What strategies do you use to promote effective study time in your class?
I often use problem-solving activities in groups and then a discussion session with feedback. I use brainstorm and pop quizzes.
Will it be different in English? Why? I’m already having a EMI course so I had to change some activities and to give the students more support with the vocabulary, I relay more in brainstorming that in problem-solving by themselves but definitely I keep my methodology of working in peers to solve a clinical case.

How do you usually engage your students in class?

I start asking questions about the topic we are about to learn, I often do this activity at the beginning of asking 3 questions “what do I know, what do I want to know? and what did I learn” and we finish the class with the last question.

How will you engage them differently in your EMI classroom?

I am experiencing that using videos and visual-aids are helping my students to engage better than just writing in their notebook the 3 “W” questions.

What are your students usually expected to do in your class in terms of production and reflection?
Problem-solving of clinical cases that I share with them and at the end of the class we reinforce with feedback

What elements from the previous sections studied could you use for your EMI course?

Definitely emotional validation, rapport, humanism, different learning styles, and more of the “dos” of the ESA and less “don’ts”, I recognize that in my practice I can abuse of some “dont’s” like overuse independency, assuming they’ll know and just ask hem if they got it. I think it is for me really important to work more in the “S” of ESA.