0:00 so hello everybody Welcome welcome to this event on planning for every learner so we just about to start our first session for today with Emily Bryson which is accessibility in the multi-level classroom so um I don't know about you but one of the things I love about teaching is is how every learner is different it's one one of the most beautiful things about humanity and it's uh the thing means as a teacher you never get bored right every group is different every learner is different um but it's also a challenge right how do you plan classes that meet the needs of so many diverse Learners um with all
0:45 their different interests their different skill levels um their backgrounds experiences everything that they bring to the classroom so this is what we're talking about today luckily we've got Emily um and we've got expert teachers today exactly to help us with this topic so if you've just joined us welcome please say hello in the chat tell us uh where you're joining us from and let's say hello to Emily Emily hi hello thank you so much for having me on and for everybody to come for coming I'm really looking forward to getting everybody's ideas and hearing their experiences of teaching multi-level classrooms and hopefully making life a bit easier yeah for
1:31 we hope so so welcome uh we're really excited to have you as well where are you joining us from today h currently in Nicaragua so for many years I was teaching at City of glasow College and then a couple of years ago I had the opportunity to go traveling whil working remotely and so I've been doing that for the last year a bit back in time for I though soow back to the UK for then so quite exciting that is exciting okay so well in a moment I'm going to hand over to you but first um let me just introduce you to everybody and tell them a little bit more about you so Emily Bryson has over 20 years experience in the English language teaching classroom
2:17 um she's written various print and digital materials for major Publishers she's passionate about diversity equity and inclusion uh and the use of visual tools and graphic facilitation strategies to make learning more engaging accessible and fun so we can't wait to hear more about this Emily if you uh to show us how to do that um just to mention as well that Emily has website we'll share the link with you it's in the handout we'll share it with you in the chat um it's www. Emily bron.com so check out her website um and we'll share all the links with you so over to you Emily uh I'm here I'm
3:05 going to turn my camera off but I'm here if you need me um and I'll be back at the end of the session and we'll take some audience questions great thank you so much um so yeah the session is called tiny changes big impacts and when I first started teaching like many teachers I realized that my classes were not an identic of all exactly the same level beginners we're all beginners intermediate we're all perfectly intermediate in the real world that doesn't happen and I think when I Was preparing for those classes the Temptation was to prepare multiple classes multiple lessons and that's not practical it takes a lot of time and you don't need to do it so this session
3:52 shares a lot of my tips for differentiating classes to make them accessible and inclusive for every learner because every learner is different every class is different and everyone has different needs um oops so I'm going to be using canva whiteboard today I like using canva whiteboard because I can dle as I go um I like doodling um because it's a good way of getting more visuals into a classroom because that's one of the best ways of making learning accessible so if you're not familiar with with canva whiteboard it's similar to mle or mle or 's Jam board which sadly they have retired um but canva
4:39 also does lots of other cool things like make social media posts make Instagram reals um make presentations Etc so it's a really great learning tool and it's free so I recommend checking it out um um so what is accessible learning is so this is what our plan is for the session what is accessible learning what challenges are there and then some simple strategies to differentiate learning so hopefully by the end of the session you will feel confident that you can differentiate all the classes uh very quickly and simply for every learner so Joanna already gave me a bit of an introduction but I tend to like starting my sessions with this slide or
5:25 this image that I have handdrawn it's a image of me uh with my white hair at the front um and the books that I've written voices for National Geographic learning that said of isol 50 ways to teach life skills and some really simple dles of meally facilitating sessions delivering teacher training there's a laptop to signify webinars that I do quite a lot of um as a teacher I taught a lot of literacy level Learners H so Learners who first um maybe were devel Ving their first script sorry maybe Learners from maybe from who spoke a lot of Arabic fary um who didn't have Roman script and
6:10 maybe hadn't learned the literacy skills in their first language either so that was a learning curve of how to make lessons accessible for them um I'm an inclusive practitioner and Outdoors fanatic so you see a picture at the bottom of me hugging trees and climbing Hill and swimming and I wanted to show you this picture partly because it simplifies imagine a world in English language teaching where there are no visuals imagine going into a classroom with no pictures that just instantly makes things less inclusive one picture can express uh meaning it can Aid understanding it can help students to process it can help students to remember
6:57 all sorts of benefits of having jles and they're all very simple like for example this little swimming person is just a little triangle with a circle a little wiggly line underneath it so you'll see these throughout my presentation um so first want to just start by checking in oh and also just to say this is a great activity to do on the first day of class with your students you can get them to Doodle some things about themselves or choose some images about themselves and then shade it get to know each other but for a checkin H I think it's important to know where your students are um many of my Learners were from Refugee backgrounds and they had um mental health um pressures uh
7:45 worries and all sorts of other emotional kind of baggage that they brought into the classroom so finding out how they were at the beginning of a session helped me know how focused they were going to be were they going to be distracted because they were worrying about the home office for example and their visa application or where they going to be in Sunny happy mode and all good to go um so I'd like to ask you to in the chat either say how how are you feeling today are you a giant Sun are you a sunny Cloud are you a white fluffy Cloud are you a GRE rainy cloud or are you a terrible storm cloud because you're really having a bad day
8:31 you can do this with Emojis or you can just put in the chat okay so seeing lots of Sunny clouds lots of super Suns so good you're in a good learning space today excellent all ready to go okay now I want to show you that this can also be used in another way so a lot of these visual tools and visual metaphors that I use can be used in various different ways which makes them minimal preparation so that was one way of using that but I'd also like you to do the same activity again but to say how do you feel about accessible learning for strategies for multi-level classes are you a storm cloud are you a
9:18 rainy Cloud are you a fluffy Cloud are you a sunny Cloud are you a giant son how do you feel about um teaching in an accessible manner in the classroom differentiating your lessons Okay got some clouds got some clouds okay so be a bit more in the middle here cloudy good to see nobody's in the storm CR category that's good okay so maybe just check in at the end um so let's talk about what is accessible learning so accessible learning is um and here
10:04 we've got an image of some a set of stairs and at the bottom of the stairs we have a little person who is struggling because the step is just too high for them they it's really challenging for them whereas in the middle halfway up the stairs we've got someone kind of relaxedly walking up cruising up the steps are probably just the perfect height for for them and then we've got at the top we've got a superhero powering through and up the top to the top of the stairs because it's the stairs are actually too small for them they're flying so they are what we would call in the English language teaching classroom a fast finisher and I think in every
10:50 class we have these different students some are fast finishers are going to fly up some are um maybe needing it ex RA support and some are exactly spoton for the class that we had planned for them and if only every student was like this but sadly everyone is well not sadly everyone is different thankfully everyone is different because being different is wonderful and makes the world an interesting amazing place um so one of these reasons that everyone is different and all our our Learners have Jagged profiles can anyone in the chat tell me what is meant by a jagged profile and here you can see a graph I
11:38 use quite a lot of graphs for telling stories it's an empty graph template and here we've got a z for um lowlevel uh beginner Learners pre- beginner Learners and then we've got A1 and it goes up to C1 to Advanced so it's got the level on this side and the skill along the bottom on the graph what does it mean to have a jagged profile it can also sometimes be referred to as having a spiky profile so a profile that is not linear yet that could be one levels of different skills exactly yeah different level of speaking and writing exactly could be so in English language teaching we have lots of different
12:23 skills we assess Learners on their reading they're writing they're speaking they're listening maybe they're pronuncia a and so a learner with a jagged profile has um might have for example this is what was common in my classes was lots of students who because they lived in Scotland so they're speaking and listening were actually pretty Goods because they'd be maybe learning on the out and about at work volunteering at bus stops Etc but maybe the reading and writing was a lot lower than they're speaking and listening but they obviously you also had students whose reading was very strong and whose writing maybe needed some extra support for
13:09 example so Learners are different in those ways and Learners can be referred I like to think of them as tortoises and hairs and we're all familiar with the tortoise and hair story if you're familiar with this story please write a very short summary once sentence summary in the chat but here we have a a rabbit on the left they've got a a drawing of a rabbit and on the right we've got a drawing of a hair hair of a turtoise and then there's a Finish Line the tortoise has just passed the finish line and it's from this story where yeah an arrogant rabbit exactly
13:55 um so the there's an arogant rabbit who thinks they can go really quickly and finish first where in actual fact the Tor and then decided to go for a nap halfway through and then the tortoise actually won even though they just ploted along and I think this is quite a good metaphor for our Learners because some students are very confident and maybe they don't put the effort in as much as the students who maybe maybe lack the confidence or know that are more aware of their abilities but in the chat I would like you to just say h what makes a tortoise and a hair so what is it about our Learners that makes maybe one a fast finisher or One
14:41 A a steady learner what what is it differentiates our Learners why are they different and as you write I'm going to add your ideas in the chat okay yeah different personalities could be one it could be yeah that some students um are very confident they know what they're doing yeah they're just confident humans attitude yet motivation levels so maybe if a student for example this tortoise might have an exam coming up so they're highly motivated um yeah willpower determination anything that might hold them back as Learners that maybe so for
15:29 example if you've got a student in your class who's not understanding things or needing a bit more support what's maybe the reasons for that yep skill levels so actually having skills such as study skills what I noticed in my classes was that Learners who had been to University or college or finished even had just finished high school in their home country um had U learned a lot faster um and students who sorry yeah students who had had
16:14 experience great experience of Education ER learned a lot faster than the students who maybe didn't have the same study skills that hadn't brought with them yeah someone had put ne ne Divergent as well so maybe Learners who have ADHD or Autism or oops a specific learning difference such as oops I should have locked that in place um such as H dyslexia or dyspraxia yeah mental mental health could be an issue so um trauma experience mental health could be an issue too peer pressure that's a really important important one actually so if
17:00 you're in a class sitting next to someone who is distracting you or who wants you to not H work very hard for whatever reason then that's going to distract you I certainly felt that when I was at University and my brother tried to was a bad influence on me um okay what other there else oh yeah family like family support as well level of family support these are some brilliant thank you so much for contributing so much in the chat patience and time management yeah exactly speech issues shyness lack of confidence support system yeah these are all brilliant thank you so much for putting all these Amazing Ideas into the chat
17:48 the question is here what makes a tortoise and a hair what's the um reason for some Learners being um needing a bit more support and some some Learners from flying so it could be neur diversity personality motivation skills lots of different reasons it could just be on one particular day they're distracted because they had a bad morning um or over working too hard many of my Learners worked overnight and then they would come to class as soon as they' finished their 12 hour night shift which is going to make them quite tired in class so sadly I don't have time to go into accessible um all the different neurod
18:35 diversities and specific learning differences and what is a learner with what are some symptoms of people with ADHD or dyslexia discula Etc you can find that online I would recommend following people like Rachel owner or and Margaret Smith I'm going to write these in the chat Margaret Smith at El well so they both have really Great Courses so Rachel owner has a really great course at NY and and Margaret Smith has a really great course at El well on neurod diversity and I highly recommend both of them um but yeah so so Learners could have a various range of um this is one of my
19:23 sketch notes which is available at my website um Emily bry.com sketch noting and you can download it actually as a desktop reminder um and to help you support learners but what I would say is that the top PPS for supporting any learner is that every learner is different so ask them what will help them H give clear instructions and that could be repeating the instructions multiple times but also keep rubric short keep instruction short one question at a time one activity at a time build their confidence because confidence is everything with learning a language
20:09 and create a welcoming atmosphere so those are the four key tips for everything but yeah Learners with and I think there's a lot of crossover with these tips so for example um one of the challenges I think is that for teaching is that we as teachers might not know if a learner has ADHD so someone with ADHD might be quite hyperactive they might be very creative they um might not pay attention so much in class um um Learners with autism for example
20:56 um might prefer to work by the themselves might be quite Shy might be quite literal um Learners with dyslexia might have um issues with reading and writing um or with memory processing um and disc calula similar with with maths and numbers um and for these the challenge I think for English language teachers is that we don't often know if students have a neurodiversity or a specific learning difference it's actually very difficult to um diagnose somebody with a second language learner
21:43 with dyslexia because it's very hard to know if it's the language that's um challenged for them or if it's the reading and writing in whatever language um but there is a way elt well does have a way so check her site she does have a dyslexia pack um one of the good thing but and then you've got digital skills literacy study skills Mobility sensory impairment these are going to be much more obvious so if a learner has lowlevel digital skills that means that they maybe can need more support to do their homework online for example then we can provide um but that's going
22:29 to be quite obvious um literacy as well we're going to notice pretty quickly if students are having trouble reading writing or um spelling for example study skills we're going to notice that pretty quickly which students are really great at doing their homework and making study plans and taking their learning to the next level without being asked um like being autonomous really um and and sensory impairment a lot of times students will tell you if they've got if they need um additional support with their um with h site and hearing Etc Mobility the
23:15 same so but you'll notice quite a lot of crossover with these so if you support if you make one little change for one learner for example with ADHD minimizing distraction I'm going to zoom in a little bit here to make it more accessible so minimizing distractions you could do this maybe for Learners with ADHD who are struggling to H Focus for example but at the same time I think everybody needs to have distractions minimized if there's party going on outside the window then I'm going to be distracted because I want to be at that party for example so close the curtains it Etc if need be um same with for example digital
24:04 skills um learning one skill at a time and I think that goes for every skill anywhere one learning one skill at a time making one change at a time um is uh the best way forward for developing H and improving all skills over time so if you can I'll let take a look at this H in more detail because that's an entire webinar here H Emily bry.com forwards list sketch noting and you will find this um accessible teaching tips H sketch note for which will give you more
24:56 ideas uh okay onward to whiteboards and for me there's two whiteboards here I would on the left there is a whiteboard both whiteboard pictures are this have the same h words who sounds cook foot boook spoon and CHF sounds lunch watch cheese chair this was one from a phonics lesson with my literacy class and on the left there are some Doodles next to the words and on the right there are no Doodles the words can you tell me which whiteboard would you prefer as
25:43 a um as a student would you prefer the Whiteboard on the right or would you prefer the Whiteboard on the left so as a student which one do you think is more accessible yeah one on the left everybody's saying the one with the pictures that's what happens in every single webinar and that to me is the importance of using visuals in class and you will notice that these visuals are not art there is absolutely nothing artistic about this foot in fact there's something positively very wrong about this foot but it's obvious that it is a foot it took me less than a second to draw
26:28 and students were then confident to copy it into their notebooks which then meant that they could go home and study from their notebooks and um especially if they a lot of my students didn't have H scripts in their first language so they couldn't write a translation for foot so they had a little picture in their notebooks for this same with the spoon something funny going on there but it was enough of a there's some research to show that you only need an image to look I think it's something like 60% similar to be able to identify it and so long as it's identifiable then it can help students to learn and if you're really not a fan of using um Doodles you can go to if you if
27:14 you're using canva for example you can search the vast vast image Bank in canva and add lots of images that way okay the other thing I love for making learning accessible is using graphic organizers so here can anyone say what level this graphic organizer might be useful for if you just say in the chat H what level you think and here you'll notice again very very simple drawings so I'm going to just quickly draw them for you because for me this is a very adaptable um tool that you can use again and again for reading writing speaking
28:02 listening for everything so you could use for example this like you could use this um for um preparing for a written text for example who is the story about where did it happen when did it happen what um what happened why and then students write down their ideas before they write what they're going to write about uh you could get them to instead of listening and I think one of the things we do as teachers quite often is we overwhelm them during listening activities so during a listening activity we're asking them to listen to this sometimes quite complex text at audio file and then while we're doing
28:47 that we're expecting them to read full sentence or full questions so they're reading and they're listening at the same time which is completely unnatural but also un necessary because you can actually just Summarize each question into five little words and five little drawings for example and you can do this with all sorts of questions it doesn't need to be H who where where why when you could have like an icon for like for example an apple and have them write down all the food the year for example okay I'm just going to go back to the question I'm seeing okay lots of different mixed levels okay so people are saying A1 A2 beginner that's interesting level one B1 okay good that
29:35 I'm seeing some b1s because actually I think this is this particular tool is possible for every single learner I would use it as as a proficient language user I think it can be for any learner and graphic organizers like this where you have minimal words and just visuals and a space for things thinking can be used and reused for multiple different multiple levels so here if you had for example an A1 student in the class they could write maybe one sentence for who whereas if there was a student maybe towards the E2 level of your class you could you could push them and get them to write two sentences for example
30:21 um and I'm just going to quickly if you've got a notepad handy please doodle along with me so who is an N Shape and an O oops and then a little smiley face where is a rectangle sorry drawing on Cana whiteboard isn't quite as pretty as um drawing on Adobe Fresco which is what I usually draw on but it gets the so it's all fine and that's the whole purpose uh leaves for where when is a
31:10 circle with an l-shape H why is a speech bubble with a question mark and then what can be lots of different objects so for example a pen is a rectangle with a triangle and you can add little N L shape and another rectangle if you want to turn it from a pencil into a pen and then a boot is uh rectangle with a couple of little lines out of it and using little Doodles like that I quite like this one for timek keeping in class it's quite good for writing the
31:55 schedule um you can add for example a room number like uh door for and then add the room number as well so that can help students have a visual clue clue for their schedules Etc but yeah you can use this uh for pretty much any level any any topic any grammar lots of different things um so yeah very flexible and actually [Music] um okay and for supporting Learners with study skills uh I quite like to turn the Whiteboard into a notebook or turn the flip chart into a notebook by drawing
32:43 this little rectangle couple of little lines and then you can add like a little spiral down the side or here you can add some little C shapes like this for example and then that means that that gives you a chance to let students um to turn your whiteboard into the notebook so that students can see exactly how to lay out their notebooks because I think sometimes students need a bit of extra support a bit of extra ideas H add the DAT add the teacher's name add the title I think notebooks can get quite messy and it can also be quite good to have a messy notebook for ideas and activities and answers for example and
33:28 then a tidy notebook for writing up student notes after a session and it's quite a good habit to get them into is to write up their student notes for vocabulary give them a tool so like this for example so write a word uh write it in my language so they're writing a translation and that using my language instead of translation means that my language is obviously easier word than translate although a a lot of students probably will know that word um and write a picture if they want
34:13 to and then write an example sentence and that could be quite a good way of giving Stu fast finishers something to do like for example you could have H students that need a bit more support writing the word and then my language and then but if fast finishers you could get them to add a picture or if they're super fast a picture and a sentence so the bare minimum students are at least writing a word and the translation I'm going to just quiz up here first because missed something so another way of differentiating learning is to give Learners difficult
35:00 tasks and then very difficult tasks and the reason any ideas why I'm saying very difficult and difficult um so for example what I just did here was I gave the Learners that need a bit more support this as an activity just write the word and then write it in my language and then I gave students that maybe needed a bit more of a challenge three things to do three tasks and then a lot of a challenge into um all four uh items in their vocabulary notebook so that's developing study skills at the same time as giving your learners
35:46 something different different levels of challenges got any reasons why I'm using difficult tasks and very difficult tasks yeah exactly easy might affect confidence and negative ly perfectly explained um so yeah if you see easy tasks and difficult tasks and that's instantly putting the students that need extra support into the easy um not being challenged category and everyone wants to feel like they're being challenged so we've got difficult tasks that would be five questions for example or one activity two activities three activities very difficult tasks thank question
36:33 s and other ways to do this if you have any other ideas write them in the chat if you H if this inspires you to share other ways that you challenge your fast finishers and support your tortoises then please add them in the chat throughout so we can all learn from each other um so one way is to copy and cover the text so after reading a text if Learners are maybe developing their literacy skills you could give them some handwriting paper like dotted third paper and get them to copy it and then cover it or copy it copy the text if they need extra support you could get them to copy it if they want if you want to push them get
37:20 them to cover it with their hand and then copy the text h to make that more challenging for first finishers maybe you want them to rewrite the text oops about them so instead of copying it they're actually rewriting it um you could get them to read the text in pairs if there's a couple of students that are um finished at the same time get them to read the text and pairs get them to make questions and answer the questions as well for some reason the blue is not moving but okay let just move this up H okay make questions I use digital
38:08 resources so there's quite a lot of like online learning tools if you have a virtual learning environment or like for example spark with National Geographic learning or um the LA app for example with ear learning you could get ask them to log in to whatever platform they are using and use those once they're finished you could create an ongoing project and have students H go and add something to that ongoing project if they're like working on creating a presentation about volcanoes for example you could ask them to go and find more information about volcanoes H pure learning the best way
38:53 to learn is to teach it to somebody else so have them explain something to another learner make them the teacher my students love it when I say okay you're the teacher now and I take a seat and they all stand up and start teaching each other it's wonderful um odds and evens so for example you could give um half of the class the two four six eight and you can give the other half 1 three five seven to answer and multiple choice or open questions H so if you've got an open question that would be for
39:39 example who is who is the here and the multiple choice or who who who won the race is the open question and the multiple choice answer would be who won the race the ha the tortoise or Emily for example uh and get them to answer that I'm going to put this in the chat it is in your handout but I just want to take a little screenshot of it because I think it's very useful and quite a handy recognizer for um handy thing to have so paste it in the chat no it's not pasting it's in the it's in the hand outway okay back to the effective
40:27 learning strategies so effective learning strategies this is another one so for example Learners maybe with ADHD or Learners with dyslexia or Learners who um maybe just need to develop their eping skills it could be good to get them into journaling this is a little Journal that's got little dots in it um and you could get them to copy uh style of um of a schedule for example so here they've got this little they've Monday and Tuesday they've got this little class their English class and their homework is to read a book to
41:13 write about Glasgow and they've got like the word count here 150 H past simple worksheet and they've got like a nice little arrow to signify that it's in the past um and then email a friend so you get them to email so just so they write it down and then give them these little tick box to say that they've done it because actually James Clear in atomic habit said that one of the best ways to make a habit stick is to reward yourself for it and a reward can be as simple as just putting a little tick in a box so if anybody uses duelingo for example and you've got that streak you want to keep your streak freeze because you don't want to um not practice practice every single day that can be very addictive
41:59 way so if you get them into the habit of rewarding themselves with little ticks or um putting a little penny in a jar for example um effective learning strategies again here's another way of um getting them to check maybe you could do it for homework for example you could have this for vocabulary this for reading that's for writing that's for speaking and then just when they have done it for example okay how long much I think I've got maybe a couple of minutes before it's question time so okay go setting and evaluation I think it's important to let student for
42:45 students to decide where they want to be and to Vision where they want to be in the future and then how to how to get there so this Tool uh which is available on my website um basically shares the they what I like to call them as big hay W woly Mammoth goals they're like the dreams that you really you're not entirely sure if you think that they're going to happen but you would love it if they did that's where they write these and then here they write their goals like maybe their one year goals their twoyear goals for example and then here they write how are they going to get them what what what do I need to do in order to get there so maybe for example
43:33 if they want to be a C1 level of English and their C2 at the moment what things are they going to do to get there and then they can look back and review and see oh I wrote that the other way around didn't I oh well you knew what I meant I'm sure um then they can look back and uh and see their distance traveled as well and for a more simple tool you can do the same thing with uh very quick doodle of a staircase and then just an arrow and then have them at the top very excited with their arms in the
44:18 air H because they've achieved their goals and then these are the Little Steps what are they going to do in order to get to achieve their goals very simple lesson that you can do with all levels I've done it with trainy teachers tra teacher in my teacher training sessions as well um mind maps are a great way to get students to develop their study skills and to learn vocabulary this one's quite a nice one they add the vegetables around here but I think this one is more engaging please let me know in the chat which one you think is more engaging the one that has the visuals so these are like visual memory markers you can add
45:07 them to you could get them to Doodle it and add their own Doodles and then add their ideas of what vegetables are so yeah two options for mind mapping and everybody funnny enough is saying that the visual one is much more interesting there is Sur prisy um in terms of accessibility um make sure that your font size is Big I've been zooming in and out a lot quite a lot on canva which is one of the other reasons why I love canva but this is my telephone during the 2020 lockdown where all my students were using their mobile phones and that is 20 50 point font in um PowerPoint
45:53 presentation when you're typing into the PowerPoint presentation it's very small but if you were using a 12o font it's almost impossible to see it so make your font big as big as possible and use H sanserif fonts Sans serif fonts are these ones that don't have the little dangly bits here little additions these seta fonts are harder to read s seta fonts are much easier to read and if you're on PowerPoint I think 24 is the absolute minimum for PowerPoint but anything higher than that is much much better and my favorite fonts are comic Sands Ariel kuri trishy
46:41 the well these are the S fonts move that out of the way I was going to ask you but I'm running low on time S and S serif fonts ER and literacy fonts so you'll notice that some fonts have like funny a and funny G which my literacy Learners often copied so I try to avoid that so we've got a and g here these are my favorite ones although I have to be honest I think these are a bit harder to read I think comic Sands and Century Gothic are great I've also found quite a lot of other fonts online H so for example coming soon
47:27 um DS these are all nice uh fonts that I have used and you can get them online for download so yeah in terms of layout make your background light or offwhite use S fonts preferably not italics H use a dark color for text like dark gray or black [Music] um and yeah slides 36 point or 40 for minimum and words 12 or 14 minimum this is all in your handout and headings and bold and line spacing uh 1.5 because it just it's just easier to read it's lovely it's
48:14 nicer but in general ask your learner give clear instructions build confidence and create a welcoming atmosphere and if you want more um EX ible teaching tips on my on my website Emily bry.com sketch noting there's also this Universal Design for Learning sketch note that I did for B Bel in 2023 of Maria Jose galano valdez's amazing presentation on removing the barriers to learning using uh Universal Design for Learning Universal Design for Learning is definitely worth um exploring more so it invites you to do things like use visuals be multisensory use speech to text
49:01 software uh use templates like graphic organizers use checklists um use peer correction so a lot of the things that I was talking about uh are basically it's all part of the Universal Design for Learning using diagrams mind maps Etc so yeah make it multi sensory try lots of different things find what your works for your learners find out what they like and okay thank you very much for listening um you can find me at Emily Bryson elt on Facebook and Instagram I am on Twitter though I don't actively really post particularly much on that and um Emily Bryson el.com if
49:46 you H want to check out my courses resources Etc that's wonderful thank you so much Emily um we'll share the the link to your website and all of those references as well as the handout for everybody um so don't worry if you if you missed anything during the session so great Emily you can stop sharing now actually we can uh we've got some time for some questions so that's brilliant but I loved it I was here I was still scribbling trying to write down everything you were saying at the end um and copy your pictures um some people are saying they're not as that you're an artist and they don't feel as artistic as you um but I was thinking now I've seen what you did like the the Mind map I think I could copy that yeah I'm not an artist
50:34 I'm a graphic facilitation is different to Art it's a means of communication it's not about being artistic it's about getting your point across I actually only learned to draw when was it 2019 I think and that was like when I was at school I drew and then I stopped drawing life got very serious Google Images came into the classroom um or images image searches not just them um and so I stopped drawing and then I started drawing again a few years ago and I've basically taught myself and then created these courses to get other teachers drawing because it is a wonderful skill to have and it's super quick and it gives students an opportunity to copy it to their notebooks it brings whiteboards to
51:21 life it makes everything more accessible definely so yeah feel the Fe and draw any draw so it's not fine artart it's about communication and fun okay really good point I'm glad you said that um okay there's lots of questions so let's see how many we can um we can manage so there's an interesting question here from inas uh in in Zoom saying I was wondering how I can manage a multi-level class in terms of students um levels as well as tight time I'm being asked to teach four skills and grammar and vocabulary in an hour um and it's a course with disinterested students so I think lots of people might be able to relate especially to the bit about
52:06 motivation have you got a particular tip um or activity where drawing really seems to help with motivation oh I think helping them to see why they're doing something like what is it that they want to be learning English for what is it that motivates them um where is it they want to be so like that future visioning template or the one with the H staircase the staircase or the one with the arrow and then the Big H will make willly Mammoth goal in the thought bubble that can really help Learners to think about not just I mean some students aren't motivated to learn English so maybe have them think about
52:54 what they are motivated for what their goals are for that and then because I think everybody wants to be everyone wants to have more money everyone wants to have a happy home life everyone wants to be um comfortable and I think so everyone has like a motivation to do something so I think pinning down what it is that they're motiv what what makes them tick and then that will also find topics to include in class that will identify some topics in class that you could bring into class as well yeah I find those particular tools the the pathways to success tools that I've created that are all about future visioning and goal setting and
53:39 evaluation and progression they're all tools that can really Inspire Learners and help them to see the future yeah yeah definitely um and thinking as well about that that activity that kind of future future plans um and goals because somebody was asking as well about grammar how you can use this um to explain uh grammar points or support grammatical understanding would you that to like going to and that particular structure yeah funly enough I am working on a resource pack at the moment for grammar and I delivered a webinar on it h the other day um for a private client
54:24 and yeah there's so many Cool Tools like we use timelines a lot but I personally never really understood timelines find them a bit I don't know they just like the little X it's not really an X I feel like it's more like a downwards arrow for me in my head so I feel like trying to get students to visualize grammar in their own way is the way forward but for example the road map right um is great for like for now where are you now you're standing at this Crossroads on the road map and then the future is ahead of you and then the road is going behind you that's like one visual metaphor you could use for it or like a sign post yeah for right for future and past and then now is the the trunk of
55:11 the sign post um if you call it a trunk it's not really a trunk the post yeah yeah yeah but I've got lots and lots and lots of visual tools which I'm currently turning into a pack so watch this space join my mailing list and learn about it there you go we can't wait more and that's an interesting point about so do you sometimes let students decide what the what the image is going to be to represent a particular thing like yeah your toys were slow um would they be able to choose that sometimes yeah because I think everyone has a different interpretation of certain things and actually what I was speaking to my like a lot of my students were like farsy speakers or Arabic speakers so and when we talk about timelines we always put the
55:56 future going to the right because we write from left to right yeah but I as my AR fary students and correct me if I'm wrong because I know if I've taken the wrong end of the stick for my students but a lot of them and actually one of the Chinese students as well said that they felt more like the future was towards the left than towards the right yeah so and I think a bit of it is coaching students into seeing that the per of English is right as future but actually also to if they feel like future is that way then by all means get them to draw something that represents grammar in their own way that's a really interesting point yeah Intercultural communication
56:44 and what you know for for if you write with one script might be left to write is the logical progression of things um yeah yeah yeah left I also um I can't remember who it was but there's a there is a particular culture who think you know we often think that the future is in front of you it's what's ahead but apparently there there's at least one or several cultures that think of it as looking behind because um no wait a minute the past yeah the past is in front of you exactly the past is in front of you because you know what it looks like ah yeah interesting so that all of this is really interesting and and it links to personalizing it like for you
57:29 yeah and I think what I always keep the text and the rubric off of my templates because I want people to be able to adapt them for their own ideas and interpret them in their own way and to for example use them one day for goal setting but another day for reflecting or for example and so actually having a template that just has a sign poost with no pictures no no text can mean that students can choose which way is future which way is past yeah yeah definitely okay um I think we're going to have to finish but just as a final point because there are lots of questions about would you use this with adults would you use it with this level or that level um everyone everyone okay my students
58:15 were adults I think people think that drawings are for kids they're not for kids I love looking at drawings I love looking at bright colorful Comics everyone needs some joy and color and yeah my students loved it one of my students said he was a student who'd been in the literacy class for many years and he said to me during uh one of the lessons I've been learning how to read and write in English for many years and finally your class has taught me because I understand everything because you use all these little drawings like yes definitely that is such a lovely comment okay well I can tell everyone is inspired we're all going to be drawing all sorts of things in our classes week so thank you so much um and Emily you're back on Facebook live on the 25th of
59:02 February right okay so if you've got more questions for Emily um or come back and and tell her how it went in your class you can say I tried this and it work or or ask your questions having tried things out so that's your homework everybody go and try it um come back and Emily will be here for more questions and tips so and if you do try to take phals and tag me I love being tagged in pictures okay okay um there you go fantastic so this it's not the end we can continue this conversation and and share ideas so fantastic um that's we'll we'll share the link to the Facebook live so you don't miss it you can put it in your diary also on the topic of planning for every learner I know you're
59:50 all interested in this topic we've got a course at the moment a free course called planning courses uh we'll share the link to that okay so if you've got time and you're interested in this topic that's an excellent thing to do um and we've also got a collection of resources on the topic of planning lessons that we will share with you um and I think that's everything I was supposed to remember to say so we'll be back in 15 minutes starting our next session with Gabrielle Diaz magioli which is planning for learning not teaching um thanks to Sanita and Joe who are moderating thank you to Karen who's on YouTube and Facebook and thanks again to Emily thank you thanks everyone for having so many comments in the chat I
1:00:36 love reading them all lots of amazing ideas thank you everyone
