How we think as (language) teachers

Determining how to teach with technology has assisted me to make progress as an instructor and a scholar. Educational activity with technology can deepen student learning by supporting instructional objectives. Nevertheless, it can be challenging to choose the “best” tech tools while not losing sight of your destinations for student scholarship.

Oxford University Press

shutterstock_159772340Donald Freeman is a professor of education at the University of Michigan, where he works with undergraduate and post‐graduate teacher preparation in all subjects K‐12. Today, he joins us to preview his webinar How we think as (language) teachers which he will present on March 29th and 30th.

I can imagine my title raises questions. Of course people think when they teach, just like they breathe or they use language. It may be surprising, therefore, to learn that studying how teachers think only became a part of second language teaching about 25 years ago.  Before the 1990s, teacher thinking was part of methodology: When you learned a particular way of working in the classroom, the thinking went along with it. Learning how to do specific things in teaching– like how to conduct a substitution drill or set up a listening activity for example—included the reasons for why and how to…

View original post 593 more words

Advertisements

One thought on “How we think as (language) teachers

Leave a Reply

Please log in using one of these methods to post your comment:

WordPress.com Logo

You are commenting using your WordPress.com account. Log Out / Change )

Twitter picture

You are commenting using your Twitter account. Log Out / Change )

Facebook photo

You are commenting using your Facebook account. Log Out / Change )

Google+ photo

You are commenting using your Google+ account. Log Out / Change )

Connecting to %s