changes are inescapable, some of them I'm pleased to see, others are less welcome. 

As ESOL tutors we have learnt to change or adapt. If we don't, we get left behind in the frosts of winter.

It seems appropriate that my 100th post comes at this time. I'm hoping to use this post as an opportunity to crowd source and share ideas on how to respond to the changes we face.

So what has changed?

The biggest changes, for ESOL Tutors working with teenagers, are the reduced contact time and the content of what we will be teaching them. This can be seen most clearly in the higher level hours. 

We have 180 hours to prepare students for Trinity College ESOL Exams - a couple of years ago we had 306 hours to prepare students for the same exams! (see below in red)

Personal development and employability skills are also a key theme of the changes - these will be accredited at Entry 3 and Level 1 and are a response to new Government Policy. (Click here to read more)

Below is a brief outline of the proposed hours for lower and higher levels.


Entry 1 and 2 - Breakdown of hours
                             
       
  ESOL embedding personal development and work skills
 7.5x36=270
  ESOL Maths and  IT  Embedded 
 5x36=180
  Tutorial  
 2x36+72
  Enterprise week
 30hrs
  Student hours
 552hrs
  Tutor teaching hours
 522hrs
                                                                  
Entry 3 and Level 1/2 - Breakdown of hours

 ESOL   
 5x36=180
 Personal development and employability skills (accredited) 
 2.5x24=60  
 Maths and IT Accredited FS
 5x35=180 
 Tutorial 
 2x36+72
 Enterprise week
 30 hrs
 Work Experience
 30 hrs 
 Student Hours
 552 hrs
 Total tutor teaching hours with work placement supervision 
 (16 hours)
 492+16=508
                        
The addition of an Enterprise week and Work Experience (which aren't contact time), for the higher levels, will also bring new challenges. Developing new links and materials to meet these requirements will be challenging but I'm sure that there are plenty of resources already available, I just need to find them. Any links you can share would be most welcome!

How can we respond to these changes?

I believe ESOL Tutors can respond to these changes by collaborating and shaping the curriculum to fit our students' needs. There is an opportunity to be creative and innovative and I find that exciting.

A new, generic scheme of work for Full-Time classes

I'm currently working with other tutors at Leeds City College to develop a new scheme of work for our Full-Time classes.  

The last thing we need to do is start from scratch. I think we can collaborate on this process and produce a document that reflects these changes. I would also like to see more connectivity between the ESOL, ICT and Numeracy. i.e. When students are studying types of text in ESOL they are making posters in their ICT classes.

So far my colleagues and I have identified the following EXTRA topics that young people may find engaging, interesting and ultimately useful to study. They are:

  • Art
  • Music
  • Advertising & TV
  • Fashion
  • Staying Healthy and Safe
  • Finances - personal, housing and small business / enterprise
Please feel free to add any other topics that you feel we could include by commenting below

Please contribute!

If you work with teenage ESOL students please get in touch. I would love to know how you are responding to the changes in funding and hours.

I would also appreciate any links to useful websites or textbooks that you've used. 

Crowd sourcing has always allowed me to harness a much broader range of expertise. I'm very lucky to be working with many talented and professional tutors. I would like to invite you to join us in this journey and together I think we can respond to the challenges ahead.

I hope that this blog can provide a collaborative space where ESOL Tutors can share thoughts and ideas. Please share your thoughts about how we can respond to these changes.

Thanks,

Mike

Monday, 24 September 2012

Assessing learners vocabulary and sequencing skills

I started teaching last week after a relaxing summer break and time in the office to plan classes.

The first week has gone really well and I'm already getting to know my students and their strengths and weaknesses. We use the first 4 weeks of the academic year to assess our students and diagnose any areas of their language usage that need work. We will be using these diagnostic tests to establish if students are in the right classes and what their learning goals should be.

I like to make the diagnostic tools un-intimidating and informal. Today I'd like to share one of my favourite tools.

I start session one of the academic year with a classic icebreaker. All you need is a juggling ball, some students and a few brain cells. The activity requires students to throw, underarm, a juggling ball between each other. The steps are as follows;

  1. Decide any rules - no throwing over arm, put one hand behind your back or sit down if you get it wrong etc
  2. Say your name and throw the ball to another person in the class.
  3. Say someone else's name and throw the ball to them.
  4. Say a day of the week and throw the ball to someone else, they must then say the next day of the week.
  5. Say the days of the week, as before, but in reverse order.
  6. Say a month of the year and  throw the ball to someone else, they must then say the next month is sequence.
  7. Step 5 but with months.
  8. You could do extensions requiring students to say students names in alphabetical order at higher levels (Entry 3 / Level 1)
I find this icebreaker to be really simple but effective. Students learn each other's names and they also produce the language you want to assess.

After this activity we complete this activity using a smart board. 


Time vocabulary

In ActivInspire the students can drag the words to the correct categories and the words stay in position if they are correct. The file above is printable and can be used as a worksheet.

Monitoring how the students complete the activity, how long it takes and if they can sequence correctly tells you a lot about a students skills. Sitting with students who struggle, of due to a lack of sight vocabulary, you can also see if students can make progress with help or if there is some block.

In session 3 I do a spelling test of the Time vocabulary and give contextual clues.

For example:

  1. What day is it today?
  2. Which month was Ramadan?
  3. How many hours in a day?
  4. Which month is after Spring?
I award one point for a correct answer and another point for the correct spelling. All of these soft assessment techniques are easy to deliver and provide me with lots of information about students skills.

What do you do in your classes to assess your students? I'll be sharing some more ideas soon.


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