We speak with friends and experts about teacher training and what needs to change. Our guests are David Nunan, Kathleen Bailey, Thomas Guskey, Steve Walsh, Mark Hancock, Marek Kiczkowiak, and Chris Rolland.
Jane Willis joins us to discuss the drawbacks of PPP and the benefits and challenges of using task cycles for language lessons.
Students need to speak to learn a language and the more students talk, the more they learn. Not according to Professor Stephen Krashen. For 40 years he has championed the concept that what students should be doing in class is reading (and listening), not speaking. In this episode, Stephen tells Ross some of the arguments against forcing students to speak, something which might not just be inefficient, but in some cases counterproductive.
In this episode, I had the privilege of speaking with Professor Lesley Painter Farrell about how we can help students retain more language lessons for the long haul. During the podcast, Lesley outlines the difference between short-term learning and long-term memory. We discuss evidence-based techniques teachers can implement to optimize retention. Lesley also shares some simple but effective techniques such as recycling content across lessons, building in reflection time, avoiding cognitive overload, and using retrieval practices. Listen now to uncover how we can help our students remember more.
Professor Kathi Bailey joins us to discuss teacher evaluation. Teacher evaluation can do so much good, but it can also end up doing even more harm. Professor Bailey tells us about what supervisors can do to earn trust, why supervision and evaluation is important, and how everyone can make the most out of the process.
Students need to speak to learn a language and the more students talk, the more they learn. Not according to Professor Stephen Krashen. For 40 years he has championed the concept that what students should be doing in class is reading (and listening), not speaking. In this episode, Stephen tells Ross some of the arguments against forcing students to speak, something which might not just be inefficient, but in some cases counterproductive.
We talk with Stephen Krashen, Professor Emeritus at the University of California, about the teacher research knowledge gap: what do teachers need to know about second language acquisition, what are the barriers stopping them and what we can do to solve this problem. We discuss open access journals, the Grateful Dead compressible input, compressible output and evidence based language teaching.
