Author Archive: Sarah Lynn
Informing Practice with Research: Brain Science and Learning
We have recently learned a lot about how memory works. These research findings can inform our teaching in many wonderful ways. The research says : In your classroom: When we begin by asking questions, we are more likely to remember the answers. ü Ask questions throughout a lesson, not just at the end. ü …
Checklists for Teaching Writing in Low-Level ESOL Classes
Teacher’s Checklist PRE-WRITE ü a. Have students practiced the language necessary to complete the writing task? b. Have students thought/talked about what they are going to write? WRITE ü c. Is there a model of the format? (letter, paragraph, sentences) d. Is there model language students can refer …
Semester Start Up: Time to Study!
Many of our adult learners haven’t developed effective study habits, and yet, we know a student’s ability to study largely determines his or her educational success. So how do we get our students to develop effective study habits? The Class Conversation Start by asking students about their study habits. You may be …
The Multilevel Teacher: Creating a Common Classroom Experience
As educators, we know how to differentiate instruction one student at a time, but how do we differentiate instruction for a whole classroom of students at once? And how do we maintain cohesion in a classroom with so many moving parts? A Common Classroom Experience In our digital age, the classroom presents a unique opportunity …
Activating that Meta-Muscle: Activities for Noticing Errors
I recently received this query: “I know self-monitoring by students is important for [confronting fossilized errors], but–aside from “Correct the Errors” activities, I can’t find any tips on how to promote self-monitoring. “ – J. Weiss Indeed, recent research in Adult ESOL Literacy confirms what many of us have suspected. Literacy seems …
Building Better Learners: The Teacher’s Worksheet
These are questions to consider as you plan your class for the next academic year. Any of these questions would serve as an interesting staff development conversation. Setting Goals · What are my students’ goals in coming to English class? · How do I find out about their goals? · How do I model goal …
Fun Vocabulary Review Game –and a Brain Game, too
Yesterday, in our last class of the semester, we played a really fun and simple vocabulary game. It was a great hit for the students and all the other staff who came by to join the laughter. 1. Assign a topic you studied in class and provide a list of beginning letters. Here are a …
Eight Great Reading Fluency Activities
According to the National Reading Panel, the four components of reading are: comprehension, vocabulary, fluency and alphabetics. As ESOL teachers we know how to teach vocabulary and comprehension, but fluency and alphabetics are terra incognita. So here, I introduce four classics and four more contemporary activities that focus on specific skill development in reading …
What to Do with a Word List
At TESOL International in Philadelphia, I gave a brief presentation on how to get students to learn words on word lists. Here is a summary: Students make FLASHCARDS. vOn one side of the card students print the word. vOn the other side of the card, they provide o a definition -drawing, translation, dictionary definition, …
The Multisensory Checklist for Teaching Language
Here is a list I wrote to remind myself of the many modalities I can use in my class. Instructions: Just think back to your last week or two of teaching and check the boxes off. (To maximize this exercise, do it at regular intervals for several weeks.) Don’t expect to check all the boxes. …
