Integrating OER Materials Into the English Language Classroom

Open Educational Resources (OER) are accessible, open, and free resources that you can embed into your courses. Other organizations, individuals, and educators share resources freely, providing an open license for them to be used by others. These could be images, photographs, videos, interactive sites, lesson plans, textbooks, and more. Because the license is open, the resources can then be edited and adapted in new ways, and reshared. This is an open exchange of resources between educators. There is a world of possible teaching and learning resources that are just a few clicks away.

Using OER Materials

OER can be used and adapted in a myriad of ways. This gives educators free reign in terms of creating creative and educational experiences that meet the needs of their classroom. This is also helpful for educators working in areas with limited resources or funds to invest in physical books or classroom subscriptions. OER materials can be used and adapted based on the 5 Rs.

The 5 Rs of OER Use

1. Retain: Gather materials that you want to use and adapt in your classroom. Download them, save them, and integrate them into your curriculum.

2. Revise: Take the materials that you find and put your own spin on them. Find new ways to add or adapt them to meet your specific classroom needs.

3. Remix: Find ways to integrate the new materials that you find with your preexisting materials to create a unique new set of classroom teaching materials.

4. Reuse: Use and reuse your materials and newly adapted OER materials with others.

5. Redistribute: Take your materials or your newly adapted OER materials and share them in an online OER database for others to use in their classrooms.

For more information about the 5 R’s, please visit OpenContent.org.

Reasons for Using OER Materials

OER are helpful for educators, and there are many reasons why educators would choose to integrate OER materials, create OER materials, and share OER materials with others. However, there are four main resources to consider using OER.

Cost Free
One great thing is that you do not have to pay a thing to use or create OER materials. Often, when trying to integrate something new, there is a cost associated with it. However, OER materials are free. They are always there for you to use. You can add and integrate these on your own time, one at a time. This is also helpful for students, as textbooks can be quite costly.

Liberating
Using and integrating OER materials into your curriculum is a great way to liberate yourself from the constraints of a textbook. You are able to add, edit, and change materials to meet student needs, interests, and abilities. This can be especially helpful in mixed-level and mixed-content classrooms.

Academic Freedom
Every student and classroom is different, and a teacher is the best person to judge what the class needs and what might work for them. Using OER materials enables teachers to regain their academic freedom and create truly tailored and interesting learning experiences with others.

Eco-Friendly
With so many printed books and handouts, it is nice to have educational resources that do not necessarily require printed material. This can help increase accessibility while also decreasing printed materials that impact the planet.

But, What Is the Downside?

There is no perfect educational resource. Every resource has pluses and minuses, and OER materials are no different. As a new user of OER materials, you might feel like there are just too many resources to use. There can be so many possible options that it is hard to know where to start. However, the best thing to do is to start by slowly integrating these materials into your current curriculum. This can help to make the process more manageable and exciting.

OER Databases to Explore

The following OER resources are curated and organized by different databases for educators to pull from and use. There is not one location to find all OER materials; however, here are six great OER databases to review:

OER Commons: You can find open classroom resources divided by grade level and content area. You can also find open resource textbooks to integrate into your classroom. This resource is especially great for K–12 classrooms; however, there are materials there that are helpful for all.
Lumen Learning: In Lumen Learning, you can search for content by course. This is especially helpful for content-based classroom, workforce development, English for academic purposes, and higher education classrooms.
Open Textbook Library: This is a great OER resource for free textbooks! This is especially helpful if you want to integrate a new book or parts of a new book into your course without having to purchase it.
Merlot: This is a resource that provides different resources and lessons that can be used in your classroom. You can also find courses and syllabi here.
Teaching Commons: This is an OER resource specifically for colleges and universities. This can be used to find textbooks and other resources that are helpful in higher education.
HippoCampus: This is a resource that provides study and practice resources. These resources can be used in the classroom or as part of homework support for students.

Three Ways to Integrate OER Materials in the English Language Classroom

There are many ways to integrate OER materials in to the English language classroom. Here are a few ways that you could integrate OER materials in your classroom today.

1. Search for Videos and Resources to Enhance Grammar Topics

An easy way to integrate OER materials is to embed it into your current lesson or curriculum. Consider a topic that you are teaching and try to enhance it or provide additional practice using OER materials.

For example: Imagine that you are teaching indefinite pronouns. This is new to your students, and you want to provide additional resources to help them better understand and use indefinite pronouns. However, when you search for resources online, you find videos that are not correct or contain a higher level of vocabulary. You could search HippoCampus and find a video about indefinite pronouns to share with students.

2. Explore and Incorporate Online Textbooks

Whether you are a teacher trainer or teacher looking for a classroom textbook, there are countless textbooks that you can access for free online. This allows you to draw from more than one book without having your students or school invest in a set of books.

For example: Imagine that you are giving a workshop to other educators about best practices in the field. You want to have participants complete a reading before coming to the workshop to help frame discussion. However, you do not want people to have to purchase something. You might go to the Open Textbook Library and find a book or two with chapters that pertain to your training.

3. Using Content Material With ESL Students

It is great to integrate different content and projects into the classroom. OER materials can be helpful if you want to pull readings, interactive maps, or even lesson plans into your classroom.

For example: Imagine that you are creating a U.S. history unit to integrate into your curriculum. You want to pull from middle school textbooks and online resources. You do not have a stack of extra social studies textbooks. In this situation, you could pull from online OER U.S. history readings and interactive materials from OER Commons. Then, you could create a lesson, activities, and materials that enable your specific class to access the content in a meaningful and interactive way.

Whether you teach the same curriculum every year or you are constantly teaching something new, there are OER waiting for you. As educators, we do not need to reinvent the wheel; however, we should not be held to old, boring lessons. Consider integrating OER materials into your classroom and see your lesson come to life.

If you already use OER, feel free to share in the comments any other great OER sites, or interesting ways you’ve used OER in your classroom.

from TESOL Blog http://blog.tesol.org/integrating-oer-materials-into-the-english-language-classroom/

Supporting Dually Identified English Learners

Online learning, distance learning, homeschooling, and virtual meetings have become more common phrases and practices over the past couple of weeks. The digital divide has been more evident than ever as students are encouraged to continue learning online while sheltering in place. For some learners, these expectations are not as easy to attend to as one might think. For English learners (ELs) who may be identified as having one or more learning challenges and/or be identified as gifted, how are their needs being met?

Dually Identified Learners and the Law

Part of the federal guidance around supporting ELs with learning disabilities states:

ELs with disabilities may need accommodations for instruction and assessment. Decisions about whether to use accommodations, and what accommodations to use, should be made on an individual student basis and consider each student’s needs and past and present level of performance. Accommodations should also be written in the [individualized education program]. (U.S. Department of Justice & U.S. Department of Education, 2016, p. 15)

The U.S. Department of Education, Office of English Language Acquisition has an entire chapter in Tools and Resources for Addressing English Learners with Disabilities (2016) regarding support for these dually identified learners. Key points from Chapter 6 include the following. Local education agencies must:

identify, locate, and evaluate ELs with disabilities in a timely manner.
consider the English language proficiency of ELs with disabilities in determining appropriate assessments and other evaluation materials.
provide and administer special education evaluations in the child’s native language, unless it is clearly not feasible to do so, to ensure that a student’s language needs can be distinguished from a student’s disability-related needs.
not identify or determine that EL students are students with disabilities because of their limited English language proficiency.
provide EL students with disabilities with both the language assistance and disability-related services they are entitled to under federal law.
(U.S. Department of Education, 2016, p.1)

Dually Identified Learners and Online Learning Environments

To what extent mandates be executed as intended in online learning environments hasn’t been fully evaluated. U.S. Secretary of Education Betsy DeVos has recently been weighing options to waive mandates from the Individuals With Disabilities Education Act (IDEA) during the COVID pandemic (see “Questions and Answers on Providing Services to Children With Disabilities During the Coronavirus Disease 2019 Outbreak”).

The waiver would give districts limited flexibility around assessment requirements and transitioning from face-to-face service models to online models. The proposed waiver has been met with resistance as advocacy groups expressed their concerns about the possibility of temporary changes to the mandate. Some of their concerns are around issues of clarity; expected implementation plans; and adhering to both state and federal mandates regarding equal access, including online learning, for students with disabilities.

Such concerns are valid; as such, districts, schools, teachers, and students will need to continue being flexible and patient as learning communities evolve. Some considerations to keep in mind while providing support virtually to dually identified learners include

the students’ IEP goals,
how students were performing academically prior to schools being closed,
what opportunities may be available for students to continue working on goals with support, and
how performance evaluation will be monitored and shared with students and parents/guardians.

What You Can Do

Continue Learning

TESOL offers a course called Supporting English Learners With Exceptional Needs. This course would be beneficial for those who want to participate in a learning community with a shared interest in learning more about the needs of this student population.

TESOL Press also offers a book, Supporting English Learners With Exceptional Needs, by Doran and Noggle. What’s especially helpful about this book is the practitioner-friendly approach and accessible resources. They also offer a chapter each on high- and low-incidence disabilities. This is particularly helpful in being able to understand the differences between various disabilities so that educators can be better prepared for addressing student needs, whether face-to-face or online. The real-life vignettes and discussion questions can be used across various contexts, such as virtual meetings and professional learning sessions.

Lean In

Here are a few other organizations that may be of interest right now:

The Council for Exceptional Children (offering a complimentary membership now through 31 May)
the Educating All Learners Alliance
the National Association of Special Education Teachers

These organizations offer a number of resources for both the novice and more experienced educator/advocates, and all currently have news and resources related to teaching and learning during the coronavirus crisis.

Next month’s blog will be about ELs who have reached proficiency in English and have exited their English language programs and/or been “reclassified.” We’ll discuss how exit criteria are determined and what the implications of such processes are for students and the teachers who support them.

Reference

U.S. Department of Education. (2016). English learner toolkit for state and local education agencies (SEAs and LEAs). https://www2.ed.gov/about/offices/list/oela/english-learner-toolkit/index.html

from TESOL Blog http://blog.tesol.org/supporting-dually-identified-english-learners/

Gaming Tools for Teaching Online: Level Up

The current pandemic has upended the status quo for classrooms around the world. Many teachers are now learning the fundamentals of teaching online and doing their best to keep students engaged and motivated. For many, this means classroom content now takes the form of online presentations and the need to screen-capture content and record video.

Traditionally, screen capture software could be resource intensive, and the videos produced with the software could be sizeable enough to make streaming these videos challenging in low-bandwidth contexts. However, with the rise of video game streaming via websites like Twitch and Mixer, new tools for screen-capture and video recording are available and easier than ever to use.

Open Broadcasting System

Many of the techniques and infrastructure teachers can utilize in their online classes has been well practiced and streamlined by professional gamers. One such tool used by gamers, Open Broadcasting System or OBS, is open-source and freely available. It’s well worth exploring as a screen capture and video creation tool.

The main screen of OBS looks like this:

Open Broadcasting System home screen where materials can be staged before recording.

On the main screen, you will find two boxes: Scenes and Sources in the lower left corner. These are the locations where you can set up materials before recording.

Scenes: In OBS, scenes are your stage—where you can add all the items you would like to show on the screen at a time. You can create multiple scenes and switch between them during a video recording.

Sources: In the sources box, you can add inputs. Inputs are what you want to appear on screen, such as a PowerPoint, a camera feed, and a microphone input.

Open Broadcasting System scenes can be set with a variety of inputs from the Sources box.

Each scene can be set with a variety of source inputs, allowing you to switch quickly from a full screen PowerPoint or other media content to another scene that features your media content alongside video of you or an online whiteboard, for example.

Once your scenes and sources have been set, you can press “record,” and the file will be saved to your computer and ready for upload to your course management system, YouTube, or anywhere else you need.

Tips for Video-Based Teaching

Practice, practice, practice: As educators, we talk for a living, so it may seem easy to switch to video-based teaching, but without an audience of students, the feeling changes. Practice your content ahead of time.

Practice, but don’t memorize: It’s important to practice before recording, but be sure not to memorize or read off notes. Instead, have an outline of content you want to cover, but keep the content loose. Students respond better to conversational styles in online materials. Audiences engage more when they feel like they are being talked to and not being talked at.

Keep videos short: Students can find it challenging to sit through a 45–50 minute video. Instead, try to keep videos short—between 10 and 15 minutes. If you need more time than that, try making a series of videos. Or make a long video that can be edited into smaller segments using editing software such as Openshot.

Discord for Communication

Another great game-related tool for engaging students is Discord. Discord is an instant chat messaging system that also features voice-over-Internet functions and the ability to post a variety of audio, video, and image-based materials.

Discord allows people to set up private servers to communicate with others.

Discord is a great option for educators who lack a course management systems and need an effective way to communicate with students. However, before using it, be sure to read through Discord’s description and policies to help you decide it if is the best tool for you and your students.

Here’s hoping these two tools from the gaming world can help you make the best of your online teaching.

Until next month, play more games!

from TESOL Blog http://blog.tesol.org/gaming-tools-for-teaching-online-level-up/

Supporting ELs’ Social-Emotional Learning in a Virtual Classroom

As teachers and students from all over the world have been fast-tracked into virtual classrooms, educators need to take a closer look at our response to the anxiety and stress that learners are experiencing during this process. As teachers of English learners (ELs), we need to examine what we can do to support our students’ social-emotional learning (SEL) in the virtual classroom. Here are six SEL practices for teachers who are teaching remotely during the COVID-19 pandemic.

1. Set up your teaching space to help students feel connected.

Technology use for remote learning can whittle away at the human connection that exists in brick-and-mortar classrooms. It is especially important with your ELs, who feel they have a connection to you. If possible, decorate your teaching space with familiar objects from your classroom. One of the problems I’ve been hearing from teachers since schools closed is that many of their students do not have access to WiFi. It is crucial for teachers to make contact with their students if at all possible, even if their students don’t have Internet access. Larry Ferlazzo, a high school teacher in California, says that he reached some of these students by contacting their friends. Some school districts have purchased mobile hotspots so that all of their students can become connected.

2. Build a (new) connection to your students.

Treat the online classroom as if it were the first day of your school year so that your ELs can feel secure in the virtual learning environment. Address your students at the beginning of each session about how they are feeling. Give them time to meet your pet or introduce you to a sibling. Flexibility in scheduling is crucial. My daughter, Jen Clark, is a special education teacher in Connecticut. She’s currently teaching her students live on a video conferencing platform. Her grouping of students is flexible. Some have direct instruction twice a week and others five times. Some students are taught in groups and others have 1:1 instruction, depending on their needs. Jen plans to hold social lunches where students can check in with her as needed. All of these strategies would work well with ELs.

Teachers also need to pay attention to the language they use in their virtual classrooms. Using asset-based language fosters your ELs’ feeling of safety, where “trustworthiness, collaboration, empowerment, and acknowledgment of students’ personal, social, cultural, and life experiences are present.” For example, you may want to tell a student you feel proud of the good work she has been doing with her math homework (Zacarian, Alvarez-Ortiz & Haynes, 2020).

3. Link SEL to academic topics.

Introduce flexible tasks, such as journaling, that allow ELs to work at their own English language development level. Entries can be written accounts, photos, or drawings. Journaling is a great way to have students keep a record of their lives during this momentous time in history. Teachers can also develop activities that help students detach themselves from their anxieties. Ask them what they would do to help someone who is really anxious about COVID-19. This gives the students an opportunity to distance themselves from their own anxiety and talk about emotions. Teachers could brainstorm ideas with a small group of ELs.

4. Develop positive self-talk.

I’m a big believer in helping students learn positive self-talk. Model your own self-talk and show how you flip negative thoughts by looking at the positives. An example would be to tell students, “I am nervous about teaching online. I haven’t done this before, and I know I will make mistakes.” Let students know that it’s okay to make mistakes and that you’ll all learn how to do this together. Express how excited your are to learn a new skill. Help ELs write their own positive script. Their narratives can be developed in English or in their first language.

5. Give your ELs brain breaks during your online sessions.

There are different types of brain breaks. They can be whole body movement, a group activity or game, or a mental challenge. Play music and have students get up and stretch or do jumping jacks. Be forewarned that you will need a strategy to get your virtual students back on task. I would suggest that ending the music can be their signal to stop. An elementary ESL teacher I know employs deep breathing to help students relax using a Hoberman sphere. Mental puzzles can also give your students a brain break.

6. Practice teacher self-care.

Five thousand teachers responded to a survey given by The Yale Center for Emotional Intelligence at the beginning of March 2020. According to Marc Brackett in his recent blog, the top five emotions that teachers reported when they answered the survey are that they were feeling anxious, fearful, worried, overwhelmed, and sad. The reasons given for this response were two-fold. Many were worried about the COVID-19 virus and whether their friends or family would be affected. Others were anxious about the double stress of teaching online and taking care of their families. Many teachers have children who are learning remotely, and their time is stretched thin. Research shows that anxiety affects attention, memory, and learning. It affects relationship building and health. If a teacher feels anxious in the classroom, virtual or face-to-face, ELs may not feel safe enough to learn. Teachers need to take time every day for themselves to safeguard their own social-emotional health.

I realize that this is a huge task for teachers who are struggling to teach the curriculum to students who are also learning English and dealing with a new learning environment. Our ELs need us at this time, and investment into their social-emotional health is well worth our time.

from TESOL Blog http://blog.tesol.org/supporting-els-social-emotional-learning-in-a-virtual-classroom/

9 Ways to Do Retrieval Practice in the Classroom

In a recent article for TESOL Connections, I provided an introduction to retrieval practice. This is a technique where students pull information out of their long-term memory without referring to their notes. Research suggests that retrieval practice is an excellent way to ensure that students remember more of what you teach them.

This blog post focuses on doing retrieval practice in the classroom and provides some ideas and classroom activities.

These three simple activities originate from Agarwal and Bain’s (2019) marvelous book, Powerful Teaching:

Two Things: Students write down two things they remember from the current lesson (or any previous lesson).

Quick Quizzes: Students answer three quiz questions based on something they learned earlier.

Brain Dumps: Students are given several minutes to write down everything they can remember from a previous lesson (listening or reading exercises are good, too).

These three activities are from Jones’s (2019) insightful book, Retrieval Practice:

Cops and Robbers: Students write everything they remember from an earlier lesson on the left side (the “cops” side) of a sheet of paper. After a few minutes, they stop, stand up, and circulate to find more information from other students, which they write on the right side (the “robbers” side).

Walkabout Bingo: Students receive a 5 x 5 grid in which each box contains a review question. Students cannot answer the questions themselves, but must walk around the classroom and ask other students for answers. They must write the answer and the student’s name in the box, then find another student to answer the next question. The first student to finish the grid shouts “BINGO!” and wins the game.

List It!: Students receive a prompt based on a previous lesson (e.g., “List as many nouns as you can that collocate with do” or “List as many things as you can that you see in a kitchen”) and must list as many items as they can within a predetermined amount of time.

Finally, here are three activities I created that combine retrieval and language use:

Retrieval Role-Play: Students write down expressions that they recently saw in the coursebook. Afterwards, students perform a role-play in pairs in which they try to use as many of the expressions as possible.

Translated Dictation: After retrieving some English vocabulary from a previous lesson, students take turns dictating sentences in their first language, incorporating two words (also translated into their first language) from their vocabulary list. The partner writes the sentence down in English.

Sticky Note Quizzing: The teacher puts four sticky notes on each student’s desk. Students write their names and a quiz question on each sticky note and then stick the notes to other students’ desks. Students must answer the questions they receive and return them to the classmates who wrote them.

It’s crucial that students do retrieval practice without books or notes. Also, students need feedback after retrieval, so make sure that you provide answers.

If you want to learn more about retrieval practice, check out Powerful Teaching and Retrieval Practice. If you already utilize retrieval practice in your classroom, please share any ideas or activities with us in the comments section, below.

References

Agarwal, P., & Bain P. (2019). Powerful teaching. Jossey Bass.

Jones, K. (2019). Retrieval practice. John Catt Educational.

from TESOL Blog http://blog.tesol.org/9-ways-to-do-retrieval-practice-in-the-classroom/

Teaching Writing Online

Events of the past month have led to a dramatic change in how we teach our classes. Most college and university programs in North America and elsewhere in the world have suddenly shifted instruction to online formats, with teachers asked to redesign their courses midway through the semester (or just before the new quarter) from face-to-face instruction to entirely online instruction.

While some of you have likely taught online or hybrid courses before, for many of us, this is our first time not meeting regularly with our students in a classroom on campus. I’m sure I’m not alone in feeling a bit overwhelmed with the prospects of turning the second half of a carefully developed face-to-face course into an all-online class while maintaining my connection with my students. In this blog post, I share a few thoughts and recommendations for teaching second language writing online.

Synchronous Instruction

I’ve seen some discussions about whether we should be doing synchronous sessions at all, since many students have had to move away from campus, possibly to other time zones, and may have limited access to the Internet at the times when our classes are scheduled. On the other hand, students seem to appreciate the opportunity to see each other’s faces and experience a moment when they can talk with people other than their parents or roommates. I have been trying to balance asynchronous activities with synchronous sessions in order to allow for both situations.

Though synchronous online teaching cannot completely replicate the casual interaction of the classroom, there are ways to set up instruction to give students a chance to talk with you and with each other about their writing and learning. Zoom allows for breakout rooms, which means if you have a larger class, you can separate the students and ask them to work on a task with a smaller group of peers. The participants within the breakout room can share their screens with each other or can work together on a Google Document, for example, as they talk through a task. This is a particularly useful way to encourage collaborative writing or discussion of a reading text. One caveat is that if you are recording the Zoom session, the recording only captures the main room, not the breakout rooms, so someone watching the session later wouldn’t be able to see what happened during the breakouts.

Vocabulary Development Tools

The Internet has some useful tools for students to analyze their own vocabulary usage and explore new words to include in their writing. Although the interface is not stylish, LexTutor has a couple of different Vocabulary Profiler tools that are quite easy to use. After pasting in a text they have written, students can then see how their word choice fits into the different levels (first thousand words, second thousand words, etc.) of English vocabulary. They can then use these results to make some decisions about whether they need to include more academic words in their texts (i.e., use a higher level synonym for a simple word) or vice versa.

LexTutor’s Vocabulary Profiler output

LexTutor’s Vocabulary Profiler output, showing word counts grouped by 1000-word sets

LexTutor’s concordance tool allows learners to check how a word is used in many different corpora (a corpus being a large collection of texts, usually all in a shared genre like academic writing or graded readers). Students can experiment with these tools to see whether they are using the words in the same way as other writers have. LexTutor also has some vocabulary learning activities and games that students could play on their own time to increase their word knowledge.

LexTutor Concordancer output for “synchronous”

I recommend that teachers play around with the tools themselves prior to assigning students to use them, since they are not always intuitive. When you know what you want your students to do on the site, you might make a screen capture video demonstrating how to access the specific tools and how to do the task you are asking students to do. (One easy-to-use free tool for this is Screencast-O-Matic, which lets teachers record up to 15 minutes of screen capture video at a time.)

For more ideas and tips on using corpora with your students, see “Basics of Using Corpora” on the TESOL Blog, by Greg Kessler.

Peer Response

In a writing class, we often want to have our students provide each other with feedback on drafts of their written texts. Research has shown that peer response is beneficial to both writers, who get advice for improving their own texts, and reviewers, who learn how others have responded to the same task (Lundstrom & Baker, 2009). In an online teaching environment, we can set up asynchronous peer response activities to allow students to get feedback and see how their classmates are responding to an assignment.

One option is to assign students to groups and have them share their drafts via email (CCing the teacher). Another (useful if you can’t rely on all your students to submit work on time) is to have all students post to a class discussion board and then write comments as discussion responses. I would only suggest this approach for lower stakes assignments, however, as some students may be self-conscious about sharing their work with the entire class. As with any peer response activity, it’s important to provide students with guidelines and focus tasks. I wrote last year about peer response in general, and all three of the suggestions I made hold when the process is done online: (1) establish a climate that fosters supportive response, (2) allow students to provide feedback in their first languages, and (3) provide peer response training.

Small Group Conferences

One way to facilitate peer response and support students’ learning how to provide each other with feedback is to run small-group writing conferences. Unlike one-to-one conferences, where the teacher and a single student meet to talk over the student’s draft, small group conferences allow students to apprentice into the role of feedback provider. Ching (2011) described the process in an American college writing classroom, and Yeh (2016) observed the same process in an EFL setting in Taiwan. In both cases, three or so students met with their teacher at one time. Before the conference, the students had exchanged their drafts with each other and with the teacher. During the conference, the teacher facilitated a discussion about each student’s draft in turn. Unlike what happens in many peer response sessions, the teacher was also an active participant in the discussion, modeling how to give feedback and pointing out areas where the student writer could improve the text. This process could easily be replicated in an online setting, where small groups of writers sign up to meet with the teacher to talk about their drafts. The screen-sharing function of applications like Zoom allow the whole group to be looking at the same point in a text, and the “interactive whiteboard” feature allows users to underline, highlight, and otherwise annotate the text on the screen as well.

These suggestions are just the tip of the iceberg for online writing instruction. If you are not already following Facebook groups dedicated to teaching during the pandemic and TESOL’s COVID-19 Resources Group, I strongly encourage you to sign up for those. Please comment below about other resources you have found helpful for online writing instruction.

References

Ching, K. L. (2011). Apprenticeship in the instructor-led peer conference. Composition Studies, 39(2), 101–119.

Lundstrom, K., & Baker, W. (2009). To give is better than to receive: The benefits of peer review to the reviewer’s own writing. Journal of Second Language Writing, 18(1), 30–43. https://doi.org/10.1016/j.jslw.2008.06.002

Yeh, C. -C. (2016). EFL college students’ experiences and attitudes towards teacher-student writing conferences. Journal of Response to Writing, 2(2), 37–65.

from TESOL Blog http://blog.tesol.org/teaching-writing-online/

IELTS Keyword 2

There are many interesting things about teacher Jon, and one is that he has helped quite a number of IELTS candidates pass the exam. Since he started his teaching career, he has provided English lessons for kids and test preparation courses for the standardized test.

Jon provides information about him as an English tutor online. He has been considered to be one of the well-experienced and most trusted tutors in the country. He offers Academic and General Training courses for individuals who want to do well in the speaking, listening, writing, and reading sections of IELTS.

Google Slides =
https://docs.google.com/presentation/d/1h8FRrEZCvaZqK_azIh6-S8ohhwNxq75XnZFQ2A1cysQ/edit?usp=sharing

Google Drawing = https://docs.google.com/drawings/d/1dcOa2MpPQzAOlSh_-oO1l4wEeteFYb1Ml4AlQuHOSb0/edit

Google Docs = https://docs.google.com/document/d/10xH-GI_deHaXx7nz-Vz8RquvIp9ExcNxfEVuwxwbEJw/edit?usp=sharing

Google Forms = https://docs.google.com/forms/d/1mFmyC5PmPWVCif2PtpFZPzi0X2kzBVF2izqkTrm94zE/viewform?usp=send_form

Google Folder https://drive.google.com/folderview?id=0B2XRow_7kKaMTG4tOEpmVXhONkE&usp=sharing

Google Sites https://sites.google.com/site/ieltswwwsaiscomsg/

Google Sheet https://docs.google.com/spreadsheets/d/1fq2ReEhLFrT0gI4mB7sdiaZYC-V8Ebl6rMyw-q2-rKA/edit#gid=0

IELTS SAIS http://www.sais.com.sg/

G+ Profile https://plus.google.com/102641883537617978850/about

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