Yes! It&rsquo;s a &quot;thing&rsquo;.&quot; There really is an International Sketchnote Camp! And it really is&nbsp;as much fun as it sounds.

Every year, visual thinkers from all over the world get together to share ideas, collectively doodle, and inspire each other.

When I discovered it was in Birmingham, UK, I immediately booked a ticket and raised my hand to volunteer.

In many ways, it was a no-brainer. The venue was right across the road from the NATECLA venue, where I would be delivering the keynote the week before.

<img alt="Emily visually recording the closing plenary at NATECLA" src="https://esllibrary.s3.amazonaws.com/uploads/ckeditor/pictures/4779/content_Emily-Bryson-at-NATECLA.jpg" />

Emily visually recording the closing plenary at NATECLA

<h2>ELT conference to International Sketchnote Camp!</h2>

It struck me that my professional career has led me to frequent English Language Teaching conferences such as <a href="https://ellii.com/blog/reflections-from-iatefl-2025">IATEFL</a>, <a href="https://www.natecla.org.uk/">NATECLA</a>, <a href="https://ellii.com/blog/perutesol-2024-reflections-and-take-aways">Peru TESOL</a>, and <a href="https://ellii.com/blog/anglo-congress-2024-reflections-take-aways">Anglo Uruguay</a>. Occasionally, I&rsquo;ll dip my toes in wider educational waters, but in general I stick in the cozy realms of communicative language classrooms.

I was intrigued to see what a sketchnoting conference would have in store for me. In this post, I&rsquo;ll share some of my ELT-brained reflections.

<h2>Lesson 1: Conference names have character</h2>

I absolutely love that ISC markets itself as a &quot;Camp,&quot;&nbsp;albeit one that doesn&rsquo;t involve waking up in a soggy tent. The name immediately exudes fun, relaxed, and creative vibes.

Sketchnoting&nbsp;is one of the most therapeutic, enjoyable, and impactful skills that I have developed.

Then there is&nbsp;&quot;International.&quot; ISC is now in its eighth year. The event passes the organizational baton to enthusiastic visual thinkers around the world, making it a truly global event. This year, the event was organized by Paddy Dhanda and Grant Wright from&nbsp;<a href="https://www.thevisualjam.com/">The Visual Jam</a>, who also run supercool visual thinking meetups.&nbsp;

Previous camps have taken place in Birmingham (UK),&nbsp;San Antonio (USA), Leiden (The Netherlands), Szczecin&nbsp;(Poland), Brussels (Belgium), Paris (France), Lisbon (Portugal), and&nbsp;Hamburg (Germany).&nbsp;Next year, the event will be in Verona (Italy) in September. Watch out for #ISC26 for updates or follow the organizer,&nbsp;<a href="https://www.instagram.com/federica.tabone_visual.psy/">Federica Tabone</a>.&nbsp;

<img alt="Federica holding up 'Verona'" src="https://esllibrary.s3.amazonaws.com/uploads/ckeditor/pictures/4780/content_The_big_reveal_Mike_Rohde_with_Federica_Tabone.jpg" />

<h2>Lesson 2: Visual games are a great way to connect</h2>

ISC 2025 kicked off with as much fun as you&#39;d expect from 120 or so creatives. I teamed up with fellow volunteers&nbsp;<a href="https://www.instagram.com/sketchnotesbygeorgina/">Georgina Dean</a> and <a href="https://www.instagram.com/ania_staskiewicz/">Ania Staskiewicz</a> to bring everyone together for visual games. While ELT conferences I&#39;ve attended start with speeches, it got me wondering why, as a playful profession, we aren&#39;t starting with games!&nbsp;

I got everyone warmed up with an activity I learned from&nbsp;<a href="https://www.instagram.com/inksight.nl/">Maaike Borsboom</a>. We drew our own portraits while holding a piece of paper&nbsp;to our face. Then we added an interesting&nbsp;fact, scrunched up the paper, and launched it across the room. Campers were then asked to retrieve a paper ball and find its owner.&nbsp;

Ania then handed out her beautifully presented &quot;Human Bingo&quot;&nbsp;(aka &quot;Find Someone Who&quot;) cards. Instead of writing, our campers&nbsp;doodled&nbsp;an icon on finding a match&mdash;all while hunting for the creator of some rather interesting self-portraits.&nbsp;

For the finale, Georgina Dean gave out playground chalk and task cards representing the theme for this year:&nbsp;Human Connections. The campers then created a collaborative artwork by doodling themes such as &quot;new best friends&quot; and &quot;social bonds.&quot;

If you&#39;d like some templates for Bingo or Find Someone Who, check out Ellii&#39;s&nbsp;<a href="https://ellii.com/resources/warm-ups-fillers">Warm-Ups &amp; Fillers</a>. There are some pretty great ideas to help people get to know each other&nbsp;or kick off a conference in style.&nbsp;

<h2>Lesson 3: FOMO lessens when you can share pretty notes</h2>

Conferences can lead to tough decisions. Often there are so many fantastic sessions happening at the same time that we are forced to choose.

ISC was no different. I was challenged to decide between Georgina Dean&rsquo;s Adobe Fresco session or Stuart Young exploring Emotional Intelligence in the Age of AI. I also had to choose between bringing my doodles to life with Alejo Porras or developing my drawings of emotions with Andy Gray.

I needn&rsquo;t have worried&nbsp;as I soon realized that multiple stunning crib notes would shortly appear on the camp Padlet and Whatsapp chat. These beautiful notes allowed me to catch up on what I missed and let me see a variety of sketchnoting styles.

<h2>Lesson 4: Every conference needs (GIANT) visual notes</h2>

As well as delegates&#39; own personal notes, the conference also had Andy Gray taking large-scale visual recordings of each session.&nbsp;Having a live illustator&nbsp;capture the event meant that all the key takeaways could be shared easily&nbsp;and referred to for years to come.

It was a joyful experience to see Andy at work. For me, it brought the event to life and added a touch of magic. I feel like every conference needs a graphic recorder, whether they are working big on large sheets of paper&nbsp;or creating something digitally! 😉

<img alt="Andy's giant visual notes" src="https://esllibrary.s3.amazonaws.com/uploads/ckeditor/pictures/4781/content_Visual_Recording_by_Andy_Gray.jpg" />

<h2>Lesson 5: Embrace your own style</h2>

It would be impossible for everyone&rsquo;s notes to look the same. This camp very much celebrated crafting our own unique style and the freedom of not comparing ourselves to others.

As someone with no formal art training who found sketchnoting in recent years, this was a powerful message. When I first signed up, I had been worried about feeling out of place, but I immediately felt at ease.&nbsp;

It was freeing to see messy, scribbled, quick notes that were functional. The purpose of visual note-taking is not art, but communication.

<h2>Lesson 6: Bar camps give everyone a voice</h2>

On the final day of the camp, <a href="https://www.stuartyoung.uk/">Stuart Young</a> organized a &quot;bar camp&quot;&nbsp;session. This allowed all delegates the opportunity to explore topics of their choosing and share their skills organically.

<img alt="Stuart's drawing of how to deliver Bar Camp" src="https://esllibrary.s3.amazonaws.com/uploads/ckeditor/pictures/4782/content_Stuart_Young_Bar_Camp.jpg" />

Stuart set up a space for attendees to add their ideas on Post-its. These could be things people would like to explore more or informal workshops they would like to deliver.

I enjoyed the flexibility of this space and made two suggestions&nbsp;based on my own expertise and interest: neurodiversity and language teaching.

<img alt="image of post-its" src="https://esllibrary.s3.amazonaws.com/uploads/ckeditor/pictures/4783/content_Bar_Camp_Post-its.jpg" />

<h2>Bar Camp 1: Neurodiversity in the visual thinking community</h2>

This session was inspired by some discussions and sharing that had evolved in the ISC Whatsapp group. Many shared their personal experiences of neurodivergent thinking and how visuals have supported them to plan, organize, and focus.

We noticed&nbsp;that our community of visual thinkers has more neurodiverse minds than average. This cemented our view&nbsp;that&nbsp;visual thinking and sketchnoting are highly effective ways to support neurodiverse&nbsp;learners.&nbsp;

<h2>Bar Camp 2: Language teaching for visual thinkers &nbsp;</h2>

My second bar camp session was on visual thinking for language teachers. I wanted to bring together educators who were currently using their graphic facilitation skills and visual tools to support language acquisition. The session was extremely well attended and I was delighted to meet so many like-minded individuals.

This gave us&nbsp;the opportunity to share some of our favorite tools and techniques. Our plan is to stay connected and continue to share these ideas. <a href="https://padlet.com/emilybrysonelt/visual-thinking-for-language-teachers-btf5z4xu9q481ysr">Here&#39;s a Padlet we are working on</a>. Feel free to add your own ideas.&nbsp;

<img alt="Fernanda and Jane" src="https://esllibrary.s3.amazonaws.com/uploads/ckeditor/pictures/4784/content_Emily_Bryson_with_Fernanda_Freytes_and_Jane_Carvell.jpg" />

I got to meet two of my visual-thinking-in-language-teaching heroes: <a href="https://www.linkedin.com/in/fernanda-freytes-ramos/">Fernanda Freytes</a> and <a href="https://www.jcenglishtraining.com/">Jane Carvell</a>.&nbsp;

If you&rsquo;d like to find out more about sketchnoting and visual thinking in ELT, check out these blog posts:

<a href="https://ellii.com/blog/sketchnoting-101-supercharged-professional-development-with-visual-notes">Sketchnoting 101: Supercharge Professional Development with Visual Notes</a>

<a href="https://ellii.com/blog/graphic-facilitation-101">Graphic Facilitation 101: Teaching English through Visual Communication</a>

<div>
<div class="msocomtxt" id="_com_2" language="JavaScript" onmouseout="msoCommentHide('_com_2')" onmouseover="msoCommentShow('_anchor_2','_com_2')"><a href="https://ellii.com/blog/how-to-simplify-complex-tasks-with-visual-prompts">How to Simplify Complex Tasks with Visual Prompts</a></div>

<div class="msocomtxt" language="JavaScript" onmouseout="msoCommentHide('_com_2')" onmouseover="msoCommentShow('_anchor_2','_com_2')">&nbsp;</div>

<div class="msocomtxt" language="JavaScript" onmouseout="msoCommentHide('_com_2')" onmouseover="msoCommentShow('_anchor_2','_com_2')"><a href="https://ellii.com/blog/graphic-organizers-for-language-skills-development">Using Graphic Orgnizers for Language Skills Development</a></div>

<div class="msocomtxt" language="JavaScript" onmouseout="msoCommentHide('_com_2')" onmouseover="msoCommentShow('_anchor_2','_com_2')">&nbsp;</div>

<div class="msocomtxt" language="JavaScript" onmouseout="msoCommentHide('_com_2')" onmouseover="msoCommentShow('_anchor_2','_com_2')"><a href="https://ellii.com/blog/how-to-use-pictures-as-grammar-prompts">How to Use Pictures as Grammar Prompts</a></div>

<div class="msocomtxt" language="JavaScript" onmouseout="msoCommentHide('_com_2')" onmouseover="msoCommentShow('_anchor_2','_com_2')">&nbsp;</div>

<div class="msocomtxt" language="JavaScript" onmouseout="msoCommentHide('_com_2')" onmouseover="msoCommentShow('_anchor_2','_com_2')">If you&#39;d like to see more photos and ideas from the camp, check out <a href="https://www.instagram.com/reel/DLzEtDHoiPt/?utm_source=ig_web_copy_link&amp;igsh=MzRlODBiNWFlZA==">this post</a>&nbsp;and&nbsp;<a href="https://www.instagram.com/reel/DL7fyY0IKrh/?utm_source=ig_web_copy_link&amp;igsh=MzRlODBiNWFlZA==">others</a> on my Instagram.&nbsp;</div>

<div class="msocomtxt" language="JavaScript" onmouseout="msoCommentHide('_com_2')" onmouseover="msoCommentShow('_anchor_2','_com_2')">&nbsp;</div>

<div class="msocomtxt" language="JavaScript" onmouseout="msoCommentHide('_com_2')" onmouseover="msoCommentShow('_anchor_2','_com_2')">Have you tried sketchnoting or using visual thinking strategies in the classroom? What would you love to see at ELT conferences? We&#39;d love to hear your ideas.&nbsp;</div>
</div>

What ELT Conferences Can Learn from Sketchnoting Camps

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Stay up-to-date with ELT trends and ideas with articles from experts and teachers in the field.

Articles

We&#39;ve all attended online workshops and webinars that have bored us to the point of checking our emails or cleaning our desk. Perhaps the content wasn&#39;t what we were expecting, or maybe the presenter was just reading word for word from a set of busy slides.&nbsp;

In this blog post, I&#39;ll share some of my top tips for delivering awesome teacher training online. These are tips and tricks I use myself and that I&#39;ve learned through watching other experts in the field at work.&nbsp;

<h2>Make it count</h2>

In&nbsp;any training session, we want participants to feel like they have invested their time wisely. Time is precious, especially for teachers. No one wants to waste it on a poorly researched session delivered in monodrone. We need to make each second count&nbsp;and aim to have delegates leave feeling like they&#39;ve really learned something transformative.&nbsp;

<h2>Know your topic</h2>

To make the session count, you need to be knowledgeable about your topic. Make sure your information is up to date by&nbsp;joining groups on social media, watching webinars, listening to podcasts, and chatting to colleagues as well as&nbsp;reading research, articles, and blogs.&nbsp;

It is often best to choose something that you have lived experience with or a subject that you have researched passionately. Your enthusiasm will shine through if you choose to speak about something that really excites you.&nbsp;

<h2>Value the audience</h2>

Every teacher brings their own unique skills and experience to the session. As teacher trainers, our role is to help teachers share their ideas, tips, and activities with each other.&nbsp;

Harry Waters, one of my teacher training idols, once made the point that teacher trainers give teachers ideas&nbsp;so&nbsp;they can&nbsp;add their own spin to them and make those ideas bigger and better.

Allowing the training room to be a sharing space lets teachers capitalize on the expertise of the trainer as well as their own and their peers&#39;.&nbsp;

<h2>Be interactive</h2>

Making sessions interactive gets the audience involved, makes them feel valued, and helps them learn through each other by sharing their expertise. It also avoids turning an online workshop into a lecture. One of the simplest ways to do this is through posing questions in the chat&nbsp;and reading out any interesting and helpful ideas.&nbsp;

Depending on the size of the audience&nbsp;and the learning platform, you&nbsp;could also make use of online tools such as:&nbsp;

<ul>
	<li>Polls:&nbsp;Ask questions and get people voting in Zoom or via Mentimeter or perhaps even with an&nbsp;<a href="https://app.ellii.com/gather/polls">Ellii Poll</a>.</li>
	<li>Reactions: Ask participants to share their thoughts using emojis in the chat&nbsp;or the reactions tool.&nbsp;</li>
	<li>Annotation: Have participants interact on screen using&nbsp;text, drawings, or icons by&nbsp;using annotation tools.</li>
	<li>Breakout Rooms: Give attendees time in pairs or groups to share their ideas, solve a problem, or create an activity.</li>
	<li>Shared Documents:&nbsp;Use Google Docs, MS Word Online, or Padlet&nbsp;to have participants collaborate.</li>
	<li>Whiteboards: Complete tables, add information in visual templates, or create mind maps using interactive whiteboards such as <a href="http://Canva.com">Canva</a>, <a href="http://www.miro.com">Miro</a>, or <a href="http://mural.co">Mural</a>.&nbsp;</li>
</ul>

<h2>Use minimal text&nbsp;</h2>

Too many words on a slide can be distracting. Participants will naturally aim to read the text, which can be quite confusing if they are also trying to listen&nbsp;to what the presenter is saying at the same time. This can often lead to neither textual nor oral input being comprehensible.&nbsp;

Instead, use text sparingly to remind yourself&nbsp;of points you&#39;d like to make. A few clear bullet points will support the participants to follow your talk. Alternatively, use icons, images, or doodles as visual cues.&nbsp;

<h2>Use engaging visuals</h2>

Visuals are an impactful way of generating discussions, simplifying complex information, and helping your audience think more deeply about a topic. Some of the best workshops and webinars I have attended used only images to express information, add a touch of humor, and generate questions to get the audience involved.&nbsp;

For example, say you are delivering a session on student well-being. Instead of presenting a comprehensive&nbsp;list of challenges that may affect a learners&#39; mental health or confidence, you could display this image of &quot;Storm Man.&quot;&nbsp;

<img alt="Ellii Photo prompt, storm man" src="https://esllibrary.s3.amazonaws.com/uploads/ckeditor/pictures/4744/content_Ellii-Photo-prompt-storm-man-image.jpg" />

Then you could have people write their own ideas in the chat or by using annotation tools. This way the activity is more interactive and you can actively involve your audience in the session.&nbsp;

<h2>Encourage movement</h2>

As in face-to-face training, sitting still for too long can make us stiffen up, feel sluggish, and&nbsp;even induce aches and pains. Online English language classes are more fun with a bit of movement and so too are training sessions.&nbsp;

You could try these techniques to re-energize:

<ul>
	<li>Doodling: Describe or demonstrate how to draw something and have participants draw their own image. For example, have them draw their own &quot;Storm Man.&quot;&nbsp;</li>
	<li>Movement Voting: Host an interactive poll where participants stand up for yes, shake their head animatedly for no, lift&nbsp;their arms in the air for maybe, and bend to the right or left for not sure.</li>
	<li>Pass the Pen: Hold a pen and introduce yourself or share a teaching tip, and then pass the pen remotely to another participant. They have to pick up the pen and add their own input to the task, and then pass the pen to the another person of their choice.</li>
	<li>Chair Yoga: Do some gentle stretches from your chair.</li>
	<li>Movement while Brainstorming: If you&#39;d like to give participants five minutes to think about something, have them walk around the room as they do it and then come back to share their ideas.&nbsp;</li>
</ul>

<h2>Get the lighting (and tech) right</h2>

Make sure your face isn&#39;t in a shadow. Aim to have the light source in front of you. Natural light is best so sitting facing a window can often be the best option. However, a strong lamp or ring light can be just as effective.

It is a good idea to arrive a little early in case you need to play around with curtains, blinds, or lamps. This is also a good opportunity to check that there is no clutter (or anything embarrassing) in the background and that all your tech is working correctly. Check your mic, camera, and screensharing capabilities as a minimum.&nbsp;

<h2>Be yourself!</h2>

I&#39;m sure everyone has their own online teacher training idols. These are people whose sessions you attend with awe and&nbsp;aspire to be just like them. The reality is that everyone is different and will present in different ways. Some speakers are natural comedians, others are fantastic at telling stories, and some even use singing, drawing, or drama to bring their sessions to life. Share your own unique self and shine as brightly as&nbsp;only you can!

<blockquote>
What are your top tips for delivering teacher development sessions online? Who are your teaching training idols? We&#39;d love to know what makes an awesome webinar to you.&nbsp;
</blockquote>

<h2>Check out these Ellii webinars</h2>

<iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share" allowfullscreen="" frameborder="0" height="315" referrerpolicy="strict-origin-when-cross-origin" src="https://www.youtube.com/embed/1ZeOTiexGtM?si=-vPzmRRGLmS_09cU" title="YouTube video player" width="560"></iframe>

<ul>
	<li><a href="https://www.youtube.com/watch?v=1ZeOTiexGtM&amp;list=PLP0N5nuiA3aOnP9kH4IYJ4INeniYQpYGa&amp;index=24" target="_blank">How to Use Ellii&#39;s Lesson Planner</a></li>
	<li><a href="https://www.youtube.com/watch?v=Q1BucslnAsw&amp;list=PLP0N5nuiA3aOnP9kH4IYJ4INeniYQpYGa&amp;index=23" target="_blank">Boosting Student Talk Time</a></li>
	<li><a href="https://www.youtube.com/watch?v=vMlFNOxnhwg&amp;list=PLP0N5nuiA3aOnP9kH4IYJ4INeniYQpYGa&amp;index=22" target="_blank">How to Use Ellii&#39;s Career Pathway Content: Allied Healthcare Webinar 2024&nbsp;</a></li>
</ul>

How to Deliver Online Teacher Training That Rocks!

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Learn how to make the most of your Ellii subscription with tips from our publishing team.

Teaching with Ellii

Once upon a time, literacy skills referred to reading and writing. However,&nbsp;we now access and process information in multiple ways, not simply through interpreting texts. Therefore, we need to support learners to develop multiple literacy skills to help them navigate the world successfully.&nbsp;

In this post, I&#39;ll explore the more complex and intertwined nature of the various literacies learners need, and how to integrate them into the English language classroom.&nbsp;

<h2>Multiliteracies</h2>

There are various interpretations and classifications of multiple literacies. These depend on the organization and their&nbsp;goals. These&nbsp;often include literacies such as: &nbsp;

<ul>
	<li>Textual Literacy (also referred to as Reading and Writing Literacy)</li>
	<li>Critical Literacy (the abilility to think critically and&nbsp;question sources of&nbsp;information)</li>
	<li>Information Literacy (aka Media Literacy)</li>
	<li>Visual Literacy&nbsp;</li>
	<li>Digital Literacy, which could also include Social Media and AI Literacy</li>
	<li>Financial Literacy</li>
	<li>Mathematical or Numerical Literacy (aka Numeracy)</li>
	<li>Global Literacy (aka Intercultural, Cultural, or Social Literacy)</li>
</ul>

In some ways, there is crossover between life skills development and multiliteracy development. For example, mathematical literacy could also be referred to as math or numeracy skills. Likewise, visual literacy requires other skills such as critical thinking, interpretation, and creativity.&nbsp;

You can read more about life skills development here:&nbsp;

<a href="https://ellii.com/blog/top-tips-for-incorporating-life-skills-into-your-classroom">6 Tips for Incorporating Life Skills into Your English Language Lessons</a>

<h2>Multimodal&nbsp;</h2>

The information we interact with today is multimodal. Therefore, in order to prepare learners for the real world, we need to equip them with a variety of literacy skills to interpret&nbsp;and use it successfully and responsibly.&nbsp;

Here are some examples of the different modes of information sources:&nbsp;

<ul>
	<li>Photos</li>
	<li>Videos</li>
	<li>Infographics</li>
	<li>Diagrams &amp; Graphs</li>
	<li>Illustrations &amp; Artwork</li>
</ul>

Students can be guided to develop their skills in understanding,&nbsp;interpreting, and creating the content within these information sources. In order to do so, they will need to use multiple literacies.&nbsp;

Luckily for teachers, many resources are already full of multimodal texts. For example, let&#39;s use some of Ellii&#39;s money-themed lessons.&nbsp;

<h2>Word Bank Readers: At the Bank&nbsp;</h2>

At first, learners watch the video. They use their textual literacy skills to read the subtitles and write down notes. As they watch, they use their visual literacy skills to follow the story of Sheila going to the bank. After watching, they might discuss what problems Sheila had and how she solved them, utilizing their financial, digital, critical, and social&nbsp;literacy skills. They could personalize this further by comparing alternative ways to do this, such as using their digital skills to bank online. To incorporate global skills, they could investigate currencies or banking differences around the world.&nbsp;

You can access this lesson here:&nbsp;<a href="https://ellii.com/video/a-trip-to-the-bank">https://ellii.com/video/a-trip-to-the-bank</a>

As extension tasks, learners could use their digital literacy&nbsp;to work through the tasks in their Ellii Classroom.&nbsp;

They could also:

<ul>
	<li>activate their global and visual literacy by discussing this intriguing photo prompt: <a href="https://app.ellii.com/lesson/3956-money-money-money">Money, Money, Money</a></li>
</ul>

<img alt="Ellii Money Money Money Photo Prompt" src="https://esllibrary.s3.amazonaws.com/uploads/ckeditor/pictures/4690/content_photo-prompt-money-money-money-Ellii.jpg" />

<ul>
	<li>use textual and visual&nbsp;literacy to watch and take notes of this self-study video:&nbsp;<a href="https://ellii.com/video/at-the-bank">At the Bank</a></li>
	<li>Explore their financial literacy more with this lesson on <a href="https://app.ellii.com/lesson/1210-retirement-savings">Retirement Savings</a></li>
	<li>Have them use their digital and media literacy skills to create a vlog, podcast, or blog on the topic</li>
</ul>

<h2>Multisensory</h2>

The multimodal nature of information consumption is a multisensory process. Learners will interact with the content using a range of senses. This can help them to learn through doing as well as keeping them motivated by adding variety and movement&nbsp;to classroom activities. For example:&nbsp;

<ul>
	<li>listening to a story</li>
	<li>reading a text</li>
	<li>talking to a partner about the topic</li>
	<li>writing notes or an article</li>
	<li>performing a role-play</li>
	<li>smelling or tasting food from a recipe they followed</li>
	<li>creating a poster or information board</li>
</ul>

<h2>Multicultural</h2>

English language classes are often multicultural. Our learners bring a wonderfully unique blend of beliefs, experiences, cultures, and backgrounds to class. Helping them to develop their social, emotional, and global literacies aid intercultural understanding and can facilitate some interesting real-world discussions.&nbsp;

Here are some Ellii materials&nbsp;you might want to use to incorporate global literacies:&nbsp;

<a href="https://ellii.com/lessons/easy-news-stories">Easy News Stories:</a> These simple news articles cover a range of real-world topics. They are perfect for having students consider unfamiliar cultures, learn about global challenges. and consider ways that they can make the world a better place.&nbsp;

<a href="https://ellii.com/media/videos/current-events">Associated Press Videos:</a> These short video clips cover diverse topics such as <a href="https://ellii.com/video/k-pop-exhibition-in-london-museum">K-pop culture</a>, <a href="https://ellii.com/video/stranger-things-stars-open-up-about-mental-health">mental health</a>, and <a href="https://ellii.com/video/india-s-hindus-celebrate-colorful-holi-festival">religious festivals</a>. Students will enjoy using their visual and media literacy skills to explore authentic topics of social, emotional, and global importance.&nbsp;

You may also be interested in this blog post on <a href="https://ellii.com/blog/social-emotional-learning">social-emotional learning</a>, which shares some ways to develop learners&#39; social and emotional literacies.&nbsp;

We also highly recommend watching this video of Nik Peachey&#39;s session on Multimodality in the English Language Teaching and Learning&nbsp;at the APPI Conference in Portugal.

<iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share" allowfullscreen="" frameborder="0" height="315" referrerpolicy="strict-origin-when-cross-origin" src="https://www.youtube.com/embed/Ky_tP7FM4fw?si=tqKDSL8hJ6kqvKjw" title="YouTube video player" width="560"></iframe>

<blockquote>
What experience do you have of incorporating multiliteracies into the classroom? Which ones do you feel are particularly important to your learners? We&#39;d love to know your thoughts, ideas, and tips in the comments.&nbsp;
</blockquote>

The Multimodal, Multisensory, Multicultural Power of Multiliteracy Learning

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Putting&nbsp;learners at the center of their learning experience is absolutely critical for successful teaching. It helps us&nbsp;plan lessons on topics that interest them, which, in turn, helps them to stay motivated and achieve their goals. It also shows our learners that we care about them, have their best interests at heart, and have considered their needs.&nbsp;

In this blog post, I&#39;ll explore some ways to get to know your learners better, whether on the first day of class or throughout the term.&nbsp;

<h1>Learn their names</h1>

This sounds super basic, but it is one of the most important ways to show that you care about every individual learner. <a href="https://app.ellii.com/lesson/1211-your-name" target="_blank">Your name</a> is a core part of who you are, so hearing it said correctly makes you feel valued. On the flip side, when someone gets it wrong, it can be annoying or even make us feel unimportant. Therefore, we have to take time to learn every student&#39;s name.&nbsp;

As language teachers who teach learners from around the world, we may often have to learn new and unfamiliar names. It can be helpful to use name badges, write students&#39; names&nbsp;on the board, or have a seating plan to refer to until you have committed their names&nbsp;to memory.&nbsp;

It is especially important to get the spelling and pronunciation correct. Don&#39;t be afraid to ask for clarification on how to say someone&#39;s name. They&#39;ll appreciate that you are trying to get it right.&nbsp;

To help you remember names, you can use Ellii&#39;s printable <a href="https://app.ellii.com/lesson/2209-class-list%C2%A0">Class List</a>. This handy chart&nbsp;also&nbsp;has a column for &quot;preferred name&quot; in case students prefer to use a nickname or shortened version of their name. You may also want to try this popular Ellii Poll about <a href="https://app.ellii.com/gather/polls/names" target="_blank">Names</a>.

<img alt="Ellii Class List" src="https://esllibrary.s3.amazonaws.com/uploads/ckeditor/pictures/4681/content_Class-list-Ellii.png" />

<h1>Use introduction activities</h1>

The first days of class are critical for making a good impression and getting to know your learners. They are an opportunity to find out your learners&#39; language level, skills, interests, and goals. They are also a great excuse to have a bit of fun, <a href="https://ellii.com/collections/academic-subjects/communication-skills/getting-acquainted" target="_blank">help learners get to know each other</a>, and instantly start using their language skills to communicate.&nbsp;

One activity&nbsp;I love (which also&nbsp;helps the class learn each other&#39;s names)&nbsp;is a simple ball game. Have students stand in a circle. One student calls out a classmate&#39;s name, asks a question of their choice&nbsp;(e.g., What is your favorite sport?), and then throws the ball to the person whose name they called. That person then answers the question, calls another classmate&#39;s name, asks another question, and throws the ball. This continues until everyone has had a turn and has learned&nbsp;a few facts about each other.&nbsp;

You can find&nbsp;ideas for activities to do on the first day of class here:&nbsp;

<ul>
	<li><a href="https://ellii.com/blog/4-fun-ways-to-warm-up-a-new-class">4 Fun Activities to Warm Up a New Class</a></li>
</ul>

<h1>Build relationships</h1>

Getting to know your learners isn&#39;t just an&nbsp;activity for the first week of class. Developing strong rapport with them happens over time. Taking&nbsp;note of topics that interest them and then using these to choose future lessons will be appreciated by learners.&nbsp;

The language classroom has many opportunities for learners to share their interests. These will undoubtedly come up in conversation organically. However, you can also build in time at the beginning or end of lessons for relaxed &quot;small-talk&quot; conversations.&nbsp;

For example, you could set aside the first five minutes of a lesson for learners to share:

<ul>
	<li>something exciting&nbsp;they did recently</li>
	<li>something they are planning to do&nbsp;</li>
	<li>something interesting they read online</li>
</ul>

Relaxed discussions such as these are a great way for&nbsp;students to practice their conversation skills and for you to get to know them better.&nbsp;

You could also try these materials&nbsp;from&nbsp;Ellii:

<ul>
	<li><a href="https://app.ellii.com/lesson/1749-making-small-talk">Making Small Talk</a></li>
	<li><a href="https://ellii.com/lessons/mini-debates">Mini-Debates</a></li>
	<li><a href="https://ellii.com/resources/warm-ups-fillers">Warm-Ups &amp; Fillers</a></li>
	<li><a href="https://app.ellii.com/lesson/3351-conversation-questions-group-digital" target="_blank">Conversation Questions</a></li>
</ul>

<img alt="Getting Acquainted screenshot" src="https://esllibrary.s3.amazonaws.com/uploads/ckeditor/pictures/4677/content_getting-aquainted-Ellii.png" />

<h1>Create individual learning plans&nbsp;</h1>

Individual learning plans (ILPs) are a great way to get to know learners. They allow students time to reflect on their current skills, prior learning,&nbsp;language level, goals, and ways to achieve those goals.

You can use ILPs in class to have students think about their learning. Although ILPs are&nbsp;personal by nature, it can also be impactful for learners to share their ideas, goals, helpful resources, and learning strategies with each other. Use your discretion to decide if&nbsp;this could work with your particular learners.&nbsp;

Check out one of <a href="https://app.ellii.com/lesson/2127-my-language-goals">Ellii&#39;s ILPs</a>:

<img alt="My Language Goals screenshot" src="https://esllibrary.s3.amazonaws.com/uploads/ckeditor/pictures/4680/content_My-language-goals-2-Ellii.png" />

<img alt="My Information Continued screenshot" src="https://esllibrary.s3.amazonaws.com/uploads/ckeditor/pictures/4679/content_My-language-goals-1-Ellii.png" />

<h1>Use visual storytelling techniques</h1>

Using visual metaphors can be a fun way to help learners&nbsp;think about their learning. You can draw these, use Ellii&#39;s flashcards, or look for copyright-free icons online.

Here are some ideas for visual metaphors:&nbsp;

<ul>
	<li>use a road map, pathway, or river to have students think about the distance they have traveled and where they would like to be in their language-learning journey</li>
	<li>use a target with arrows to have students think about their goals and how to achieve them&nbsp;</li>
	<li>use a seed, a sapling, a small tree, and a fully grown tree to signify their current level of skills&nbsp;</li>
</ul>

You can find more ideas on how to implement these suggestions using Ellii&#39;s flashcards&nbsp;in this blog post:&nbsp;

<ul>
	<li><a href="https://ellii.com/blog/twelve-ellii-flashcards-for-reflection">12 Ellii Flashcards for Planning &amp; Reflection</a></li>
</ul>

<blockquote>
These are just a few ways to get to know your learners. What has worked for you? Share your ideas in the comments.&nbsp;
</blockquote>

Getting to Know Your Learners: Supercharging Learner-Centered Teaching

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There are many reasons why teaching teens may be considered&nbsp;a daunting task. Teenage learners face many social, academic, family, hormonal, and life pressures that can impact&nbsp;their classroom behaviors. However, teaching this age group is also a lot of fun, as they can be super energetic, entertaining, and inquisitive.&nbsp;

In this blog post, I&#39;ll share some of the tips I&#39;ve learned about teaching teenagers over the years.&nbsp;

<h2>1. Get to know your learner</h2>

I guess this is my number one tip for any age group really. Knowing your learner helps you put them at the center of their learning experience and tailor your lessons to their needs and interests.&nbsp;

In the very first class, have learners introduce each other and share their learning goals as well as hobbies, likes, and dislikes. Finding out what makes them tick can help you choose topics that will engage and motivate them. If many of your learners love computer games, consider delivering the next lesson on that topic.&nbsp;

These Ellii tools&nbsp;can help you get to know your learners better:&nbsp;

<ul>
	<li><a href="https://app.ellii.com/lesson/2123-autobiography-beg">Autobiography - Beginner</a></li>
	<li><a href="https://app.ellii.com/lesson/2124-autobiography-int">Autobiography - Intermediate</a></li>
	<li><a href="https://app.ellii.com/lesson/2125-autobiography-adv">Autobiography - Advanced</a></li>
	<li><a href="https://app.ellii.com/lesson/2127-my-language-goals">My Language Goals</a></li>
</ul>

<h2>2.&nbsp;Create a welcoming atmosphere</h2>

All learners want to feel included, welcomed, and important. This may be particularly crucial for&nbsp;teenage learners, who might lack confidence, feel socially anxious, or want their English class to be an escape from reality more than just a learning opportunity.&nbsp;

Welcome learners into the classroom with a smile, learn their names, and get to know each one as individuals. Building rapport in this way can help strengthen relationships and build mutual respect for each other.

You can also facilitate&nbsp;discussions where students can share their opinions, thoughts, and ideas in a safe space. Encourage learners to listen and respond to each other with respect for differing viewpoints and cultivate an inclusive atmosphere.&nbsp;

<h2>3. Foster social-emotional awareness</h2>

The teenage years can be an emotional roller coaster. Try to include class activities that help learners to become aware of their feelings and manage their responses&nbsp;in practical ways.

For instance, at the beginning of class, have learners select an emoji that represents how they are feeling. They can choose one on their phone or computer, or draw one in their notebook. Discuss the reasons for their emotions&nbsp;and things they could do to turn negative emotions into more positive ones.&nbsp;

<blockquote>
🥳 I am excited because it is my birthday today.&nbsp;

😕 I am worried about an exam. I will feel better once I study more&nbsp;and relax in front of the TV later.&nbsp;

😡 I am annoyed because my football team lost, but I think I will feel better when I see my friends&nbsp;after class.&nbsp;
</blockquote>

This blog post has more information and ideas about social-emotional learning:&nbsp;

<ul>
	<li><a href="https://ellii.com/blog/social-emotional-learning">A Quick Guide to Social-Emotional Learning</a></li>
</ul>

<h2>4. Up the pace</h2>

Teenagers get bored quickly. A fast-paced lesson with varied activities will keep them interested.&nbsp;

Here are some ideas to try:&nbsp;

<h3>Ellii Polls</h3>

These interactive group activities allow learners to connect via their device using a QR code. There is an ever-growing selection&nbsp;of polls, so there is bound to be one related to the content you&#39;re planning to cover.&nbsp;

Learners discuss questions and then share their opinions by voting anonymously.

<img alt="Ellii Poll &quot;What is your superpower?&quot;" src="https://esllibrary.s3.amazonaws.com/uploads/ckeditor/pictures/4634/content_Ellii-Poll.png" />

They can then pause and discuss the answers in more detail:&nbsp;

<img alt="Ellii Poll Question" src="https://esllibrary.s3.amazonaws.com/uploads/ckeditor/pictures/4633/content_Ellii-Poll-Question.png" />

<h3>Ellii Flashcards&nbsp;</h3>

There are over 6,000 Ellii flashcards, and the activity opportunities are infinite. They are perfect for teaching vocabulary and&nbsp;practicing storytelling, and they serve as excellent visual thinking tools.

These blog posts are full of&nbsp;suggestions for teaching with flashcards:&nbsp;

<ul>
	<li><a href="https://ellii.com/blog/twelve-ellii-flashcards-for-reflection">12 Ellii Flashcards Perfect for Planning &amp; Reflection</a></li>
	<li><a href="https://ellii.com/blog/3-tips-for-using-flashcards-no-prep-required">3 Tips for Using Flashcards&mdash;No Prep Required</a></li>
</ul>

<h3>(Silent) Videos</h3>

Ellii&#39;s Media Gallery&nbsp;currently has over 600 videos to choose from. These videos are perfect as the starting point of a lesson or as a complement to the topic you are teaching. They could also be used as warmers or as a way to switch the pacing and engagement in a lesson.&nbsp;

Here are some ideas for your class:&nbsp;

<ul>
	<li><a href="https://ellii.com/blog/how-to-use-videos-in-class">4 Ways to Use Videos Effectively in Class</a></li>
	<li><a href="https://ellii.com/blog/4-ways-to-use-silent-video-clips">4 Creative Ways to Use Silent Video Clips in Class</a></li>
</ul>

<h2>5. Get creative</h2>

Teenagers love the opportunity to express themselves in creative ways. Give them a chance to draw, do origami, create posters, cut up magazines, and make things from craft materials. This is the perfect opportunity to develop critical thinking and team-building&nbsp;skills too.&nbsp;

However, creativity in the classroom isn&#39;t just about playing with felt-tip pens and glue. You can also get creative with projects, inquiry-based learning, and activity choices.&nbsp;

Check out these blog posts for more ideas:&nbsp;

<ul>
	<li><a href="https://ellii.com/blog/not-your-ordinary-english-9-creative-ideas-for-teaching-language-learners">Not Your Ordinary English! 8 Creative Ideas for Teaching Language Learners</a></li>
	<li><a href="https://ellii.com/blog/inquiry-based-learning-a-quick-guide-of-elt-professionals">Inquiry-Based Learning: A Quick Guide for ELT Professionals</a></li>
</ul>

<h2>6. Introduce competition</h2>

I haven&#39;t taught a single teenage class that hasn&#39;t got excited at the idea of a bit of competition. This could come in the form of a quick game&nbsp;where a student is nominated to keep score. It could also be a longer-term group effort&nbsp;where scores are totaled up monthly. For example, you could give prizes to the group who completed the most tasks on&nbsp;<a href="https://ellii.com/teachers/management/classes">Ellii Classroom</a>.

The prizes themselves don&#39;t have to be costly or sought-after. They could be as simple as a check mark&nbsp;on a poster on the wall or coupons to save up to get&nbsp;sweets, stationery, or stickers.&nbsp;

Likewise, the games don&#39;t need to be intricate or time-consuming, either. Here are some I have found to be low-prep and highly&nbsp;effective:&nbsp;

<h3>Spelling Race</h3>

Put students in groups. One representative from each group stands at the back of the classroom. The teacher (or a nominated student) shouts out a word. Students then race to write the word on the board with the correct spelling. For an added challenge&nbsp;or to balance a clear difference in abilities, you could have learners draw the word or write a sentence using the word too.&nbsp;

<h3>Dice&nbsp;Game&nbsp;</h3>

Put students in groups. Each group takes turns to nominate a representative to answer a question, spell a word, create a sentence (using the target language), etc. Once their chosen group member completes their task, they can roll the dice. The group gets the number of points on the dice roll.&nbsp;

Alternatively, you could assign each number on the dice with a different outcome.&nbsp;

<img alt="Ellii dice flashcard image" src="https://esllibrary.s3.amazonaws.com/uploads/ckeditor/pictures/4635/content_Ellii-Dice.png" />

For example:&nbsp;

<blockquote>
1 = 10 points

2 = multiply current score by 10

3 = lose all your points

4 = miss a turn&nbsp;

5 = -10 points

6 = pass the dice to a team of their choice
</blockquote>

<h2>7. Use technology (or don&#39;t)</h2>

The question of whether to use technology in class is becoming more polarized. Some believe the classroom is a space for learners to develop the digital skills they need for further study and employment. Others feel the classroom should be a device-free zone and&nbsp;an opportunity to get away from screens and deepen&nbsp;social connections.&nbsp;

If you want to enhance students&#39;&nbsp;digital skills, consider activities such as <a href="https://app.ellii.com/gather/ellii-polls">Ellii Polls</a>, set tasks via the <a href="https://ellii.com/teachers/management/classes">Ellii Classroom</a> portal, or have them use digital tools to create blog posts, websites, or presentations.&nbsp;

If you would prefer the classroom to be device-free, consider printing <a href="https://ellii.com/lessons">Ellii&#39;s PDF lessons</a>&nbsp;for use in class and doing activities such as <a href="https://ellii.com/lessons/role-plays">role-plays</a>,&nbsp;<a href="https://ellii.com/blog/simply-storytelling-inspiring-english-learners-with-story-prompts">storytelling</a>, and&nbsp;<a href="https://ellii.com/blog/improv-in-the-classroom">improv</a>.&nbsp;

<h2>8. Give them&nbsp;independence</h2>

While most adults want to feel younger than they are, many teenagers want to feel older. In some ways, adolescents are in&nbsp;limbo between childhood and adulthood. Teens can&#39;t wait to be independent, make their own decisions, and choose their own path.&nbsp;

An easy way to do this is to give them options&nbsp;in class. For example, let them choose whether they want to&nbsp;deliver a presentation, write a blog post, or record a podcast. Or have them decide whether to work alone, in pairs, or in groups. You could even let them choose the topic of the next lesson or which game to play next.&nbsp;

<h2>9. Let them be the teacher</h2>

This is another great way to give them independence. It is also fun and a huge boost to their confidence. Plus, teaching knowledge or skills to others is one of the best ways to learn.&nbsp;

My learners have always responded well to taking the whiteboard marker from my hand. It is often followed by a giggle, a smile, and then lots of examples and ideas I would never have thought of myself being added to the board. Students can use their own language to explain language points, tell a story, spell words, correct errors, or draw a diagram.

To make this more collaborative and supportive, have students work together to help each other. And, of course, you can always take the marker back whenever they need your input.&nbsp;

<h2>10. Relax &amp; enjoy!</h2>

English class is an opportunity to develop&nbsp;communication skills. The main objectives&nbsp;of any lesson is to learn the language, practice, and gain confidence. Teens appreciate it when the teacher relaxes and goes with the flow&mdash;and perhaps even throws the lesson plan out the window when the discussion is juicy!

If the lesson has gone off on a tangent and students are animatedly using their English skills to discuss Pok&eacute;mon cards (or whatever), roll with it. You&#39;ve found what makes the students tick! You are winning and they are using their language. If there is no imminent examination on the horizon, use the opportunity to teach the language&nbsp;that emerges from this conversation.&nbsp;

<blockquote>
These are my top tips for teaching teenagers. Which ones do you relate to most? What are your top tips or activities?&nbsp;
</blockquote>

10 Tips for Teaching Teens

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When we think about reading, our mind can often go straight to&nbsp;relaxing with a good book. The reality is somewhat different. On a daily basis, we are more likely to use literacy skills in shorter, more purposeful ways.

We might go out for breakfast to a coffee shop, taking time to peruse&nbsp;the menu before ordering. Perhaps we skim reviews first and then use&nbsp;an online map or follow signs to find the right place. On the way, we may stop&nbsp;to withdraw&nbsp;some cash&nbsp;at the ATM and then check&nbsp;our bank statement just to make sure we have enough for&nbsp;an extra croissant!

Each of these reading skills is uniquely different:

<ul>
	<li>Reading a book requires concentration for longer periods of time as well as imagination and the ability to consider the <a href="https://app.ellii.com/lesson/3125-identifying-the-author-s-purpose" target="_blank">author&#39;s purpose</a> or <a href="https://app.ellii.com/lesson/3136-understanding-implied-meaning" target="_blank">implied meaning</a>.</li>
	<li><a href="https://app.ellii.com/lesson/3369-menus" target="_blank">Reading a menu</a>&nbsp;may involve <a href="https://app.ellii.com/lesson/3179-skimming-scanning" target="_blank">scanning</a> for a specific item and then checking prices or information about ingredients, allergies, or nutrition.</li>
	<li>Reading reviews involves <a href="https://app.ellii.com/lesson/3179-skimming-scanning" target="_blank">skimming</a> to get an overall idea of what to expect, scanning the ratings, and <a href="https://app.ellii.com/lesson/3393-distinguishing-fact-from-opinion">identifying facts or opinions</a>.&nbsp;</li>
	<li><a href="https://app.ellii.com/lesson/3781-maps" target="_blank">Reading maps</a> will have us&nbsp;scanning for locations and matching street names and landmarks.&nbsp;</li>
	<li><a href="https://app.ellii.com/lesson/3231-atm-receipts" target="_blank">Reading ATM receipts</a>&nbsp;or <a href="https://app.ellii.com/lesson/3232-bank-statements" target="_blank">bank statements</a> will make us scan&nbsp;for important information such as&nbsp;previous withdrawals and our current balance.&nbsp;</li>
</ul>

Just as each of the reading skills required are different, so too are the layouts of each of these texts:

<ul>
	<li>A book uses continuous prose.&nbsp;&nbsp;</li>
	<li>A menu will use food names, descriptions, ingredients, prices, and perhaps even images.&nbsp;</li>
	<li>A review will use images, star ratings, and a short summary text.&nbsp;</li>
	<li>A map will show distance, grids, suggested routes, and bird&#39;s-eye views of streets or geographic data.&nbsp;</li>
	<li>ATM receipts use summary texts, headings, and numbers.&nbsp;</li>
</ul>

When reading, we not only read the text, but also the visual clues surrounding it. I recently switched my phone to Spanish to help surround myself with the language, and I found myself using visual cues such as app icons and structure to help me understand new words.&nbsp;

In this post, I will explore the importance of&nbsp;visual literacy to support reading skills development, taking examples from Ellii&#39;s <a href="https://ellii.com/lessons/real-world-reading">Real-World Reading</a> series. This series provides learners with the opportunity to read&nbsp;texts as they would experience&nbsp;them in real life.&nbsp;

<h2>Health Labels &amp; Warnings</h2>

Food packaging contains a lot of important information, especially if learners have dietary requirements or allergies. Food manufacturers use visuals to make this information more accessible. In Ellii&#39;s <a href="https://app.ellii.com/lesson/3398-health-labels-warnings">Health Labels &amp; Warnings</a> lesson, students read various food labels and icons and consider their meaning. Visual literacy plays a key part in interpreting the message.&nbsp;

For example, this black circle with a cross through it makes it very clear that consuming alcohol while taking this specific medication is not advised. The visual alone can convey this message in an impactful way&nbsp;without the need to read and understand the text.&nbsp;

<img alt="Alcohol warning label" src="https://esllibrary.s3.amazonaws.com/uploads/ckeditor/pictures/4509/content_Ellii-Reading-Literacy-Visuals-Alcohol-Warning.png" />

Another example is the black octagonal food warning icon that is used in many countries to express that food is high in calories, salt, sugars, or saturated fats, or that it isn&#39;t suitable for children. <a href="http://www.paho.org/en/news/9-3-2021-octagonal-warning-labels-perform-best-helping-consumers-choose-healthier-food-major">A research study</a> by the Ministry of Health and Wellness of Jamaica found that these black octagons had a bigger impact on healthy food choices than the nutritional traffic light system.&nbsp;From a visual literacy perspective, perhaps the black color choice and octagonal shape convey&nbsp;more of a warning message than the bright, cheerful colors of the green, amber, and red traffic light system.&nbsp;

<img alt="Black octagonal warning" src="https://esllibrary.s3.amazonaws.com/uploads/ckeditor/pictures/4510/content_Ellii-Reading-Literacy-Visuals-Dept-of-Health.png" />

Of course, some food labels can be misleading and require&nbsp;critical thinking skills to decode.&nbsp;For example, the color green in these circles suggests natural and healthy. However, not all gluten-free, vegan, and organic products are good for your health. Some may be high in fats, salts, or sugars, or they may use processed ingredients.&nbsp;

<img alt="Three green circles with gluten/vegan/organic" src="https://esllibrary.s3.amazonaws.com/uploads/ckeditor/pictures/4513/content_Ellii-Reading-Visual-Literacy-Gluten.png" />

<h2>Parking</h2>

The ability to read and understand information about parking is a key skill. Without it, students run the risk of fines or their car being impounded. To help everyone avoid that, visual support is often provided in the form of signs, colors, and icons. In this lesson on <a href="https://app.ellii.com/lesson/4660-parking">Parking</a>, students explore the meaning of different signs and interpret an infographic on how to pay for parking.&nbsp;

<img alt="Parking signs" src="https://esllibrary.s3.amazonaws.com/uploads/ckeditor/pictures/4511/content_Ellii-parking-signs.png" />

Once again, we see the circle with a cross through it. This time, it&#39;s&nbsp;red&nbsp;to express that parking is prohibited. As a comparison, the green circle shows that parking is allowed. This circle does not have a cross through it, so it uses both color and shape to convey meaning.&nbsp;

The other signs show:

<ul>
	<li>a wheelchair on a blue background to express&nbsp;that parking is reserved for people with mobility needs</li>
	<li>a red sign warning that your car could be towed if you are not a tenant at the property</li>
	<li>a mobile phone to convey&nbsp;that you can pay for parking via their website</li>
	<li>a red sign with a fork and knife to show that only restaurant customers can use the parking lot</li>
</ul>

The lesson starts with key vocabulary and then has students interpret&nbsp;these signs. It then continues with an infographic on how to pay for parking. The infographic mirrors the type of signage you may encounter in a parking lot. The visuals make the information more understandable for everyone and could easily be understood without knowing the language.&nbsp;

<img alt="Parking infographic" src="https://esllibrary.s3.amazonaws.com/uploads/ckeditor/pictures/4512/content_Ellii-Parking-Infographic.png" />

The infographic uses dotted lines to connect the larger image to the logical order in which people will pay for parking. The circular pop-up images highlight key stages. The text has headings that&nbsp;can be used as a summary&nbsp;as well as more detailed information.&nbsp;

<h2>Other Real Reading Examples</h2>

The <a href="https://ellii.com/lessons/real-world-reading" target="_blank">Real-World Reading</a> section covers essential&nbsp;topics such as banking, house &amp; home, employment &amp; school, transportation &amp; food, and health &amp; hospitality. Each lesson uses authentic features of layout, color, icons, and headings&nbsp;to provide students with experience of reading real-world texts.&nbsp;

For more ideas on teaching reading or visual literacy skills, check out these posts:&nbsp;

<ul>
	<li><a href="https://ellii.com/blog/ten-ways-to-develop-visual-literacy-in-the-elt-classroom">Ten Ways to Develop Visual Literacy in the ELT Classroom</a></li>
	<li><a href="https://ellii.com/blog/pre-reading-activities-to-boost-comprehension">Pre-Reading Activities to Boost Comprehension</a></li>
	<li><a href="https://ellii.com/blog/9-post-reading-activities-to-help-students-reflect-on-a-text">Nine Post-Reading Activities to Help Students Get the Most Out of a&nbsp;Text</a></li>
	<li><a href="https://ellii.com/blog/how-one-image-can-develop-visual-literacy-and-critical-thinking">What&#39;s the Story? How One Image Can Develop Visual Literacy &amp; Critical Thinking Skills</a></li>
	<li><a href="https://ellii.com/blog/the-power-of-visuals-and-how-to-use-them-in-class">The Power of Visuals in the Classroom</a></li>
</ul>

<blockquote>
How do you incorporate visual literacy to support learners developing their reading skills? Have you explored any of the concepts in this post? We&#39;d love to know!&nbsp;
</blockquote>

Reading in the Real World: The Importance of Visual Literacy for Reading Literacy

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The annual meeting of the ELT clans took place in Edinburgh last week. The IATEFL conference brought English Language Teaching professionals from all over the world together to share&nbsp;best practices in learning and teaching.&nbsp;

As ever, it passed in a whirlwind of talks, fleeting conversations, hugs, and coffees. In this post, I will attempt to share some of my highlights, though I think I could probably write an entire book on it!

<h2>People</h2>

In Scotland, they say that &quot;people make Glasgow,&quot; but last week in Edinburgh, &quot;people made IATEFL.&quot;&nbsp;It is always a joy to catch up with familiar faces, make new connections, and meet online friends in real life. I&#39;ve been attending IATEFL since 2009, so walking between sessions and spending time in the exhibition hall tends to lead to multiple fleeting hugs and conversations, reminiscent of a family wedding! There is never enough time!

This year, I was particularly delighted to catch up with people I&#39;ve worked with on recent projects&nbsp;from National Geographic Learning, Nile, and The Hands Up Project. I also had the pleasure of meeting&nbsp;<a href="https://www.teacherthinkaloud.com/about">Sh&eacute;lynn Riel from The Teacher Think-Aloud podcast </a>(sponsored by Ellii) in real life for the first time. This was particularly exciting as I have only met her online while recording a podcast episode about being an<a href="https://ellii.com/blog/how-to-be-an-elt-nomad"> ELT nomad</a>!&nbsp;

<img alt="Image of Emily Bryson and Shelynn Riel at IATEFL conference in Edunburgh in 2025." src="https://esllibrary.s3.amazonaws.com/uploads/ckeditor/pictures/4503/content_Emily-_-Shey.jpg" />

<h2>Talks &amp; workshops</h2>

As always, the quantity and quality of teacher development sessions&nbsp;was overwhelmingly high. It was difficult to choose which sessions to attend. Topics included AI, critical media literacy, visual literacy, mediation, inclusion, diversity, and&nbsp;sustainability&nbsp;as well as all the usual methodology, pronunciation, and grammar geekery.&nbsp;

Here is a sketchnote from Jade Blue&#39;s fantastic session on Visual Literacy.

<img alt="Sketchnote by Emily Bryson of Jade Blue's IATEFL 2025 session on Visual Literacy" src="https://esllibrary.s3.amazonaws.com/uploads/ckeditor/pictures/4504/content_Emily-Bryson-Visual-Literacy-Jade-Blue-sketchnote.jpg" />

For more visual notes, check out my blog post where I share all my sketchnotes:&nbsp;<a data-behavior="truncate" href="https://www.emilybrysonelt.com/posts" rel="noreferrer" target="_blank">https://www.emilybrysonelt.com/posts</a>

<h2>Speaking at IATEFL</h2>

One of the things that I love most about IATEFL is the community spirit in sharing expertise. It feels just as good to attend a talk or workshop as it does to deliver one. This year, my session was entitled Real Role Models: Authentic Voices That Make an Impact. It was sponsored by National Geographic Learning to promote books and resources I have created for them: Voices, Impact, and <a href="https://www.ngl-emea.com/teaching-through-crisis">Teaching through Crisis</a>.&nbsp;&nbsp;

The session explored the importance of authentic role models in language learning. Inspiring humans can give us the confidence to know that we can achieve what may at times feel impossible. And supportive teachers can help learners to believe in themselves and reach their true potential.&nbsp;

I shared some of my own role models (my parents,&nbsp;<a href="https://jenny-graham.com/">Jenny Graham</a>, various National Geographic explorers,&nbsp;<a href="https://www.ngl-emea.com/teaching-through-crisis-professional-development">Roza Salih</a>, etc.) and was particularly fortunate and honored to have one particularly epic human in the audience: Ali Waters.&nbsp;

Ali has inspired people all over the world to pick up over one&nbsp;million pieces of litter! I consider her to be my youngest role model,&nbsp;as she has achieved all this by just&nbsp;eleven years old! Supported by her own role models at Kids Against Plastic and her fabulous&nbsp;parents, Harry Waters and Gema Gal&aacute;n Est&eacute;vez, Ali delighted my audience with her changemaking tales.&nbsp;

<img alt="Ali Waters on stage with Emily Bryson at IATEFL 2025. Ali is the perfect example of a young changemaker who has used her voice to make an impact." src="https://esllibrary.s3.amazonaws.com/uploads/ckeditor/pictures/4505/content_Emily-Bryson-Story-with-Ali-Waters.jpg" />

You can find out more about Ali&#39;s #1MillionLitterPick challenge on the <a href="https://kidsagainstplastic.co.uk/1millionlitterpick/">Kids Against Plastic</a> website or by following her dad:&nbsp;Harry Waters <a href="https://www.instagram.com/renewableenglish/">@RenewableEnglish</a>. Ali&#39;s&nbsp;new target is two million and you can help her by logging any litter picks on the app.&nbsp;

<h2>A closing plenary to change the world</h2>

Not only did Ali steal the show during my session, but she also blew us all away with her powerful questions at the closing plenary with her father. IATEFL wanted to recognize the importance of learner voices, so they invited her to speak and reflect on her own learning experiences to pose 5 Burning Questions.&nbsp;

Here is my sketchnote from the session. Please excuse the &quot;burnining&quot;&nbsp;spelling mistake! I guess it shows that I am not a robot! 😉

<img alt="Emily Bryson's sketchnote of Harry Waters and Ali Waters closing plenary at IATEFL 2025. 5 Burning Questions about Education." src="https://esllibrary.s3.amazonaws.com/uploads/ckeditor/pictures/4506/content_Emily-Bryson-Sketchnote_Burning-Questions.jpg" />

<h2>More info &amp; further reading</h2>

If&nbsp;you would like more about the IATEFL conference this year, I recommend checking out Sandy Millin&#39;s blog, where she posts detailed notes from&nbsp;sessions she attends:&nbsp;

<a href="https://sandymillin.wordpress.com/category/iatefl/iatefl-edinburgh-2025/">https://sandymillin.wordpress.com/category/iatefl/iatefl-edinburgh-2025/</a>

You can also scroll through the <a href="https://www.iateflconference.org/">IATEFL</a> social media pages or search for #IATEFL2025 on various social media platforms. If you would like to attend, become a member or follow them on socials. Speaker proposals are usually accepted from July to September. The conference will be in Brighton, UK, next year.&nbsp;

<blockquote>
What are your favorite conferences? Did you attend IATEFL this year? What were your key takeaways and highlights?&nbsp;
</blockquote>

&nbsp;

Reflections from IATEFL 2025

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Having authored various English language teaching books and resources, one of the questions I get asked most frequently is how to get into ELT materials writing. In this post, I would like to share some of my thoughts, experiences, and advice for anyone interested in a career in educational content creation.&nbsp;

But firstly, I would like to manage expectations... 😉

ELT materials writing is NOT lucrative!

If you want to get into ELT materials writing for the money, I am taking the time now to burst your bubble gently. English language teaching materials writers are not paid vast sums of cash. In fact, they probably earn about the same as&nbsp;teachers&mdash;some less, some more. It depends on the publisher and the workload,&nbsp;but largely royalties are falling, fees are decreasing, and then there are the new concerns brought by AI.&nbsp;

If you want to get into ELT materials writing because you are creative and LOVE creating resources, fantastic. It is a wonderful career with lots of potential. You can wear a variety of different hats and work with loads of diverse professionals from all over the world. You can&nbsp;also choose to specialize in&nbsp;all sorts of different areas, such as&nbsp;business, young learners,&nbsp;specific purposes, sustainability, advanced, and literacy.&nbsp;

So here are my top tips for getting started:&nbsp;

1. Practice&nbsp;

I started my ELT materials development journey while teaching ESOL at a further education college in Glasgow. I created classroom resources tailored specifically to my learners&#39; needs and to the local area. Then my boss asked me to develop courses in workplace English and for literacy-level learners.&nbsp;

This experience gave me the chance to develop my skills, trial resources with my classes, and get confident enough to share my work. It also meant that I had sample units available for applying for work when the opportunity arose.&nbsp;

2. Share your work

Visibility is crucial for becoming an ELT materials writer. Publishers and learning design organizations like to hire people who have an online presence. This can help them raise the profile of the resources they create and&nbsp;generate more&nbsp;sales.&nbsp;

Sharing your work is a good way to tell the world you exist and to show the style, personality, and quality of your work. It has never been easier&nbsp;to create a website or share your lesson ideas on social media. The more you share, the more you are seen and&nbsp;the more likely people will ask you to work for them.&nbsp;

3. Design visually appealing resources

It is often said that &quot;you eat with your eyes first.&quot;&nbsp;This is also true of English language teaching resources. When designing materials, it is important that they will pass the &quot;flick test.&quot;&nbsp;Most teachers will only pick up a book for a minute or so (possibly less). First impressions are everything. If the layout isn&#39;t captivating or clear, the book will go back on the shelf. Using images, thoughtful layout, and design tools such as Canva can make educational content more visually edible!

4. Consider accessibility

There is more to layout than simply making a worksheet look pretty. It also has to be easy to read, have clear instructions, and use accessible fonts, font sizes, and colors.&nbsp;

Sans serif fonts tend to be considered easier to read than serif fonts. A &quot;serif&quot;&nbsp;is the little flick or tail on the end of some letters as in Times New Roman. This blog post and other Ellii resources use&nbsp;a sans serif font.&nbsp;

In regard&nbsp;to font size, 12 point is the minimum size for readability, though larger and with greater line spacing is recommended. For PowerPoints, 24 is the minimum, but 36 or 44 are best practice.&nbsp;

For more on this, you can watch this YouTube video of me walking through creating accessible learning materials with John Hughes:&nbsp;

<a href="https://youtu.be/kHD35CNY-mA?si=pHY_uTQXIYbm7z6Q">The A&ndash;Z of Writing Language Learning Materials: A Is for Accessible</a>

And this blog post I wrote a few years ago, which is still relevant:&nbsp;

<a href="https://www.emilybrysonelt.com/creating-accessible-learning-materials/">Creating Accessible Learning Materials</a>

5. Use vocabulary &amp; grammar profiling tools

Making learning accessible to language learners relies on using plain English and getting the level right. If a text or listening activity&nbsp;is above level, it could be too challenging and de-motivate learners. If the activity uses language that is below level, learners may get bored or not receive enough of a challenge to learn.&nbsp;

Vocabulary and grammar profiling tools allow you to check the level of a word or grammar item. One of the most popular versions is <a href="https://textinspector.com/help/lexis-evp/">Cambridge English Vocabulary Profiler</a>&nbsp;&amp; <a href="https://englishprofile.org/">Grammar Profiler</a>. It profiles language items based on the Common European Framework of Reference (CEFR) from A1 level to C2.&nbsp;

6. Join social networks

The English language teaching industry is global, so getting online and making connections is a crucial way to get ahead in materials development. Having a strong network means that you can reach out to people for advice, share your work, learn about opportunities, and let people know your skills and availability.&nbsp;

Here are some groups that I have found particularly helpful:&nbsp;

Freelance Publishing Professionals

FPP has a paid membership portal where publishers can post opportunities&nbsp;and freelancers can apply for projects&nbsp;and post&nbsp;their availability. It also has a Members Only Facebook group for people to share experiences, training opportunities, and other useful information. Once a year, they host&nbsp;a meetup in Oxford.&nbsp;

<a href="https://www.publishingprofessionals.co.uk/">www.publishingprofessionals.co.uk</a>

IATEFL MaWSIG

IATEFL has many special interest groups. One focuses on&nbsp;MaW: Materials Writing. They host&nbsp;events, workshops, webinars, and an annual pre-conference event at IATEFL. They also have&nbsp;a Facebook group and helpful resources on their blog.&nbsp;

<a href="https://mawsig.iatefl.org/">www.mawsig.iatefl.org</a>

Reflecting realities: Diversity, equity, inclusion &amp; belonging in ELT

This group now focuses on DEIB&nbsp;for all ELT professionals, but was initially established with materials writers and editors in mind. Many of the people within the group are from the ELT content development community and, therefore, it often shares resources and ideas about materials creation. It is also a great place to connect with like-minded ELT professionals and learn more about creating inclusive and accessible lessons.&nbsp;

<a href="https://www.facebook.com/groups/reflectingreality">www.facebook.com/groups/reflectingreality</a>

7. Professional development

As with any career in ELT, participating in teacher development courses is one of the best ways to hone your skills. Not only will you learn to create the best possible resources, you will also meet other&nbsp;writers and editors who can help you stay in the loop about opportunities&nbsp;or recommend you for upcoming work.&nbsp;

Here are some courses to check out:&nbsp;

Nile:&nbsp;Materials Development for Language Education:&nbsp;<a href="http://www.nile-elt.com/products/MatDevOnline">www.nile-elt.com/products/MatDevOnline</a>

Oxford TESOL:&nbsp;CertTESOL Materials Development: <a href="http://www.oxford-tesol.org.uk/oxford-certificate-in-tesol-materials-development/">www.oxford-tesol.org.uk/oxford-certificate-in-tesol-materials-development/</a>

John Hughes &amp; Katherine Bilsborough: Writing ELT Materials:<a href="https://writingeltmaterials.com/"> www.writingeltmaterials.com</a>

Bridge:&nbsp;Materials Development for the EFL Classroom:<a href="https://bridge.edu/tefl/courses/micro/materials-development-efl"> www.bridge.edu/tefl/courses/micro/materials-development-efl</a>

International House: Materials Development:&nbsp;<a href="https://www.ihlondon.com/course/materials-development">www.ihlondon.com/course/materials-development</a>

&nbsp;

<blockquote>
These are just a few of my top tips for getting into materials writing. Which ones would you like to try first? Is there anything missing that you would add?&nbsp;
</blockquote>

&nbsp;

Here are some other blog posts that might be of interest to you:&nbsp;

<a href="https://ellii.com/blog/beyond-teaching-elt-careers-to-keep-you-motivated">Beyond Teaching: ELT Careers to Keep You Motivated</a>

<a href="https://ellii.com/blog/authentic-materials-grade-the-task">Authentic Materials: Grading the Task</a>

<a href="https://ellii.com/blog/ellii-talks-materials-writing-teacher-think-aloud-podcast">Ellii Talks about Materials Writing with The Teacher Think-Aloud Podcast</a>

&nbsp;

&nbsp;

How to Be an ELT Materials Writer

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Visual literacy is a key life skill. So much of the information that we see and process on a daily basis comes from visual sources such as images, pictures, symbols, signs, and diagrams. In the English language classroom, it is important for us to support our learners to develop these skills.&nbsp;

Visual literacy skills can help learners to:

<ul>
	<li>interpret the main idea of a text before reading by looking at pictures</li>
	<li>understand a complex process using a diagram</li>
	<li>navigate online platforms or learning apps using icons</li>
	<li>stay safe through decoding signs and symbols</li>
	<li>analyze meaning, think critically, and discuss their opinions with others</li>
	<li>be aware of how their responses to imagery and colors can be different from others&#39;</li>
	<li>inspire them to ask questions and explore the topic further</li>
	<li>be creative in how they communicate and convey information</li>
</ul>

&nbsp;In this blog post, I will share some creative ways to bring visual literacy into the ELT classroom.&nbsp;

<h2>1. Infographics</h2>

Infographics are a visual summary of complex information. They use icons, images, and diagrams to convey complex information in a visually engaging and quick way. Their popularity is growing as people in our fast-paced world consume information in more rapid ways.&nbsp;

When I want to find information online quickly, I will search for an infographic (or sketchnote) as a starting point. This way I can have an overview of the key aspects of a topic in seconds, without having to read dense texts.&nbsp;

In class, they are a great way to incorporate real-world reading skills into the classroom. They also support reading skills development in a fun way that reduces processing load on learners who may get overwhelmed by longer texts.&nbsp;

Here is an example infographic about <a href="https://app.ellii.com/lesson/4116-sun-protection" target="_blank">Sun Protection</a> from Ellii&rsquo;s <a href="https://ellii.com/lessons/real-world-reading" target="_blank">Real-World Reading</a> section.&nbsp;

<img alt="" src="https://esllibrary.s3.amazonaws.com/uploads/ckeditor/pictures/4432/content_infographic.jpg" />

The Real-World Reading section supports learners to develop literacy and visual literacy skills in tandem. It provides texts in their authentic layout such as emails, bank statements, menus, receipts, bills, bus schedules, and maps.&nbsp;

<h2>2. Sketchnotes</h2>

Sketchnoting is a form of visual note-taking that can boost creativity, information processing, and focus. It is a fun way to bring whiteboards, notebooks, and lessons to life. Students can try it out as a way of helping them take notes, express ideas, or keep a journal.&nbsp;

You can collaboratively create a large scale sketchnote of a topic on the whiteboard and then have students copy it or take a photo of it for their records. You could also have students search online for sketchnotes of a topic (e.g., the water cycle) and have them analyze it as they would an infographic.&nbsp;

For example:&nbsp;

<ul>
	<li>What is the infographic/sketchnote about?</li>
	<li>What images does it use? Why?</li>
	<li>What colors does it use? Why?&nbsp;</li>
	<li>What facts does it summarize?</li>
	<li>What numbers does it show?&nbsp;</li>
	<li>What types of lettering style does it use? Why?&nbsp;</li>
	<li>What questions do you have about the topic?&nbsp;</li>
	<li>And of course, you could have students research a topic and then create their own sketchnotes to share with the class.&nbsp;</li>
</ul>

You can find out more about sketchnoting here:&nbsp;

<ul>
	<li><a href="https://ellii.com/blog/sketchnoting-101-supercharged-professional-development-with-visual-notes">Sketchnoting 101: Supercharge Professional Development with Visual Notes</a>&nbsp;</li>
	<li><a href="https://ellii.com/blog/top-digital-tools-for-visual-thinking-activities">Top Digital Tools for Visual Thinking Activities</a></li>
	<li><a href="https://ellii.com/blog/how-to-get-the-most-out-of-an-elt-conference">How to Get the Most Out of an ELT Conference</a></li>
</ul>

<h2>3. Diagrams, charts &amp; graphs</h2>

Analyzing data in the form of diagrams, charts, graphs, and maps is crucial for navigating life, but also to prepare for academia and work. The ability to interpret with a critical eye can ensure that learners understand diagrams, charts, graphs, and maps correctly and don&rsquo;t get duped by <a href="https://ellii.com/blog/fake-news-in-the-ai-era-essential-skills-for-every-language-teacher-learner" target="_blank">fake news</a>. Learning to create their own can help them to process information, present their knowledge confidently, and study effectively. &nbsp;

This <a href="https://ellii.com/lessons/academic-vocabulary" target="_blank">Academic Vocabulary</a> lesson on the <a href="https://app.ellii.com/lesson/4185-the-digestive-system" target="_blank">Digestive System</a>, for example, offers learners the opportunity to understand the human body in more detail&nbsp;and learn vocabulary using visual markers. Having a diagram like this in their notebooks serves as an engaging memory booster to help them study and retain the information.&nbsp;

<img alt="" src="https://esllibrary.s3.amazonaws.com/uploads/ckeditor/pictures/4433/content_diagram.jpg" />

This&nbsp;<a href="https://app.ellii.com/lesson/3570-introduction-to-graphing " target="_blank">Introduction to Graphing</a> lesson helps students to learn the basics of understanding, using, and creating graphs.&nbsp;

<img alt="" src="https://esllibrary.s3.amazonaws.com/uploads/ckeditor/pictures/4434/content_graph.jpg" />

<h2>4. Graphic organizers</h2>

Graphic organizers are visual tools that provide a space for learners to add their ideas, notes, and answers. They are a great way to reduce processing load by providing structured learning in visual form rather than written.&nbsp;

For example, in this lesson on <a href="https://app.ellii.com/lesson/1681-internet-entrepreneurs" target="_blank">Internet Entrepreneurs</a>, students read three texts and then complete a graphic organizer in the form of a Venn Diagram. This allows learners to think deeply about the similarities and differences between each business owner. Having a small space to write in also encourages them to take notes in as succinct a fashion as possible. It also provides a quick visual memory booster to ignite conversations later in the lesson.&nbsp;

<img alt="" src="https://esllibrary.s3.amazonaws.com/uploads/ckeditor/pictures/4435/content_Venn-diagram.jpg" />

You can read more about graphic organizers in the English language classroom here:&nbsp;

<ul>
	<li><a href="https://ellii.com/blog/graphic-organizers-for-language-skills-development" target="_blank">Using Graphic Organizers for Language Skills Development</a></li>
	<li><a href="https://ellii.com/blog/graphic-facilitation-101">Graphic Facilitation 101: Teaching English through Visual Communication</a></li>
</ul>

<h2>5. Icons, signs &amp; symbols</h2>

International iconography is everywhere&mdash;from the cursor icon on your computer screen to the emergency exit icon in buildings or public transportation vehicles. These icons are specifically designed to be recognizable in any language and can help learners of all levels communicate effectively.&nbsp;

Discussing these signs and symbols in class can make learners more aware of the international language of imagery&nbsp;and how they can use it to convey their own visual messages.&nbsp;

This lesson on <a href="https://app.ellii.com/lesson/3077-road-signs-signals">Road Signs &amp; Signals</a> is a good place to start. Students can discuss what a red triangle or a green traffic light means. On completing the lesson, you could send them off around the college (or their computer screen) to find other icons that are instantly recognizable. For example, the microphone on or off icon uses a similar circle with a cross through it as the no parking sign.&nbsp;

<img alt="" src="https://esllibrary.s3.amazonaws.com/uploads/ckeditor/pictures/4436/content_signals.jpg" />

<img alt="" src="https://esllibrary.s3.amazonaws.com/uploads/ckeditor/pictures/4437/content_flashcard.jpg" />

You could also use symbolism like this to help learners to express their feelings towards a lesson, concept, or activity. Give them a red, amber, and green &quot;traffic light&quot;&nbsp;card. Students can show the green card if they understand and are happy with an activity or turn it to red if they are confused and need more clarification.&nbsp;

<h2>6. Flashcards</h2>

There is more to flashcards than simply teaching vocabulary. One image may have infinite interpretations. Take the <a href="https://ellii.com/search/flashcard" target="_blank">microphone</a> icon above for example. It could be used to:&nbsp;

<ul>
	<li>express that the sound is off</li>
	<li>ask people to turn their mobile phones to silent</li>
	<li>signal where to press to turn your sound off</li>
	<li>show that this is a quiet space</li>
</ul>

In class, it could be used to:

<ul>
	<li>represent quiet reflection time</li>
	<li>manage turn-taking (or active listening time) during conversations or debates</li>
	<li>initiate a silent role-play, skit, or presentation</li>
	<li>inspire a story or conversation about a (broken) microphone</li>
</ul>

Ellii has over 6,000 <a href="https://ellii.com/media/flashcards" target="_blank">flashcards</a> in its library. Each can be renamed. A fun visual literacy boosting activity could be to pick a flashcard&nbsp;and have students make suggestions for different ways it could be interpreted. This is a fun way to have learners get creative, think critically, and share their differing perspectives, interpretations, and ideas of a visual.&nbsp;

Here are some other ideas for using flashcards in class:&nbsp;

<ul>
	<li><a href="https://ellii.com/blog/how-to-use-our-flashcards">How to Use Our Flashcards&nbsp;</a></li>
	<li><a href="https://ellii.com/blog/3-tips-for-using-flashcards-no-prep-required">3 Tips for Using Flashcards&mdash;No Prep Required</a></li>
	<li><a href="https://ellii.com/blog/assigning-videos-and-flashcards-to-students">Assigning Videos &amp; Flashcards to Students</a></li>
	<li><a href="https://ellii.com/blog/twelve-ellii-flashcards-for-reflection">12 Ellii Flashcards Perfect for Planning &amp; Reflection</a></li>
</ul>

&nbsp;

<h2>7. Emoji</h2>

Emoji&nbsp;are everywhere. They are bright and fun, and they can convey actions, feelings, and opinions. Choosing the right emoji to respond to an online message&nbsp;or to accompany a social media comment can quickly convey how someone feels about something.&nbsp;

For example: &nbsp;

<ul>
	<li>They asked me to write an article for the school magazine! 🤩🥳</li>
	<li>They asked me to write an article for the school magazine! &nbsp;😤🤦&zwj;♀️</li>
	<li>They asked me to write an article for the school magazine! 😳🫣</li>
</ul>

The first emoji&nbsp;convey delighted excitement, while the second shows annoyance and the third embarrassment and anxiety. These emojis are commonplace and generally understandable to everyone across cultures. However some may be more open to interpretation.&nbsp;

<ul>
	<li>For example, my friend often uses this one for a smile, but I think it looks like a grimace: 😬&nbsp;</li>
	<li>Then there are cultural differences. This one could be pray, high five, or thank you depending on the person, place, or context: 🙏</li>
	<li>This one could be &quot;okay&quot;or &quot;perfect&quot;&nbsp;in some places, but highly offensive in others: 👌</li>
</ul>

Inviting discussions on these different interpretations can raise awareness, allow students to choose which icons to use in which contexts, and when to avoid them or explain their interpretations of them.&nbsp;

Here are some other ways to use them to develop visual literacy:&nbsp;

<ul>
	<li><a href="https://ellii.com/blog/emoji-feeling-adjectives">Blog</a>&nbsp;</li>
	<li><a href="https://app.ellii.com/lesson/2381-emoji " target="_blank">Discussion Starter</a></li>
	<li><a href="https://app.ellii.com/gather/ellii-polls/how-are-you-feeling " target="_blank">Ellii Poll</a>&nbsp;</li>
</ul>

<h2>8. Visual storytelling</h2>

It is often said that a picture can say a thousand words, so why not use pictures to inspire learners to use a thousand words (or ten, depending on their level).

There are many ways to do this. You could bring comics or graphic novels into class and have students read them, discuss them, rewrite the captions, and do role-plays of the panels.&nbsp;

Another idea is to have students draw their own stories&nbsp;or create them using pictures, such as cutouts from magazines or Ellii&rsquo;s flashcards. Students can then narrate or tell the story, turn it into a video story,&nbsp;or interview a character from it.&nbsp;

Here are some other ideas:&nbsp;

<ul>
	<li><a href="https://ellii.com/blog/create-your-own-adventure-teaching-english-the-wordless-way">Create Your Own Adventure: Teaching English the Wordless Way!</a></li>
	<li><a href="https://ellii.com/blog/the-stories-we-tell">The Stories We Tell</a></li>
	<li><a href="https://ellii.com/blog/simply-storytelling-inspiring-english-learners-with-story-prompts">Simply Storytelling: Inspiring English Learners with Story Prompts&nbsp;</a></li>
</ul>

&nbsp;

<h2>9. Photos</h2>

One of the best ways to bring natural discussion into the classroom is to have students share personal photos. Have them bring in a photo that is important to them&nbsp;or share some of their recent photos from their phone. Students can then describe the photo to others, ask questions, and find out more about the other learners in their class.&nbsp;

As a written activity, have students share images in an online group such as on a shared padlet or virtual learning environment and write a caption. Then have students comment on other learners&#39; posts, encouraging them to ask and answer questions.&nbsp;

If you prefer higher-impact photos with a more global outlook, check out Ellii&rsquo;s <a href="https://ellii.com/resources/photo-prompts " target="_blank">Photo Prompts</a> section. These digital activities are a great way to spark conversations and think critically about world topics.&nbsp;

Have learners:&nbsp;

<ul>
	<li>describe the photo</li>
	<li>guess what happened before the photo</li>
	<li>predict what will happen next</li>
	<li>write a caption</li>
	<li>role-play the photo</li>
	<li>consider different people&rsquo;s emotions or perspectives</li>
</ul>

Here are some ideas for how to get a whole three-hour lesson out of just one image:

<a href="https://ellii.com/blog/how-one-image-can-develop-visual-literacy-and-critical-thinking">What&#39;s the Story? How One Image Can Develop Visual Literacy &amp; Critical Thinking Skills</a>

<h2>10. Videos</h2>

As with photos, these are a great way to personalize lessons. Have students share their favorite online funnies or a short clip of them doing something funny or entertaining. Facilitate discussion about what they liked about the video, why it might be popular on socials, and any interesting language that it uses. Let them reflect on the impact the video had on their emotions or beliefs.

There are many ways to use videos in the English language classroom. Here are some tips and ideas for other ways to use them in class:&nbsp;

<ul>
	<li><a href="https://ellii.com/blog/how-to-use-videos-in-class">4 Ways to Use Videos Effectively in Class</a>&nbsp;</li>
	<li><a href="https://ellii.com/blog/4-ways-to-use-silent-video-clips">4 Creative Ways to Use Silent Video Clips in English Class</a></li>
	<li><a href="https://ellii.com/blog/selfie-videos-ell">Teaching English with Selfie Videos&nbsp;</a></li>
</ul>

These are just a few ways to incorporate visual literacy skills development in the English language classroom. Which ideas have you tried? What other ideas do you have? We would love to know.

10 Ways to Develop Visual Literacy in the ELT Classroom

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Since the launch of OpenAI tools such as ChatGPT in late 2022, teachers and learners around the world have been both amazed and concerned. The tools are infinitely useful in generating language explanations, examples, feedback, and lesson ideas. However, they are not without their challenges.&nbsp;

There are concerns that students may use the tools to cheat and that they may reduce critical thinking and ideation skills. Some are worried that they could lead to mass unemployment as bots replace the need for human language instruction.&nbsp;

The use of AI tools also increases the&nbsp;risk of misinformation spreading. In this blog post, I explore why AI poses a threat to factual information and how to help learners to develop their fact-checking and fake news detection skills.&nbsp;

Why does AI increase misinformation?&nbsp;

Generative AI tools are still learning how to process and compile information. They trawl open-access content on the internet to create their responses. This means they don&#39;t always have access to the truly factual content that may be behind paywalls. It also means that they may be generating meaning from advertisements, forums, blogs, and other unregulated content. So far, generative AI tools haven&#39;t learned to identify which of this information may be biased&nbsp;or based on opinion&nbsp;rather than facts.&nbsp;

What else may cause fake news?&nbsp;

Fake news is not a new challenge. Myths, legends, and hoaxes have been shared for centuries. One particularly famous example&nbsp;involves a mystery&nbsp;from Scotland. Photos of the legendary&nbsp;Loch Ness Monster were faked by Marmaduke Wetherell in 1933. Since then, there have been various other counterfeit claims to the existence of the mythical creature. In reality, it is probably just a clever way to boost tourism to the Scottish Highlands!

In 2024, Pew Research found that <a href="https://www.statista.com/chart/28490/news-consumption-on-social-media/" target="_blank">54% of people from the USA got their news from social media.</a>&nbsp;What is particularly concerning about this statistic is that this source of information is unregulated and, therefore, can be rife for misinformation. On social media, entertaining, shocking, or polarizing content can rapidly go viral. Influencers and people with large followings can also command alarming power over what people deem to be true and false.&nbsp;

The recent release of the Netflix series Apple Cider Vinegar has highlighted one of the most famous&nbsp;examples of this.&nbsp;Belle Gibson gained over 200,000 followers and duped them into believing that she was curing her terminal brain cancer with a healthy diet and clean living. She has become known as <a href="https://www.goodreads.com/book/show/35655983-the-woman-who-fooled-the-world">The Woman Who Fooled the World</a>, as titled by journalists&nbsp;Beau Donelly and Nick Toscano, who wrote a book unveiling her lies. She also&nbsp;managed to trick Apple, Google, and Penguin Random House into&nbsp;publishing her Whole Pantry app&nbsp;and book. In today&#39;s world, even some of the greatest minds can&#39;t identify fake news!

How can I avoid fake news?&nbsp;

I am not entirely convinced it is&nbsp;possible to avoid fake news, as the story above demonstrates. Moreover, every piece of news&nbsp;is told from a different perspective, no&nbsp;matter how well researched it is. Even large-scale, respected newspapers write articles that show subtle biases in their opinions. It is therefore essential to think critically about every piece of information we encounter and&nbsp;read the same story from multiple sources&mdash;and teach our students how to do this too.&nbsp;

How can I help learners to identify false information?&nbsp;

Here are some key skills and activities to help learners to think critically about their news sources and stories and to decide what to believe.&nbsp;

1. Check the source

The most important thing to check with news is who or where the information started. A news story is more likely to be reputable if it is written by an experienced journalist for a respected organization rather than a social media influencer who shares no evidence sources.&nbsp;

Have students think about which news providers they would consider to be trustworthy. For example, Al Jazeera, BBC News, CNN, National Geographic, and Reuters take fact-checking very seriously. Share news articles on the same topic with them and have students&nbsp;identify any differences in writing styles. You can also have them identify any biases, opinions, or aspects of the article they would like to investigate further.&nbsp;

2. Check website&nbsp;URLs

Fake news may be spread by fake websites, set up to share extreme or emotionally enticing content. It is important to check the website address. For example, the domain for an official site might end in&nbsp;.org, .com,&nbsp;or .co.uk, while a fake one might use .co or something similar.

They may also have spelling mistakes, duplicate words or letters, or use numbers: Eellii.co, ElliiESL.live, and E11ii.info could be examples.&nbsp;

3. Question everything

Cynicism isn&#39;t always seen as an attractive quality, but when it comes to 21st-century news, it is&nbsp;essential. Approaching every story with a critical eye can help us and our learners to consider its source and validity. If something looks too good to be true&nbsp;or too wildly outrageous, then it probably is. Though who can really tell? We live on&nbsp;a pretty outrageous planet!

4. Double-check

Reading information from at least two news sources can help us and our learners to understand the world more, gain differing perspectives, and check facts. It also allows students additional language practice. It could even give them the chance to compare how the news is reported in their language and in English.&nbsp;As well as reading news from other sources, it is also advisable to dig a little deeper by looking at published (and peer-reviewed) research.&nbsp;

5. Question images&nbsp;&amp; videos

More than ever, my &quot;suggested videos&quot;&nbsp;on socials are becoming very obviously AI-generated clickbait. I suspect the algorithm may have noticed that&nbsp;my curious brain hovers over them a little too long. I have resisted the urge to click&nbsp;for fear of them entering my feed, but there is a&nbsp;strange fascination about snakes crawling over a polar bear&nbsp;or a laughing baby playing with a two-headed pig!&nbsp;

Sometimes AI-generated&nbsp;audiovisual content is easy to spot. It tends to be fantastical in nature or the characters will have extra fingers, toes, and teeth. However, some are eerily lifelike. AI can generate realistic talking-head videos and replicate people and voices.&nbsp;

There are various tools that may&nbsp;identify AI-generated content such as Google Reverse Image search. However, when I tried this with an image I had generated with Canva Dream Lab, all I got was that there was no source or record of this image online. When I tried again with one of my doodles and then an image of me teaching, I got the same results. I also tried AI or Not, and it told me that the same AI-generated image was &quot;likely human.&quot;&nbsp;

I&#39;m not convinced that AI-generated audiovisual content is identifiable, but we can support our learners to at least question it. Share some obvious and less obvious artifically created videos or images with them. Have them discuss their purpose and whether the messages they convey are misleading or ethically sound.&nbsp;

6. Share &amp; discuss examples

To raise awareness of the pursuit of authenticity, a fun activity is to investigate potentially fake news with learners. You could share examples that are trending online or&nbsp;have students share&nbsp;some they&#39;ve seen recently. Give them time to discuss what makes it appealing (e.g., emotional response, captivating headline, engaging images). You could also have&nbsp;students create their own by themselves or using AI. As an added challenge, have some students communicate&nbsp;real news as others develop&nbsp;fakes, and then see if they can spot the difference.&nbsp;

7. Focus on the language

There are some linguistic features of information checking that all learners need to know. Articles that haven&#39;t been&nbsp;properly fact-checked may use vague or sensational language. For example:&nbsp;

Modal verbs: Can, Could, May, Might&nbsp;

Sensational headings: This will SHOCK you! / Everyone NEEDS this!&nbsp;

Generalized sources: Experts say...&nbsp; (Who exactly?) / Research shows... (What research?)

8. Ask a trusted friend (or friends)

If you are still not sure if something is worthy of belief, ask someone else for their opinion. Often other people can share new knowledge of the topic with you. Make sure it is someone who you feel will know the subject well or ask a few different people for their perspectives. This can be eye-opening in itself and can help you formulate your own opinions. It is also a great excuse to perhaps practice English in a more authentic way with others.&nbsp;&nbsp;

Here are some other lessons and posts on the topic of misinformation, media literacy, and identifying fake news:&nbsp;

<a href="https://ellii.com/blog/introducing-media-literacy-in-the-english-language-classroom">Introducing Media Literacy in the English Language Classroom</a>

<a href="https://app.ellii.com/lesson/2348-fake-news">Fake News</a> (Discussion Starters&nbsp;lesson)

<a href="https://ellii.com/video/trump-assassination-attempt">Misinformation Fills Internet after Trump Assassination Attempt</a>

Have you encountered any fake news recently? Or have your learners been duped? How do you spot deep fakes and support your learners to think critically about the content they are consuming. We would love to know your experiences, thoughts, and ideas.&nbsp;

Fake News in the AI Era: Essential Skills for Every Language Teacher & Learner

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You may be hearing more people talking about inquiry-based learning at the moment. It seems to have become a bit of a <a href="https://ellii.com/blog/elt-trends-to-watch-in-2025" target="_blank">trend in ELT</a> and education in general.&nbsp;

In this post, I&rsquo;ll give a short introduction to what inquiry-based learning is, its advantages, and ways to use it effectively in class.&nbsp;

<h2>What is inquiry-based learning?&nbsp;</h2>

IBL is a learner-centered educational approach that encourages learners to ask and answer questions on a topic of their choice. Similar to project- or task-based learning, students explore a theme in depth by carrying out research.&nbsp;

In short, learners are inspired to get inquisitive and make their own inquiries to learn more about a subject that interests them or to solve a complex problem.&nbsp;

It could be said that IBL is a &quot;bottom-up&quot;&nbsp;learning approach. It gives students a subject to investigate and supports them to share their findings. This allows learners more autonomy and opportunity to develop life skills than a &quot;top-down&quot;&nbsp;approach in which the teacher shares their knowledge with the class.&nbsp;

<h2>What are the benefits of IBL for English language learners?</h2>

There are many benefits to taking an inquiry-based approach in your classroom. Here are some:&nbsp;

<h3>1. It boosts motivation.&nbsp;</h3>

Inquiry-based learning lets learners choose what questions they want to answer and what topics they&rsquo;d like to explore. When students get to choose something that interests them, they are immediately motivated to learn.&nbsp;

<h3>2. It allows space for organic language practice.&nbsp;</h3>

Learners learn through practicing and using their language skills. In the real world, they need to think spontaneously about their grammar and vocabulary choices. IBL creates a safe space to do this. The inquiry will naturally allow them to ask questions, consider responses, share opinions, give advice, and benefit from a whole manner of other organic language practice opportunities.&nbsp;

<h3>3. It is a chance to develop multiple skills.&nbsp;</h3>

An inquiry-based approach allows learners to watch videos, listen to podcasts, read texts, write down ideas, and share their thoughts. This allows them to practice all of their language skills at the same time&nbsp;in a natural and engaging way. It also provides an opportunity to develop 21st-century skills such as critical thinking, problem-solving, and creativity.&nbsp;

<h3>4. It is inclusive.&nbsp;</h3>

IBL is a flexible approach that allows learners to pick what they want to learn more about. It also allows them to choose how they want to carry out their research, present their learning, and interact with other learners. Small adaptations like these can make classrooms more accessible and welcoming for everyone.&nbsp;

<h3>5. It creates a need to use the language.&nbsp;</h3>

One of the main aims of English language teaching is to create a need for learners to use the language. An inquiry-based approach creates this necessity by posing a problem to be solved or a question to be answered. Learners&nbsp;then have to use their language skills to solve it or explore the topic more.&nbsp;

<h2>How can I use IBL in class?&nbsp;</h2>

There are four steps to inquiry-based learning:

<h3>1. Inspire curiosity that generates questions</h3>

Have you ever read or watched something that got you instantly hooked on the subject and desperate to learn more? That is the feeling we want to give learners in this stage of IBL process.&nbsp;

To do this, we could:&nbsp;

<ul>
	<li><a href="https://ellii.com/media/videos" target="_blank">watch a video</a></li>
	<li><a href="https://ellii.com/lessons/that-s-news-to-me" target="_blank">read a text</a></li>
	<li><a href="https://ellii.com/resources/photo-prompts" target="_blank">look at a picture</a></li>
</ul>

Then give students time to think, talk together, and make notes of questions that this input has inspired them to ask.&nbsp;

<h3>2. Research the topic</h3>

Now that students have questions they&rsquo;d like to answer, we can help them to find those answers. In this stage, it is important to teach them research skills and how to identify reliable sources.&nbsp;

In particular, it is essential that students understand that AI tools and Wikipedia pages are good starting points, but that the information within them must be fact-checked. AI tools search the internet for all sources, but haven&rsquo;t yet learned how to distinguish facts from opinions, or reliable from unreliable sources. In a similar way, Wikipedia can be updated by anyone, so the information may not always be correct there either.&nbsp;

As a research guide, you can help learners to evaluate sources by encouraging them to find information in books, magazines, research papers, and reputable newspapers. You may wish to have learners compare the information represented in each, as different publications might slant their information for political or economic purposes.&nbsp;

For websites, have students think critically about the purpose of each one. Sources such as the World Health Organization, UNESCO, or National Geographic are likely to be well researched and reliable. Other sites may be trying to sell them something and could be manipulating data for their own gains.&nbsp;

<h3>3. Share findings</h3>

In this stage, learners can present their findings to the rest of the class. They could do this by:&nbsp;

<ul>
	<li>delivering a presentation</li>
	<li>creating a poster</li>
	<li>writing a blog post</li>
	<li>recording a video or podcast</li>
	<li>doodling a sketchnote</li>
	<li>making an infographic</li>
	<li>building a web page</li>
</ul>

This is an excellent opportunity to encourage more inquiries and curiosity by inviting learners to ask further questions and explore the topics even further.&nbsp;

<h3>4. Reflect&nbsp;</h3>

The final stage of IBL is to reflect on the learning process. This gives them a chance to explore what aspects of the process they enjoyed, what was challenging, what they discovered about how they like to learn, and what they might do differently in the future.&nbsp;

<h2>Further reading</h2>

If you&rsquo;d like to know more about inquiry-based learning, here are some sites where you can carry out your own inquiry:&nbsp;

<ul>
	<li><a href="http://michelleworgan.com" rel="noopener noreferrer nofollow" target="_blank">Michelle Worgan</a> is a fantastic inquiry-based learning expert in ELT who offers IBL-themed training, courses, and resources.</li>
	<li><a href="https://edutopia.org/article/blog-what-heck-inquiry-based-learning-heather-wolpert-gawron/" rel="noopener noreferrer nofollow" target="_blank">Edutopia</a></li>
	<li><a href="https://www.education.gov.au/australian-curriculum/national-stem-education-resources-toolkit/i-want-know-about-stem-education/what-works-best-when-teaching-stem/inquiry-based-learning" rel="noopener noreferrer nofollow" target="_blank">Australian Government Department of Education</a></li>
</ul>

You may also be interested in the following blog posts from Ellii:&nbsp;

<ul>
	<li><a href="http://ellii.com/blog/task-based-learning" target="_blank">Task-Based Learning: An Introductory Guide</a></li>
	<li><a href="http://ellii.com/blog/takeaways-from-tesol-2022-project-based-learning" target="_blank">Project-Based Learning</a></li>
	<li><a href="https://ellii.com/blog/elt-trends-to-watch-in-2025" target="_blank">ELT Trends to Watch in 2025</a></li>
</ul>

<blockquote>
Have you tried inquiry-based learning? Would you like to give it a try? Let us know in the comments.
</blockquote>

Inquiry-Based Learning: A Quick Guide for ELT Professionals

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Feedback is an essential part of the language learning process. It helps learners to see their progress and identify areas for development. However, when and how to give feedback can be a challenge.&nbsp;

In this blog post, I&rsquo;ll explore some minimal-prep, creative ways to give feedback that boosts student confidence and helps learners reach their goals.

<h2>1. Reframe negative feedback</h2>

Giving students the confidence to speak is absolutely crucial for successful language learning. Feedback framed in a negative way or that is overly harsh can be highly de-motivating and can even result in learners becoming disengaged or dropping out of learning entirely.&nbsp;

For this reason, it is good to start with things the student does well&nbsp;by praising their achievements and giving recognition for their hard work. Little phrases such as &quot;Well done!&quot; and &quot;You studied a lot!&quot;&nbsp;can be very motivating.&nbsp;

Every learner will have things that they are &quot;good&quot;&nbsp;and &quot;bad&quot;&nbsp;at, but no one likes to hear that they are &quot;bad&quot;&nbsp;at something. Instead, reframe things students lack confidence in as &quot;areas for development.&quot;&nbsp;This way, they have tangible areas to focus on&nbsp;and their weaknesses are perceived as skills that they haven&rsquo;t quite mastered yet.&nbsp;

This graphic organizer from Ellii&rsquo;s <a href="https://ellii.com/packs/functional-business/materials"target="_blank">Functional Business</a>&nbsp;lesson on <a href="https://app.ellii.com/lesson/3824-giving-feedback" target="_blank">Giving Feedback</a> is a good example of this practice in action. It can be used by learners to help them&nbsp;give each other feedback as well as&nbsp;by teachers.&nbsp;

<img alt="Ellii giving feedback chart" src="https://esllibrary.s3.amazonaws.com/uploads/ckeditor/pictures/4281/content_Ellii-giving-feedback-chart.png" />

<h2>2. Encourage self-reflection</h2>

Training students to take learning into their own hands has many benefits. Autonomous learners can set their own goals, find new ways to learn, and develop their skills more rapidly overall.&nbsp;

In terms of self-reflection, supporting learners to be aware of their progress and to identify their goals and areas for improvement can be game changing. Encourage them to seek a greater understanding of their own abilities by:&nbsp;

<ul>
	<li>demonstrating tools such as spelling and grammar checkers</li>
	<li><a href="https://ellii.com/blog/developing-learner-autonomy-with-ai" target="_blank">teaching them to use AI tools responsibly</a></li>
	<li><a href="https://ellii.com/blog/english-with-voice-assistants" target="_blank">using voice-recognition tools to practice speaking</a></li>
	<li><a href="https://ellii.com/resources/assessment-tools" target="_blank">encouraging them to self-assess their skills</a></li>
	<li>embracing peer feedback</li>
	<li>allocating time at the end of class to review and reflect</li>
</ul>

<h2>3. Show progress</h2>

Progression is powerful. As humans, our inner trolls often default to how little we&rsquo;ve achieved or how much we still need to do. However, looking back can be a huge boost to our confidence. Reflecting on distance traveled over a period of time can help us realize how much we have changed and grown.&nbsp;

Having students review written or spoken work they created at the beginning of a course and comparing it to work they completed towards the end of the course can have a huge impact on confidence.&nbsp;

So too can making a list of all the things they have achieved over a certain period of time. To do this, you could give them the Ellii <a href="https://ellii.com/media/flashcards/music-hobbies-entertainment/outdoor-recreation?flashcard=2786" target="_blank">trail map</a> flashcard and have them plot key milestones along the way, or have them simply draw their own map or plot their accomplishments&nbsp;on a line on a piece of paper.&nbsp;

<img alt="trail map Ellii flashcard" src="https://esllibrary.s3.amazonaws.com/uploads/ckeditor/pictures/4278/content_trail-map-ellii.png" />

<h2>4. Use technology &amp; AI tools</h2>

Ellii offers a new way for you to leave students feedback.&nbsp;The <a href="https://help.ellii.com/article/267-how-to-use-the-grade-feed" target="_blank">Grade Feed</a> is now powered by AI and you can choose manual, suggested, or automatic feedback modes. If you choose to let AI suggest student grades and add a comment, all you need to do is review and accept or edit the suggestions. You can even leave them a voice note!

<div class="videoWrapper"><iframe allow="autoplay; fullscreen" allowfullscreen="" frameborder="0" height="360" src="https://www.youtube.com/embed/rtLIzmA29Xw?si=uIllZexALtGvYviZ" width="640"></iframe></div>

<img alt="Ellii Grade Feed voice note" src="https://esllibrary.s3.amazonaws.com/uploads/ckeditor/pictures/4280/content_grade-feed-ellii.png" />

<h2>5. Focus on specifics</h2>

Giving feedback that helps learners to develop means identifying precise subskills to study and practice. Vague feedback, such as &quot;You need to work on your writing,&quot;&nbsp;will give students an idea of what they need to improve, but isn&rsquo;t specific enough to let them know how to get better at writing.&nbsp;

To get specific, review a piece of the student&rsquo;s writing together. Have them identify aspects of the text that could be improved&nbsp;or show them one or two errors that they consistently make. Try to focus on the subskills that will make the biggest difference.&nbsp;

For example, perhaps a learner often forgets to put a capital letter at the beginning of a sentence. Have them focus on that in their next text.

You could refer to a list of skills tracked to their language level or an assessment they are preparing for (e.g., CAE, IELTS). Alternatively, work with the whole class to create a list of subskills for their level.

Think carefully about how many areas for development to give your learners. Too many could be overwhelming and de-motivating for some, while too few might not be challenging enough for others. The best way to make this decision is with your learner&nbsp;based on their learning preferences and goals.&nbsp;

Here are some related Ellii resources and blogs that we think you&rsquo;ll love.&nbsp;

Resources:&nbsp;

<ul>
	<li><a href="https://app.ellii.com/lesson/2126-self-evaluation-form" target="_blank">Self-Evaluation Form</a></li>
	<li><a href="https://app.ellii.com/lesson/2127-my-language-goals" target="_blank">My Language Goals</a></li>
	<li><a href="https://app.ellii.com/lesson/2370-weekly-reflection" target="_blank">Weekly Reflection</a></li>
	<li><a href="https://app.ellii.com/lesson/2875-the-language-of-feedback" target="_blank">The Language of Feedback</a></li>
</ul>

Blogs:&nbsp;

<ul>
	<li><a href="https://ellii.com/blog/the-importance-of-growth-mindset-for-learning-teaching" target="_blank">The Importance of a Growth Mindset for Learning &amp; Teaching</a></li>
	<li><a href="https://ellii.com/blog/twelve-ellii-flashcards-for-reflection" target="_blank">12 Ellii Flashcards Perfect for Planning &amp; Reflection</a></li>
</ul>

<blockquote>
How do you give feedback? Any top tips or teaching ideas? We&rsquo;d love to hear them.
</blockquote>

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Emily Bryson