ELT Cast

By Benjamin L. Stewart

ELT Cast is an educational podcast of shared teaching and learning practices and perspectives as an English-as-a-foreign-language teacher trainer. Topics include 1) becoming a more effective, efficient, and engaging communicator of the English language; 2) discussing how languages are learned; 3) discussing educational theory; and 4) discussing teaching practice.

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ELT Cast 114: Instructions to a recent speaking activity for B1-B2 English language learners

ELT CastJan 02, 2023

00:00

24:56

ELT Cast 114: Instructions to a recent speaking activity for B1-B2 English language learners

RemNote: https://www.remnote.com/a/cae-i-cn-module-ii/63972f82186cde90ec513a7f

Audio Gear - Microphone: Shure SM7B; TASCAM Ministudio Creator; Screen recording software: OBS; video/audio editor and normalization (14 LUFS): Audacity; Music attribution - Title: Clover 3 | Artist: Vibe Mountain | YouTube audio library; LinkedIn page: www.linkedin.com/company/benjaminstewart/

Jan 02, 202324:56

ELT Cast 113: A RemNote dashboard for instructors

YouTube Video

Newsletter #5: Time off to think about tools and thoughts to track for tomorrow

Free newsletter: https://benjaminlstewart.substack.com | BioLink

Audio Gear - Microphone: Shure SM7B; Zoom PodTrak P4; Screen recording software: OBS; video/audio editor and normalization (14 LUFS): Kdenlive; Music attribution - Title: Clover 3 | Artist: Vibe Mountain | YouTube audio library

Dec 25, 202214:33

ELT Cast 112: What impact does ChatGPT (AI) have on your teaching practice?

As an English language instructor, trainer, and/or coach, what impact does AI (e.g., ChatGPT) have on our teaching practice?

AttributionAudio Gear - Microphone: Shure SMVB; dbx 286s processor; Yamaha AG03; Screen recording software: OBS; video/audio editor and normalization (14 LUFS): Kdenlive; Music attribution - Title: Clover 3 | Artist: Vibe Mountain | YouTube audio library; Bio: https://bio.link/benjamineg; Free Substack ELT Chat Newsletter: https://benjaminlstewart.substack.com/welcome

Dec 20, 202227:28

ELT Cast 111: Dos and Don'ts of Academic Writing

Dec 20, 202250:28

ELT Cast 110: How does RemNote add value to my current workflow

https://bio.link/benjamineg

Dec 08, 202228:30

109: A workflow for instructors who want to get things done

https://bio.link/benjamineg

Dec 08, 202210:59

108: Communicative Abilities in English: Essay Group Feedback (Early Stages)

https://bio.link/benjamineg

Dec 08, 202250:32

107: Pedagogical Dialogues: S.C.H.O.O.L. Framework

https://bio.link/benjamineg

Dec 08, 202232:50

106: Pedagogical Dialogues: Learning Modalities in the English Language Learning Classroom

https://bio.link/benjamineg

Dec 08, 202217:15

105: The English-Language Instructor Finding Flow

https://bio.link/benjamineg

Dec 08, 202254:42

104: Writing Workshop: Thesis Statement and Skeleton Outline

https://bio.link/benjamineg

Dec 08, 202211:36

103: Writing Workshop: Argumentative Essay

https://bio.link/benjamineg

An argumentative essay is an academic text that requires research (from peer-reviewed journal articles) to argue for or against a particular point of view. An argumentative essay contains an initial claim (or initial argument), and counterclaim (or a counterargument or response), and a rebuttal (or reply or comment). An argument is only as good as its counterargument; that is, a good argument requires evidence that supports both the initial argument as well as the counterargument.
Initial claim: The initial claim contains evidence (from the literature) that supports the thesis statement of the essay.
Counterclaim: The counterclaim contains evidence that supports the opposing viewpoint. The counterclaim explains what's weak or what's wrong with the initial claim.
Rebuttal: The rebuttal contains evidence that supports the weaknesses of the counterclaim.

Block Method

For context, assume you are writing a five-paragraph essay where the first paragraph is an introduction paragraph, followed by three body paragraphs, and ends with a conclusion paragraph. An argumentative essay that follows a block method would dedicate the first body paragraph to the initial claim, the second body paragraph to the counterclaim, and the third body paragraph to the rebuttal.

Point-by-Point Method

An argumentative essay that follows a point-by-point method would establish three key points in the thesis statement whereby each key point is developed in each of the three body paragraphs. When developing each of the three points (in the body paragraphs), the initial claim, counterclaim, and rebuttal would appear throughout as necessary to create a sound argument. With a point-by-point method, there are several options:

The first body paragraph contains the initial claim only; the second body paragraph includes an initial claim and counterclaim; and the third body paragraph includes an initial claim, counterclaim, and rebuttal. The first body paragraph contains the initial claim and counterclaim; the second body paragraph includes an initial claim and counterclaim; and the third body paragraph includes an initial claim, counterclaim, and rebuttal.

There are several options available when writing a point-by-point argumentative essay, but there should be an initial claim to support each of the key points listed in the thesis statement (in each of the three body paragraphs).

Problem vs. Problem-Solution Essay

When narrowing down a topic and developing a thesis statement, consider whether you are writing a problem essay or problem-solution essay.

The Persuasive Essay vs. the Argumentative Essay

An argumentative essay is a type of persuasive essay, but the latter typically only include an initial claim. When writing an argumentative essay, the writer is trying to persuade the reader to take action or change one's mind or perspective, but does so by include strong initial and counterclaims, along with a final rebuttal.

Dec 08, 202210:03

102: Narrowing Down a Researchable Topic: Developing a Problem Statement & Thesis Statement

https://benjaminlstewart.substack.com | https://bio.link/benjamineg

Dec 08, 202215:58

BLS_101: Overview of Online Spaces Used to Make Teaching and Learning More Transparent

In this episode, I provide an overview of my website, blog, podcast, newsletter, and online courseware. Video: https://www.benjaminlstewart.net/blog/bls_101-overview-of-online-spaces-used-to-make-teaching-and-learning-more-transparent#/

Audio Gear - Microphone: Shure SM7B; Microphone pre-amp processor: dbx 286s; Audio interface/recorder: Zoom Podtrak4; Screen recorder/streaming software: OBS; Video/audio editor and normalization (14 LUFS): Kdenlive; Music attribution - Joystock @ https://www.joystock.org/; https://www.benjaminlstewart.net/; @bnleez (Twitter)

Feb 13, 202207:38

BLS_100: A Conversation to Narrow Down a Topic for a Five-Paragraph Essay

In this episode, I share a recent conversation I had with a learner regarding narrowing down a topic for a five-paragraph essay. The learner granted me permission to share our conversation publicly.

Audio Gear - Microphone: Shure MV7; Screen recorder/streaming software: OBS; Video/audio editor and normalization (14 LUFS): Kdenlive; Music attribution - Joystock @ https://www.joystock.org/; https://www.benjaminlstewart.net/; @bnleez (Twitter)

Feb 06, 202218:58

BLS_99: Group feedback for those taking Listening & Speaking II

In this episode I provide group feedback to English language learners from a recent speaking practice exercise: pronunciation and vocabulary, showing enthusiasm, and approaches to answering philosophical questions.

**Audio Gear** - Microphone: Shure SM7B; Microphone pre-amp processor: dbx 286s; Audio interface/recorder: Zoom Podtrak4; Screen recorder/streaming software: OBS; Video/audio editor and normalization (14 LUFS): Kdenlive; Music attribution - Joystock @ https://www.joystock.org/; https://www.benjaminlstewart.net/; @bnleez (Twitter)

Jan 29, 202216:20

BLS_98: Employing a Strategy for Creating a (Student) Podcast

Jan 25, 202213:35

ItC 97: Writing Workshop and Sharing One's Work

Jan 24, 202205:20

ItC 96: How podcasting will be used during spring semester of 2022

In this episode, I provide a brief overview of how podcasting will be used in the classes I'm scheduled to teach this spring semester 2022.

Jan 21, 202209:47

ItC 95: Leveraging Online Spaces for Educational Purposes

In this episode, I discuss leveraging this podcast with other public online spaces.

Newsletter: https://www.benjaminlstewart.net/

Jan 15, 202212:23

ItC 94: Why I Podcast: An Educator's Perspective

In this epísode, I discuss the reason I podcast.

Newsletter: https://www.benjaminlstewart.net/

Jan 09, 202214:12

ItC 93: Writing a Thesis Statement

In this episode, I discuss a few considerations when writing a thesis paper and more specifically when developing a literature review. https://benjaminlstewart.org/TOEFL-English-Practice-Course-3e8ca9a7b17847d89a65722bad54b259

**Audio Gear** - Microphone: Shure SM7B; Microphone pre-amp processor: dbx 286s; Audio interface/recorder: Zoom Podtrak4; Screen recorder/streaming software: OBS; Video/audio editor and normalization (14 lugs): Kdenlive; Music attribution - Joystock @ https://www.joystock.org/; https://www.benjaminlstewart.org/; @bnleez (Twitter)

Dec 12, 202114:59

ItC 92: Brief Reorientation

Getting back to podcasting. If you are in the area, I encourage you to attend the MEXTESOL regional conference, Jan. 15, 2022. I also discuss a TOEFL course I'll be giving next week. https://www.facebook.com/mextesolaguascalienteschapter https://benjaminlstewart.org/TOEFL-English-Practice-Course-3e8ca9a7b17847d89a65722bad54b259

Newsletter: https://www.benjaminlstewart.net/

**Audio Gear** - Microphone: Shure SM7B; Microphone pre-amp processor: dbx 286s; Audio interface/recorder: Zoom Podtrak4; Screen recorder/streaming software: OBS; Video/audio editor and normalization (14 lugs): Kdenlive; Music attribution - Joystock @ https://www.joystock.org/; https://www.benjaminlstewart.org/; @bnleez (Twitter)

Dec 10, 202106:21

ItC 91: Error Code List

In this episode, I discuss an error code list used to provide feedback to writers developing an academic text.

Newsletter: https://www.benjaminlstewart.net/

Sep 19, 202109:34

ItC 90: Introduction and Conclusion Paragraph Development

In this episode, I explain how to develop an introduction and conclusion paragraph when writing a five-paragraph (academic) essay.

Newsletter: https://www.benjaminlstewart.net/

**Audio Gear** - Microphone: Shure SM7B; Microphone pre-amp processor: dbx 286s; Audio interface/recorder: Zoom Podtrak4; Screen recorder/streaming software: OBS; Video/audio editor and normalization (14 lugs): Kdenlive; Music attribution - Joystock @ https://www.joystock.org/; https://www.benjaminlstewart.org/; @bnleez (Twitter)

Sep 08, 202117:13

ItC 89: M.E.A.L. Plan - Developing a Body Paragraph

[KSU Writing Center](https://writingcenter.kennesaw.edu/resources/handouts_print/MEAL_PLAN%20Accessible.pdf)

https://writingcenter.kennesaw.edu/

**Audio Gear** - Microphone: Shure SM7B; Microphone pre-amp processor: dbx 286s; Audio interface/recorder: Zoom Podtrak4; Screen recorder/streaming software: OBS; Video/audio editor and normalization (14 lugs): Kdenlive; Music attribution - Joystock @ https://www.joystock.org/; https://www.benjaminlstewart.org/; @bnleez (Twitter)

Sep 05, 202118:29

ItC 88: Navigating Course Content using Trello

**Audio Gear** - Microphone: Shure SM7B; Microphone pre-amp processor: dbx 286s; Audio interface/recorder: Zoom Podtrak4; Screen recorder/streaming software: OBS; Video/audio editor and normalization (14 lugs): Kdenlive; Music attribution - Joystock @ https://www.joystock.org/; https://www.benjaminlstewart.org/ @bnleez

Aug 22, 202112:32

ItC 87: Student Podcast Template

**Audio Gear** - Microphone: Shure SM7B; Microphone pre-amp processor: dbx 286s; Audio interface/recorder: Zoom Podtrak4; Screen recorder/streaming software: OBS; Video/audio editor and normalization (14 lugs): Kdenlive; Music attribution - Joystock @ https://www.joystock.org/; https://www.benjaminlstewart.org/ @bnleez

Aug 12, 202105:41

ItC 86: Using Trello on a cell phone

**Audio Gear** - Microphone: Shure MV7; Microphone pre-amp processor: dbx 286s; Audio interface/recorder: Zoom Podtrak4; Screen recorder/streaming software: OBS; Video/audio editor and normalization (14 lugs): Kdenlive; Music attribution - Joystock @ https://www.joystock.org/; https://www.benjaminlstewart.org/

Aug 09, 202111:33

ItC 84: Introduction to Student Podcasting (part II)

Description

This semester, you'll produce a weekly podcast. See below the requirements for completing your podcast.

Podcast Requirements

Speak a minimum of 8-10 minutes and no longer than 60 minute Option 1: The topic of the podcast can be anything that links to anything we have discussed in class. Your discussion might relate to different topics and/or can be a reflection (expressing what you think). Option 2: If you plan to create a serial podcast, then you may choose one topic to develop the entire semester. For those who had me in Prope, you may continue the same topic by creating new podcasts to further develop what you discussed last year. Include a hook, introduction (podcast name, tagline, your name, date, and key points of the episode), body (choose two-four key points), and conclusion (thank the audience, closing statement and/or what to expect in future episodes). Find an example of a podcast that serves as a model in how you present your intro and outro. Upload episodes between Thursday to Sunday of each week. Each of your episodes should draw on information (content) taken from other podcasts. The information taken from these sources should be included in your episode: 1) description of what was said, 2) your interpretation or feelings about the information (or how it relates to the key point of your episode), and 3) reference where you got the information (who said it). Avoid reading any text during your podcast episode. Using background music is optional. If you do use background music make sure to choose only music which is under the public domain (attribution not required) or a creative commons license (attribution required).

Add your name and OneDrive URL to Teams folder where episodes (accepted audio files) will be uploaded each week. Optional: If you decide to publish a public podcast (e.g., https://anchor.fm), create an Anchor account (or any other podcast host of your choice) and include your public URL along in addition to your OneDrive URL mentioned above.

Aug 06, 202115:60

ItC 85: ICT Overview for fall 2021 semester

Fall 2021 Courses

Discourse Analysis (5th semester) | https://trello.com/b/9sj2AeuP Communicative Abilities in English I https://trello.com/b/6cI1VqiX Listening & Speaking I https://trello.com/b/hwXiSBMt

Audio Gear - Microphone: Shure MV7; Microphone pre-amp processor: dbx 286s; Audio interface/recorder: Zoom Podtrak4; Screen recorder/streaming software: OBS; Video/audio editor and normalization (14 lugs): Kdenlive; Joystock @ https://www.joystock.org/; https://www.benjaminlstewart.org/

Aug 06, 202112:41

ItC 83: Introduction to Student Podcasting (part I)

This is one of two podcast episodes introducing student podcasting for two different subjects I'm scheduled to teach this fall 2021 semester (Aug.-Dec. 2021).

Podcast Requirements

Speak a minimum of 3-5 minutes and no longer than 60 minutes. The minimum will increase throughout the semester. Choose any topic that you wish to discuss the entire semester. It must be a topic you will not get tired of discussing each week over the 16-week semester. Include a hook, introduction (podcast name, tagline, your name, date, and key points of the episode), body (choose two-four key points), and conclusion (thank the audience, closing statement and/or what to expect in future episodes). Find an example of a podcast that serves as a model in how you present your intro and outro. Upload podcast episodes between Thursday to Sunday of each week. Each of your episodes should draw on information (content) taken from other podcasts. The information taken from these sources should be included in your episode: 1) description of what was said, 2) your interpretation or feelings about the information (or how it relates to the key point of your episode), and 3) reference where you got the information and who said it. Avoid reading any text during your podcast episode. Using background music is optional. If you do use background music make sure to choose only music which is under the public domain (attribution not required) or a creative commons license (attribution required).

Add your name and OneDrive URL to Teams (private) folder where episodes (accepted audio files) will be uploaded each week. Optional: If you decide to produce a public podcast (e.g., https://anchor.fm), create an Anchor account (or any other podcast host of your choice) and include your public URL along in addition to your OneDrive URL mentioned above.

Aug 03, 202123:33

ItC 82: Trello Overview

For the fall 2021 semester, I'll be using Trello for the following three courses: Listening & Speaking I (the first of two propaedeutic semesters), Communicative Abilities in English I (1st semester), and Discourse Analysis (5th semester). Audio Gear - Microphone: Shure MV7; Microphone pre-amp processor: dbx 286s; Audio interface/recorder: Zoom Podtrak4; Screen recorder/streaming software: OBS; Video/audio editor and normalization (14 lugs): Kdenlive; Joystock @ https://www.joystock.org/; https://www.benjaminlstewart.org/

Jul 30, 202108:59

ItC 81: Using a Trello template for project-based learning

Website: https://www.benjaminlstewart.org/

Jul 18, 202109:58

ItC 80: Different ways of classifying modes of learning

Show notes: https://www.benjaminlstewart.org/

Jul 16, 202116:33

ItC 79: How can you prepare for a Writing I extraordinary exam (Persuasive Essay)?

Show notes: https://www.benjaminlstewart.org/

Jul 15, 202127:46

Episode 78: Project-based learning vs. problem-based learning

https://www.benjaminlstewart.org/

Jul 12, 202113:06

Episode 77: The Learning Styles Myth

Show notes: https://benjaminlstewart.org/

Jul 10, 202106:53

Using the term "student" vs. the term "learner"

In this episode, I discuss the terms "student" and "learner" from an instructor's perspective.

Jul 09, 202116:23

What's the objective when presenting an oral defense?

Page Notes: https://benjaminlstewart.org/when-presenting-an-oral-defense-answer-the-research-questions/ Attribution: Intro/Outro music: Benjamin Tissot (also known as Bensound)

Jun 03, 202106:55

Autonomous Learning and Teacher Feedback

In this episode, I share a recent feedback session with learners who are enrolled in a thesis seminar course. The feedback session is designed to promote autonomous learning. Show notes: benjaminlstewart.org/autonomous-learning-and-teacher-feedback/
Attribution: Intro/Outro music: Benjamin Tissot (also known as Bensound)

Apr 25, 202123:20

Thesis Seminar Recap: Week 10

In this episode, I address the following question: What if the data I'm collecting do not answer my research questions? The show notes to this episode can be found at benjaminlstewart.org.
Attribution: Intro/Outro music: Benjamin Tissot (also known as Bensound)

Mar 28, 202110:49

Feb 10, 202110:11

Thesis Seminar: Recap for Weeks 1 & 2

In this episode, I recap the main points from weeks one and two.
Page: www.notion.so/uaabaelt/Thesis-Seminar-Week-1-2-Recap-20f6603dd3c94a4fa2d21c34d7a8dcce
Attribution: Intro/Outro music: Benjamin Tissot (also known as Bensound)

Feb 07, 202113:57

ICT Workflow for Teachers Creating Online Content

In this episode, I discuss a few technologies I currently use to produce audio and video as course content for learners. Page: benjaminlstewart.org/Producing-Audio-Video-for-Teachers-d35a2c80a5cd4b4cbc905961c348484d
Attribution: Intro/Outro music: Benjamin Tissot (also known as Bensound)

Jan 25, 202111:06

How do ICTs and different interactional patterns align so that learning objectives are met?

In this episode, I discuss different interactional patterns using a variety of information communication technologies (ICTs) in a Thesis Seminar course I'm giving this spring 2021 semester (beginning January 25, 2021). #thesisseminar2021
Page: www.notion.so/uaabaelt/Student-Interactions-and-ICTs-b4e5342a15d6450f8cdbcf3423a57c5d
Attribution: Intro/Outro music: Benjamin Tissot (also known as Bensound)

Jan 24, 202116:43

Thesis Seminar: Literature Review and Research Alignment

In this episode, I discuss moving from a literature review (theoretical framework) to the practicalities of conducting a study.
Page: benjaminlstewart.org/Narrowing-Down-a-Topic-e0788d9619b345a0839d8f9c88eb3cba
Attribution: Intro/Outro music: Benjamin Tissot (also known as Bensound)

Jan 14, 202109:51

Thesis Seminar: Tutoring Session Workflow

In this episode, I discuss a planned workflow for scheduling tutoring sessions between learner and instructor. Thesis Seminar: tinyurl.com/y34rynfr
Attribution: Intro/Outro music: Benjamin Tissot (also known as Bensound)

Jan 10, 202109:59

The Toulmin Method to Develop an Argument

In this episode, I discuss the Toulmin Method for developing an argument (Thesis Seminar).
www.notion.so/uaabaelt/Organizing-Your-Argument-7166f1f221c440b09492fc35bba251b8
Attribution: Intro/Outro music: Benjamin Tissot (also known as Bensound)

Jan 03, 202117:36

Thesis Seminar: Scheduling Bi-Weekly Tutoring Sessions/Journal Entries

In this episode, I discuss how to use Notion to schedule bi-weekly tutoring sessions and submit bi-weekly written journal entries: Link to Thesis Seminar.
Attribution: Intro/Outro music: Benjamin Tissot (also known as Bensound)

Jan 02, 202114:20

Thesis Seminar (Open Courseware)

In this episode, I discuss different technologies used to deliver a thesis seminar scheduled for the spring semester of 2021.
In the Classroom @ benjaminlstewart.org
Attribution: Intro/Outro music: Benjamin Tissot (also known as Bensound)

Dec 30, 202018:52

Thesis Seminar: Using a Word Template for Completing a Thesis Paper (part 2)

In this episode, I continue discussing the Thesis Seminar template, specifically the Method, Results and Discussion, and References sections.
Attribution: Intro/Outro music: Benjamin Tissot (also known as Bensound)

Dec 26, 202017:07

Thesis Seminar: Using a Word Template for Completing a Thesis Paper (part 1)

In this episode, I discuss the first half of a thesis seminar Word template used to help English language learning writers to develop a literature review. This template may be found at the Sections of a Thesis Manuscript page.
Website: benjaminlstewart.org
Attribution: Intro/Outro music: Benjamin Tissot (also known as Bensound)

Dec 24, 202039:26

Thesis Seminar: Accessing a Notion Template

In this episode, I discuss how to access a Notion template for an upcoming Thesis Seminar course that begins January 25, 2021. This template will be used to scheduled one-to-one tutoring sessions and to submit entries to a writing journal.
Attribution: Intro/Outro music: Benjamin Tissot (also known as Bensound)

Dec 22, 202014:55

In the Classroom (Notion.so) Website

In this episode, I provide a brief overview of my (Notion.so) website, which is located at benjaminlstewart.org
Attribution: Intro/Outro music: Benjamin Tissot (also known as Bensound)

Dec 20, 202004:38

#OpenFlip Summer 2020: Flipped Learning

Microsoft Teams

Listening and Speaking I

Attribution

Intro/Outro music: Benjamin Tissot (also known as Bensound)

Sep 22, 202013:18

What makes a true friend? (lesson)

Microsoft Teams

Listening and Speaking I

Attribution

Intro/Outro music: Benjamin Tissot (also known as Bensound)

Sep 21, 202002:39

Top 40ish List (lesson)

Microsoft Teams

Listening and Speaking I

Attribution

Intro/Outro music: Benjamin Tissot (also known as Bensound)

Sep 19, 202004:10

Professional Educator (#openflip)

Key Points

Openness: The use of technologies that foster open and transparent learning (as a teacher/teacher trainer)
Backchannel: The value of the backchannel and the general idea of multitasking in the classroom (the value-added experience).
Workload vs. Planning: The time commitment required to flipped learning. “Twice as much…” Time management. “Students feel overwhelmed…”
Flexibility: Having a relationship with learners and how to address problems with technologies

Attribution

#OpenFlip Discussion, Week Four
Intro/Outro music: Benjamin Tissot (also known as Bensound)

Sep 19, 202015:29

A Content Taxonomy (#openflip)

Question: Can we say that most online and semi-distance courses use a flipped learning methodology? since students work the content on their own. What makes them flipped or not flipped?#flippedClassroom #openflip (source)

This question inspired today's broadcast, specifically in terms of how students, "... work the content on their own".

#openflip
Check out OpenFlip Summer 2020 (cMOOC).
essential questionHow does flipped learning emerge in a distance learning environment?

Microsoft Teams for 100% Distance Learning

A1-A2 English language learners
Propaedeutic year of a four-year degree program in English language teaching
Content taxonomy

Conclusion: The goal of any live (synchronous) class (be it online or in-person) is to leverage a content taxonomy in a way that adds the most value in achieving desired results (i.e., learning outcomes). An instructor should help learners move from being dependent to being independent, and finally to being interdependent in terms of using content to demonstrate what they know (i.e., through the six facets of understanding), what they can do (skills), and who they are in terms of a subscribed value system.

Attribution
Intro/Outro music: Benjamin Tissot (also known as Bensound): www.bensound.com/royalty-free-music/track/hip-jazz

Sep 17, 202018:32

Mobile Apps Designed for a Listening & Speaking Course

In this episode, I share three main technologies for an upcoming Listening & Speaking course designed for English language learners at an A1-A2 English proficiency level: Microsoft Teams, Flipgrid, and Trello.

Aug 17, 202032:34

Content Curation as Instructors (education)

In this episode, I discuss content curation as an instructor. #edchat

Jan 04, 202018:29

In the Classroom Educational Technologies

In this episode, I’ll provide an overview of a few technologies I plan to use next semester.

Dec 27, 201912:39

Assumptions About Issuing Zero Grades

In this episode, I discuss a few assumptions that instructors might consider as it relates to how zero grades are issued.

Dec 22, 201915:04

Task-Based Language Learning and ICTs

In this episode, I discuss the basics of task-based language learning (TBLL) - using Office 365 - and share a grammar class I plan to teach next semester.

Dec 21, 201926:28

Radio Interview (in Spanish): Streaming Video in Higher Education

This is an interview (in Spanish) conducted at the radio station at the Universidad Autónoma de Aguascalientes - El Gis, recorded September 25, 2019, from 10:30 AM - 11:00 AM.

Oct 10, 201922:14

Speech Acts and The English Language Learning Writer

In this episode I discuss two recent writing assignments from this week (at Notion.so) and address illocutionary force in terms of the impact the written word can have on the intended audience.

Sep 21, 201922:34

In the Classroom: Notion and the Multi-Genre Writing Class

ShowNotes
In the Classroom (Notion.so)
Write, plan, collaborate and get organized with @NotionHQ. Sign up with this link and get $10 in credit: www.notion.so/?r=f6a748a954fd470f8ad4ff47806250a3

Aug 18, 201924:11

Create a Grammar Book Performance Task

Socials - Grammar I
Contact me
Grammar MeWe Group
Class page
Show Notes
Performance Tasks
Learning Targets
Understand grammar in context: morphological, syntactical, and lexical.
Understand lexical categories: nouns, pronouns, adjectives, adverbs, determines, conjunctions, and interjections.
Understand word classes: open and closed.
Understand phrases: noun, prepositional, verb, auxiliary, and compound.
Note to Learners
You will form partnerships (in pairs) to design a single class open grammar book that summarizes content convered throughout the course. The open grammar book, which is designed to provide a grammar reference for all subsequent courses taken in the BA, will be created in Pressbooks (pressbooks.com) and will include text, images, and links to learner-created videos. Each pair will present a grammar topic seen in class by developing two paragraphs (five-to-eight sentences for each paragraph), and each pair will prepare a 15-minute video that shows both paragraphs along with their analysis and explanation of the three aspects from grammar in context (i.e., meaning in context, forms and meanings, hypothetical meaning, collocations, and lexical chunks) and at least one example of each of the following functions: noun phrases, prepositional phrases, verb phrases, and compound phrases.

Jun 09, 201904:13

Thesis Seminar: Developing Your Results and Discussion Section (Part 2)

Socials
Follow me on Twitter: twitter.com/bnleez
Leave comments via Podbean app.
Mendeley Public Research Group: Applied Linguistics
Show Notes
In this episode I provide tips when developing a Results and Discussion section.

Jun 01, 201926:06

Thesis Seminar: Developing Your Results and Discussion Section (Part 1)

May 31, 201919:00

Teaching Networking

Socials
Follow me on Twitter: twitter.com/bnleez
Leave comments via Podbean app.
Mendeley Public Research Group: Applied Linguistics
Show Notes
In this episode I discuss teacher networking.

May 30, 201919:25

Thesis Seminar: Random Feedback

Socials
Follow me on Twitter: twitter.com/bnleez
Leave comments via Podbean app.
Mendeley Public Research Group: Applied Linguistics
Show Notes
In this episode I provide some random suggestions to learners who are finishing up their thesis paper and are preparing for their oral defense set in a couple of weeks.

May 29, 201920:13

Thesis Seminar: Method Section

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Mendeley Public Research Group: Applied Linguistics
Radio UAA: Ser Lumen
Show Notes
In this episode I share a recent discussion I had with my Thesis Seminar group as they transition from developing a literature review to collecting data for their own research.

Mar 06, 201941:31

The Dos and Don'ts to Academic Writing

In no particular order...

Avoid Passive voice with non-referential “it”: it has been found, etc. Avoid overusing the passive voice - active voice is preferred. Avoid overusing pronouns Avoid overusing capitalization (e.g., to emphasize or when abbreviations are used, etc.) Avoid overusing There is/are - In most cases, avoiding it will produce a better sentence - subject first, then a verb. There is/are in a topic sentence. Also, avoid the verb to be in a topic sentence. Avoid repeating same verbs: to be and to have are oftentimes overused. Avoid overusing the semicolon. Avoid comma splice, sentence fragments, and run-on sentences. Include a transition (see below) that begins a topic sentence (body paragraph). Avoid bold text except for headings; avoid bold text to emphasize words. Avoid words and phrases like obviously…, clearly…, without a doubt, etc. Avoid absolutes: always, never, everyone, etc. Avoid phrases like, "It is important...", "it is necessary...", etc. Avoid "important" altogether. Avoid rhetorical questions Use the serial (Oxford) comma Use dynamic (action) verbs Be consistent with keywords or specific words that have certain meanings in education: activity, materials, techniques, methods, approaches, strategies, etc. Offer a combination of sentence types: simple, compound, complex, and compound-complex sentences Create a cohesive text which includes a transition, using any combination of the following: Rheme and theme to connect (bridge) ideas from one sentence to the next. Sentence connectors Introductory phrases Subordinating conjunction that begins a sentence (followed by a comma) Follow the MEAL plan for developing each body paragraph Citations serve as evidence. Evidence precedes analysis sentence(s). Main idea (topic sentence) begins each body paragraph. Final sentence serves as either a linking sentence or a summarizing sentence. Linking sentence links current main idea of the paragraph to the next main idea (topic sentence) of the following paragraph. Italicize foreign (non-English) words and when naming a term (e.g., “The word foreign is hard to spell.). When abbreviating, write out the term the first time it's being used, followed by the abbreviation in parentheses. Thereafter, simply abbreviate. Approximately five to eight sentences per paragraph.

Feb 21, 201933:02

Thesis Seminar: Week Four Recap.

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Show Notes
The Thesis Seminar (open courseware) website is still very much in progress at the time of this recording, so expect many changes over the course of the next few months. If you wish to know more, contact me via Twitter (@bnleez).

Feb 19, 201931:21

Applied Linguistics Research Interview (Podcast in English and in Spanish)

Jan 10, 201915:53

Teacher Learning Cast (TLC): Creativity in the Classroom

Dec 14, 201801:06:01

PROPE Projects: Instructions for Preparing Writing I Task

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Context
This group is a first-semester writing I class for pre-service English language teachers who are Spanish-speaking English language learners at an approximate A2 level of English proficiency. The excerpt found in this episode was from taken from week 14 of a 16-week course. Each week learners address one essential question that usually relates to some content-based objective. This week's essential question was more reflective in nature, and was designed to introduce a capstone project that provided an opportunity for learners to demonstrate knowledge and skills learned in each of the different subjects from the current semester: listening and speaking, reading, writing, grammar, and learning strategies.
The term PROPE refers to courses that make up a propaedeutic year of courses designed to help learners gain a B1 level required to begin a four-year bachelor's degree program in English language teaching.
All lessons from each week are posted to Google Classroom which loosely serves as a content management system where learners can freely access course content both during and outside of class.
Lesson
Essential Question: How do I express what I have learned so far this semester in PROPE?
Instructions: This week we work in our PROPE project teams - event scheduled for November 23, 2018 (10:00 AM - 12:00 PM).
Overview: Form into your PROPE project groups and determine who will write each paragraph:1) describe your country by including at least three key question words: who, why, how, when, where, etc., 2) describe how you worked together this week to create all non-writing I outcomes for your PROPE project, 3) explain any team challenges that you overcame this semester in any of your PROPE classes, and 4) present two to four key successes that you achieved as a team this semester.
Details: Each of the four points listed above should be developed as one unified, coherent, and cohesive paragraph with five to eight sentences. A combination of the three different transitions discussed in class also should be included: sentence connectors, introductory phrases, and subordinating clauses. Each team member is responsible for one paragraph - if more than four members make up a team, then an additional topic should be developed as determined by team consensus and prior approval with your instructor. Each team member is responsible for developing and analyzing their respective paragraph.
Analyzing a paragraph: Analyzing a paragraph should include the following:
All team members should follow the same system for analyzing their respective paragraphs: color-coding, annotations, footnotes, etc.
Indicate different sentence types: simple, complex, compound, and complex-compound.
Indicate different clauses types: main clauses, subordinating clauses, and relative clauses.
Indicate different phrase types: noun, verb, prepositional, and participial.
Indicate all parts of speech.
When analyzing your paragraph, do not analyze every word. Only analyze one-three examples of each of the grammatical structures listed in the above section, Analyzing a paragraph. In other words, you need a paragraph that exemplifies at least one of the grammatical structures above in order to identify it.
Team communication: This week requires good communication between each team member. A successful week will include a team who maintains good communication in determining who is to do what. At times this week you may work together as a team while other times you might need to work in pairs or individually - decide which works best for you individually and as a team. Regardless how you work, make sure you communicate with your team members throughout this week so that everyone is on the same page throughout the entire process.
Team Leaders: Team leaders have bee

Nov 22, 201835:17

Students who Resist

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Show Notes

Problem: Learners resist giving presentations and many other aspects of school-related activities, tasks, and performances.

Teens Are Protesting In-Class Presentations
According to a recent survey by the Association of American Colleges and Universities, oral communication is one of the most sought-after skills in the workplace, with over 90 percent of hiring managers saying it’s important.
a tweet posted by a 15-year-old high-school student declaring “Stop forcing students to present in front of the class and give them a choice not to” garnered more than 130,000 retweets and nearly half a million likes. A similar sentiment tweeted in January also racked up thousands of likes and retweets. And teachers are listening.
“Nobody should be forced to do something that makes them uncomfortable,” says Ula, a 14-year-old in eighth grade, who, like all students quoted, asked to be referred to only by her first name. “Even though speaking in front of class is supposed to build your confidence and it’s part of your schoolwork, I think if a student is really unsettled and anxious because of it you should probably make it something less stressful. School isn’t something a student should fear.”
It feels like presentations are often more graded on delivery when some people can’t help not being able to deliver it well, even if the content is the best presentation ever,” says Bennett, a 15-year-old in Massachusetts who strongly agrees with the idea that teachers should offer alternative options for students.

Students are resisting in-class presentations… by Annabelle Timsit
According to the American Psychological Association, “When people are fearful of something, they tend to avoid the feared objects, activities or situations. Although this avoidance might help reduce feelings of fear in the short term, over the long term it can make the fear become even worse.”
In her piece, Lorenz quotes a 14-year-old student named Ula, who says that “Nobody should be forced to do something that makes them uncomfortable.” But the best available science tells us that, if they want to be successful in life, maybe they should.

Participatory Call to Action: How do you encourage learners who resist participating in your class?

Nov 12, 201811:43

My Workflow

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Show Notes
Problem: Working in isolation - teacher burnout...
Personal learning network: How do you engage in your own personal learning network?
Define PLN: collection of social, material, and ideational connections or nodes designed for a specific (professional) purpose that has both historical (over time) and specific value.
Twitter (@bnleez)
Bidirectional/unidirectional communication

Feedly/Buffer/Pocket
Facebook Groups: In the Classroom |

Workflow
Ferrite for audio
Lumafusion for video
Google Docs: Show notes
iPad Pro 10.5/Android smartphone

Participatory Call to Action: As an instructional leader, how you work against isolation?

Nov 10, 201812:17

Portfolio Assessment and Self-Regulation

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Show Notes
Problem: backwash effect: how assessment can influence instruction
Readings in Methodology: A collection of articles on the teaching of English as a foreign language (2006) (pp. .

What is portfolio writing assessement
Self-regulation through portfolio assessment in writing classrooms
Relationship between PA and the four phases of self-regulation (Figure 1, p. 5).
Phase I: instruction and scaffolding
Phase II: self-assessment, peer assessment, teacher feedback (first draft)
Phase III: Teacher feedback (second-final draft) - cycles back to phase I
Phase IV: error log and reflection; publish to eportfolio (decision-making process)

4. Participatory Call to Action: How do you incorporate portfolio assessment in your current teaching practice?

Nov 02, 201824:27

Storytelling Assignment for a Writing I Class

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Show Notes
In this episode, I provide an excerpt of a class that is designed to assist English language learners - at an A2 level - to complete a story (one paragraph long) that is inspired by an image (painting or a picture) of a cabin in nature.
Content Objectives
Build vocabulary related to nature: objects, animals, emotions, five senses, etc.
Gain awareness of paragraph unity (staying on topic), coherence (organizational patterns), and cohesion (transitions)
Gain awareness of sentence types: simple, compound, complex, and compound-complex
Gain awareness of parts of speech, types of phrases, and types of clauses
Gain awareness of comma usage: serial comma, compound sentence, complex sentence, sentence connectors, introductory phrases (five words or more), and appositives
Language (Linguistic) Objectives
Rheme and theme
Transitions
Comma usage
Descriptive texts using adjectives and prepositional phrases
Simple, compound, and complex sentences
Pedagogical Notes

Oct 27, 201821:23