The Manual of the Toolbox

Didactic Resources for the English Teaching and Learning Process

The Manual of the Toolbox For the English Teaching Learning Process

Created by Silvia Saborío Taylor

2021 - COPYRIGHT

The Manual of the Toolbox

The manual contains a collection of toolboxes created to build knowledge, and support the use and implementation of diverse didactic resources for the English teaching and learning process.

Created by Silvia Saborío Taylor

Didactic Resources for English Learning

ToolBox #1 By: SIlvia Saborío Taylor

Didactic Resources...

What is its importance within the teaching learning process?

Resources vs.

Materials...

What is the main difference between a didactic resource and a didactic material?

Types...

Which didactic resources have assisted you in your life-long learning process (EFL)?

Which of them have been the most beneficial?

Didactic Resources for English Learning

ToolBox #1 By: SIlvia Saborío Taylor

Didactic Resources...

What is its importance within the teaching learning process?

Resources vs.

Materials...

What is the main difference between a didactic resource and a didactic material?

Types...

Which didactic resources have assisted you in your life-long learning process (EFL)?

Which of them have been the most beneficial?

Didactic Resources for English Learning

ToolBox #1 By: SIlvia Saborío Taylor

Didactic Resources...

They are fundamental curricular elements. It is essential to choose them appropriately because they constitute fundamental tools for the development and enrichment of the teaching-learning process.

They help to awaken motivation; synthesize and reinforce information; create learning connections and associations; illustrate difficult points; make the presentation of a topic more dynamic and pleasant; evaluate knowledge; among others.

Resources vs.

Materials...

A didactic resource includes any type of material that can be applied to support the teaching learning process, but was not specifically designed for such purpose.

Examples: Newspaper - marker A didactic material is specifically designed and produced in order to guide and support the teaching learning process.

Examples: Textbook - Power Point Presentation

Types...

Audio: podcasts, radio, songs Audiovisual: movies, videos Printed: books, magazines, worksheets Graphic: board, flipchart, video beam Realia: fruits, furniture Ludic: game boards Personal: voice, body language Recycled: environmental friendly material ICT: Software (simulators, web pages), Collaboration (email, chat, forum), Mutimedia (Youtube, Slideshare), Social Network (Facebook, IG, Twitter).

Didactic Resources for English Learning

ToolBox #2 By: Silvia Saborío Taylor

Body Language Part of the energy that helps the teacher to establish and maintain motivation in the classroom is related to the teacher´s body language.

Which different aspects of body language can you use to empower it and engage students at the same time?

How can you show difference between positive and negative body language?

Voice The teacher’s tone of voice sets the tone and environment for the entire classroom in terms of engagement, behavior, and rapport with students.

Which strategies can you use to empower it and engage students at the same time?

How can you take care of your voice?

Didactic Resources for English Learning

ToolBox #2

Voice

By: Silvia Saborío Taylor

Strategies: Keep a balance tough-sweet: Even at stressful times try not to sound angry or exasperated… but at the same time, avoid using a “sugary-sweet” tone. Speak to them with a strong, direct and sincere tone of voice.

Use normal tone of voice: Generally speaking, use a tone of voice in a way that is carried out across the classroom. For noisy classroom atmospheres, it forces the student to quiet down in order to hear what the teacher is saying.

Body Language Facial Expressions: They are the primary source of information, next to words, in determining an individual’s internal feelings, and to kept the listener motivated. For example, eye contact can be louder than words; it can show interest, understanding, respect; also, the smile has the power to release stress, calm down, and causes happiness.

Gestures: Movements or positions of the hands, arms, body, head, or face that are expressive of an idea, opinion, or emotion.

Mimicry: It comes from the Greek word “mime” which means the performer who silently imitates gestures and expressions.

Postures: It is the position of a body while standing or sitting; the way that the body is posed can communicate many different messages and can affect the way is perceived by others. For example, the good straight posture indicates confidence, or the down shoulders indicate a lack of confidence and or low self-esteem.

Proxemics: It refers to the way humans manage space during the interaction. For example, to be constantly walking around the class, and not just staying still in one place helps to increase attention from the audience.

Incorporate theatrics: Make sure not to use a tone that is too flat; vary the inflection and volume to keep students engaged. Do not be afraid to “get into a character”; the students will be likely to pay more attention; add expression, whispers, and sound effects.

Slow down: Do not always end up speaking so quickly that students lose track of what is being said. Try slowing down and repeating key sentences. Make sure important information is heard and remembered.

Use silence: Do not try to fill every minute with sixty seconds full of speech. Instead, add in dramatic pauses and leave sentences hanging to add excitement to what is being said. Combine it with hand signals, clapping patterns, etc.

Didactic Resources for English Learning

ToolBox #2 By: Silvia Saborío Taylor

Voice Voice Care: Hydration: Drink water throughout the day while teaching time.

Posture: Sit up and relax shoulders to help voice travel efficiently.

Body Language

Positive vs. Negative Postive communicates interest, enthusiasm, and positive reactions: Taking the time to make eye contact and send effective messages.

Standing centered with both feet.

Showing empathy with simple actions of agreement like nodding the head.

Negative causes individuals being unhappy or displeased by someone: Closed gestures such as folding the arms (gives lack of confident impression).

Negative facial expressions such as annoyance, nervousness, and boredom.

Too much stillness.

Breathing and relaxation: Practise slow and deep breathing to avoid stress building.

Ventilation: Open windows and doors wherever possible to allow fresh air into the room.

Warm up the voice: Just like exercising, warm up voice before teaching and in between lessons.

Didactic Resources for English Learning

ToolBox #3 By: Silvia Saborío Taylor

Basics: Although there are numerous visual aids, the board is still an effective and valuable teaching tool that can be used in many different ways.

The Board

What do students see when they look at the board?

Which are some basics to take into account in regards to the use of the board?

Organization: If your board is messy and How can we keep an effective organization of untidy then what your the board? students write in their notebooks will be messy too.

Uses:

The board in many cases can have different uses, not just for writing up new info.

Which diverse uses can we give to the board?

Didactic Resources for English Learning

ToolBox #3 By: Silvia Saborío Taylor

Basics:

Assure a clear, uninterrupted view of the board: don't block learners sitting at the sides of the room; move away quickly so that students can see what you have written.

Develop the ability to write on the board with eyes in the back of your head: don't turn your back on the class for too long.

The Board

Make important features noticeable: underline them, use different colored pens/chalk, circle them...

Check what you write as you write: be careful about accuracy of spelling and grammar since it may be copied it down in notebooks.

Keep students’ attention: while writing, keep students’ attention by reading the key words and phrases aloud. Also ask a student to read what you have written (for auditory learners).

Confirm when it is time to clean the board: Ask students first; manage time; use strategies while waiting.

Write clearly and write words/text big enough: make sure everyone is able to see from the back of the class.

Use proper supplies: With chalk and blackboard, wash the board often so that the space stays clear.

With a whiteboard, use use markers in a color that everyone can read (black or blue are best).

Be fast: Be focused and write as quickly as you can.

Organization: Prepare beforehand your text: practice by using a A4 paper as your board and write on it the text in advance.

Use diagrams, mind/word maps and time lines: use these aids on the board to clarify time, space, quantity; or to promote visual thinking.

Write in straight lines across the board: make sure the you keep a well organized writing.

Divide your board into sections: have cleaned off and re-used parts.

Use other part for permanent (important) information.

Uses:

Refine your penmanship: practice, practice, practice until your penmanship looks adequate.

Displaying: use the surface of your board to display all sorts of items - posters, pictures and flashcards.

Playing games: elicit playing many different games using just the board, for example: warmers, fillers or lesson-ending activities.

Using visuals: use pictures and drawings, there is no need to be an artist (the worse the drawings are... the funnier). Try to master basic stick men and faces with expressions. Also, stick items on the board.

Didactic Resources for English Learning

ToolBox #3 By: Silvia Saborío Taylor

Other tips: Try to make your board as interactive as possible!

Ask students to come out to draw, write, present or even work.

They just love it!

The Board

Use your board as support for your voice.

Give instructions, examples and feedback!

Use board activities as an aid to discipline.

Settle a noisy class... give a quick copying exercise.

Use the board as an organisational tool.

Use it as things to do list of the lesson. The more organized the teacher is, the more organised the students will be too.

Didactic Resources for English Learning

ToolBox #4 By: Silvia Saborío Taylor

ABOUT DESIGN Instructional: "Design is not just what it looks like or feels like, but how it works” (Steve Jobs) What is instructional design?

Why does it really matter an effective instructional design?

Graphic: “Design is thinking made visual” (Saul Bass) What is graphic design?

Why does it really matter a balanced graphic design?

Didactic Resources for English Learning

ToolBox #4 By: Silvia Saborío Taylor

ABOUT DESIGN Instructional: Instructional design is the process of combining the art of creating engaging learning experiences with the science of how the brain works.

Utilizing instructional design in learning is a powerful tool for making the instructions effective, efficient, appealing by finding or creating the right resource to support good pedagogy.

Graphic: Graphic design is the process of creating visual communication and problem-solving through the use of typography, photogra phy, iconography and illustration.

Utilizing graphic design in learning is a powerful tool for establishing focal points, communicating key concepts, and engaging your audience by creating appealing materials.

Didactic Resources for English Learning

ToolBox #5 By: Silvia Saborío Taylor

WORKSHEETS A worksheet is a printed or digital resource given by a teacher to students that lists tasks for them to accomplish.

They are used for all subjects but in ELT, it usually concentrates on one specific area of learning and is often used to practice a particular topic that has recently been learned or introduced.

A worksheet is also used to support studying, promoting active learning, raising interest, and assessment.

A worksheet is limited to one or two pages. Also, a typical ELT worksheet usually is limited to one topic, has an interesting layout, is fun to do, and can be completed in a fairly short space of time.

Didactic Resources for English Learning

ToolBox #5 By: Silvia Saborío Taylor

WORKSHEETS A Worksheet can: be useful for warm-ups, revision, practice and test preparation reinforce instruction support homework help stimulate independent learning or teamwork skills help internalizing concepts assess learning and/or progress supplement a text book or instruction be a reference material Worksheets can be found all over the internet, some free, some by paid subscription.

There are also books of photocopiable worksheets from major ELT publishers.

But still, teachers sometimes feel that only a worksheet that they have made themselves can fully address the language point they have in mind.

An effective worksheet must: be clear label tasks with numbers or letters be appropriate to the age, level and ability create them easy to edit and print have great presentation have a readable font (size-type) use images with purpose only not have irrelevant images make good use of space have a descriptive title at the top and a space for students to write name give sufficient space to write answers have clear, unambiguous instructions use color sparingly, and with regard to available photocopying resources/costs focus on one learning point include one or two pages answerable in a relatively short period have the easier tasks first use images that can be photocopied clearly write clear heading if divided into sections

Didactic Resources for English Learning

ToolBox #5 By: Silvia Saborío Taylor

TYPES OF WORKSHEETS Matching: Have one column of items on the left and the matching items, not in the same order, in a column on the right. Match up a pair of items.

Jumbled Sentences: Each sentence is presented with its words all mixed up; they have to be put them into the correct order.

*Example: walked/dog/the/boy/his The boy walked his dog

*Other examples: sentences in mixed tenses interrogative sentences adjective order

Word Scramble: The letters of each word are mixed up and students have to put them into the proper order.

Sorting: A collection of items is presented, and then asked to "sort" them into particular categories.

→

Other ideas: Multiple Choice (quiz-type exercises) Gap Fill (insert the right words in gaps in the text) Word Puzzle (crosswords, word search and word maze)

Didactic Resources for English Learning

ToolBox #6

CONCEPT / MIND MAPS

By: Silvia Saborío Taylor

Mapping consists on a visual display of information, concepts, and relations between ideas.

Mapping can be conceptual and mental.

Mapping has a lot of important educational purposes.

02

Understanding

Maps help represent or manipulate a complex set of relationships in a diagram, so students are more likely to understand those relationships, remember them, and be able to analyze their component parts.

Engagement

01

Maps are also much easier to follow than verbal or written descriptions. Also, the work involved Wet your hands in map-making requires more active before applying engagement on the part of the learner, and this soap. too leads to greater learning

Learning

Maps utilise the often under-utilised parts of the brain associated with visual imagery. This enables more processing power to be used, hence leads to a greater capacity for learning.

Didactic Resources for English Learning

ToolBox #6

CONCEPT / MIND MAPS

By: Silvia Saborío Taylor

The era of digital technologies provide a variety of software packages that have been developed to enable the visual display of information, concepts and relations between ideas by the creation of maps.

02

Difference

A mind map is a tree that represents a central topic and its subtopics.

A concept map is a graph in which nodes represent concepts and are related through labeled, directed edges that illustrate relationships between them.

01

Design

Mind maps are more simplistic. They have a clear hierarchy and format, and they are Wet your hands relatively quick to create. before applying Concept maps are a more complex. They soap. place an emphasis on identifying the relationships between topics and subtopics.

Pertinence

Mapping techniques are different from each other and are used for distinct purposes.

Teachers must find the one or the other more suitable in based on characteristics of population, settings, necessities and goals.

Didactic Resources for English Learning

ToolBox #6

CONCEPT / MIND MAPS

By: Silvia Saborío Taylor

Mind Map

Examples

Concept Map

Didactic Resources for English Learning

ToolBox #7 By: Silvia Saborío Taylor

COMICS

A comic is an effective instructional tool to use in class with students from different ages.

A comic engages students in meaningful learning experiences where they get to practice key skills such as writing, reading, speaking...

A comic strip is "an open-ended dramatic narrative about a recurring set of characters told in a series of drawings, often including dialogue in balloons and a narrative text..." (Inge, p. 631 cited in Snyder, 1997).

Didactic Resources for English Learning

ToolBox #7 By: Silvia Saborío Taylor

THREE E´S OF COMICS

Engagement: Comics impart meaning through the reader’s active engagement with written language and juxtaposed sequential images.

Readers must actively make meaning from the interplay of text and images.

Efficiency: The comic format conveys large amounts of information in a short time.

Effectiveness: Processing text and images together leads to better recall and transfer of learning (DualCoding Theory of Cognition).

Didactic Resources for English Learning

ToolBox #7 By: Silvia Saborío Taylor

USES OF COMICS Storytelling: students create a narrative storyline and illustrate it with relevant graphics.

Re-telling: students use comic strips to visually retell a story they have read.

Introducing: teachers introduce a topic by using a comic.

Filling the blanks: teachers provide students with pre-designed comic strip with missing panels and ask them to fill in the blanks to complete the story.

Writing: Teacher provides students with a totally blanked out comic strip and asks them to write a story based on the illustrated characters.

Integrating skills: teachers use comic strips to teach vocabulary, grammar, speaking, writing, and reading.

Didactic Resources for English Learning

ToolBox #8 By: Silvia Saborío Taylor

H S A FL

S D R CA

Flashcards are resources that English teachers can use in the teaching-learning process.

The use of flashcards helps teachers to introduce new contents through an image, and that image is related to content words or a text.

Learning ial Media

Why using flashcards?

POSTMODERN RESEARCH CENTER Active Recall is engaged when looking atLINGUA the front side of a flashcard and thinking of the answer, even creating ST., relationships text-image.

123 or ANYWHERE ANY CITY, NOVEMBER 11, 2020 Metacognition is empowered when revealing the answer side of a flashcard to selfassess your correctness.

For details, visit www.reallygreatsite.com Confidence-Based Repetition is promoted when having the possibility to keep them handy (they are not tied to a book or document) and are constantly used.

Didactic Resources for English Learning

ToolBox #8 By: Silvia Saborío Taylor

Tips for Creating Flashcards 1. Use simple and clear penmanship / font.

2. Use dark colors for text, and light colors to highlight key information.

3. Make sure the writing is large, clear, and well-spaced.

4. Fill it out only with concise and necessary information.

5. Combine text with images.

6. Add or draw clear images. Use proper size for sight.

7. Keep a balance (style) in terms of graphic design for text and images in a set of flashcards.

8. Corroborate the flashcard meets the needs of pedagogical contents.

9. Laminate flashcards if possible.

Learning ial Media

CREA FLASHTING CARD S

Both paper and digital flashcards are accessible, and can be made related to a subject or tailored to LINGUA the POSTMODERN content being taught.

RESEARCH CENTER

123 ANYWHERE ST., ANY CITY, NOVEMBER 11, 2020

Flashcards are not to be created at the last minute. Whatever method is chosen, it is always a mustFor to details, have the visit cardswww.reallygreatsite.com ready prior to the day of the lesson.

Didactic Resources for English Learning

ToolBox #9 By: Silvia Saborío Taylor

Digital PRESENTATIONS

Digital presentations are used to reinforce what someone is saying with text, images, audio and/or video.

What are the features of a digital presentation?

What about learning styles?

What about interactivity?

Digital presentations refer to methods of presenting key content without using paper.

There are many options (free and paid) to create digital presentations, but Microsoft Power Point has been the most common one.

Didactic Resources for English Learning

ToolBox #9 By: Silvia Saborío Taylor

Digital PRESENTATIONS

When used thoughtfully, digital presentations can enhance the teaching sessions by: providing a roadmap; reinforcing what it is been said; supporting different learning styles.

Some features: Slides contain any mixture of text, images, video, animations, links and sound.

Text should be limited only to the necessary one (do not over exceed).

A color palette should be carefully selected and kept throughout the presentation.

Images (photos, icons, stickers, etc.) should maintain same style. Do not mix or combine several types of designs, or the graphic design will not have balance.

Learning Styles: While some learn best by listening, others are visual learners. Other learners love trying hands-on exercises to learn the concept at hand. The best part of a digital presentation is that all those elements can be combined into one package.

Interactivity: Interactive presentations help engage students by having them participate in the lessons instead of passively listening to lectures. This reduces boredom and gives them a sense of responsibility to be attentive.

The Moment of the Digital Presentation: 1. Give less text... more visual aids.

2. Do not read... tell a story.

3. Do not overwhelm... simplify topics.

4. Include interaction... add questions, roleplays, discussions.

Didactic Resources for English Learning

ToolBox #10 By: Silvia Saborío Taylor

Educational Podcasts

A podcast is a audio file that is created, shared and heard.

Why using a Podcast?

Podcasts can be a format to best suit the needs of auditory learners.

Podcasts can be a solution for the lack of specific listening material to fit a specific content.

Podcasts are mobile-device friendly.

They are inexpensive tools that teachers may create and use in the teaching-learning process.

Podcast...

The word comes from the iPod, though podcasts don’t require an iPod (or iPhone or iPad in today’s modern era) to be played; they can be accessed and created on any device that supports MP3 and audio recording.

Didactic Resources for English Learning

ToolBox #10 By: Silvia Saborío Taylor

Educational Podcasts

Podcast can be used in a variety of situations.

How are Podcasts used?

Podcasts can be a very versatile tool in the classroom. They can be useful to record: Segments of a class, including, Warm up, Pre-Task- Task- Post Task- Wrap up.

Suplemental material when class time is limited.

Activities that are addressed to develop listening skills by the creation of specific audio content.

Replies from students who can also create a podcast and practice speaking.

Important: Podcasts should have a follow-up activity within the lesson plan. Podcasts are not to be used in isolation.

Didactic Resources for English Learning

ToolBox #10 By: Silvia Saborío Taylor

Educational Podcasts

Podcasts require previous organization into brainstorming, producing and sharing them.

How to get started with a Podcast?

1. Determine the content: Take time to figure out the specific (narrow) content to be covered.

2. Get the necessary equipment: Consider standard microphone, headphones, computer, audio recording/editing software.

3. Write a script or outline: Write down what is planned to be said. Then, practice saying it as many times as it demands.

4. Record content: Open up the audio recording software and start talking. Add special effects as optional, pertinent or necessary.

5. Edit and review content: Listen to the recorded audio all the way through. Edit and adjust de desired parts or record again.

6. Upload and share: Post it the selected platform or share the link with the audience.

Important: No professional gadget is required for producing a podcast. Any teacher can create a podcast by using daily, regular equipment.

Didactic Resources for English Learning

ToolBox #11 By: Silvia Saborío Taylor

Low - cost teaching materials involve minimal costs as they are made from household waste and discarded items or from materials readily available in the immediate surroundings and natural environments.

Low-Cost Teaching Materials

Making teaching materials is essential if: The existing ones do not entirely fit to contents and students´needs.

The available ones in stores tend to be very expensive.

All over the world teachers are innovating new teaching materials to make teaching-learning processes more meaningful, interesting and effective.

With a bit of creativity and imagination, scraps of metal, wood, plastic, rubber, paper etc. can metamorphose into valuable items, which can be used as effective teaching tools.

Didactic Resources for English Learning

ToolBox #11 By: Silvia Saborío Taylor

What are some advantages of using low-cost materials?

Low-Cost Teaching Materials

Cheapness: No requirements in acquiring high-cost materials or teacher training in the pedagogical and technical use of the equipment.

Relevance to the curriculum: In practice, development of low cost materials are often directly involved in curriculum implementation.

School content: Materials familiar to the students is more likely to fit into their needs.

Strength: Made of paper, wood, metal, string etc., such materials can be treated roughly with no damage. Hence pupils feel more at ease.

Active method, Group work, Fun: Making and using low cost materials encourage the active method and group work, which can be a ludic learning process. Pupils can make their own material and even bring it home. It is the active method of learning.

Collection: Because of the low-cost in manufacturing, teachers can get to have a great collection and variety of resources available for students.

Didactic Resources for English Learning

ToolBox #12 By: Silvia Saborío Taylor Mr. Richards,of all the elements An Dear interrelation that intervene in the teaching and learning process with an internal methodological coherence and for a determined period of time.

A teaching learning process needs to be carefully planned by: Setting objectives and contents.

Designing activities and evaluation strategies.

Providing all the necessary resources.

Didactic Unit

A didactic unit consists of a teaching programming and performance unit made up of a set of activities that are developed in a given time, to achieve didactic objectives.

A didactic unit answers all the curricular questions about: What to teach (objectives and contents).

When to teach (ordered sequence of activities and contents).

How to teach (activities, organization of space and time, materials and didactic resources).

How to evaluate (criteria and instruments for).

Didactic Resources for English Learning

ToolBox #12 By: Silvia Saborío Taylor Dear Mr. Richards,

A didactic unit is configured around a series of elements that define them, no matter which organization format they adopt.

Didactic Unit

A didactic unit should include:

A didactic unit allows teachers to think in what ways students can be actively involved in the learning process in order to achieve the objectives.

Description: include general information (name of the unit, number of sessions, etc.)

Goals (general and specific): establish the didactic objectives to clarify the learning that the students will develop with the unit.

Contents: talk about the learning contents.

Pedagogical Mediation / Didactic Sequence: establish a proposal of didactic strategies that allow the achievement of the golas.

Materials and / or resources: indicate the different specific resources that are necessary to develop the didactic unit step by step.

Evaluation: Include different measurement instruments and techniques.

Organization of space and time: Indicate the specific aspects related to the organization of space and time required by the didactic unit.

Didactic Resources for English Learning

ToolBox #13 By: Silvia Saborío Taylor

Digital Assessment

+What is Digital Assessment?

+What are the benefits of such Digital Assessment?

Digital assessment tools ease the lives of both teachers and learners. Due to modern technologies, students can get answers to the questions without needing to interrupt each other. All their activity can be tracked by a teacher on the spot.

Didactic Resources for English Learning

ToolBox #13 By: Silvia Saborío Taylor

Digital Assessment

Ways Of Using Digital Assessment Tools

1. Gamifying the answers: Teachers can build the learning process in a form of a game.

2. Giving instant feedback: Teachers can make use of features to provide immediate insight into their student understanding in real-time.

3. Tracking Progress: Teachers can get data and understand exactly where their students are in terms of progress.

4. Creating Survey-Based Assessments: Teachers can create a survey and enhance it with images and videos in a few minutes.

Didactic Resources for English Learning

ToolBox #14 By: Silvia Saborío Taylor

Anchor Charts

Anchor charts are tools that support learning in the classroom.

They can be used to support any content in the field of ELL. They are an effective way of encouraging student engagement.

What are Anchor Charts?

How can teachers benefit from them?

They are visual prompts that provide students with information regarding their prior learning on a given topic.

These visual prompts are Be empathetic of the home situation of used to as provide students some may a notscaffold have available adult supervision or reliable to support the students internet. during guided practice If students need special support, be open to their unique needs. and independent work.

BE

FLEXIBLE

Didactic Resources for English Learning

ToolBox #14 By: Silvia Saborío Taylor

IMPORTANT: Anchor charts are

large, postersized visuals with information on them that you want your students to learn and retain.

They don’t need to be perfectly drawn out, they allow some imperfections!

SOME TIPS: START

WITH

AN

OBJECTIVE

Decide what your learning objective is.

What would like your students to understand from your lesson or unit?

Focus on such objective.

MAKE

AN

OUTLINE

OR

FRAME

Framing or outlining your chart visually draws the eye to the inside of the anchor chart.

You can use some markers for it.

ADD

TITLES

AND

HEADINGS

Add catchy titles and headings.

Use appealing handwriting and make them colorful.

GET

INPUT

FROM

STUDENTS

Involving your students in this step will internalize the objective you are trying to teach.

Whenever you have the chance to, involve students in this process.

HANG YOU

IN

CAN

A

PLACE

REFER

WHERE

TO

IT

OFTEN

Once you have your anchor chart done and you are in class, hang it in a place where your students can see it and refer back to it. You may want to refer to it as well.

Didactic Resources for English Learning

ToolBox #15 By: Silvia Saborío Taylor

Open Educational Resources (OER) OER are teaching, learning and research materials in any medium – digital or otherwise – that reside in the public domain or have been released under an open license that permits no-cost access, use, adaptation and redistribution by others with no or limited restrictions.

Didactic Resources for English Learning

ToolBox #15 By: Silvia Saborío Taylor

5 Principles

Open Educational Resources (OER)

Re-use: People can use all or part of the work for their own purposes.

Re-distribute: People can share the work with others.

Revise: People can adapt, modify, translate, or change the work.

Re-mix: People can take two or more existing resources and combine them to create a new resource.

Retain: People can keep content as theirs to keep, whether they are the author, an instructor using the material, or a student.

However! To protect your rights as an author of OER usually means publishing under a Creative Commons license.

Didactic Resources for English Learning

ToolBox #13 By: Silvia Saborío Taylor

Keep in mind the spectrum of Creative Commons licenses

Open Educational Resources (OER)

The idea of creating a license that allows people to freely access and adapt copyright material, without charge or special permission does not take away someone’s copyright. It allows that copyright holder to give permission automatically for different kinds of use of their material without charge.

References Charles, R. (2019). 6 Reasons To Use Flashcards When Teaching Teenagers And Adults. Retrieved from https://www.teflcourse.net/blog/6-reasons-to-use-flashcards-when-teaching-teenagersand-adults-ittt-tefl-blog/ Clarke, S. (2008). Using the Board. British Council. Retrieved from https://www.teachingenglish.org.uk/article/using-board Cohen, A. (2020). The Top 3 Reasons Why Flashcards are so Effective. Retrieved from https://www.brainscape.com/blog/2011/04/reasons-why-flashcards-are-so-effective/ Creative Commons. (n.d.). Share you Work. Retrieved from https://creativecommons.org/shareyour-work/ Dooley, R. (n.d.). 5 Tips for Creating Anchor Charts That Actually Engage Students. Retrieved from https://theteacherbag.com/creatinganchorchartsthatengagestudents/ Gupta, S. (2016). Use of low cost-no cost teaching material by elementary school teachers in pedagogy of science: an evaluative study. Scholarly Research Journal for Interdisciplinary Studies 4(26), pp. 2949-2961. Retrieved from http://www.srjis.com/pages/pdfFiles/147937775633.%20Dr.%20Savita%20Gupta.pdf Kelala, M. (2017). The Effect of the Teachers' Body Language in the Classroom. Retrieved from https://www.grin.com/document/376142

rolyaT oírobaS aivliS yb detaerC

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