Reciprocal reading is a process-oriented classroom activity which divides & distributes critical reading responsibilities across four learners in an intensive critical reading group. It is particularly suitable for Trinity ISE & Cambridge B1 Preliminary, B2 First, & C1 Advanced reading instruction. It is also easily adaptable for online language learning courses, for example in discussion… Continue reading Reciprocal Reading: Process-oriented reading instruction
The idea of flipping the classroom has gained a lot of popularity in the press & among proponents in recent years. In principle, the “flipped” classroom is no different to traditional homework tasks of assigning readings before the next class: The teacher gives learners an assignment, a reading, a video to watch, &/or exercises to… Continue reading Online is already flipped: Transforming the flipped classroom with online learning
Great news! For those of us who use Moodle to create online English language learning/teaching (ELL/ELT) activities & courses, things just got better. Previously, I’ve held off from writing about H5P because, although it is very useful & has great potential, I found the Moodle integration problematic & difficult to manage, but with the latest Moodle upgrades I think that we can take online ELL/ELT to a whole new level.
Introduction In this article, I have a suggestion for ways to improve the quality of English language teaching (ELT) via webinar apps, e.g. BigBlueButton, Blackboard Collaborate, Adobe Connect, Cisco WebEx, or Zoom, while making minimal changes to learning & teaching as they are currently being practised as emergency remote teaching due to the COVID-19 pandemic… Continue reading Monitoring & supporting students during online synchronous lessons
The blog post marks the end of a long hiatus in my blog writing. I’m starting back with a post about language assessment in general & placement tests in particular, & I’ll compare & contrast two English as a Foreign or Second Language (EFL/ESL) placement test assessment methods. Context I recently had the opportunity to… Continue reading Placement Tests: Communicative vs. Grammatical Competence
Do learning styles promote learning? Are they helpful for learners at the various stages/levels of their development of understanding in their subject areas? Should learners use learning styles psychometric tests to determine how they should view their study habits and how they approach studying? In this article, I argue that far from being helpful, the… Continue reading Learning Styles, Mindsets, and Adaptive Strategies
Open Access publishing is gaining popularity and, at the same time, increasing numbers of academics are uploading their papers on their personal websites, faculty pages, and blogs. This is great news for people who don’t have the luxury of an institution to pay for their access to the usually pay-walled research databases. Along with this positive… Continue reading Adding bibliography metadata to your web pages
A Cognitive Apprenticeship Approach to Student and Faculty Online Learning and Teaching Development: Enculturing Novices into Online Practitioner Environments and Cultures in Higher Education In a previous article, How prepared are learners for elearning? I wrote about the difficulties in identifying if learners are “ready” to study online and some suggestions for possible ways to identify… Continue reading Online Cognitive Apprenticeship
What makes a learner ready to study online? How do they know? How do they find out? In an attempt to address the issue of the higher student attrition (drop-out) rates in distance education (DE) and elearning than in face-to-face classes, it’s becoming more common for educational organisations to try to evaluate learners’ to find… Continue reading How prepared are learners for elearning?
Teachers in professional development sessions, discussion forums, and informal conversations often recognise that there are issues affecting their learners’ attention and learning, despite their best efforts to design and plan clear, concise, interesting, engaging, purposeful, and meaningful lessons. I’ve frequently heard teachers, novice and experienced alike, searching for ways to make their classes more engaging… Continue reading A limitation of direct instruction and what we can do about it