Part 3. Consolidation

We finally got to the end of this three-post series on how to use the Science of Learning to make learning more effective! Check out Parts 1 (ENGAGE) and 2 (BUILD) right here and here. Ok, so we've discussed how you need to first ENGAGE your student (or yourself as a learner) and BUILD on … Continue reading Part 3. Consolidation

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Part 2. Build knowledge

This is the second part of a three-post series on how the Science of Learning can be used to inform your practice as a teacher or a learner. If you've missed the first blog post about ENGAGE, click here and check it out before you read this. Remember that cycle I showed you on my … Continue reading Part 2. Build knowledge

Part 1. Engage your Student

Hello, everyone! I'm excited to write my second blog post of the year and I hope you make good use of it. This will be the first part of a trilogy, so stay tuned for more in the coming weeks. Not sure I have mentioned this enough and, if I'm getting annoying, it's just to … Continue reading Part 1. Engage your Student

Ode to Viking: Storytelling as a powerful learning tool

In loving memory of my father Sven Åke Lennart Hedlund (1942 - 2019)   “To him an heir was afterward born, a son in his halls, whom heaven sent to favor the folk, feeling their woe that erst they had lacked an earl for leader so long a while; the Lord endowed him, the Wielder … Continue reading Ode to Viking: Storytelling as a powerful learning tool

A critical period for language acquisition: let’s get critical

Ever heard that kids are naturals when it comes to learning a language? Or maybe you know someone who gets easily discouraged from attending a second language course because they say they’re too old. Whatever you might have heard about this, whether you can remember or not, I’m positive it’s related to one of the … Continue reading A critical period for language acquisition: let’s get critical

How I got a Chevening Scholarship #chosenforchevening

I’m an English teacher and have been working since 19 teaching in the private sector. I once wanted to be a doctor and went to a prep course to pass the medical school entry exam. I failed. To be quite honest, I never really knew exactly what career I wanted to pursue. I ended up … Continue reading How I got a Chevening Scholarship #chosenforchevening

Como eu consegui uma Bolsa Chevening

Sou professor de inglês e trabalho desde dos 19 anos ensinando na rede privada. Já quis ser médico e fiz cursinho para passar no vestibular de medicina. Não consegui. Pra ser bem sincero, nunca soube exatamente o que eu gostaria de ter como profissão. Acabei entrando num curso de Relações Internacionais simplesmente porque eu falava … Continue reading Como eu consegui uma Bolsa Chevening

Two Valentine’s Days, another Ancient Greek lesson, and 5 tips to wrap up the semester with lots of LOVE

I had never thought about it but I've just realized most English classes in Brazil start a couple of weeks before the official Valentine's Day in February, which celebrates love worldwide, and finish a couple a weeks after our national Valentine's Day in June. What a lovely way to think about it, don't you agree? … Continue reading Two Valentine’s Days, another Ancient Greek lesson, and 5 tips to wrap up the semester with lots of LOVE

High or Low-tech? A collaboration with Stephan Hughes on how to teach it and (or not) tech it

Striking a balance between extensive and minimal use of technology in the language learning classroom is paramount to learner progress and sense of achievement. Jaqui Murraw”s thirteen reasons for using technology in the classroom aside (http://www.teachhub.com/13-reasons-using-technology-classroom), I advocate for a moment of less tech and more human in our day to day teaching practice. Here are … Continue reading High or Low-tech? A collaboration with Stephan Hughes on how to teach it and (or not) tech it

English ID 3, Unit 3: A Lesson Plan with Authentic Materials about traveling and cities

Hello, everyone! Hope you're having a great Monday so far. As I know nobody really likes Monday and some of you might be using Richmond's English ID 3, here's the link to a lesson I prepared for my teenage group. All the instructions are in the SPEAKER'S NOTES section below every slide. https://docs.google.com/presentation/d/1-ZDS0u9gCrqXH5ruDzf1UyM65NfiQ_x1Lf7CHr_k9f0/edit?usp=sharing The idea … Continue reading English ID 3, Unit 3: A Lesson Plan with Authentic Materials about traveling and cities