Learn how to support the ABCs of your students’ engagement with feedback. This series of three microlearning units on affective, behavioural and cognitive engagement offers ways of looking at feedback from the students’ perspectives to support their language learning.

Microlearning Units

Teaching Principles and Processes: CLLIPS and ACoLADE

Planning the School-based EL Instruction Programme - How to Apply CLLIPS?
How can We Raise Awareness in the EL Classroom?
How can We Structure Consolidation in the EL Classroom?
How can We Facilitate Assessment for Learning
How can We Enable Application in the EL Classroom?
How can We Guide Discovery in the EL Classroom?
How can We Instruct Explicitly in the EL Classroom?

Inquiry-based Learning

How to Grow Creative Inquirers in the EL classroom? – Planning
How to Grow Creative Inquirers in the EL classroom? – Enacting

Differentiated Instruction

What is Differentiated Instruction and Why does It Matter?
How Important are Ongoing Assessment and Flexible Grouping in Differentiated Instruction?
How can EL Departments Build a Culture that Supports Differentiated Instruction?
How does Differentiated Instruction Work in a Large EL Class? –Determining Lesson Objectives
How does Differentiated Instruction Work in a Large EL Class? –Selecting and Adapting Lesson Resources
How does Differentiated Instruction Work in a Large EL Class? – Managing Learners and Learning
How does Differentiated Instruction Work in a Large EL Class? –Small Group Instruction
How Do We Select and Design EL Lessons for Differentiated Instruction?

Assessment for Learning

Why is it Important to Diagnose Students' Learning Needs?
What does Diagnosing Students' Learning Needs Involve?
How can English Language Teachers Diagnose Students' Learning Needs to Plan for Teaching and Learning
Diagnosing Students’ Learning Needs – Frequently Asked Questions
Learning Path: Big Ideas of Effective Feedback
Big Ideas of Feedback (1) - Find and Fix Learning Gaps
Big Ideas of Feedback (2) – Motivating Students
Big Ideas of Feedback (3) – Self-directed Learners
Learning Path: A Pedagogy of Feedback
Feeding Up: Help Students Understand Expectations of Learning
Promoting Dialogic Feedback: Help Students to Actively Seek Feedback
Feeding Forward: Help Students to Apply Feedback
Learning Path: Supporting the ABCs of Your Students’ Engagement with Feedback
Affective Engagement with Feedback: Build Students’ Confidence in Using Language
Behavioural Engagement with Feedback: Encourage Students’ Active Learning
Cognitive Engagement with Feedback: Deepening Students’ Understanding of Language

e-Pedagogy and Blended Learning

What should EL Teachers be Guided by in the Design of Blended Learning Experiences?
What should EL Teachers Consider When Drawing Up a Design Map to Plan Learning Experiences?
How can EL Departments Build a Culture that Supports Differentiated Instruction?

Using Questions to Deepen Learning

What are Quality Questions?
How Can English Language Teachers Sequence Their Questions Effectively?

Selecting and Adapting Texts

How to Select Texts?
How to Adapt Texts?
Why Select and Adapt Texts?

Effective Communication for Learning

Learning Path: Providing Language and Literacy Support in Subject Classrooms
Using the Frayer Model strategy to learn subject-specific vocabulary
Using the Concept Circle strategy to learn subject-specific vocabulary
Using the Semantic Feature Analysis strategy to learn subject-specific vocabulary
Using the K.I.M. (Key Term, Information, Memory) strategy to learn subject-specific vocabulary
Using the Word Wall strategy to learn subject-specific vocabulary
Using the Annotating Texts strategy to learn subject-specific vocabulary
Using the Sequencing a Jumbled-Text strategy to learn subject-specific vocabulary
Encouraging Student Talk in the classroom

Classroom Inquiry

Learning Path: Classroom Inquiry
Crafting Inquiry Questions
Collecting Qualitative Data
Analysing Qualitative Data
Communicating Inquiry

Knowledge about English Grammar

How do I Determine the Word Class of a Word?
What are the Different Forms of Verbs and How do I Describe Them?
What is a Noun Phrase and Why Teach it?
What are Adverbials? Why and How do I Use Them?
Subject-Verb Agreement: What Else Is There to Know?
How can We Make Texts Cohesive? – Using Grammatical Cohesive Devices
How can We Make Texts Cohesive? – Using Lexical Cohesive Devices
Coherence in Texts: What It Is and Why It Is Important

Resources

Videos on Teaching & Learning