Belonging to a Global Tribe of Connected Educators

Last Friday, October 20, I had the pleasure to facilitate a session in the Braz-TESOL Brasília Half-Day Seminar. Fellow teacher Leonardo Sampaio partnered up with me in this session called “Become Google Certified Awesome!” The purpose of our session was to demonstrate a little bit of the impact that becoming Google Certified Educators has had in our classes. It was a hands-on session, which took some participants by surprise, for some of them might have been expecting to hear us talk about the Google certification process, hence the title of the session. But we like to surprise people, so off we went on a collaborative 45-minute journey. (Quick and intense! Phew!)

Participants worked in trios, and each trio had an Ipad. They went into a Google Classroom we created especially for the session and were asked to discuss what 21st-century is, in their view, and how digital tools may facilitate 21st-century learning in the EFL classroom. After discussing within their groups, they had to write down a summary of their thoughts in the discussion stream of the task. Groups were then invited to read what other groups wrote in the discussion (inside their Google Classroom) and respond by writing comments.

The next task enticed participants’ creativity, for they had to access a collaborative Google Slides presentation, locate their group’s slide containing a crazy and unique image, and discuss what they thought had not gone as expected in the image. They had to write down a statement in response to that question about their image. Once they were done with that, groups were invited to look at other groups’ slides and write down 3rd conditional sentences inspired by the situation statements.

We finished our 45-minute session with a great video about 21s Century Learning and the 4 C’s. We asked participants to reflect on the tasks and activities they had engaged throughout the session to identify whether the 4 C’s had come up in their experience together, to which they said “Yes!” At the end of the session, Leonardo and I shared our views on how becoming Google Certified Educators has impacted our teaching practices and the learning experiences we facilitate in our classrooms. We feel that the very process of studying the units in the Google Training Center, which were made by teachers for teachers, helped us get in touch with a million ways teachers all around the world have been applying these tools in their classrooms in order to enhance the 4 C’s.

And what’s more, for me, the most valuable thing in having become Google Certified Trainer is to become part of a community of educators who are committed to facilitating learning experiences that help our students become global collaborators and creators of knowledge. After all, it’s never about the tech, it’s about the learning. It’s never about the tool, it’s about the pedagogy and, above all, it’s ALWAYS about the people.

TESOL 2015 - Writing Teaching

I had the honor of being invited to take part in the panel “Crossing Borders, Building Bridges: Second Language Writing in Global Contexts” at TESOL 2015 in Toronto, CA. The presenters shared their experiences in Second Language Writing (SLW) practice and research in global contexts including Africa, Asia, Europe, Latin America, and the Middle East. The presenters discussed best practices in SLW pedagogy and research projects that are influenced by contextual factors such as medium of instruction, culture, and politics. Below I share a transcript of my talk.

Many thanks to Lúcia Santos, Isabela Villas Boas, Denise De Felice and Vânia Rodrigues for this wonderful opportunity of sharing the hard work we do at the Casa.

OUR CONTEXT

I have been at Casa Thomas Jefferson for fifteen years, the last five of which working as Advanced Course Supervisor. Let me briefly describe my context to provide you with some background information that will, hopefully, help you better understand the scope and nature of our work in the teaching of writing, as well as the challenges we face in our educational context.

Casa Thomas Jefferson is a language institute, which, for the past 51 years, has specialized in teaching English as a foreign language. We currently have a little over 17 thousand students, distributed among 6 different campuses, 10 outposts in private K through 12 grade schools, and a select number of corporate courses  in Brasília. Our students have English classes with us twice a week, which amount to a total of approximately 4 hours a week. We are an extra-curricular program, and a large number of our students begin studying with us from as early as 4 years of age, staying with us until they become young adults, teenagers ranging from 16 to 18 years of age. Therefore, the bulk of our student population are youngsters, some of whose parents have been our students in the past, so we do have a reputation of excellence and tradition in teaching English, which we strive to uphold every day.

The teenagers who have been with us since their early years graduate from our Advanced Course, the course which I oversee; these students speak fluent English, and achieve a very respectable command of the language in terms of structure and vocabulary. They can understand spoken and written English, as well as produce the language with a dependable degree of accuracy and fluency both in oral and in written form. That is a result of our skills-based approach to teaching English, adopting communicative methodologies that are informed by highly regarded, pedagogical practices, such as those informed by social-constructivist principles. Another key feature of our methodology is that our classes are taught in English, since we have a strong English-only-environment policy in our classroom.

We adopt coursebooks in all of our courses, which we choose via a comprehensive book analysis process in which teachers, as well as other members of the school Coordination, evaluate and critique several coursebook series before we make a final choice and adopt one specific series. We are, however, very particular about how we need to adapt whatever material adopted to best suit our own context and our students' needs. That is actually one of the major sources of impetus for the ongoing professional development that takes place at the Casa. Course Supervisors, such as myself, are responsible, among other things, for assessing the success in the adaptation process and spotting opportunities for improvement and development, which result in training for our teachers.

So, as you can see, the work has really only just begun when a new coursebook is adopted. And, traditionally, one of the major components of our courses which require lots of adaptation and personalization is exactly the teaching of writing.

OUR METHODOLOGY

Let me now go into the writing teaching methodology we adopt at the Casa. As mentioned before, we adopt a skills-based approach to teaching English. Therefore, writing is one of other skills that we want our students to develop in English. From beginner levels, our students already start producing short texts, and are exposed to tasks which will foster an experience in writing as a process which not only involves linguistic knowledge but also planning and drafting skills. In other words, we expose our students early on to practices informed by the belief that writing is a sociocognitive process, recursive and non-linear in its creative nature, and the very expression of one's voice.

By the time our students reach the Advanced levels, they have developed a repertoire of basic writing skills, as well as some writing metalanguage. They have also been introduced to the concepts of audience and purpose, with some experience with different genres. They have worked with drafts, receiving feedback on their writing by means of comments addressing content, style and organization, as well as indications of linguistic improvements by means of proofreading symbols used by teachers.

In the Advanced levels, our students, who are mostly teenagers going to high school, are asked to focus on a specific genre, namely the academic essay, which they are required to master both for language proficiency and college entrance exams.

THE ADVANCED COURSE WRITING PROGRAM

I would now like to focus on some of the distinguishing features of the Writing Program we develop in the Advanced Course. Our Advanced Course is made up of four semesters. The first two, corresponding to the upper-intermediate level, are critical for the success of the writing program developed during the last two semesters, which correspond to an advanced level of English.

During the first semester of the upper-intermediate levels, students' writing goals are to consolidate and master the writing of paragraphs, following the linguistic and organizational requirements of body paragraphs in academic essays. Now, once they go on to their second semester in upper-intermediate, they will gradually expand on their previous knowledge to learn how to structure a full essay, containing an introduction, body paragraphs and a conclusion. They acquire some basic training and knowledge of the overall requirements of a well-structured essay before going into the advanced levels in the next two semesters.

Once they get to their third semester in the Advanced Course, they'll get plenty of practice in the four-paragraph academic essay. They will be provided with practice in a variety of writing strategies, producing expository and argumentative essays, for example. In other words, they are learning a specific rhetoric and genre that will benefit their writing skills in and outside of our English classroom.

At this point, it's appropriate that I mention another aspect of our educational context. In Brazil, they way our teenagers are taught Composition in their K through 12 schools, more specifically in grades 10 through 12, is fundamentally different from the experience with Composition they have with us at the Casa. A vast majority of Composition teachers in Brazilian high schools adopt a product-oriented approach, where writing teaching means correcting students' mistakes and grading essays against college entrance exams parameters. There is emphasis on neither the cognitive nor the social dimension of the writing process, which relegates writing to being an end-product, resulting from the mechanical replication of models, which is ultimately a score on a life-changing exam for these teenagers, the one that will get them into a good university as soon as they leave high school.

Back to our English teaching context, in the Advanced Course, teachers are required to use a set of writing worksheets which will serve as the basis for their pre-writing lessons. The writing topics are adapted so as to become appealing to our teenagers, and are chosen in order to fit the subject-matter explored in their coursebook units. Students are assigned their writings at the end of a unit, after they have had plenty of opportunities to explore a given topic. In the case of the Advanced Course, pre-writing lessons are preceded by a Reading lesson, which will serve as an entry point to the required writing for the unit.

Now, keeping in mind that we have approximately 100 teachers working with a population of a little over 2000 Advanced students, we need to adopt instruments that will ensure the quality of every lesson, be it a pre-writing, or any other type of lesson. So, we try to select and adapt topics that we believe will entice our teenagers, stimulating their creativity and willingness to voice their opinions and feelings. We also adopt the use of writing scoring rubrics to try to minimize subjectivity in the feedback process, as well as to provide students with a set of clear expectations for their work. Our students need to know how their writing will be assessed by their teachers.

A pre-writing lesson will typically contain the following stages: think about and discuss the writing topic, brainstorm content, outline ideas, study and analyze a model and focus on specific language strategies to convey meaning. Once students have had their pre-writing lesson, they produce their 1st drafts, on which they'll get feedback from their teachers regarding several aspects of their writing: content (their ideas), text (organization, genre, style), and language (grammatical accuracy and word choice). Students may also get feedback from peers and from one-on-one conferences with their teachers. They are then asked to produce their final drafts, whose grade will be considered for evaluation purposes, together with the other grades they have as part of our course.

We have also been adopting a Portfolio approach, in which students are encouraged to reflect on their overall development through the semesters as Casa Advanced students. One of the strategies we want our students to learn with the collection of a portfolio is to identify areas for improvement and establish goals for future assignments.

Now, the use of portfolios in the Advanced Course presents challenges. Brazilian students, coming from the background they have in their K-12 school culture, do not seem to value their own writings. That is understandable, given the mechanical production of essays for college entrance exam prep. By implementing writing portfolios, we are trying to foster a sense of value regarding writing as a means of personal expression.

Another challenge we face is a certain level of resistance to adopting peer revision, which I personally believe to be a natural fit to a portfolio approach and a writing teaching pedagogy based on socio-constructivist principles of learning.

Another challenge worth mentioning has to do with time constraints and teachers' workload. It is no easy task for teachers to do the necessary planning and keep up with the drafting process, providing the necessary support and the high quality feedback our students need to succeed. One major adaptation we've had to implement is that of bringing the number of drafts from three to only two. That means that teachers now provide feedback on content, organization, as well as language use upon correcting students' 1st drafts. Teachers are also instructed to grade 1st drafts so that, should a student fail to produce a final draft, that student already has a grade for his writing work, even if he or she do not follow through with the entire drafting process.

To the effect of tackling those issues involving time constraints and handling logistics (turning in assignments and providing feedback in a timely manner), we have started experimenting with a digital alternative to the physical portfolios. We are experimenting with the affordances of Google Classroom for the development of our Advanced Writing program. We are still in a piloting stage, having invited a small group of about ten teachers who were eager to try out this new tool with their Advanced students. We hope that, by making the handling of logistics simpler and paperless, students and teachers might find ways of managing the process more rapidly and more conveniently. And of course, that is not to mention other possibilities of sharing content, communicating, and classroom flipping that we have just begun exploring with this tool. Digital portfolios and the possibility of showcasing students' writings to a real audience online are what's next for our students' writings.

I'd like to share a quote by Professor Ken Hyland in his book Second Language Writing, which I feel synthesizes our efforts towards an effective writing teaching pedagogy:

"In practice this (an effective methodology for L2 writing teaching) means a synthesis to ensure that learners have an adequate understanding of the processes of text creation; the purposes of writing and how to express these in effective ways through formal and rhetorical text choices; and the contexts within which texts are composed and read and which give them meaning."

We choose to teach writing the way we do because we believe that effective, communicative writing can and should be taught to our English learners. We believe that the very development of their writing skills directly impacts their cognitive and expressive abilities, empowering our teenagers as they exercise and get to know their own voices.

Clarissa Bezerra

References:

HYLAND, Ken. Second Language Writing. Cambridge Language Education series (Editor: Jack C. Richards) Cambridge University Press, 2003.

VILLAS BOAS, I. F. Stepping Stones for Successful Writing. In: VI Seminário de Línguas Estrangeiras da Universidade Federal de Goiás, 2006, Goiânia. Anais do VI Seminário de Línguas Estrangeiras - UFG, 2006. p. 453-464

VILLAS BOAS, I. F. Process Writing in a Product-Oriented Context: Challenges and Possibilities. Article based on part of the Doctoral Dissertation entitled A Contribuição do Processo de Ensino-Aprendizagem de Produção Textual em Língua Inglesa para o Letramento do Aluno,  presented at the School of Education, Universidade de Brasília, 2008. In: RBLA, Belo Horizonte, v.14, n.2, p. 463-490, 2014.

Google Classroom - The New Classroom

In the first semester of 2014, Casa Thomas Jefferson gained access to Google Apps For Education (GAFE). In August, 2014, Google released the Classroom App as part of GAFE, and so our journey began. 

In the month following this release, we started phase 1 of our New Classroom project. With the help and support of our EdTech Department Head, Carla Arena, and her team, we began using Classroom in two of our Advanced Course groups. We decided we would have our Advanced Course teenagers use it to write their compositions throughout the semester. Once the semester came to a close, we sat together and shared our experiences. We decided it was worth continuing the project the following semester, so we thought about getting more teachers involved and using Classroom. 

Phase 2 of our New Classroom project has been named 'Classroom Gurus' project. One of our goals for this next stage is to create and strengthen a core group of teachers who will become multipliers of the knowledge and skills they will acquire during their engagement with their students, using Google Classroom to optimize the writing process that Advanced students engage in throughout the semester. 

Our first Classroom Gurus meeting

A group of fourteen teachers were invited to join the project this semester, and just yesterday we had the chance of sitting together for a couple of hours to launch phase 2 and get the "Classroom Gurus" inspired and motivated with the project. Our main goal was for them to get a feel for the platform, the new possibilities, the challenges and opportunities ahead through a change to a paper-free paradigm for the compositions students write in the semester with a focus on feedback rather than on the bureaucratic aspects of the writing process, as now this is going to be taken care by Google Classroom. In the platform, much of the back and forth of papers are automatically handled by the system with the automatized creation of students´ papers in Google Docs and the creation of folders for each assignment.

Here are the teachers´ first impressions:




It is a brave new world ahead where we know adjustments, failure and new learning will take place as we move forward. We feel, though,  that it is time to experiment and move on. Another point of the project is to value the human resources we so highly consider in our Institution, Casa Thomas Jefferson. We have a very potent humanware, educators who are ready for the edgy jump into pedagogical innovations when they are recognized, treasured and supported in new edtech endeavors.

Last but not least, there´s the learner spectrum. By promoting a new type of process not only are we reaching them in different ways, but also helping them enhance their own digital literacies that will be so essentially demanded from them in their educational and professional contexts. We, as an educational institution, feel responsible for students´ success in their language learning and life in general.