LESSON CLOSURE ACTIVITIES. LESSON. EXAMPLE. You're stuck here until Today's class would have been better if we had 9. I was confused Students explain relevancy of the concept to their life or how they might use it. Sell It To.
By Saga Briggs
We’ve all had that teacher–the one who speaks in a monotone voice and reads aloud from the textbook. And we’ve all had the opportunity to not be that teacher. We’ve even had our moments, recognising that flash of interest in our students’ eyes, smiling as the bell rings because the energy is so high and no one wants the period to end. How do we extend these moments? How do we create an environment that keeps students stimulated and craving more? How do we have more fun?
One study of student boredom suggested that almost 60% of students find at least half their lectures boring, with about 30% claiming to find most or all of their lectures boring.
“Although a range of factors may contribute to these findings, they do prompt the question of what it is about the learning experience that might be deemed ‘boring,'” says Dr Sandi Mann, a senior lecturer in occupational psychology at the University of Central Lancashire.
Mann and her colleagues found that students adopt a variety of strategies to cope with boring lectures. The most popular are daydreaming (75%), doodling (66%), chatting to friends (50%), sending texts (45%), and passing notes to friends (38%). Over a quarter of students leave the lecture at the mid-session break.
“This ‘class cutting’ is potentially the most serious consequence, since previous research has shown a link between attendance and grades.”
One of the simplest and most effective ways to prevent boredom is to have fun yourself. If you are having a good time, chances are your students are too.
In a 2002 paper called The Ripple Effect: Emotional Contagion and its Influence on Group Behavior, Yale University researcher Sigal G. Barsade separated 94 business students into small groups, each with the same hypothetical task of allocating employee bonuses. Barsade secretly planted one student in each group to act out a different emotion: enthusiasm, hostility, serenity, or depression. When the infiltrator was enthusiastic, he smiled often, looked intently into people’s eyes, and spoke rapidly. When he feigned depression, he spoke slowly, avoided eye contact, and slouched in his seat.
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Barsade measured participants’ moods before and after the exercise and found that students who caught the actor’s positive emotions were perceived by others and by themselves as more competent and cooperative. The positive groups also believed they were more collegial than those in the bad-mood groups. But when Barsade asked the students what influenced their performance, they attributed it to their skills. “People don’t realise they are being influenced by others’ emotions,” she says.
Mimicry is a basic biological mechanism that may confer an evolutionary advantage, says Peter Totterdell, PhD, senior research fellow at the University of Sheffield in England. “It helps you understand what another person is feeling and thinking–even when she’s trying to hide it.”
And research shows that if you can put your students in a good mood, they will learn more too.
“Brain research suggests that fun is not just beneficial to learning but, by many reports, required for authentic learning and long-term memory,” writes Sean Slade for The Answer Sheet. Neurologist and educator Judy Willis’s book “Research-Based Strategies to Ignite Student Learning: Insights from a Neurologist and Classroom Teacher” (ASCD, 2006) is one of many that have highlighted the learning benefits of fun:
“The truth is that when the joy and comfort are scrubbed from the classroom and replaced with homogeneity, and when spontaneity is replaced with conformity, students’ brains are distanced from effective information processing and long-term memory storage.”
“The highest-level executive thinking, making of connections, and “aha” moments are more likely to occur in an atmosphere of “exuberant discovery,” where students of all ages retain that kindergarten enthusiasm of embracing each day with the joy of learning.”
So fun actually seems to promote learning by increasing dopamine, endorphins, and oxygen in the brain. The question is, how can we make teaching more enjoyable for ourselves in order to make learning fun for students?
It’s much more fun for both parties when students and teachers learn new things together. Your job is, of course, to educate, but why can’t that process include the joy of shared discovery? Make a point each day of letting down your authoritative guard, humbling yourself, and enjoying the lifelong journey together–even if it’s just for a few mintues.
Learning is the most fun when it’s surprising. Don’t just disseminate information; cloak it in mystery. Highlight the weird, the unusual, the unique. Ask questions. Start with a curious detail that can only be addressed by diving into the background of the subject and thoroughly exploring it. Pose a mystery at the beginning of the course and let your students work towards solving it throughout the term.
Let loose; laugh; make fun of yourself. Don’t worry about sacrificing your authority. In fact, the latest research says authority stems from showing you care about your students, and making them laugh and feel good is one way to do that.
I had a creative writing professor at uni who would bring his own material to class for the students to workshop. It was great fun for all of us, and enjoyable for him as well. Stepping down to our level and actually participating in an activity he assigned himself made us all more engaged in the task because he was willing to be a part of it.
If you feel yourself slipping into a rut, spending the same hours exactly the same way each day, stop and reassess your teaching process. It’s so easy to let it all become automatic, especially after twenty-plus years in the field, and to use the same lessons and techniques year after year with different students. But if it’s not fun for you, it won’t be fun for your students either. Make an effort to be fresh, try new things, take risks, make mistakes, enjoy the moment.
Flipping your lessons will help you avoid boring in-class activities. If students watch lectures or correct their own homework the night before, you can spend the course period focusing on deeper learning. Everyone will appreciate the chance to reflect on, instead of repeat, the material.
It’s important for learning and memory to review new material regularly and to integrate it into the bigger picture shaped by old material. Spend an hour or two each week reviewing material from the past few weeks, but always position it within old material so that students see how it all fits together. Simply repeating new information represents a missed learning opportunity.
Show students how you have fun. Passion is contagious. If you’re having a good time, chances are your students will too.
The best teachers I’ve ever had got a genuine kick out of their students. It’s one of the best ways to ensure teachers and students have fun: enjoy one another.
Why should teaching be so passive? Forget the sage on the stage and engage your students in a casual conversation like you would a good friend. This doesn’t necessarily mean asking more questions, but it does require a stylistic shift whereby you and your students are actively exchanging ideas–not just responding to them.
In his books and workshops, Doug Lemov talks about what pace to move around the room, what language to use when praising a student, how to adjust the angle of your head to let students know you’re looking at them. Teaching, he says, is “a performance profession.” You don’t have to be theatrical (though that might help), but you do have to be self-aware.
People with high confidence–people we respect and listen to–tend to have one important trait in common: they enjoy themselves. Quite literally. You’ll have a significantly better time teaching if you work on nurturing your personal relationship with yourself. Your students will have a better time, too.
Don’t go to the teacher’s lounge during lunch; stay in your room and invite students to eat lunch with you. Keep your doors open after the bell rings at the end of the day. Make yourself available online for part of the evening. Hold one-on-one and group office hours. Invite students to your home for workshops or end-of-course celebrations.
Take a seat in the audience and let your students teach you for the day. Spend a week doing your own assignments. Let students grade you on projects or presentations.
One complaint I hear from students is that teachers don’t sympathise with the fact that their course isn’t the only course students are taking. Students have to balance assignments and material from several courses at once (you had to do the same thing not so long ago). This doesn’t mean loosening your rules or being lenient on late work; it means acknowledging that students have interests and priorities that might not line up with yours. Try to be understanding, and even express interest in other courses students are taking. Think of it as an opportunity to strengthen students’ grasp of your subject by relating it to other disciplines.
Welcome back to Business English Pod for today's lesson on taking a taxi. In this lesson, I'll teach you the English vocabulary you must know for travel -- from (Some use slightly different formats as I wrote them for different purposes. . ideas and have fun, enjoyable lessons with over EFL/ESL activities for adults .
Assessment activities should be quick, enjoyable, and versatile. That’s because formative assessment is best when it’s ongoing and consistent. Teachers use it in their classrooms to provide critical feedback to students. It helps them to monitor and modify their instruction methods and lesson plans to improve learning outcomes. That’s why we must use a variety of assessment activities and change them up frequently to stimulate both students and themselves.
Here’s a list of awesome formative assessment activities that we like. They’re creative, low-tech, fun and engaging for students. Best of all, they’re easy for a teacher to implement on an ongoing basis anytime.
Formative assessment is an assessment that’s both for learning and as learning. This continual cycle of feedback and improvement makes learning useful and effective. Try these assessment activities with your students and see the results for yourself.
1. Peer Quizzes: Students can write their own questions about the content and then quiz each other. They would also spend time going through the incorrect answers with each other to heighten their understanding.
2. 5x5 Journal: Journalling has been proven to be one of the best reflection tools around for learning. Have students journal about the five most interesting ideas they discover during a lesson. Next, they identify five things that resonate with them about each one and explain why.
3. Past Postcards: Have students adopt the personality of a historical figure and write a postcard to another historical figure from the same era. They can discuss a significant event from history that has just occurred.
4. Cool Collages: Ask students to make a collage or poster from magazine photos for demonstrating their understanding of a concept. They can use standard art materials or use apps designed for drawing.
5. Talk it Out: Students can host their own talk show and discuss the important points of any lesson. They write their own questions and answers, and can even play characters of their own creation.
6. Daring Doodles: Challenge students to use a drawing rather than words to show understanding of a concept. This is the perfect exercise for those kids who have difficulty speaking out in class.
7. Exploration Table: At the end of class, each student answers the following questions presented to them on index cards:
8. 3-2-1: Have students write or talk about 3 things they learned, 2 things they still want to learn, and 1 question they have. These values are interchangeable and can be used in different combinations, or with different questions altogether.
9. Four Corners: This is a great way to encourage dynamic movement while learning multiple-choice questions. Designate each corner of the classroom to represent A, B, C, and D. Students go to the corner that they believe corresponds with the correct answer.
10. Traffic Cards: Students create index cards with a large green marker circle on one side and red on the other. If they are following along and understanding the lesson, the green side of their card is upright and visible to you. When they do not understand something and need clarification, they flip the card to show you the red side. Here is an alternative method that can be downloaded for free and printed on coloured card stock for quick use.
11. Twitter Board: Students summarize what was learned in a lesson using 140 characters. Pin small strips of paper to a poster or cork board to resemble a Twitter feed.
12. Top Ten Lists: Students can write out their ten most important takeaways from a lesson plan or a class discussion. Encourage them to create lists that are humourous and fun.
13. Roll the Dice: Put a die at each desk. At the end of class, each student rolls and briefly answers aloud a question based on the number rolled:
14. Enthusiasm Example Chart: Here's a great chart for not only collecting feedback but also introducing scatter plots to students. Students rank what they learned that day and how much they enjoyed the lessons. They then elaborate on a Post-It, offering details about what they found helpful to them in having a successful learning day. They can also share what prevented them from having a fulfilling day. Compile the data and discuss it in class the next day.
15. Quick Quotable: Have students create two columns on a piece of paper. On one side have them write 5 or 6 of their most favourite quotes from people they admire. In the adjoining column, have them write their own interpretation of the what the quote means to them and why it appeals to them. If they’re feeling good about it, have them consider what makes a great quote as they write their own about ideas that are important to them.
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“You folks ought to take up skiing like our family and have fun the year round,” Don family recreation for all of today's theatres, bowling alleys, and restaurants. Like this mother, we should try to provide positive memories for our families.
Who among ESL teachers does not understand the purpose behind a warm up activity? We all agree that it’s important to get students focused, to introduce a task or topic, to break the ice, or simply place your students in “English mode”.
Many teachers are not aware of the importance of a cool down. And what is exactly this importance?
Many teachers just play a game or let students work on an activity till the bell rings. When you do this you neglect to give your students closure on what they have learned for the day. You’re not capitalizing on your unique opportunity to effectively wrap things up in a way that will benefit your students’ learning.
An essay with no conclusion has a very abrupt ending. If you just let students work on an activity till it’s time to go home, you are not only giving them a sudden and abrupt ending to the lesson, you may also come across as disorganized and improvised. The cool down, however, clearly shows students that this is the way you planned for the lesson to end and that you’re ending it like this for a reason. The cool down has its own purpose.
It goes without saying that you should never end a lesson by introducing something new, just to leave your students hanging till the next class. The best way to end a lesson is to give students some kind of review activity, so that they may see the progress they've made in just one lesson. One of the most common and easiest to implement is simply taking the last 5 minutes of class to ask your students, “What have you learned today?” Notice, here, that you’renot the one telling them what they’ve learned. They may give you a list of new words, or say they learned to speak about what they did in the past or what they will do in the future, etc... Students may pick up something they missed earlier. Also, it's important to speak in functional ways, for example not say they learned to use the “simple present” but rather that they learned to speak about their habits, schedules, and everyday activities.
Right before the last 5 minutes of class you can have some sort of performance activity, for instance a role play. Usually we don’t correct students during the role play so we don’t interrupt the flow, but when they’re done you can end the class with corrections of words or expressions they used incorrectly; things they forgot to say, etc…and your students will go home with these corrections fresh on their minds. Students may also give their opinion or feedback on their classmates’ performance.
Choose a few students and give each 60 seconds to speak about something you’ve covered that day: what they did yesterday if you worked on simple past; talk about Halloween, professions, or animals; older learners may even give a “how to” lesson; they may also summarize a story they heard, or place themselves in another person’s shoes, like a celebrity, profession, or even animal. But they must speak for a full minute. To motivate students to speak, you may choose to reward the student who says the most, or includes the most information, with a reward sticker.
Ask students to imagine they have to write an email to a friend or family member and tell them what they did today in their ESL class. Students have a chance to summarize what they’ve learned in written form. This writing activity may be tailored to any topic. If you talked about farm animals, ask students to write about their favorite animal and why it’s their favorite. And the same goes for foods, sports, celebrities. Adult learners may write a business email with the new vocabulary they’ve learned.
For very young ESL learners the best way to wrap up a lesson is with a goodbye song or saying goodbye to a puppet. The puppet may “ask” them questions about something they learned, and even give them a short “review” by asking, “What’s this?” or “What’s that?” or any other question or expression they may have learned. You may set aside this special time with the puppet every day at the end of the class, so children know what to expect, and even though they may be very young, they will still have this sense of closure.
After a special holiday class, or right after a lesson packed with arts and crafts, ask students to help you tidy up the classroom. Make sure you factor in this tidy up time when you plan crafts. Letting students run off with their art work just to leave you in a classroom littered with papers and art supplies gives them the wrong message.
Another great way to end your class is by asking your students to share whatever it is that you worked on that day: a fall collage; a painting; they may read something they’ve written. The important thing here is to give them a space to share something they've produced with the language elements they've learned. Even adult learners may read a letter or email they’ve written.
However, it is essential that you provide these three things:
Keep these three essential points in mind, and you’ll come up with great, effective ways to end your lessons every time!
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Later lesson plans will teach other types of kindness. Start Teaching Kids You don't always have to play a game to have fun at home. Sort through your toys.