Emilia Carrillo, Author at Spanish4Teachers.org | Page 2 of 3

Author Archive | Emilia Carrillo

21st Century Foreign Language Instruction

Sharing Some Knowledge from the “Blended Learning of Foreign Languages” MOOC

I have now been following the LTMOOC for about three weeks. It is not what I expected, as it revolves around a tool called ‘Instreamia” and not entirely around blended learning of foreign languages as the name suggests. However, interesting and useful information, theories and methodologies have been shared. I have also learned about other productive […]

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Ted Ed Flipping lesson

TED-Ed Flip Tool Updates & Their Call for Ideas

A while back I talked about the many ways in which you can use the Ted-Ed flip tool in the Foreign Language classroom. I mentioned differentiating, innovative homework, lessons for absent students, sub lessons, and more. I had also mentioned it was a tool that had recently been launched and therefore undergoing constant changes and updates. Well, […]

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Using twitter hashtags to chat

Foreign Language & Education Professional Development from the Comfort of your Home

For the past year, I have received the most constant and inspiring professional development of my life and right in the comfort of my own home (and sometimes from a good travel spot). How? Right on Twitter and all thanks to marvelous hashtags. Therefore, I am going to dedicate this post to the word ‘hashtag’, not […]

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MentorMob playlist foreign language classroom

Have you heard? There’s a New dangerous mob in the Ed-house!

What? You haven’t heard? There is a new dangerous mob around the Ed-house lately. Known for creating playlists of information to ease online learning and teaching. The imminent danger? That you’ll be hooked! The mob, the mob, the MentorMob MentorMob is an online tool that allows you to create Learning Playlists with information, resources, videos, […]

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Wallwisher in the classroom

Wallwisher in the Foreign Language Classroom

Many of my lessons start out with a brainstorming session. Why? Because this accurately engages students with the topic that will be introduced. For instance, it is much easier to explain feminine/masculine endings after students have brainstormed and have defined similarities and differences, have divided words in groups according to their ending, and drawn preliminary […]

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