Final Activity: Interactive Job Interview Tips with Genially

 

For this final task, I was inspired by the use of digital tools presented in Davinia Arboleda’s blog, especially the use of Genially to create interactive and visually engaging activities. I found this tool particularly interesting because it allows students to organise information creatively while improving their speaking and presentation skills.

Activity Description

In this activity, students work in small groups of two or three to create an interactive presentation using Genially about “Job Interview Tips: Do’s and Don’ts.”

Stage 1 – Introduction

The teacher introduces the topic of job interviews and asks students to brainstorm ideas about what people should and should not do during an interview.

Stage 2 – Planning

Students organise their ideas and decide how to structure their presentation. Each group prepares a short outline with three main parts: introduction, main tips, and conclusion.

Stage 3 – Creating the Genially

Students create a short Genially presentation (5–6 slides) including:

• Images

• Keywords

• At least one question for the audience

Stage 4 – Presentation

Each group presents their project to the class. Students must involve the audience by asking questions or inviting them to share their opinions.

Stage 5 – Feedback

After each presentation, students provide feedback using the “Two Stars and a Wish” strategy to highlight two positive aspects and one suggestion for improvement.

Learning Objectives

• Improve speaking and presentation skills

• Encourage collaboration and creativity

• Practise vocabulary related to job interviews and professional communication

• Develop digital competence through the use of Genially

Reflection

Using Genially helped students organise their ideas visually and encouraged them to speak more naturally instead of reading from notes. The interactive format also increased students’ motivation and participation. Overall, this activity supported the development of communication, creativity and digital skills in the language classroom.

Mini-proyecto con Genially

 

1) Overview
This mini-project was designed for adult vocational learners working in groups of 2–3. The main aims were: (1) speaking practice, (2) improving presentation skills, and (3) encouraging active listening through audience interaction.

2) Staging of the activities

Stage 1 – Set-up (10 min)

• Explain goals: speaking + presentation skills + active listening.

• Show a mini-model: 1 slide + 30 seconds.

• Create groups (2–3) and assign roles: Speaker 1, Speaker 2, Designer/Timekeeper (rotating).

Stage 2 – Choose topic + audience hook (10–15 min)

• Each group chooses a topic (from a short list).

• They must write: 1 hook (question/statistic/short story) + 2 audience questions.

Stage 3 – Research & select content (20–30 min)

• Provide 1–2 short texts/videos (teacher-selected).

• Groups select only 3 key points + 5–8 keywords.

Stage 4 – Script & language support (20 min)

• Give a small handout with useful phrases:

  • opening, signposting, asking questions, closing.

• Groups write a short script + decide body language/realia.

Stage 5 – Build Genially (30–40 min)

• 4–6 slides max.

• Rule: no paragraphs, only keywords + visuals.

Stage 6 – Rehearsal (15–20 min)

• 1 rehearsal with timer.

• Peer feedback checklist (active listening): clarity, pace, eye contact, audience involvement.

Stage 7 – Presentations (in class)

• Each group presents 3–4 minutes + 1 minute Q&A.

• Audience task: “Two Stars and a Wish” (2 positives + 1 suggestion).

Stage 8 – Co-evaluation + reflection (10 min)

• Quick self-evaluation + group evaluation using the same rubric.

3) Grouping and timing decisions
I organised students in mixed-ability groups of 2–3 to ensure peer support and balanced participation. I kept groups small to maximise speaking time and reduce “passive roles”. Timings were set with short deadlines to maintain focus and avoid over-preparation.

4) Additional materials used

• Project planner (roles, timeline, tasks)

• Language support sheet link topics

• Peer feedback checklist (“Two Stars and a Wish” + active listening questions)

5) Links to student projects (Genially)

• Project 1: genially link

6) Evidence of presentations

7) Reflection: How Genially optimised the learning experience
Genially helped students organise ideas visually and reduced the temptation to read full sentences. Because slides contained keywords and images, students had to speak more naturally. The tool also supported planning and teamwork, since students negotiated what to include and how to present it. Active listening improved because each presentation included audience questions and a short Q&A, which made listening purposeful.
Next time, I would (a) provide an even clearer model presentation, (b) dedicate more time to rehearsal, and (c) train students in how to ask better follow-up questions during Q&A.

To encourage active listening and meaningful interaction, I used a peer feedback strategy called “Two Stars and a Wish.” After each presentation, the audience identified two positive aspects of the presentation and one suggestion for improvement. This approach helped students focus on the strengths of their classmates’ work while also learning to give constructive and respectful feedback.

In addition, students answered active listening questions, such as identifying the main idea of the presentation or asking a question to the presenters. This ensured that the audience remained attentive and engaged throughout the activity.

I noticed that this strategy increased student participation and helped create a supportive learning environment. Students were more attentive because they knew they would have to comment on the presentation afterwards. It also encouraged reflection on important presentation skills such as clarity, organisation, body language, and interaction with the audience. Students used a simple project planner including roles, timeline and tasks. This planner helped them organise the project step by step, distribute responsibilities within the group and prepare their Genially presentations more efficiently.

Overall, this activity helped transform listening into an active process and reinforced the communicative goals of the project. 

Creating Digital Stories with Storyjumper: A Reflective Experience

My first book 

For this activity, I chose Storyjumper as a digital storytelling tool. I selected this platform because it allows students to combine written language with visual elements in a structured yet creative way. Since I work with adult vocational learners, I wanted a tool that was simple, intuitive, and focused on language production rather than complex technical skills.

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Organisation of the Groups

Students worked in small groups of three. I deliberately formed mixed-ability groups to encourage peer support and collaboration. Each member had a specific role:

• Writer (responsible for drafting the text)

• Language monitor (checking grammar and vocabulary)

• Designer (selecting images and organising layout)

Rotating responsibilities ensured active participation and accountability.

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Sequence of Tasks

1. Introduction of the tool (brief demonstration of Storyjumper).

2. Brainstorming session: students generated ideas for a short story related to professional life (e.g., “A First Day at Work”).

3. Planning stage: groups organised the plot using a simple structure (beginning, problem, resolution).

4. Drafting stage: writing the story collaboratively.

5. Editing stage: peer correction within groups.

6. Digital creation in Storyjumper.

7. Presentation and discussion.

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Learning Objectives

The main objectives were:

• To develop narrative writing skills.

• To improve accuracy in past tenses.

• To expand workplace-related vocabulary.

• To promote collaboration and negotiation of meaning.

• To encourage creativity and autonomy.

Storyjumper helped students achieve these objectives by making writing purposeful. Instead of writing a traditional composition, they were creating a product with a real audience. The visual support also helped weaker students structure their ideas more clearly.

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Creativity and Imagination

Creativity was encouraged through:

• Freedom to choose the story context.

• Designing characters and scenarios.

• Adding dialogue.

• Personalising the narrative with humour or realistic challenges.

Many students incorporated real-life experiences into their stories, which made the activity more meaningful.

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Students’ Reactions

Students particularly enjoyed the visual aspect of the tool and the collaborative element. They felt proud of producing a “real” digital book.

Some students found the writing stage challenging, especially when negotiating ideas within the group. However, this also promoted communication and problem-solving skills.

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What I Would Change Next Time

Next time, I would:

• Provide a clearer model story before starting.

• Allocate more time for the revision stage.

• Include a vocabulary support sheet.

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Sharing and Co-evaluation

Finished projects were projected in class. Each group briefly presented their story and explained their creative decisions.

After each presentation, classmates provided feedback using two criteria:

• One positive comment.

• One suggestion for improvement.

This created opportunities for co-evaluation and reflection on both language and creativity.

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Using EDpuzzle to Create Meaningful Listening Experiences

video edpuzzle 

Choice of Video

For this activity, I selected an authentic short video (under four minutes) related to professional development and workplace communication. I chose this topic because my students are adult learners in vocational training, and the content connects directly with their real-life interests and future careers.

The video was originally longer, so I used EDpuzzle to cut it and focus only on the most relevant segment. This allowed me to maintain students’ attention and avoid cognitive overload.

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Learning Objectives

The main objectives of the session were:

• To improve listening comprehension using authentic material.

• To develop both top-down and bottom-up listening strategies.

• To expand professional vocabulary.

• To encourage oral interaction and reflection.

• To promote learner autonomy through partial flipped learning.

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Pre, During and Post-Listening Tasks

Pre-listening (in class)

Before watching the video, students discussed the topic in pairs. I asked guiding questions to activate prior knowledge and predict possible content. This stage prepared them cognitively and reduced anxiety.

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During-listening (at home – flipped element)

Students watched the edited video on EDpuzzle at home. I inserted interactive questions directly into the video:

• Multiple-choice questions for general understanding.

• Short-answer questions focused on key vocabulary.

• One reflective question to encourage critical thinking.

Because EDpuzzle pauses the video automatically, students could process information step by step. This made the experience interactive rather than passive.

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Post-listening (in class)

In the following lesson, students worked in small groups to discuss the video. They compared answers, clarified misunderstandings, and completed a short speaking task related to their own professional goals.

This stage transformed listening into communication.

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Flipped Learning

Yes, I flipped part of the activity. Watching the video at home allowed students to:

• Work at their own pace.

• Replay difficult sections.

• Take responsibility for their learning.

As a result, classroom time was used more effectively for discussion and interaction.

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High Points of the Experience

Students appreciated the interactive format. They felt more focused because the video was short and structured. Many commented that answering questions during the video helped them concentrate.

The connection with real professional contexts also increased motivation.

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Areas for Improvement

Next time, I would:

• Add a short vocabulary support section before the video.

• Include a collaborative task where groups create their own questions.

• Experiment with assigning different videos to different groups.

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How the Activity Met the Four Objectives

1. Authentic material was used and adapted without losing its original meaning.

2. Tasks were clearly organised in pre-, during-, and post-listening stages.

3. The activity was interactive and meaningful, encouraging oral communication.

4. Students gained autonomy by working independently through EDpuzzle

Reflection on the Use of TimeToast in Adult Vocational Education

 

Learning Objectives of the Activity

The main learning objectives of this activity were:

• To develop reading comprehension skills through the identification of key information.
• To reinforce metacognitive strategies such as planning, self-regulation, and self and co-evaluation.
• To promote cooperative learning and shared responsibility.
• To improve digital competence through the use of an online tool.
• To connect reading tasks with real-world professional contexts.

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Advantages of Using TimeToast

TimeToast proved to be a highly effective tool for this activity. Its visual and chronological format helped students organise information clearly and logically. Unlike a traditional summary, a timeline requires students to prioritise relevant events and structure them coherently.

In addition, the digital format increased motivation, especially among adult learners in vocational training, who often value practical and technology-based tasks. The tool is simple, intuitive, and does not require advanced technical skills.

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Steps Followed to Set Up the Activity

1. I introduced the tool and demonstrated how to create a simple timeline.
2. Students were divided into small groups of three.
3. Each group received a short biographical text related to leadership, entrepreneurship, or innovation.
4. Groups first planned their work: they read the text, selected key events, and distributed roles.
5. They created the timeline using TimeToast.
6. Finally, groups exchanged their timelines and carried out a brief co-evaluation using clear criteria.

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Problems and Solutions

One challenge was that some students initially tried to copy large sections of the text instead of selecting key events. To solve this, I reminded them that a timeline should include only essential milestones.

Another difficulty was time management. Some groups spent too long discussing minor details. I addressed this by setting clear time limits for each stage.

A few students were unfamiliar with the tool, but peer support within the groups helped them overcome technical difficulties quickly.

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Students’ Reaction

Overall, students reacted positively to the activity. They appreciated working collaboratively and felt more engaged than in traditional reading tasks. Many commented that organising information visually helped them understand the text more clearly.

They also valued the connection between the texts and real professional contexts, which made the activity more meaningful.

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Things I Would Improve Next Time

Next time, I would provide a brief model timeline as a reference before starting the task. I would also allocate more time for the co-evaluation stage, as this part encouraged valuable reflection. Additionally, I might include a short oral presentation to reinforce speaking skills.

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How TimeToast Helped Achieve the Learning Objectives

1. It encouraged planning, as students had to decide which events were relevant before creating the timeline.
2. It promoted self-regulation, since students continuously reviewed and adjusted their work.
3. It facilitated co-evaluation through peer feedback.
4. It strengthened digital competence in a practical and meaningful way.
5. It improved comprehension by requiring students to organise information chronologically.

 

Reading Then and Now: A Personal Reflection

 

When we look at images of people reading, we immediately notice something interesting: reading does not always look the same. Some people are holding printed books, others are reading on tablets or smartphones. Some are sitting comfortably at home, while others seem to be in a classroom or library.

This simple observation raises an important question: have our reading habits changed over time?

What Are They Reading?

In some of the images, people appear to be reading novels or literary books, probably chosen by themselves. Their posture looks relaxed, suggesting pleasure reading. In other images, especially those set in classrooms, the readers are likely working with textbooks or assigned materials. In those cases, the choice may not be theirs, but rather determined by a teacher or academic requirement.

The type of text strongly influences the reading experience. A novel invites imagination and emotional engagement. A textbook, on the other hand, demands concentration and effort.

How Might They Be Feeling?

Readers of fiction may feel relaxed, curious, or emotionally involved in the story. They might be escaping into another world. Meanwhile, students reading academic texts might feel focused, motivated, or even slightly stressed if they are preparing for exams.

Reading for pleasure and reading for obligation create very different emotional responses.

My Experience as a Reader (L1 and L2)

As a reader in Spanish (my first language), I enjoy novels, essays, and opinion articles. Reading in my L1 feels natural and fluid. I can appreciate style, tone, and subtle meaning without effort. I usually choose these texts myself, guided by interest and curiosity.

In English (my L2), my reading habits are somewhat different. I tend to read professional articles, educational blogs, teaching materials, and sometimes short stories. My choices are influenced by professional development and language improvement. Reading in English requires more attention and concentration, so I am more selective about what I read.

Do I Read the Same Type of Texts in Both Languages?

Not always. In Spanish, I read more for pleasure. In English, I often read with a purpose — to learn, to improve vocabulary, or to gather ideas for teaching.

The determining factors are:

• Level of comfort in the language

• Purpose of reading

• Time available

• Professional needs

Format and Timing

In Spanish, I prefer printed books. There is something traditional and immersive about holding a physical book. In English, I mostly read online: articles, PDFs, and digital resources. It is practical and efficient.

I usually read in the evening, when I can focus better. Professional reading happens during the week, while leisure reading is reserved for quieter moments.

Final Thoughts

My reading habits have definitely changed over time. Digital reading has increased, especially in my second language. However, I still value printed books deeply. They offer a slower, more reflective experience — something that modern life often tries to rush.

Reading remains essential, whether on paper or on a screen. What truly matters is not the format, but the connection we create with the text.

Why This Blog Exists: Rethinking Teaching for Real Learning

 Why This Blog Exists: Rethinking Teaching for Real Learning

Teaching has always been a living profession. Methods evolve, tools change, technologies advance — but the heart of education remains the same: meaningful learning that transforms lives.

This blog was created to explore innovative teaching practices that truly make a difference in the classroom — especially in adult education, where experience, responsibility, and motivation take on a different dimension.

Innovation in education is not about trends or flashy tools. It is about improving learning outcomes, increasing engagement, and respecting the diverse backgrounds students bring with them. True innovation builds on strong foundations: clarity, structure, high expectations, and human connection.

Here, you will find:

• Practical strategies grounded in real classroom experience

• Reflections on project-based learning, flipped classrooms, collaborative learning, and microlearning

• Honest discussions about what works — and what doesn’t

• Ideas for integrating technology with purpose

• Approaches that balance creativity with rigor

Adult learners bring life experience, resilience, and clear goals. They deserve teaching practices that respect their time, intelligence, and commitment. This blog aims to support educators who want to meet that responsibility with both creativity and discipline.

Education is not about replacing tradition — it is about strengthening it with thoughtful innovation.

If you believe that good teaching is both an art and a craft, and that improvement is always possible, you are in the right place.

Let’s rethink teaching — carefully, critically, and with purpose.

Useful links about web resorces for English.

Onestopenglish

ESL Fast

ENG HUB