Finding Motivation by Motivating Students

What do you do when your students fail their tests? Do you blame them or yourself? I used to blame myself, but I’ve learnt that the best alternative, at least for me, was to stop assigning blame and start thinking outside the box.

It’s natural to think that there are predetermined roles in the classroom and that simply by enrolling or being in the classroom, everyone will know what to do. That is exactly how I thought things were: I would go to a specific classroom in a specific time and so would students; I would teach and they would learn. It was only when I was confronted with terrible grades — only 3 out of 10 students had passing grades on their first written test — that I realized I was wasting a great opportunity.

My first reaction was to think I was a terrible teacher. After all, I am an absolute beginner, having only less than two years of experience. I spoke to several senior teachers and asked for advice. The first one I received was to check what exactly the students’ mistakes had been. Had they all made the same mistakes? If yes, I needed to check the way I had been teaching them. If not, I should check the students’  academic records to see if they had had difficulties in the previous levels. After some research, I realized two things: all students, even the ones who had good grades, made the same kinds of mistakes; and none of them had had a history of below average grades.


It’s important to note that students in the lower intermediate level get a really bad reputation. They are said to be the “weakest links”; students who didn’t do well on their replacement tests. I kept hearing that those bad grades were just what I should have expected. I felt extremely uncomfortable to just accept that these students were weak and that there was nothing I could do. In my mind, If I had been a better teacher, they would have done better. Besides, I had looked into their academic records and I could not find the proof that they were just bad students.

Another thing I was told by senior teachers was that there is a large gap between the Teens course and the Lower Intermediate course. In the latter, tests demand a lot more from students’ cognitive abilities. In fact, the one difficulty all students had was with listening and reading comprehension. It wasn’t something I had taught them; I had been too focused on teaching grammar and vocabulary.

My first step, after gathering advice I had received from several senior teachers, was to deliver the news to the students about their low performance and, at the same time, motivate them to do better on their next test. It seemed impossible! But the teachers I spoke to knew me and trusted me. They said I could do it. So I asked students how they had prepared for the test, how they thought they did, and if it had been easy or hard. I spoke to them in Portuguese and they opened up very quickly. I found out a lot from my students that day. They are under a lot of pressure from their parents, their regular schools and themselves. They also thought, same as I did, that teaching and learning were automatic processes, and all they had to do to get a good grade was to “sit down and study”. For them, given how they did on their test, it hadn’t been enough.  I thought they were being too hard on themselves, but then again, I realized I had been too hard on myself too.

I needed to take the focus out of this blame game. I asked the students to trust me and to help me help them. Thinking about it now, I noticed that what I did was to ask them to stop looking for someone to blame and start focusing on learning. I remembered something that my coach had told me on my first semester at CTJ: “We a have to teach students how to learn”. So based on that and also on the things I have been learning at the TDC - Teacher Development Course, I started changing the way I planned the lessons for that specific group.

The first thing was to teach them strategies such as scanning and skimming. I showed them how to look for information, how to look for clues in exercises, patterns in sentences, and in essence, how to develop strategies to solve the exercises. I also turned the wrap up stages of the lessons into mini projects. For example, after a lesson about the differences between past simple and past continuous, I told the students to create a story using only three sentences. They all sat down on the classroom floor to make a poster together, and it was the first time I saw them actually happy to be in class.

Basically, I started focusing on making the students feel independent and in control of their own learning. I stopped simply giving them information and started giving them the tools to get there themselves. I noticed a complete change in behavior. What I had thought was just normal teenage behavior during a class at 2pm had basically been lack of motivation. Before, they were barely present in class, mostly quiet and unresponsive. They didn’t do their homework and they didn’t answer my questions. They also spoke a lot of Portuguese. Now, they try harder to speak English, they use the language being presented, they respond faster to eliciting. And, I’m relieved to say, out of all the students, only one had a below average grade on their second test. It was not a miracle change though, — the lowest passing grade was 76 — but I’m counting my blessings!

This had been the one group I dreaded meeting every week. They made me feel like a real failure. Now that they are motivated, they are the best part of my week. I’m glad I stopped focusing on laying blame and decided to trust the advice of senior teachers: I learned that motivating my students was the best way to motivate myself.

BRAZTESOL Conference - Different Generations: A common Goal

We, Carolina Piacenti and Evania Netto have just attended the Braz-Tesol Conference in João Pessoa, AL. It was a great conference: well organized, in a great site (Escola Internacional Cidade Viva) and in a beautiful city. Furthermore, the quality of the presentations were fantastic and there wasn´t a single talk or workshop that we didn´t like or regretted attending.

However, as the topic of our own presentation was “generations” and the way that different generations of teachers can benefit by working together, we started paying attention to the mix of generations that could be seen and heard in the event. To start with, we browsed through the program and realized we could choose from a workshop given by one of the most renowned ELT senior representatives from Brasília-Sara Walker, watch the plenary session given by the brilliant Jeremy Harmer or feel touched by the emotional session about getting older given by Jane Revell. It was not only the senior generation that made presence in the conference, though. Looking again at the program, we could easily verify that the Baby Boomers and the members of Generation X were also active, bringing innumerous contributions to the field with names such as Ben Goldstein, Paul Seligson and Jeff Stranks. 

On the other hand, if one preferred to see the newer generation of speakers, they would not be disappointed as they would be able to check CTJ world-wide technology expert Carla Arena, an academic session about gaming and gamification used in teaching and learning a second language given by Janaína Weissheimer or the fantastic J.J. Wilson talk about teacher development. Nevertheless, due to the amount and variety of choices, one would not be able to see everything and would have to choose something related to their own field of interests which would turn out not to make attendees less enthusiastic but to enhance their social networking and ability to reflect upon their careers as they could see themselves working in pairs with Scott Thurnbury, Steve Taylore-Knowles, Élcio Souza or just a novice teacher who had just graduated from college.

So, as you can see, Braz-Tesol was a fruitful and enriching professional experience where different identities met to form a mosaic of generations that by collaborating could help each other achieve the goal that the older, the middle or the younger generations of teachers  have in common - to teach English in effective ways. 

   

 

TESOL 2014 - On Language Development and Affordance

One of the highlights of the 2014 TESOL International Conference was Diane Larsen Freeman’s plenary entitled Complexity Theory: Renewing Our Understanding of Language, Learning, and Teaching.  Complexity Theory in Second Language Acquisition is not an easy topic to digest, but Larsen-Freeman made it easy to understand by way of her outstanding presentation skills and the illustrative slides that helped visualize the actual simplicity of the theory and how much sense it makes.

My first more in-depth encounter with Larsen-Freeman’s discussion of Complexity Theory as an approach to second language acquisition, or rather, development, was through her chapter in Dwight Atkinson’s book on Alternative Approaches to Second Language Acquisition (Larsen-Freeman, 2011). I have to admit I had to read it three times to really grasp the essence of the theory and how it related to second language acquisition.

If you’re not familiar with Complexity Theory and its relationship with Second Language Acquisition, I’d like to share with you my short summary of Larsen-Freeman’s fantastic TESOL Plenary, particularly regarding the topics of language acquisition and language input.  Then, if you’re interested in more in-depth reading on Complexity Theory, I recommend Larsen-Freeman’s chapter in Atkinson’s book or this article (Larsen-Freeman, 2007).

Complexity theory seeks to explain complex, dynamic, open, adaptive, self-organizing, nonlinear systems (Larsen-Freeman, 2011, p. 52). Fractals are the signature of complex systems; as we go deeper and deeper into the structure, the same pattern occurs.

Larsen-Freeman’s main thesis in her plenary is that, within the Complexity Theory framework, we can’t really say that language is acquired, but rather, it is developed. Acquisition implies language as a commodity that you ingest somehow. Language development is the emergence of language abilities in real time. A pattern arises from the interaction of the parts; emergence is the spontaneous occurrence of something new. The edges of language are blurry; there is no end and there is no state. Acquisition suggests completion and a one-way process, while development is bidirectional.

Larsen-Freeman also finds the term input problematic because it dehumanizes the learner. For her, acceptability is interlocutor-dependent. Input is problematic because it is inert knowledge. She asks us why it is that students can do something in the classroom but then can't do it outside the classroom later on. It's because we don't teach language as dynamic. Meaningless repetition contributes to the inert knowledge problem. She points out that iteration is different from repetition. As a learner's system develops, it functions as a resource for further development.

Students need to adapt their behavior to an increasingly complex environment. This can be done through iterative activity under slightly different conditions. Input suggests a one-way action between an individual and the environment. Affordance is a better term to use in this case - providing a language-rich environment where students will find their own affordances; language develops from experience, afforded by the learner's perceptions of the environment.

This development is individual; learners define their own learning path. For this reason, we can't average out data. What should be taught is not only language but also learners. We need to design spaces with learners specifically in mind.

Above all, we transform; we don't transfer!

References:

Larsen-Freeman, D. (2007). On the complementarity of Chaos/Complexity Theory and Dynamic Systems Theory in understanding second language acquisitin. Bilingualism: Language and Cognition 10 (1), pp. 35-37.

Larsen-Freeman, D. (2011). A Complexity Theory Approach to Second Language Acquisition/Development. In D. Atkinson, Alternative Approaches to Second Language Acquisition (pp. 48-72). New York, NY: Routledge.

Image courtesy of freedigitalphotos.net

IATEFL 2014 - ELT Conference Highlights

Harrogate is a beautiful former spa town in northern England and it was in this cozy city where spring was blossoming and flowers were everywhere that the 48^th Annual IATEFL Conference was held. It was my first attendance at an IATEFL Conference and I was quite impressed with the extraordinary multiculturalism , the astonishing volume of choice , the impressive array of speakers and the cheerful atmosphere among the participants.

 Overwhelmed by such a rich, diverse choice of options, I tried to select as many interesting  sessions as possible and spent four days  running around the beautiful Harrogate Convention Center trying not to miss anything. I attended excellent plenaries and also got in touch with teachers from different parts of the world who work and do research related to coaching and  mentoring, one of my areas of interest and also the topic of my presentation in the conference.

The coaching and mentoring delegates formed a team in Harrogate! We attended each other’ s presentations and exchanged a lot of information and experience. It was wonderful to see that people from the most distant parts of the world have been working hard to implement collaborative practices in order to enhance teachers capacity and at the same time promote professional development. All the sessions were excellent.

One valuable presentation I was able to catch was given by Dr. Svetlana Belic  Malinic from Belgrade, Serbia.  Svetlana presented the results of an  action research conducted in an international school in Serbia which aimed to bring about change in teachers perceptions of their pedagogical practice. The teachers were introduced into reciprocal coaching schemata and, by doing peer coaching, were able to support one another in their professional growth, which positively affected their self-assessment. This shows how valuable it is to work collaboratively and how teachers gain by exchanging their experience and practice.

In addition to the thought-provoking presentations I attended, there was one innovative session format I really appreciated called  ELT Conversation , which involved discussion between two leading ELT professionals, Jeremy Harmer and Scott  Thornbury. In this session the speakers interviewed each other about the Communicative Approach. After 20 years, is it time to redefine its concept?  Is there a contemporary view of CLT? For more than one hour, in a full auditorium, Harmer and Thornbury discussed the gains and losses of this so well-established approach for language teaching followed by questions addressed from the audience.  A wonderful moment to revisit this approach and reflect upon what we have doing in our classrooms in the last decades.

In the opponent flow, Jim Srivener gave a lively presentation reassuring the importance of teaching grammar and urged the audience to ignore those voices that tell you that you have to communicate all the time. The presenter stressed that, yes, students want, need and learn from grammar. The question is how teachers can make grammar genuinely engaging, valuable and challenging. In order to make grammar really meaningful, Jim Scrivener stresses that we should use lots of examples. They are input. And we should play with examples. This is practice. We should never forget to make examples sound real. Personalization is fundamental. After personalizing , students then are able to use the language.

As you can see through my highlights above, IATEFL was filled with diversity and innovation which have made me an IATEFL convert. Those were professionally inspiring and enjoyable days that will always remain in my mind. My thanks for the support and encouragement the Casa has given me to participate in such a fabulous event.   

Margarete Nogueira

TESOL 2014 and Being a Leader

This was the first time I attended a TESOL and I was amazed at how big and how well-organized it is. It was great to see so many teachers from all over the world learning, sharing, motivating and being motivated. There was a huge variety of topics for the presentations, with options for everybody’s interests. I chose to attend those related to Teacher Development and Leadership not only because of my present position at Thomas, but also because I believe we teachers are always searching for professional development opportunities and we are all leaders.

There was one particular presentation I enjoyed a lot and would like to share with you: “Leadership Skills and Styles Affecting Leaders” by Dr. Sufian Abu-Rmaileh, from the United Arab Emirates University.

He started by defining Leadership:

“The act of identifying important goals and then motivating and enabling others to devote themselves and all necessary resources to its achievement. It includes summoning one’s self and others to learn and adapt to the new situation represented by the goal” (NYSBR 2003, p. 3)

“Much more an art, a belief, a condition of the heart, than a set of things to do” (De Pree 1989, p.148)

So, who is a leader?

Astin and Astin (2000) define a leader as anyone who has a formal position and who holds the role of bringing about change in the society in which they live and work.

De Pree (1990) says that one of the major tasks of a leader is to expand and unleash the talents and skills of the different people in the organization.

These definitions made me think of how much we teachers match them. Every semester we face different challenges to which we have to adapt and learn how to deal with. We are in charge of groups of students who need our constant guidance, model, assistance and motivation. More than teaching English, we teach them how to respect and help their peers, how to accept different opinions, how to overcome their difficulties. 

Good leaders help their team achieve their goal, which should be in accordance with the institution’s/organization’s. I particularly like De Pree’s  saying about the role of a leader. A good teacher/leader should be able to expand and unleash the talents and skills of the different people s/he leads.

There are different leadership styles and we can adopt different styles according to our and others’ necessities and in different moments of our life. Dr. Abu-Rmaileh talked about the six leadership styles listed below.

1.       Directive Leader:

Allows little or no negotiations

Keeps tight control without delegating

Is not flexible or open to new ideas

2.       Visionary Leader:

Has clear standards and feedback

Explains the logic behind procedures

Inspires people to a higher purpose for their work

3.       Affliliative Leader:

Creates harmony and affective/emotional bonding

Avoids confrontation with others

Provides little explanation on direction or rationale behind tasks

4.       Democratic/Participative Leader:

Collaboration and team concurrence

High on trust, respect and commitment

Motivates his/her team by empowering them to direct themselves

5.       Pacesetting Leader:

Sets high standards for performance

Obsesses about doing things better, faster, quicker

The pursuit of excellence is overwhelming

6.       Coaching Leader:

Helps team members to discover their own strengths and weaknesses

Guides people to find and create their own career development

Links goals, personal and career, with those of the organization

Leadership Matrix

	How it Builds Resonance	Impact On Climate	When Appropriate	Competency requirements
Visionary	Moves people towards shared dreams	Most strongly positive	When changes require a new vision, or, when clear direction is needed	Self-Awareness, Self-Confidence, Empathy, Transparency, Visionary Leadership, Change Catalyst
Coaching	Connects what a person wants with organisational goals	Highly positive	To help an employee improve performance by building long term capabilities	Self-Awareness, Empathy, Developing Others
Affiliative	Creates harmony by connecting people to each other	Positive	To heal rifts in a team, motivate during stressful times, or strengthen connections	Empathy, Teamwork & Collaboration, Conflict management, Building Bonds
Democratic	Values peoples input and get commitment through participation	Positive	To build buy in or consensus, or to get valuable input from employees	Empathy, Teamwork & Collaboration, Influence
Pacesetting	Meets challenging and exciting goals	Is often Highly Negative  - because it is generally poorly executed	To get high quality results from a motivated and competent team	Self-Awareness, Empathy, Self Control, Achievement Drive, Transparency, Initiative, Adaptability, Teamwork & Collaboration
Commanding	Soothes fears by giving clear direction in an emergency	Can be Highly Negative – because so often misused	In a crisis, to kick start a turnaround, or with a problem employee	Self-Awareness, Self-Control, Empathy, Achievement drive, Initiative

http://www. maetrix.com.au/leadership_styles.asp

I’m sure you have recognized yourself at different moments of your professional life in many of the characteristics listed above. These characteristics are just a few among many others for each style. We can select some and put them together to come up with our idea of an effective leader. Dr. Abu-Rmaileh presented effective leaders as being:

-          Visionary

• -          Trustworthy, fair and honest
• -          Role Models and Mentors – “Effective leaders demonstrate courage in difficult situations, and provide a model of moral leadership for other to emulate” (NYSBR, 2003, p. 2)
• -          Visible
• -          Dedicated – Effective leaders are dedicated to the institution which they serve. They have commitment and loyalty to the constituents and to the institution.
• -          Good Communicators

The implications of good leadership are many. Good leadership in the classroom leads to a calm end of semester, not necessarily an easy one, but surely one in which we have a sense of accomplishment. Some of the implications Dr. Abu-Rmaileh talked about and I believe are appropriate for a classroom environment were:

• -          Achievement drive: high level of effort, high levels of ambition, energy and initiative
• -          Honesty and integrity: a trustworthy environment
• -          Self-confidence: belief in one’s self, ideas and ability
• -          Emotional maturity: well-adjusted groups

The presentation made me reflect on the kind of leader I am and the kind of leader I want to be, my personal characteristics that influence on my leadership style, and the aspects I need to work on in order to be a better leader. I hope it helps you see yourselves as leaders too and realize the importance of being a good leader.

TESOL 2014 Through Gamification and Complexity Theory

Going to the TESOL Convention in Portland last March made me feel realized as an English teacher for two reasons: first, that was the second time I had the pleasure of attending an international convention; second, I was there as a presenter! Last year, my friend and co-worker Carolina Barreto and I decided to submit our workshop and, fortunately,  it was accepted to the TESOL 2014. Both of us were anxious to be presenters in a foreign country to an audience from all over the world. The result could not be better - the spectators were engaged for 1h45 minutes, actively participating in the hands-on activities we were demonstrating in the workshop named BREAKING THE ICE - Going beyond simple icebreakers through motivation.

I am a teacher who loves creating games to use in class with my students, so the topics that caught my attention were the ones related to the use of technology or practical games. I have to confess that I did not see many innovations in terms of technologies in the classroom. For this reason, I have to admit that the work we do at the Casa may be considered at par with the most recent trends in terms of Mobile Learning.

One of the presentations I attended drew my attention because it was called The Gamification Of Learning Outcomes  (https://docs.google.com/file/d/0Bxrfi4WnBTonOWRieFFlWDRVQTQ/edit?pli=1) . In that presentation, 3 professors from Colorado first clarified that gamification is not game. After briefly mentioning some theoretical aspects of language and technology, they exemplified with their work with foreign students, using facts, statistics and results.  They ended their presentation showing the survey they did with those students about that work, and, at that time, did another survey with the audience. (https://cuboulder.qualtrics.com/SE/?SID=SV_5ciU5FolfhxKfC5) Each person had to use his/her own mobile phone to send his/her opinion about the presentation.  The results were shown on the screen. It was dynamic, easy and interesting.

Attending  the session Think like a Video Game Designer to Build Better Courses, by Josh Wilson, from the Kansai Gaidai University, I became aware of many concepts about games that I had never realized before, such as: games are fail positive environments; games escape from the real world; games are learning tools and learning platforms; games design the experience for choice and to be won; and some others. These concepts are certainly going to help my reflection upon the games I create to use in class.

In my opinion, the top presentation was the one by the famous linguist Diane Larsen-Freeman, Complexity Theory: Renewing Our Understanding of language, Learning, and Teaching. Besides admiring her ideas and her culture for a long time, I liked the fact that she spoke for about an hour about how language changes day-by-day, and we, teachers, have to be aware of those evolutions and adopt them in our classes. In her words, she manages to introduce some humor to make the audience feel comfortable and engaged in her lecture. It was a blast!

TESOL 2014 - Some iPad Tips

TESOL is definitely an overwhelming experience. One has so much to explore that is almost impossible to see everything you want. While I was there I learned a lot from the presentations or workshops I attended. I saw things I already knew through a new angle and I also discovered some new things that I think is worth sharing with our teaching community. So, let me tell you about some iPad tricks and apps worth exploring. 

Remote desktop access

                                   

There are solutions that allow you to control your desktop while walking around the class that do not rely on a wireless mouse. At TESOL, two teachers reported using two apps that have such affordances. One application that wirelessly mirrors your iPad, iPhone or iPod Touch screens to any Mac or PC is Reflector.  To allow desktop control you will have to install it to your PC and your device. Besides that, one can connect multiple devices to the same screen. One license allows you to install it in up to five PCs.

Another one that has the same feature is Doceri. Doceri also lets you control your desktop from your device (iPad, iPhone, iPod) with the added feature of transforming it into a smart board once it allows you to draw and annotate any file that can be shown on your Mac or PC. The drawback being that licenses have a price, the good thing is that they help us get rid of the cumbersome cable and let us roam free around class while displaying whatever is being shown in our mobile devices’ screens.. Reflector and Doceri allow  free trials. So, you can download them and see how they work for you. 

Giving control to students

If you have a blue tooth keyboard that connects to your device, how about connecting it to your iPad and creating interactive activities. You can pass it around class and your students can perform some tasks displayed on the big screen if you mirror your iPad using a cable or one of the apps suggested above. You could create quizzes or have a competition to answer questions. If you have more than one keyboard, it becomes even more interesting. 

Turning your iPad into a Speaking Device

How about turning your iPad or iPhone into a speaking machine? To do this, you will just have to activate the text to speech feature. You will have to go to settings, general, accessibility, speak auto-text (turn it on), then choose the language. This will allow you to listen any text you select. It also reads out loud whatever you are typing. You can use to read your e-mails for you if you are busy doing something else. In class, you can use it for dictation or to improvise a listening comprehension task. By the way, you will have to adjust the speaking rate to turtle or hare on speak selection. 

TESOL 2014 - Professional Development for Novice Teachers

As a teacher trainer and a researcher in teacher development, when attending the TESOL Conference in Portland last week, I gave preference to the sessions related to this field. Some of them focused on the trainer’s role and how initiatives towards teachers should be conducted. Others focused on the teachers’ role in engaging in professional development. All of them were truly interesting and added new insights to my knowledge on the topic.  However, one specific talk called my attention, for , besides being related to novice teachers, the ones I’m closer to at our institution, it addressed the teachers’  and the trainers’ perspectives.

The talk conducted by Dr. Liz England, from Shenandoah University in Virginia, revolved around an experience she had gone through when organizing and delivering a sixteen-hour orientation program for novice professionals as English Teaching Assistants – ETAs -  at the start of their programs. The group of novice teachers had just gotten their BAs in different fields and most did not have any background in TESOL.  This group of seventy-five professionals accepted the challenge of going to Malaysia to work with groups of kids and teens in primary and secondary schools. 

The first aspect pointed out by Dr. England was related to the beliefs the group of professionals had in the beginning of the training program and, afterwards, how they changed their points of view in such a short period of time. First of all, the group was made up of Americans; therefore, they believed that because of being native speakers, they would face fewer challenges than non-native EFL teachers. Second, they thought that lesson planning wouldn’t be important since they had many activities and nice ideas in mind. And third, they bet they wouldn’t have problems concerning classroom management, for they were nice, young, and cool teachers.

As Dr. England went on describing the instant training program she had been required to deliver and all the challenges she had faced, I started thinking about how I myself sometimes feel when I wish I had a magic formula to give novice teachers to make them feel ready and confident to teach any groups.

For us, teachers and teacher trainers, it’s meaningless to point out all the reasons why a sixteen-hour course will never be enough to prepare a teacher to face the numerous different situations a classroom presents, but, as Dr. England mentioned, if we trainers have little time to help inexperienced teachers, we must make the most it.

After the sixteen-hour orientation program, a survey was conducted to verify how helpful the training was and in what ways it could be improved.  Having already faced the first difficulties in teaching, most of the ETAs pointed out that what they could benefit the most from in the training was related to lesson planning and classroom management, for these were the most challenging aspects of their new experience.

By getting this feedback, I could confirm the idea that despite where novice teachers come from and the particularities of the English language programs they are involved in, the target issues in teacher training are pretty much the same. Thus, I felt really pleased to acknowledge that the training and development opportunities the Casa Thomas Jefferson has offered to novice teachers are in sync with the most updated research conducted in the field of language teaching and training. Also, I reviewed my own passion for the field I’ve chosen to dedicate myself to, and own proud of being part of such a wonderful team of teachers and teacher developers.

TESOL 2014 Educational Snapshots

I could be here focusing on the interesting ideas that I learned from presenters in the TESOL Conference 2014, but by having the snapshots, quick notes I took during some sessions, you  might come across interesting references, links and people that will inspire you. 

Some topics that caught my attention:

Many Intersections Sessions that I attended focused on Mobile Learning. It is noticeable that though we all work in different contexts, the challenges are very similar, lack of infrastructure, difficulties with bandwidth in an ipad rollout program. Teacher training is also in the agenda of every Institution who wants to have a successful program. In my notes, I added some apps and resources that were mentioned. One thing that I missed was more presentations on learning outcomes with a more intensive use of mobile devices. Any qualitative and quantitative differences in the results of students who have been using smartphones/tablets and the ones who are not?

Marsha Chan, in her presentation on how to help students improve their oral communication skills, suggested using Youtube Playlists to help students find relevant content for further practice. At the end of my notes, you can find Marsha´s notes with all the links she mentioned. 

Nick Robinson´s advice and thoughts on the future of ELT publishing really got me hooked. Many interesting points about possibilities for self-publishing and concrete examples already in the market. I had the pleasure to meet Andy Boon (thanks to Nicky Hockly!), one of the authors in a self-publishing/independent project. We were immediately hooked to the story and downloaded the multi-pathways stories available in Kindle. You can learn more about those great interactive stories at http://atama-ii.com . Learn more about Nick Robinson´s ideas at http://www.eltjam.com/  and https://twitter.com/nmkrobinson 

Another excellent presentation that got me with an irresistible thirst for more was one on gamification by Josh Wilson, who focused on the game-like mentality for educators to prepare better, more engaging lessons. Josh´s presentation was much more focused on the strategies and mechanics that we can learn from a game designer mindset to make our students learn in a more enjoyable way, not in the aspects that many consider as the core of a gamified lesson, points and badges. Not at all. Josh consistently mentioned that these are just part of the sum. Here are some key concepts:

Design the experience

Quantify everything (score; progress)

give choices

External pressure

Constant feedback 

Design the context

Imagine your learners as players

In fact, this is an area that I´ve been consistently studying, and two resources that you might want to check, a Google Talk, Smart Gamification: Designing the Player Journey with expert Amy Jo Kim

Also, the book "The Gamification of Learning and Instruction" by Karl Kapp

Another presentation that was very useful, highly intense in terms of ed tech resources we can use in our classrooms was Lea Sobocan´s digital tools session. I´ve just checked her scoop it, which is a true gem: http://www.scoop.it/t/tech-gems-for-teachers 

I could go on and on with my highlights of TESOL 2014, but I´m sure you´ll find your own treasures by exploring my Evernote notes with some great presentations I had the chance to attend. I´d love to know what you found.

Crossposted at http://carlaarena.com/tesol-2014-snapshots