ILTED - Module IV - 17 Mayo

Module IV - Innovation in Language Teaching for Emergency Education
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“We cannot build the future
for our youth—but we can
build our youth for the
future.”
Franklin D. Roosevelt
Let’s recap 👈
- Our students - Gen Z and Gen Alpha - are post-digital generations
who are familiar with globalization, artificial intelligence, robotics, 3D
printing and the Internet of things
- Knowledge is seen as a collective product - the 21st century is

also referred to as the Information Age or the Digital Age
- Teacher - students - parents - school - classroom - neighbourhood

- town - society: education goes beyond the classroom to reach any
other classroom in the world. The classroom is a social community in
itself!
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As we have seen, Post-method pedagogy language teaching methods are

adapted to the particular situation of particular students and teachers. 21st Century
pedagogy (Unesco) seeks to help students develop the knowledge, skills and
competences a student needs for life, for work and to be a world citizen via
problem-solving and project-based learning in context providing students with significant
feedback and reflection.
We can adapt PjBL to incorporate the macro strategies of

Postmethod pedagogy and thus help students incorporate 21s century
skills so that they become future 21st century adults capable of dealing
with novel paradigms.
Over the years and after going over the 21st Century skills for preparing students to
become world citizens, lead educators have agreed that some of these skills are the
most important learning strategies in today’s environment, especially for K-12 education.
These skills have become known as The four C’s - Learning and Innovation skills:
Critical thinking (& Problem Solving)
Creativity (& Innovation)
Collaboration
Communication
Critical thinking is about solving problems and finding solutions.
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Creativity teaches students to think outside the box - creating content that has a
purpose, an audience and a community.
Collaboration shows students how to work together to achieve a common goal -

which now may evolve across physical space and cultures.
Communication lets students learn how to convey their ideas effectively choosing
the best tools - as these have changed significantly
We are now going to see how to integrate Critical Thinking in our classrooms.
Critical Thinking
Although there is not just one definition for critical thinking, many authors agree that it is a
way of thinking in which the thinker analyzes, assesses and reconstructs knowledge. We
can expand this idea by saying that:
A critical thinker:
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- Looks for information, evaluates its relevance and interprets it successfully
- comes up with crucial questions and problems
- searches the best solution and conclusion
- considers alternative solutions (lateral thinking)
- communicates appropriately in an attempt to find a solution to complex problems
It is very difficult to talk about critical thinking skills without referring to Bloom’s Taxonomy
(1956). This is simply a hierarchy of cognitive skills which may be helpful when we think
about our students’ learning. The following graph has seen many revisions but this is one
of its most popular representations:
Bloom’s taxonomy is useful for teachers because it helps them:

- to structure learning objectives - to simplify an activity
- to assess the complexity of tasks - to personalize learning
- to plan project-based learning
In turn, Bloom’s taxonomy is useful for learners because it explains how learning takes
place:
● Before you can understand a concept, you must remember it.
● To apply a concept you must first understand it.
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● In order to evaluate a process, you must have analyzed it.
● To create an accurate conclusion, you must have completed a thorough
evaluation.
Source: https://tips.uark.edu/using-blooms-taxonomy/
The thinking skills we have looked at in Bloom’s taxonomy can be classified into higher
order and lower order skills. The former involves a more superficial processing of
information, for example, when students study something by heart and then recite it in a
test. They may pass the test without understanding what they are talking about. Repetitive
routines reinforce this type of thinking.
On the other hand, higher-order thinking implies a transformation of ideas so that the
information becomes meaningful to the students. This type of thinking typically occurs when
students explain something with their own words, generalise, make implications or arrive at
conclusions. For the teacher, encouraging this type of thinking means the students’ replies
cannot be predicted and so there is always a certain element of uncertainty.
Critical thinking is related to higher-order skills. When we say that we want our students to
develop critical thinking skills we imply that we would like them to go beyond a superficial
approach to learning (lower order skills). In other words, instead of memorizing information
they should be prepared to understand, analyze, apply and ultimately create new meaning.
The following graph shows critical thinking skills and the questions we sometimes ask
ourselves when these skills are at play:
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It is crucial to bear in mind that critical thinking doesn’t necessarily mean criticizing
ideas or people, but rather basing your arguments on criteria:
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Critical thinking doesn’t mean being critical all the time! A critical thinker should be
able to find reasons to praise an argument as well as reasons to criticize it. (Houston,
2009)
Why should we teachers encourage critical thinking in the

classroom?
What can we teachers do to encourage higher-order thinking in our
students? What type of activities or environment can we create to
provide students with opportunities to apply higher-order thinking?
Practical ideas to develop critical thinking skills in our lessons
- Critical skills through literature

It’s fairly easy to see how critical thinking may be developed through literature with
teenagers and adults, but can children also reap these benefits? Indeed, there is a wide
array of picture books that foster these skills. Anthony Browne is one of the authors whose
children’s books offer thought-provoking ideas that lead children to think ‘outside the box’. In
‘Me & You’, for example, the classic story of Goldilocks is told from the point of view of the
girl side by side to the original version. In this way, children’s prejudices are challenged and
they are forced out of their mental comfort zone, so to speak.
Watch this short video which presents a short review of the story
https://www.youtube.com/watch?v=B89JwSCQLvo
‘What do you Do with a Problem?’ by Kobo Yamata is an example of

a book that promotes problem-solving skills in children. Can we find a
way out when we have a problem? Can we think of a problem as a
possibility to learn and grow? This beautiful story explores these
themes.
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In the same vein, ‘Silly Billy’, by Anthony Browne also delves

into the idea of dealing with problems and finding the solution
within ourselves.
This notion of thinking about our thoughts is called metacognition and far from being an
ability we are born with, it can be taught, developed and reinforced throughout our lives.
- Lateral thinking puzzles

These are situations that call for a different way of thinking. They can be used as
ice-breakers or warm-ups, when there is some time left before the break, or as a kick-off to
other activities.
In the following powerpoint presentation you will find plenty of examples to
use in your classroom.
Lateral thinking activities
Lateral thinking stories can help to bring down or unlearn prejudices. Find the
worksheets in our virtual classroom. This is also a good example of critical
thinking + grammar skills. Both can be developed through the same
activities. Find the answer at the end of this file.
- Brain-teasers & Riddles:

Once again, you can use riddles with all levels and ages. TedEd offers many riddles with
visual support and lessons to use afterwards (click on think, dig deeper and discuss on the
right hand margin).
Can you solve the buried treasure riddle? - Daniel Griller

There are many more riddles to explore on TedEd, such as The Fish Riddle,
The Seven Planets Riddles, just to name a few. Check them out!
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More puzzles and brain-teasers in the following site: Brain Teasers - Puzzles by Puzzle
Prime
- Odd one out

Most teachers frequently use this activity for vocabulary practice. When presented with a
group of words, students must decide which one is different to the others and find a
common criteria for all the others. For instance, in the first group below you may say that
‘elephant’ is the odd one out because it cannot be a pet, while the others can. Alternatively,
other students might claim that ‘turtle’ is the odd one out because it is the only one that is
not a mammal, while the others are. In addition to being a wonderful exercise to review
vocabulary, the odd one out can develop critical thinking since students analyze, assess,
evaluate, find criteria and justify their choices.
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- Guess the ending of the story

Tell your students the following story. To make it more dynamic, you may use hand gestures
for certain words, such as ‘small’ or ‘inside’ or ‘house’, and students must provide the word.
At the end of the story, they must guess the ending.
The Free Ticket
Allison Lumsden lived by herself in a small house. One day she received
a letter. When she opened the letter there was a cinema ticket inside. there
was also a note in the letter. It said:
‘Here is a free ticket to the cinema on Saturday night. Enjoy yourself.’
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However, there was no name with the letter. Allison decided to telephone her friends to find out who sent her
the present. First of all she called her father.
‘Dad. Did you send me a cinema ticket?’
‘No’, he replied. ‘Perhaps it was your brother’.
Allison called her brother.
‘Andrew. Did you send me a cinema ticket?’
‘No,’ he replied. ‘Perhaps it was Roberta’.
Roberta was Allison’s best friend so she rang her.
‘Roberta. Did you send me a cinema ticket?’
‘No,’ she replied.
Allison phoned all her friends but none of them had sent her the ticket. She decided to phone the manager of
the cinema.
‘My name is Allison Lumsden. I received a free ticket for your cinema on Saturday night. Did you send it to
me?’
‘No,’ said the manager.
Allison was puzzled. On Saturday night she did not know what to do but then she decided to use the ticket.
She put on her coat and went to the cinema. It was a good film and she enjoyed herself. When she got home
she was very surprised. There was a note on the front door of the house. It said:
Source: Woolard, G; Lessons with Laughter (1999), Hove: LTP Language
Students get together in pairs or groups and come up with a 2 - 5 line note. They must put
their creativity and problem-solving skills in action.
What did the note finally say?

Find the worksheet in our classroom to read the answer.
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- Images
As discussed in the previous unit, authentic pictures offer a wealth of possibilities when it
comes to teaching EFL. You may use them for creative writing or oral discussions. They
may be ice-breakers or triggers for predicting a text you are about to read (lead-in). They
may help to activate your students’ schema. In all cases, you will be tapping into your
students’ critical thinking and visual thinking skills. If your pictures are carefully chosen so
that they are intriguing then motivation is likely to ensue.
Check out these images collected by the New York Times. There are 40 of them!
https://www.nytimes.com/slideshow/2016/08/16/learning/images-from-four-years-of-whats-going-on-in-this-pict
ure/s/VTS04-08-13LN2.html
Students try to predict what’s going on in the picture and they may post their comments in
the ‘what’s going on in this picture?’ section in the New York Times webpage. They must
follow this three question protocol:
• What is going on in this picture?

• What do you see that makes you say that?
• What more can you find?
Some days later, the real context in which the picture was taken will be revealed.
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Other activities that can ignite students’ creativity:
- Add comics-style speech or thought bubbles to indicate what the people (or even
objects!) in the picture might be trying to communicate.
- Write from the point of view of one of the people, animals or things in an image.
- Guess what happened just before a photograph was taken.
- Come up with ideas for what might be happening just outside the frame of an image.
- Play a guessing game with the image
Lateral thinking story on prejudices. Answer: the surgeon is the boy’s mother. Did
you guess it?
These last weeks we have been sharing digital tools, resources, apps and websites
that support student learning. All in all, the material is meant to improve and enhance 21st
century teaching practices with Web 2.0 tools.
ISTE (International Society of Technology in Education) released updated Technology

Standards for Students that will allow teachers to prepare learners for a constantly
changing environment and to transform learning with the help of technology. A student is
an / a:
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Technology is here to stay. Kids, children and teenagers are fully aware of this as
they already take technology as part of their natural environment in and also beyond
academic life. We have thought of a variety of software, sites and apps that will allow you to
enhance your classroom practice and students learning in and outside the classroom.
It is worth mentioning the research done by Mishra and Koehler, who built on
Shulman’s formulation of ‘‘pedagogical content knowledge’’ and extended it to thoughtful
pedagogical uses of technology which require the development of a complex, situated form
of knowledge that they call Technological Pedagogical Content Knowledge framework (or
TPACK). This framework can help us understand and describe the kinds of knowledge that
we teachers need for fruitful pedagogical practice with technology in the integration of the
areas.
TPACK venn diagram - image ©2012 by tpack.org
Blended learning systems combine face-to-face instruction with computer-based

(e-learning) instruction, making the most of both. Hybrid learning and mixed-mode learning
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are terms that also stand for blended learning approaches. In this scenario, students attend
a class taught by a teacher in a traditional classroom setting and they independently
complete some online components of the course outside of the classroom as well.
Adopting a blended learning system implies using information communication
technologies (ICTs) and new pedagogical models. Let’s go over some of these
blended-learning tools and resources.
● Virtual Learning Environments or Learning Management Systems: Education

materials are transmitted through the Internet from teacher to student in an online
system.
Further Reading https://elearningindustry.com/difference-between-lms-and-vle
Examples in which VLE's structure, manage and deliver learning activities and
content in just one product with in-build activities and resources: Moodle (where this course
is!), Blackboard, Google Classroom and Edmodo - more about this one, in a couple of
pages!
A natural offset of blended learning: The Flipped Classroom - students are introduced to
content at home - doing independent study via technology, and then carry out significant
guided practice at school.
● Multimedia Resources: combination of multiple media formats. Some of these are:

○ TEXT AND GRAPHICS
■ Slideshow or Presentation
■ Prezi
■ Diagrams
■ Infographics
■ Documents and manuals that can be downloaded or shared
○ VIDEO
■ Audio Lectures
■ Instructional Videos
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■ Youtube
You can cut YouTube videos online?

Give it a try!
https://ytcropper.com/
■ Screencapture
■ Talking Head Recorded Lectures
■ Animated Videos: https://explee.com/
■ Glass screen
■ Virtual Field Trips
■ Video Conferences
○ AUDIO & others
■ Podcast
■ Webinars / Web conferences
■ Online meetings
■ Moodle activities
■ Blogs
■ Skype
■ Interactive Content: Content that requires the students' active engagement
— more than simply reading or watching.
For example
- quizzes, surveys and polls,
https://www.educatorstechnology.com/2018/02/17-of-best-surveys-and-poll
s-creation.html
- videos with hotspots, infographics, assessments, e-books.
https://www.snapapp.com/platform/interactive-content-types/
● Virtual communication tools (forums, emails)
In order to become more technologically savvy, it is fundamental to purposefully

include technology in our lessons so that it has an impact on learning.
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Technology can be put into use to better student learning by supporting syllabus
objectives. Technology-enhanced classrooms are key to student engagement. Of course the
challenge is for us teachers to integrate the best tool to achieve effective learning.
The wide offer of educational tools can be overwhelming:
The two main characteristics of Web 2.0 tools are
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★ increased creativity and interaction for the user
★ sharing of opinions, ideas and experiences among users
As we have noted, our students who are digital natives, are natural consumers of these
tools. However, we need to incorporate them and we need to introduce them to the
educational uses of these tools. We must help students evolve by including technology in
the classroom or set homework with Web 2.0 tools.
But you are not a newbie to this type of tool, after all. You have probably been using some of
these in your classrooms, and if you haven’t, you have certainly been introduced to some of
them in this course; for one thing, you have been experiencing Moodle as a student and you
were guided through Edmodo in Week 5_part 1. In the following image, you can see some
of the tools we have seen so far:
Let’s go over some Web 2.0 resources organized by skill.
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Tools for Speaking

Voki https://www.voki.com/ This website allows users to generate fun listening activities
through the creation of avatars - a customizable animated character - and give it a voice.
Flipgrid https://flipgrid.com/ This website allows teachers to create grids to make video
discussions easier and more interesting. Teachers can suggest ‘topics’ and students reply
with a video response.
Voice Spice https://voicespice.com/ This is an easy-to-use voice recorder application that
lets you record, morph, and share your voice from mobile devices and tablets.
Blabberize https://blabberize.com/ allows students to create talking photos.
Vocaroo https://vocaroo.com/ This is a site that allows students to record themselves, save
the recorded file in mp3 or get the embed code or link to access the recorded file in the
website.
Google Voice https://voice.google.com/u/0/about
Speaker https://www.spreaker.com/
Audacity https://www.audacityteam.org/ This is a free, multi-track audio editor and recorder.
Students are able to export recorded files in a range if formats and share them or use them.
Tools for Listening

ESL podcast sites have been developed to learn and revise vocabulary and grammar topics
or to learn about world news and current events. They are particularly useful for practising
pronunciation, stress, rhythm and intonation, and accuracy. For example:
https://www.podcastsinenglish.com/
TEDxESL https://tedxesl.com/
elllo - English Listening Lesson Library Online - http://www.elllo.org/video/index.htm
Students can watch short videos featuring speakers from around the world answer one
question . Videos come with a script and quiz.
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LyricsTraining https://es.lyricstraining.com/ We explored this site when we talked about
‘authenticity in the classroom’ (Week 3), do you remember?
British Council site: http://learnenglish.britishcouncil.org/listening
VideoNot.es http://www.videonot.es/ Students can watch a video and take notes at the
same time
Tools for Writing

Storybird https://storybird.com/ This website uses illustrations to inspire the student’s writing
to create short visual stories. Students can publish them on the web and they can receive
comments from other students, encouraging collaboration. It is also possible to read stories
from other people. We also saw this when we explored authenticity in Week 3, do you
remember?
Pixton https://www.pixton.com/ Students create comics online and share them as well.
Bubbl.us https://bubbl.us/ - more about this one, in a couple of lines!
Book Creator https://bookcreator.com/
Make Beliefs Comix https://www.makebeliefscomix.com/Comix/
Write & Improve https://writeandimprove.com/
ReadWriteThink http://www.readwritethink.org/
Tools for Reading
Kami https://www.kamiapp.com/ PDF & document annotation app for schools to improve
engagement and interaction in the classroom.
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Annotate https://www.annotate.com/ give students the possibility of creating, sharing and
discussing newly created documents or authentic text.
FunBrain https://www.funbrain.com/books Here you will find lots of books for children!
Reading Rockets http://www.readingrockets.org/ Literacy experts who offer online

research-based reading strategies, lessons, activities and suggestions to help young
learners read and read better.
Web 2.0 tools: have you used any of these in the classroom? What impact
does it have on students? Which one of these would you like to implement?
Why does it sound appealing to you?
Samples and examples!

Find below some examples of incorporating these tools to a reading class. As you will
see, the different tasks might be centered around the same reading material. The tasks will
also vary according to age and communicative competence and production.
First read the instructions and below them, you will find examples with explanations.
1. Plan a reading class using some visual organizer. In it students can: brainstorm main
ideas in a text; make a summary of a story. Try using Bubbl.us
2. Design a reading comprehension activity with a quiz. You can use Kahoot or Funtrivia
3. Design a vocabulary activity in which students play a game to practise vocabulary. You
can use: PowerPoint, Prezi, Quizlet, Flippity
4. Design an activity in which a character speaks - it can be related to Activities 1 and/or 2.
You can use: Blabberize or IFunFace
Tasks are tailored round `The Giraffe, the pelly and me` by Roald Dahl.
You can access the online book here:
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http://eclass.sch.gr/modules/document/file.php/G668151/2015-2016/Bclass2015_2016/Dahl.pdf
Examples of instructions above:
1.
With this tool you can:
- present a project - create a book outline - brainstorm ideas

- design a process - map out a plan - create a summary of a book
Check out this activity done with Bubbl.us. Students complete the summary of the story by
working together - as the characters did to work out their problems. After this, they can
narrate the story from a different point of view or tell it again using a different genre.
2. http://www.funtrivia.com/
Fun Trivia is a free trivia website where you can create your own quizzes for free. Check out
this quiz based on the reading of The Giraffe and the Pelly and Me.
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http://www.funtrivia.com/playquiz/quiz289763212c770.html
2. Kahoot! is a game-based learning platform, free for teachers. This online tool is designed
to check learners’ understanding or knowledge. You can create a series of multiple choice
questions or jumble games. The format and number of questions are entirely up to you. You
can add videos, images and diagrams to your questions to boost engagement.
You can watch this explanation of this game-based web.

https://kahoot.com/what-is-kahoot/
This is an example of a Kahoot! game based on The Giraffe and the Pelly and
Me. https://play.kahoot.it/#/k/2c52d4a8-636d-4fd5-bd26-504084f6efc7
3. https://quizlet.com/ Quizlet is a free website providing learning tools for

students, including flashcards, study and game modes. With this online tool you can design
activities to help learners memorise information, for example, vocabulary items or create
quizzes to check information.
Go over these flashcards to find out all the possible creations you can make with Quizlet
https://quizlet.com/89313049/what-is-quizlet-flash-cards/
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Try this on-line quiz about the same book.
https://quizlet.com/24284438/the-giraffe-and-the-pelly-and-me-flash-cards/
3. With Flippity https://flippity.net/ , you can turn a Google

Spreadsheet into a Set of Online Flashcards and create games.
https://www.flippity.net/me.asp?k=1s_fQE9JBDsQnu4TQn9gVbhDSUJ5NUaoj9E0bDFeLFLU
Vocabulary practice done in flippity.net. Children must find the pairs (colour splash + colour
word) and say the name of the colour. In addition, you can set pictures of animals on a desk
and students must find the picture of the animal whose name rhymes with the colour. For
example: a red hen, a black cat. a pink fish.
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Think about a language point you could teach using one of the online tools
above. Who are the learners? What is the language point? What is the
context? What tool could you use to set the context?
We can help our students develop learner autonomy by using digital tools! Find out how!
https://thedigitalteacher.com/training/using-digital-tools-to-develop-learner-autonomy-tips
There are also a great amount of tools that can support your teaching practice.
Posters & Infographics

Introducing artistic activities in the classroom has always been popular among teachers. It
allows students to deploy their artistic skills, it taps into multiple intelligences and different
learning styles (visual learners). However, we used to rely on resources such as bulletin
board paper, markers and other supplies. It was difficult to use pictures and only crafty
students felt confident enough to draw there. Digital posters and other visuals also allow
students to exploit their creativity using technological resources they are well-acquainted
with.
There are many free e-tools that offer this service:

- Canva https://www.canva.com/
- Sketch.io https://sketch.io/
- GetStencil https://getstencil.com/app
- Piktochart https://piktochart.com/
- Glogster https://edu.glogster.com/ Students can create an online interactive poster
combining text, pictures, graphics, video and audio - which is called a glog. This glog
can be hosted by Glogster or you can embed it into a wiki, blog or class website.
- Postermywall
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Imagine the following scenario: Your class has been working on the project ‘The Food Fair’.
They have been exploring recipes, learning about ingredients, watching ‘mini chefs’ videos
and rehearsing in order to prepare their recipes live at a school food fair. One of the tasks
before the exhibition is to prepare posters, flyers and invitations to share with the rest of
the school (either printed or online through the school platform, such as Edmodo). They also
need to design a diploma for the winning team. These e-tools would come in very handy in
these situations.
Animated videos
The following web tools can be used to create simple animated videos.
Powtoon https://www.powtoon.com/home/?
Genial.ly https://genial.ly/
Edpuzzle https://edpuzzle.com/
Word clouds
ABCya http://www.abcya.com
Wordle http://www.wordle.net/create
Word Art https://wordart.com/
Word Clouds https://www.wordclouds.com/
Word it Out https://worditout.com/
Have a look at this word cloud listing some of the characteristics of 21st century learners.
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Sharing time!
An important aspect of using technology is sharing productions with the class, the
community, other classrooms around the world, a variety of platforms...as we are connected
on the web. Let’s see some of the tools we can use to let our creations out to the world.
Take Padlet as a starting point. https://padlet.com/ Padlet is an online virtual “bulletin”

board, where students and teachers can collaborate, reflect, share links and pictures, in a
secure location. Padlet allows users to create a hidden wall with a custom URL.
E-portfolio or Showcase Portfolio

An e-Portfolio (electronic portfolio) is a digital online collection of sample student work that
records, stores and shows artefacts of learning and reflection how or why the item is
included in it. An ePortfolio may include:
★ Writing samples (research papers, essays, fiction, reflections, journals)
★ Photos/slideshows/videos/audio/ or other types of multimedia media files
★ Interviews and presentations
★ Research projects
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★ Links to blogs, web pages, or other online content
As Paulson and Paulson (1991) said, “portfolio is a laboratory where

students construct meaning from their accumulated experience” (p. 5).
Pathbrite https://pathbrite.com/ Pathbrite is a web-based tool that makes it easy for

students to create digital portfolios. Students can showcase work, teachers can manage and
assess classes, and institutions can also showcase data. The site is free for individuals to
create portfolios.
Read more about this tool for educators here:
https://pathbrite.com/educators#educators-top
ThingLink https://www.thinglink.com/ This tool is useful for sharing visual information. The
user uploads an anchoring image, such as a map, photograph or a drawing. The user then
inserts “tags” which link to additional information such as definitions, maps, images or even
other websites.
Kidblog http://kidblog.org/home
You can also start your own class blog in EduBlog! https://edublogs.org/
We need to strike the happy medium...to use tech as tools but to accompany
students with lifelong values and significant content. We must create
opportunities for students to employ their skills as creators and producers in
meaningful learning contexts.
To summarize our work during this course, we would like to share with some
TED talks and compare them!
https://www.youtube.com/watch?v=AOTEQVYDPpg
Redefining Learning & Teaching using Technology. | Jason Brown | TEDxNorwichED
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https://www.youtube.com/watch?v=U0lNhayjJVE
Technology in Education - From Novelty to Norm | Joel Handler | TEDxHIllsboroughLibrary
Module IV: Final compulsory activity
You will find the link to this final task in our classroom.
Bibliography
Banta, T. W. (2003). Introduction: Why portfolios? Portfolio assessment: Uses, cases, scoring, and
impact. San Francisco, CA: Jossey-Bass.
Bloom, Benjamin (1956), The Taxonomy of Educational Objectives, Ann Arbor, David Mckay.
Collard, Paul for Creative Partnerships. https://www.creativitycultureeducation.org/case-studies/
Cochrane, T., & Narayan, V. (2013, 12). Redesigning professional development: Reconceptualising
teaching using social learning technologies. Research in Learning Technology,21(0). doi:
10.3402/rlt.v21i0.19226
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ILTED - Module IV - 17 Mayo

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Module IV - Innovation in Language Teaching for Emergency Education

“We cannot build the future

for our youth—but we can

build our youth for the

- Knowledge is seen as a collective product - the 21st century is

- Teacher - students - parents - school - classroom - neighbourhood

As we have seen, Post-method pedagogy language teaching methods are

We can adapt PjBL to incorporate the macro strategies of

Critical thinking (& Problem Solving)

Creativity (& Innovation)

Critical thinking is about solving problems and finding solutions.

Collaboration shows students how to work together to achieve a common goal -

Bloom’s taxonomy is useful for teachers because it helps them:

● To apply a concept you must first understand it.

● To create an accurate conclusion, you must have completed a thorough

Why should we teachers encourage critical thinking in the

Practical ideas to develop critical thinking skills in our lessons

- Critical skills through literature

‘What do you Do with a Problem?’ by Kobo Yamata is an example of

In the same vein, ‘Silly Billy’, by Anthony Browne also delves

- Lateral thinking puzzles

- Brain-teasers & Riddles:

Can you solve the buried treasure riddle? - Daniel Griller

- Odd one out

- Guess the ending of the story

The Free Ticket

Source: Woolard, G; Lessons with Laughter (1999), Hove: LTP Language

What did the note finally say?

• What is going on in this picture?

ISTE (International Society of Technology in Education) released updated Technology

TPACK venn diagram - image ©2012 by tpack.org

Blended learning systems combine face-to-face instruction with computer-based

● Virtual Learning Environments or Learning Management Systems: Education

Further Reading https://elearningindustry.com/difference-between-lms-and-vle

● Multimedia Resources: combination of multiple media formats. Some of these are:

You can cut YouTube videos online?

● Virtual communication tools (forums, emails)

In order to become more technologically savvy, it is fundamental to purposefully

The wide offer of educational tools can be overwhelming:

The two main characteristics of Web 2.0 tools are

Let’s go over some Web 2.0 resources organized by skill.

Tools for Speaking

Tools for Listening

Tools for Writing

Bubbl.us https://bubbl.us/ - more about this one, in a couple of lines!

Book Creator https://bookcreator.com/

Make Beliefs Comix https://www.makebeliefscomix.com/Comix/

Write & Improve https://writeandimprove.com/

Tools for Reading

engagement and interaction in the classroom.

Reading Rockets http://www.readingrockets.org/ Literacy experts who offer online

Samples and examples!

You can access the online book here:

Examples of instructions above:

With this tool you can:

- present a project - create a book outline - brainstorm ideas

You can watch this explanation of this game-based web.

3. https://quizlet.com/ Quizlet is a free website providing learning tools for

3. With Flippity https://flippity.net/ , you can turn a Google

Posters & Infographics

There are many free e-tools that offer this service:

Take Padlet as a starting point. https://padlet.com/ Padlet is an online virtual “bulletin”

E-portfolio or Showcase Portfolio