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Started by ddeubel in Websites / links / access to new resources / communities.. Last reply by Nadeem Nawaz Jul 16, 2019. 102 Replies

We are now in our 3rd edition of "Site of the Day"! Hundreds of the best sites for teaching/learning. See #1 and…Continue

Tags: collection, list, web 2.0, resources, websites

ABCs - Alphabet Resources or Ideas?

Started by NEWS NOW in Teaching and Methodology. Last reply by Amelia Meirizka Jun 20, 2019. 73 Replies

I guess the alphabet is our bread and butter.Got any good ideas for teaching it or using it…Continue

Tags: children, abc, kids, phonics, reading

Learning Designs

Started by Elise in Teaching and Methodology Mar 27, 2019. 0 Replies

I was wondering what you all thought of learning designs pertaining to English language teaching? What are the ways in which you design your lessons to achieve better learning in your students?Continue

A NEW way to teach PHRASAL VERBS so that your students understand and remember them

Started by Andromeda Jones in Teaching and Methodology Dec 31, 2018. 0 Replies

Phrasal verbs are a verb + preposition, adverb or particle. Teaching…Continue

Tags: prepositions, teach, verbs, phrasal


SCC textbook - my work in progress.

Sorry for not posting much lately but life happens and its been happening to me! Traveling and moving back to Canada, have got the best of me lately.

However, I'm still perpetually busy and the time "unplugged" has allowed me to think more about my English teaching methodology - SCC or Student Created Content. Read a whole rundown about it HERE.

It is something I've "grown" into as a thoughtful teacher. A method that while embracing the Communicative Language Approach, focuses it towards learning and student involvement. It is wholly constructivist in approach and espouses the view that language acquisition is intimately connected to notions of "self" and identity. The ego is the driving force of language development and "need" is harnessed and used as an engine as students create the materials they will use to practice English.

In the textbook culture of English teaching, usually the "experts" decide on both the scope and sequence (or in layman's terms, the topics, structure and timing) of a language course. In a lesson, the students practice the textbook's language and only at the end of the lesson/unit, get to personalize this content. I feel this is an artifice, it isn't a natural way to learn effectively. Students should use their own world, their own thoughts, beliefs, culture, circumstance as the content. It should not be imposed nor manufactured from afar in Cambridge or Princeton.

I will be producing a nice essay on this - as part of a forward to a new textbook I'm working on. It will be available for purchase and also a true example of a "blended book" / ebook. Meaning, not only will teachers be able to share and photocopy it - each 2 page lesson will follow a set methodology and have additional multi media materials offered through EFL Classroom 2.0. I haven't decided on a price yet but it will be low cost and in support of my efforts to promote free resources and access to materials for all learners and teachers online.

Here's a peak at what I have so far. Fine many more materials for SCC HERE - to download and test out in your own classroom while I work on producing the textbook. Comments / advice appreciated! Download the sample here - SCC textbook.doc

Downloads: 75

Comment by csagel on October 21, 2010 at 1:33am
I like this kind of textbook.
The language is at a level that the students can use it and enjoy doing so.
It also provides some order and sequence that the students can build on.
I had problems using "lessons in a can" because the lessons were too various.
This book also allows for students of higher levels to add their own spice to the lesson while lower level students are able to accomplish the given task.
I would like to see more of this book.

Comment by ddeubel on October 22, 2010 at 4:08pm
Thanks for the feedback - noted!

You are very right about "levels" and that's the significant benefit of student's creating the content - it is automatically level "appropriate" and they are working with something that develops acquisition from their self and not from some language outside themselves. This is important in the acquisition process - when students build from that known, you have good scaffolding and the steps up are climbed much faster. You also have more repetition and practice/use of language, this fosters development - we learn by doing not just memorizing and encountering language.

I also think that this method decreases the distance and power between instructor and learner. This too is important. Everyone is contributing and has a vested interest in the lesson. Further, the lessons are super simple and this will help mightily, new teachers - which are a constant in our biz. I will outline all these facets and more in the forward to the book.

As I keep writing this, using all my previous materials (all available on here) and editing them - I'm focusing on those that are simple and allow for multiple levels of students to use. I think it cool too that it will be "blended" in that a teacher has options available online to supplement the material - with a click of a mouse.

Once I get the 50 , 2 page lessons done, I'll give it to someone to format and "beautify". Then it is only a matter of making a book of it and letting others know / review and use.

But I'm looking forward to being able to say that I've "walked the talk" . Here's the book and this is how simple it could be.

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