109 episodios

The Benjamin L. Stewart podcast, making teaching and learning more transparent is an extension to my teaching and reflective practice as an English-as-a-foreign-language teacher trainer. Topics can be categorized into four central themes: 1) becoming a more effective, efficient, and engaging communicator of the English language, 2) how languages are learned (i.e., applied linguistics), 3) educational theory, and 4) the teaching practice.

Pedagogical Dialogues Benjamin L. Stewart

    • Educación

The Benjamin L. Stewart podcast, making teaching and learning more transparent is an extension to my teaching and reflective practice as an English-as-a-foreign-language teacher trainer. Topics can be categorized into four central themes: 1) becoming a more effective, efficient, and engaging communicator of the English language, 2) how languages are learned (i.e., applied linguistics), 3) educational theory, and 4) the teaching practice.

    Writing Workshop:Sonnet Reading Instructions

    Writing Workshop:Sonnet Reading Instructions

    • 25 min
    Communicative Abilities in English: Essay Group Feedback (Early Stages)_PD108

    Communicative Abilities in English: Essay Group Feedback (Early Stages)_PD108

    Hello all! I hope you all are well and coming along with your essay. Today, May 21, 2022, I want to leave notes to those who have created text in their shared Word document in Teams. Our classes will resume on May 27, 2022 (I return to the office on May 26, 2022), a couple of days later than originally planned. I understand for some (perhaps not all 🙂), that my absence may have caused some unexpected stress. I am going to move the due dates back one week for the first draft and the final draft (if you need it). That is, when I return, I will provide assistance to anyone who wishes to complete the essay as originally scheduled (by the last day of class) and those who want an additional week to complete the essay. I know that my absence was last minute and unavoidable, but we'll continue wherever you happen to be in your writing process once I return. A lot will depend on the initiative you take in doing what you can on your own. The feedback below is in no particular order.
    Feedback
    What's the purpose of your essay? State the purpose and target audience on the title page.
    Remove all extraneous information: problem statement, a thesis statement (unless part of the instruction and conclusion paragraphs), notes, outline, highlighted text, Word comments (unless pending), headings (except for the title of the essay and "References"), etc.
    Begin writing your essay. Begin with one of the body paragraphs, preferably the body paragraph easiest to write.
    Check how to format your Word document when writing an academic essay (See How to format Word when writing an academic text...).
    Check how to cite sources according to APA (See APA Guide to Academic Writing).
    Make sure to include at least five citations throughout your essay - at least one citation in each paragraph except for the conclusion paragraph. This requirement does not include a citation that supports the hook (i.e., the first sentence of the introduction paragraph).
    Make sure to include a minimum of three references that come from peer-reviewed journal articles.
    Avoid contractions ("do not" instead of "don't", etc.) when writing an academic text.
    Check format for the title of your essay: title case capitalization, 6-12 words, centered to the page, and in bold.
    Review the five elements of a thesis statement as discussed in class (See Writing Workshop: Thesis Statement and Skeleton Outline_bls128).
    Avoid compound sentences as a topic sentence. Write a complex sentence instead. I consider a complex sentence to have a dependent clause such as a subordinating clause and/or relative clause) - compound vs. complex sentences.
    Words to avoid: "important", "very",
    Avoid websites as references.
    Begin each topic sentence with a main clause.
    Avoid the forward slash.

    Audio Gear & Attribution
    Microphone: Shure SM7B; Yamaha AG03 Mixing Console ; Screen recorder/streaming software: OBS; Video/audio editor and normalization (14 LUFS): Kdenlive; Music attribution - https://youtu.be/mfN6mzrkxws; Website - https://www.benjaminlstewart.net/

    • 50 min
    pd107_Pedagogical Dialogues: S.C.H.O.O.L. Framework

    pd107_Pedagogical Dialogues: S.C.H.O.O.L. Framework

    This is an extension of a recent blog post, A SCHOOL Framework for Making Learning More Inclusive and Equitable.

    Audio Gear & Attribution
    Microphone: Shure SM7B; Yamaha AG03 Mixing Console ; Screen recorder/streaming software: OBS; Video/audio editor and normalization (14 LUFS): Kdenlive; Music attribution - https://youtu.be/mfN6mzrkxws; Website - https://www.benjaminlstewart.net/

    • 32 min
    pd106_Pedagogical Dialogues: Learning Modalities in the English Language Learning Classroom

    pd106_Pedagogical Dialogues: Learning Modalities in the English Language Learning Classroom

    Link: Tea for Teaching | Pandemic Teaching: Week 109 on Podbean, check it out!
    Podpage Affiliate link:
    Source
    Podcast: Tea for Teaching, episode 235 (week 109)
    URL: https://teaforteaching.com/
    Point of discussion: Asynchronous and face-to-face instruction are basically equivalent" (26:33).
     
    Intro
    In episode 130, Learning Modalities in the English Language Learning Classroom...
     
    Announcements
    English Teaching Forum Interview (Regional English Language Office - RELO México and Central América facebook page) - Interview, April 25, 2022
     

     
    Key Points Taking From Tea for Teaching (episode 235)
    Problem
    Less time for PD
    Less time to interact
    Less time to catch up on reading
    Less time during the day
    More time spent following the news and latest news report and war in Ukraine (teachers and students)
    Less participation among teachers taking PD courses when compared to when teachers first entered the pandemic and learning new modalities was in higher demand.
    Less time to prepare for classes


    Challenges
    Mental health issues
    Greater differences in the quality and quality of student work.
    Students are still motivated to engage in class but perhaps less motivated to participate outside of class.
    Lack of focus among students - is different than a lack of motivation.
    Different expectations students have of the college experience.


    Different modalities
    Using the same instructional approach across different learning modalities.
    Asynchronous and face-to-face instruction are basically equivalent" (26:33).


    Inclusive teaching
    Providing learners structure
    Teachers need to provide more direction, more instruction, and more support than in the past.
    Recaps of lessons and what to do in subsequent classes
    "I'm a changed teacher, I can't go back."
    Hold office hours online.
    Recording an educational podcast



     
    Learning Outcomes: Linguistic & Thinking Domains
    Reading, writing, listening, and speaking
    Grammar
    Vocabulary
    Pronunciation and prosody (i.e., the rhythmic and intonational aspect of language)
    Critical thinking: collaboration, cooperation, building consensus, decision-making, resolving cognitive conflict, problem setting, problem-solution, etc.

    Types of Communication
    Synchronous (live, in-the-moment interactions, whether offline or online)
    Asynchronous (offline or online interactions that occur over time)

    Delivery
    Offline (face-to-face or in-person interactions)
    Online (online or remote interactions)

    Philosophy & Theory
    Educational Philosophy
    Behaviorism
    Cognitivism
    Social Constructivism
    Connectivism

    Context
    Types of communication, delivery, and philosophy and theory are decisions made by the individual teacher but within the learning community/culture of the institution, home, and local society. Context also is based on the resources available:
    Time
    Technology
    Materials
    Knowledge/understandings

    Essential Question Around Learning Modalities in the English Language Learning Classroom
    How do philosophy and theory, delivery, and communication come together in such a way that learning outcomes are achievable?
    Audio
    Microphone: Shure SM7B; Yamaha AG03 Mixing Console; Screen recorder/streaming software: OBS; Video/audio editor and normalization (14 LUFS): Kdenlive; Music attribution - https://youtu.be/mfN6mzrkxws; Website - https://www.benjaminlstewart.net/
     

    • 17 min
    bls105_The English-Language Instructor Finding Flow

    bls105_The English-Language Instructor Finding Flow

    The English-Language Instructor Finding Flow is a recent talk I gave at the MEXTESOL Regional Conference in Aguascalientes, Mexico. I discuss ways of going about organizing one’s time through proper notetaking practices.

    • 54 min
    bls104_Writing Workshop: Thesis Statement and Skeleton Outline

    bls104_Writing Workshop: Thesis Statement and Skeleton Outline

    Course Information
    ​Course name: Writing Workshop
    Course link: Canvas Commons
    Course date: January 24, 2022 - June 3, 2022 (16 weeks)
    Semester: 4th semester, bachelor's degree in English language teaching

    ---

    The thesis statement is the "bridge" between a problem statement and skeleton (essay) outline:

    Problem statement
    Indirect question (condition) from the problem statement
    Direct question (from the indirect question above)
    Thesis statement (that answers the direct question)
    Thesis Statement
    Remember that a thesis statement should have three sections:

    Transition
    Sentence connector, introductory phrase, or subordinating clause connects what was said in the introduction paragraph (i.e., context of the problem, background information, etc.) to the thesis statement.
    A topic
    The thesis statement should include a topic (stated explicitly, without using a personal pronoun), which relates directly to the target audience of the essay. The topic is usually the subject of the sentence. Notice "there is/there are" is not being considered.
    An opinion, claim, position, proposition, etc.
    The opinion can also be considered your position, overall claim, main viewpoint, etc. The opinion is your verb phrase that might also include relevant phrases that provide additional information. The verb phrase in a thesis statement should not include a copula verb (i.e., "to be", etc.)
    The connector (subordinating conjunction), "because..." etc.
    Introduce your three key points by using the subordinating conjunction, "because"; that is, the key points are reasons that justify the "why", as an example. The connector or conjunction directly relates to the one main question word used in your problem statement. Choose one question word for stating your key points.
    Key points
    For a five-paragraph essay, consider listing three key points that will be the basis for each of your topic sentences that begin each of your three body paragraphs. The key points in your thesis statement are more general while the topic sentences state the same key points but more specifically (i.e., additional adjectives, phrases, and/or clauses).

    Example: Because English language learners often get distracted with technology, English language teachers should use cell phones in the class because they allow learners to interact with classmates outside of class, they allow learners to connect with outside experts, and they allow teachers to provide more timely feedback.

    Skeleton Outline
    Based on your thesis statement, create a skeleton outline that includes 1) a thesis statement and 2) three topic sentences that later will begin your three body paragraphs.
    English language teachers who allow learners to use cell phones outside of class create interactive learning opportunities that are not possible in the classroom alone. (Topic sentence #1)
    English language learners interact with classmates outside of class...

    evidence 1
    evidence 2 

    Using cell phones to access online spaces, English language learners can reach outside experts to learn more about the subject matter. (Topic sentence #2)
    Connecting with outside experts through the use of cell phones provide...

    evidence 1
    evidence 2 

    English language learners receive more timely feedback by setting up social media learning spaces for one-to-one teacher-to-student engagement. (Topic sentence #3)
    English language teachers can assess learners throughout the learning process... 

    evidence 1
    evidence 2 

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    Music: Clover 3 by Vibe Mountain Video Link: https://youtu.be/GU3ABAWA-Jk ▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬

    • 11 min

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