Creativity and learning disabilities

I have found this short film on YouTube on the issue of students with learning disabilities. It is in a foreign language (subtitled in English), but it really moved me and I think it will make you reflect on the way we teach and the other ways we could teach. This video illustrates a cruel reality in which students who don’t fit into the educational system feel stressful and out of place. We should change that perception. Drama, mime, dance… are also subjects. 

As the teacher in the film says, “we often try to see in people what they cannot do, rather than seeing what they actually can”.

A tweet on a theory of learning

Vygotsky's Social Development Theory:
https://twitter.com/SusanaMMonfort/status/821835090846248961

Vygotsky's theory is a variety of cognitive constructivism that emphasizes the collaborative nature of much learning. That is, we learn as a group, within a social context. A class activity derived from this theory would be based on team work and interaction. The teacher could present some cultural and social concepts, problems or scenarios and students would have to reflect on them. It would be important to make students see that we see reality as we have learnt, according to the cultural and social values from where we live.

Here, some other tweets on teaching approaches:

Krashen's Natural Approach:
https://twitter.com/SusanaMMonfort/status/820641730701783047

Service-learning Approach:
https://twitter.com/SusanaMMonfort/status/820306766395125760

Motivational graph!

In this post I am going to attach a graph illustrating how motivation evolves in a class. Students may start their classes more or less motivated and energetic, but this rhythm usually drops throughout the lesson (or throughout the term or the year), as they can feel tired or frustrated. Finally, motivation starts to grow again at the last attempt to end the course. To avoid the fall of motivation, which is quite important in the learning process, the teacher must look for innovative and creative options that draw students' attention, depending on their needs and interest, so the line does not vary significantly.
Mark your own motivation stages during this lesson (and the reasons why)/give a score of motivation during this lesson. On the Y axis ( from one to ten, on the “x” axis (beginning …….. body ………….end).

Now I am going to quote an example of a proper English class that can be quite helpful: 

"Proper classroom explanation is needed by the teacher, so the students can well understand what is expected of them (Harris). In the ESL classroom this is more apt to create anxiety because the explanations are given in another language that takes even more effort by the students to comprehend than their own language. A well-planned lesson is essential. The teacher must be creative and flexible. Depending on the nature of the class and the students' levels, the dynamics of the class must be appropriate. I teach a first year high school class of 12 boys who are very energetic. I can generally teach at the i+1 level, a little above what they already know. But sometimes when they don't understand, I have to change gears and think of another way as to not lose the energy of the class. I also teach a class of 12 second year boys who are not energetic at all. The lessons must be very simple, yet fun and interesting, with a lot of changes from a writing exercise, to a speaking, a listening, back to writing, and so on, all in the same class. The students' span of attention and levels are lower, so if something is a bit challenging they don't have what it takes to do it. Unlike the first year boys who enjoy challenging materials and will try harder to understand some things on their own. The type of student I am trying to mold is one who, when faced with something he doesn't understand, will say "Hmm, I think I know what he means, I'll give it a try", instead of "I didn't understand, I can't possibly start this on my own." (Source: http://iteslj.org/Techniques/Lile-Motivation.html).

Will English always be the global language?

Interesting reflection by the linguist David Crystal on the relation of power with the dominance of a language. But will English always be the global language? Maybe Chinese, Spanish, Arabic? Everything is possible.

Learning styles questionnaire

In the next link you will find a questionnaire to know which are your learning styles:

- Active-Reflective

- Sensing-Intuitive

- Visual-Verbal

- Sequential-Global

https://www.engr.ncsu.edu/learningstyles/ilsweb.html

These were my results:

      ACT                                  X                REF
           11  9   7   5   3   1   1   3   5   7   9   11
                              <-- -->

      SEN          X                                        INT
           11  9   7   5   3   1   1   3   5   7   9   11
                              <-- -->

      VIS                          X                        VRB
           11  9   7   5   3   1   1   3   5   7   9   11
                              <-- -->

      SEQ                          X                        GLO
           11  9   7   5   3   1   1   3   5   7   9   11
                              <-- -->

"Aulas felices"

"Aulas felices” es un programa educativo (disponible en Internet de manera gratuita) basado en la Psicología Positiva y dirigido a alumnos de Educación Infantil, Primaria y Secundaria. El objetivo de este programa es lograr un clima de aula agradable, positivo y colaborativo. A continuación expongo tres actividades interesantes que podemos aplicar a nuestras clases (en este caso de Secundaria e Inglés, pero sirve para cualquier asignatura):

1. Inventar juegos, para reforzar la creatividad. Los estudiantes exponen en clase el juego o deporte que han ideado y redactan las instrucciones para establecer las bases. Por último, queda... ¡jugar! Es una manera de que se comuniquen en inglés, utilicen vocabulario relacionado con los juegos y apliquen estructuras gramaticales en imperativo.

2. Basándonos en la fortaleza número tres (humanidad), les inculcamos la capacidad de amar y ser amado y de sentir compasión. Tienen que reflexionar sobre un conflicto que hayan vivido con algún ser querido y entender ambas posturas. En grupos, eligen un conflicto y lo dramatizan. Finalmente, se debate entre todos y se llega a una conclusión. 

3. Para que aprendan a ser ciudadanos responsables, podemos llevar a clase una noticia sobre la problemática del medio ambiente o el consumismo desmesurado y concienciarles sobre la repercusión de nuestra conducta individual.  Tras un debate, los alumnos configuran una lista con posibles acciones para proteger la naturaleza y ser consumidores responsables. Por último, pueden escribir una carta a un centro comercial pidiendo que eliminen o reduzcan el uso de bolsas de plástico o recibos en papel, o al Ayuntamiento solicitando más contenedores de reciclaje, entre otras acciones sociales.

(Fuente: Programa “Aulas felices”: Psicología Positiva aplicada a la Educación, del Equipo SAT).

4. Por último, para reforzar la empatía propongo organizar una galería de arte sobre el tema de la empatía, para la que los alumnos (en grupos) tendrán que llevar una fotografía hecha por ellos mismos que represente un estado de ánimo. Se expone por la clase y cada equipo describe su imagen y el porqué de la emoción que sienten.

----

"Aulas Felices" is an educational programme based on Positive Psychology and directed to students of Pre-school, Primary and Secondary Education. Its objective is to achieve a pleasant, positive and collaborative climate in the classrooms. Here are three interesting activities that can be applied to our classes (in this case of Secondary Education and English, although it is useful for any subject):

1. Inventing games, to reinforce the creativity. The students present the game or sport they have devised and write the instructions to establish the bases. Finally, time to play! It is a way to  make them communicate in English, use vocabulary related to games and apply grammatical structures  in imperative.

2. Based on strength number three (humanity), we inculcate the ability of loving and being loved and feeling compassion for those we love. Pupils have to reflect on a conflict they have experienced with a friend or relative and try to understand both positions. In groups, they choose one of these conflicts and dramatise it. Finally, there is a general debate and a conclusion is reached.

3. In order to learn how to be responsible citizens, we teachers can bring to class news about environmental problems or excessive consumerism. After a discussion on the topic, the students make a list with possible solutions to protect nature and be responsible. In the end, they can write a letter to a shopping centre asking for the elimination or reduction of the use of plastic bags or paper receipts, or to the City Council requesting more recycling bins, among other social actions.

(Source: Programa “Aulas felices”: Psicología Positiva aplicada a la Educación, del Equipo SAT Team).

4. Finally, to reinforce empathy, I propose to organise an art gallery on the subject of empathy. In groups, students will have to bring photographs taken by them that represent a certain mood. The pictures will be hanged around the class and each team will describe their image and the emotion to the rest of the class, as if it was an art gallery. 

Multiple Intelligence Self-Assessment

https://www.edutopia.org/multiple-intelligences-assessment

On this website, there is a quiz on the theory of multiple intelligences. You will be asked 24 questions about your interests and daily activities. When you complete it, it will tell you which are your strengths.

According to my results, I am 88% intrapersonal.

Alastair Pennycook: "English is an unfair language"

Because...

-It acts as a gatekeeper for education, jobs and social mobility, favouring a monolingual elite, both in the Centre and in the Periphery.

-It makes certain domains inaccessible to many people.

- It is causing many minority languages to disappear and prevents many people from identifying with their mother tongue.

- It hinders literacy in the mother tongue for speakers of minority languages.

- It is not receptive to the needs of many people.

- It privileges the figure of NS in the ELT profession, together with many other fallacies.

- The prevailing, barely communicative, pedagogical orientation of EFL education in Spain tended to silence & marginalize learners (even though those coming from advantaged socioeconomic backgrounds).

Book review: http://www.tnewfields.info/Articles/PDF/reviewPennycook.pdf

I agree with these statements: in few words, English is an elitist language. Languages are built by a community of speakers who share certain cultural values, so it will evolve according to their needs. Then English may be useful to some people, but not to others. 

Moreover, privileging English language above their own, speakers are giving less importance to their mother tongue. The consequence is the disappearance of many languages. In relation to this, another characteristic is the leveling down of societies, as opposed to diversity. 

With regard to English at Spanish schools, pupils are not taught how to communicate in the real world. They finish 2nd of Bachillerato with a very poor level of English, so we have to reflect on what is being done wrong and change the methodology.

And the last point is: has everybody the same opportunities to learn English? At least nowadays Internet is quite accessible and offers a great variety of sources to read or listen to English.

My conclusion is that English is now the global language because English countries have the global power, but this may change. Using English for commercial purposes is useful, but we can't forget our mother tongue for our everyday life. Our language defines us. Being bilingual or plurilingual is really enriching and healthy for our brain, so let's take advantage of this!

10 creative ways to teach English that deliver outstanding results

https://www.theguardian.com/teacher-network/teacher-blog/2013/feb/14/teaching-english-creatively-outstanding-results

Motivational strategies

http://www.zoltandornyei.co.uk/uploads/motivational-strategies-english.pdf

A participatory action research project with Photovoice

"Photovoice is a research methodology used in participatory action research and needs assessment research across multiple disciplines. These research genres are underpinned by a common assumption that researched groups hold valid and valuable knowledge about their own needs, preferences and answers. Research methods are designed that access this knowledge and in so doing amplify the ‘voice’ of participant groups. In photovoice research this is achieved by participants generating photographs, drawings and other images that capture their beliefs, needs and world. Such research methods shift power in the research process from the researcher to the researched and in this way researchers gain access to the world of the participants through their eyes, with minimal interference in how this view is generated. The image-making process is combined with individual or group elicitation interviews (discussions) where the participants who created the images lead the interviews and talk researchers through the meaning and significance of their images as well as their thinking and perspectives" (Nelson&Christensen, 2009:36-37).

Nelson, Emily & Christensen, Kate. 2009. "Photovoice in the Middle: How our Students Experience Learning at School and Beyond". New Zealand Journal of Teachers’ Work. Volume 6, Issue 1.

An exciting photovoice activity for English students could consist of the election of a social problem that affects their daily life: cases of bullying or vandalism at school, the detection of dirt on the playground or the streets around, etc. They have to take pictures that illustrate those problems and bring them to class. The next step is to create an art gallery in the classroom. For the inauguration day they will have researched information on the problem and possible solutions to it. They will present their work of art to the rest of the class (journalists and visitors to the art gallery). They can bring crisps and soda for the show. After the presentation, there will be a press conference, in which "journalists" will ask questions related to the photographies. A great closure activity would be writing an article, after having taken notes of the answers or recorded the press conference. 

Here I am going to attach some pictures with examples of photovoice activities around the world that may help you have an idea of what it is:

Assessment: find your strengths

http://www.literacynet.org/mi/assessment/findyourstrengths.html My top three intelligences (it really hit the hail on the head!): 4.14  Language: You enjoy enjoy saying, hearing, and seeing words. You like telling stories. You are motivated by books, records, dramas, opportunities for writing. Effective techniques of enhancing your learning using your language intelligence include reading aloud, especially plays and poetry. Another idea is to write down reflections on what you've read. You may also enjoy exploring and developing your love of words, i.e., meanings of words, origin of words and idioms, names. Use different kinds of dictionaries. Other ideas: Keep a journal Use a tape recorder to tape stories and write them down Read together, i.e., choral reading Read a section, then explain what you've read Read a piece with different emotional tones or viewpoints — one angry, one happy, etc. Trade tall tales, attend story-telling events and workshops Research your name 3.86 Self: You have a very good sense of self. You like to spend time by yourself and think things over. You will often take in information from another person, mull it over by yourself, and come back to that person later to discuss it. You like working on projects on your own. You often prefer to learn by trial and error. Effective techniques to enhance your learning include keeping a journal and giving yourself time to reflect on new ideas and information. More ideas: Go on "guided imagery" tours. Set aside time to reflect on new ideas and information. Encourage journal writing. Work on the computer. Practice breathing for relaxation. Use brainstorming methods before reading. Listen to and read "how to" tapes and books. Read cookbooks.  3 Musical: You like the rhythm and sound of language. You like poems, songs, and jingles. You enjoy humming or singing along with music. You probably remember things well when they are associated with music or rhythm. Try to incorporate sounds into your lessons, such as using a familiar tune, song, or rap beat to teach spelling rules, or to remember words in a series for a test. Here are some other ways to use your musical intelligence: Create a poem with an emphasis on certain sounds for pronunciation. Clap out or walk out the sounds of syllables. Read together (choral reading) to work on fluency and intonation. Read a story with great emotion — sad, then happy, then angry. Talk about what changes — is it only tone? Work with words that sound like what they mean (onomatopoeia). For example: sizzle, cuckoo, smash. Read lyrics to music. Use music as background while reviewing and for helping to remember new material. Use rhymes to remember spelling rules, i.e., "I before E except after C."

Motivational strategies

If you press on this link you will find a survey about strategies that teachers use to motivate their students. You mark a tick on the frequency you (as a teacher) apply them in your class: from "hardly ever" to "very often", and on the importance you give to the different statements: from "not important" to "very important".

CHARACTERISTICS OF THE FINNISH EDUCATION SYSTEM

1. In Finland, education is highly valued and teachers are prestigious professionals.

2. Education is free and accessible to everybody. The State pays for books, material and meals. If a child lives more than 5 km away from the school centre, they are also paid the transport.

3. Public funds are equally distributed among the centres so they can have the same facilities.

4. There is consensus and interaction between politicians, schools, teachers, universities.

5. The curriculum has the same general guidelines and a common framework, but each school organises itself according to their needs, achievements or results.

6. Personalised education and adapted to students: from the first years teachers give support students with special needs, minimising dropout rates in the future. They respect the different rhythms of learning. Moreover, teachers take on the same group from 7 to 12 years, so they get to know their students much better.

7. Integrated and multicultural.

8. Students have time. To play and to rest are also important. Children do not start school until they are 7. School days are also shorter and pupils do not have homework.

9.  So have teachers. They spend less time inside the classroom and dedicate the rest of the time to prepare the lessons, investigate, organise or work collaboratively with other teachers.  

10. Competence and numbers are avoided. Students do not do exams, neither do they get qualifications until they are 11 years old. Reports are descriptive, instead of numerical. Each student develop their own way of learning.

11. Participation and curiosity are rewarded. Imagination and empowerment are appreciated in the Finnish society. There are a lot of professionals in artistic and creative fields, as well as in technology and engineering.

12. Parents get involved into this process. They value education, participate in cultural activities and receive aids for the conciliation of family and work life.

Proyecto ROMA

Some mates talked in class about Proyecto Roma, an educational model that advocates the idea of inclusive school, as a response to the traditional integrating school. It was born as an activity initiated by a group of people who were worried about the unfulfilment of the principles of diversity in the public school. Its objectives are humanisation, democracy and empancipation; giving ideas and thoughts that help build a new educational culture and transform contexts; a cultural change towards the respect for diverse people; and the recognition of diversity among students as a value. They are also interested in giving pupils the skills to "learn to learn" and facilitate autonomous learning. They also try to incorporate families into the school and the same process of learning. All this guided by teachers trained to assist diversity. 

It is based on group work and projects of investigation. The class becomes a place of stimulation, divided into four areas: area to think, area to communicate (express), area of relationships (emotions) and area of movement.

Here a video that illustrates these ideas:

Source: http://www.ite.educacion.es/formacion/materiales/72/cd/curso/anexos/1roma.htm

Teaching English: Creative & Innovative

Facebook webpage which provides ideas on teaching English in creative and fun ways: https://www.facebook.com/TeachingEnglishCreativeInnovative/

Learning agreement between students-teacher

Learning contract

Learner: _______________________________________.

Teacher: _______________________________________.

As a student I…	As a teacher I…
1. Will attend at least 80% of class sessions.	1. Will help students with any doubts or problems.
2. Will participate in class (at least one comment in every class discussion).	2. Will encourage students to work and participate in the activities.
3. Will respect the teacher and my other classmates.	3. Will respect all the students and treat them equally.
4. Will do my assignments and hand them in before the deadline.	4. Will provide students with social and communicative skills for the real world.
5. Will review notes after class.	5. Will guarantee that students clearly understand my lessons.
6. Will attend office hours at least once a month.	6. Will dedicate an afternoon per week to office hours.
7. Will work collaboratively on group projects.	7. Will not overload students with homework.
8. Will take care of the school materials and facilities.	8. Will teach English in creative and fun ways.

I have reviewed and find acceptable the above learning contract.

Date: _____________________________________.

Signatures: