Lessons For The Future

Lessons for the Future
Online Conference for English Teachers 2022
What does progress look

like in language teaching?
Chris Reese
Director of Studies
Bell Programme, Assumption College Bangrak
Bell English
CELTA / Delta M1 Trainer
International Speaking Examiner
An overview of the history of ELT over time
Where
A look at some new trends and movements
we’re going that are coming down the pipe
today
An analysis of how these will affect us as
teachers - and if we should embrace them
ELT over the last 100 years…
The Lexical
Communicative
Grammar Translation Approach
Total Physical Response Language Teaching
17th-19th centuries 1960s late 1970s-early 1980s 1990s-2000s
The Direct Method The Natural Approach Task-based Learning and

1970s
Flipped Classroom
Audiolingualism Teaching
early 20th century 1980s-1990s
Differentiation
Teaching online
Blended learning
Hybrid learning
… and many more!
What do we mean when we say progress?
Progress in language teaching should

mean that we’re adapting our methods
and our teaching so as to allow our
learners to make more progress more
quickly.
Key Questions
1 What does the modern

classroom look like, and
3 How do we develop whole
learners, not only meeting
what is the teacher’s role in our linguistic aims?
it?
2 How do we bring the best of

online offline?
4 How do we tailor learning to
individual students?
What does a
modern
classroom
look like?
Traditional views of teacher roles
1. Controller / Manager
2. Prompter
3. Resource
4. Organiser
5. Participant
6. Coach / Tutor
7. Assessor
What works in How do we

bring the
online teaching? best of
online to
offline?
What *especially* How do we

bring the
works in online best of
online to
teaching? offline?
Early beliefs of online education (Kern 2014)
1. the Internet affords searchable access to a vast

array of texts, films, music, news, information,
pedagogical resources, sounds, and images
2. unprecedented opportunities for direct and
inexpensive communication across huge
distances
3. Access to a wide range of cultural content at a
glance
Early pitfalls of online education (Kern 2014)
● Limiting range of physical

movement
● exaggerating effect of ● creation of a “barrier” to
movement hide behind
● increased social distance
(Parkinson and Lea 2011)
So what works especially well in online teaching?
● “Flipping” the lesson

● Monitoring and data analysis
● Providing spaces for collaboration
● Recording & re-watching
● Asynchronous, recorded feedback (Ryan 2020)
● Being able to “explore” the world - thinglink.com
● A natural “gap” in the here and now
● Providing new means of output
○ Highly motivating for students (Heacox 2017)
● Greater access to multilingual, multicultural environments
Soft skills and SEL

Cambridge Life Competencies
1. Creative Thinking
2. Critical Thinking
3. Learning to Learn
4. Communication
5. Collaboration
6. Social Responsibilities
How can we develop this in the classroom?
● Encourage learners towards tasks which allow them to engage at a critical

level with material
● Encourage and teach learners how to collaborate.
○ Model the behaviours you want them to use!
● Focusing more on register and appropriacy in the classroom
● Providing an environment which embraces challenge and rewards
experimentation
● Helping learners to understand their role in a group and how to
communicate cross-culturally
How can we develop this hybrid / online environments?
(Geesa et. al 2022)

Which soft-skills could these tasks develop?
1 3
Learners reflect on their feelings after After reading an online article, learners read
completing a particularly challenging the comments to the article and assess how
listening activity and self-assess their well the commenter understood the key
comprehension. The teacher then asks points made in the article, or how accurately
learners how their feelings affected their they summarise the points given.
listening skills, and brainstorms how to
keep a more positive mindset.
2 4
Following completion of a project, the Before setting a project in groups, the teacher sets
learners reflect on each member’s largest roles and allows the learners to decide in each group
contribution to the project and praise each who gets each role. The teacher also pre-teaches
some language (Is it alright if I…? / James, do you
other.
mind…) to help learners make decisions.
Personalised Learning
What do we mean by “personalised learning”?
An approach to education which tailors

itself to learners’ preferences, needs,
and paces at an individual level,
including social, emotional, and
readiness-based factors (Major et. al
2021)
What do we mean by “personalised learning”?

Personalised Differentiated
Learning learning
Teachers drive learning
Learners drive learning
Cater instruction
to different Teachers adjusts for different
Learners connect their groups of students
learning with their interests, learning needs
drives, passions. Teacher designs instruction with
Use technology to
for effective different groups of Ss in mind
Learners participate in
lesson design implementation Teacher uses data and
measurement to modify
Learners aim to become
instruction
autonomous Learners are
assessed FOR Learners are assessed
learning FOR and OF learning
adapted from:
https://edulastic.com/blog/personalized-learning-differentiated-instruction/#:~:text=The%20main%20difference%20between%20personalized,different%20types%20of%20learning%2C%20and
How can I incorporate personalised learning into my

classroom today?
● Encourage learners to make use of studying applications outside

of class (Major et. al 2021)
● Provide learners with choices when possible (Heacox 2017)
○ Providing learning stations can be helpful with this
How can I incorporate personalised learning into my classroom today?
Research a new / unusual sport. Design a Make a one minute TikTok video showing a
poster and provide a short paragraph new/unusual sport. Add captions giving
introducing it. Say: information about the sport. Say:
- What the sport is - What the sport is
- Where the sport is played - Where the sport is played
- How to play it - How to play it
Present your poster to the class. Publish your video in the class chat.
Invent a new sport. Think about: Research a sport which you think is very
- What the sport is dangerous. Write a short article and say:
- What the rules are - What the sport is
- What equipment you need - Why it’s so dangerous
- How to play - What happens to people
Prepare to teach your classmates how to - Give advice how to make it safer
play. Publish your article in the class chat.
How can I incorporate personalised learning into my classroom today?
● Encourage learners to make use of studying applications outside of class (Major et. al 2021)
● Provide learners with choices when possible (Heacox 2017)
○ Providing learning stations can be helpful with this
● Encourage and provide opportunities for learners to make language about themselves in a
meaningful way
● Teach learners how to make use of relevant applications and technology for learning purposes
(Kukulska-Hume 2016)
● Explore making use of speech-to-text or voice recognition tools to raise learners’ awareness of
pronunciation (ibid.)
● Giving learners the chance to engage with class content more easily outside of class
○ For example, via flipped classroom & instructional periods
● Group vs. Individual benefit?

What are
some of the
● Equity and fairness?
concerns of
● Validity of measurement and
personalised
assessment?
instruction?
● Practicality? (Kucirkova
2020:1851)
Adding the differentiation perspective:
Teacher-guided
practice reading Provide
for detailed additional
comprehension reinforcement
&
Presenting teacher-guided
Pre-teaching of Individual Post-reading practice Set controlled
Lead-in strategies for
skimming practice reading discussion and practice to
and determining
strategies + for detailed responding to check
pre-reading scaffolded
meaning from
comprehension the text (assign understanding of
stages practice
context; assign
+ peer support mixed readiness new vocabulary
readiness-alike
partners) Set task in
partners
Extension for pairs / groups
fast finishers: and allow
highlighting and learners to
Adapted from Heacox identifying key collaborate
2017:108 phrases
So where does all of this leave us?

What is the role of the physical classroom?
Questions
What are the the long term effects of
for the online education on both content
future: knowledge and soft skills?
To what extent are these effects context
dependent and how do they transfer
cross-culturally?
References:
● Baudrillard, J (1994) Simulacra and Simulation. Translated: S. Glaser. University of Michigan Press, USA.
● Cambridge University Press (2020) The Cambridge Life Competencies Framework: Introduction. [pdf] Last accessed 10 June 2022 at this
link.
● Geesa, R. L., Robbins, K., & Shively, K. (2022). The collaborative model for teaching o-SEL: Preparing educators to design online
environments for social-emotional learning. Journal of Online Learning Research, 8(1), 67-100.
● Heacox, D. (2017) Making Differentiation a Habit: How to ensure success in academically diverse classrooms. Free Spirit Publishing, USA.
● Kern, R. (2014) Technology as Pharmakon: The Promise and Perils of the Internet for Foreign Language Education. The Modern Languages
Journal, 98, 1:340-357
● Kucirkova, N., L. Gerard, and M. Linn (2021) Designing personalised instruction: A research and design framework. British Journal of
Educational Technology, 52:1839-1861.
● Kukulska-Hume, A. (2016) Personalization of language learning through mobile technologies, Cambridge Papers in ELT Series, October
2016. [pdf] Cambridge: CUP.
● Major, L., G. Francis, and M. Tsapali (2021) The effectiveness of technology-supported personalised learning in low- and middle-income
countries: A meta-analysis. British Journal of Educational Technology, 52:1935-1964.
● Ryan, T. (2021) Designing video feedback to support the socioemotional aspects of online learning. Association for Educational
Communications and Technology 69:137-140
Chris Reese
Director of Studies
Bell Programme, Assumption College Bangrak
Bell English
CELTA / Delta M1 Trainer
International Speaking Examiner
+380 (63) 760-52-79 / +66 chris.reese.334

(096)892-90-22
https://www.linkedin.com/in/c
chris.reese.esl@gmail.com
hristopherallenreese/
www.bellenglish.com
chris.a.reese

Lessons For The Future - Chris Reese

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Lessons For The Future - Chris Reese

Uploaded by

Copyright:

Available Formats

Online Conference for English Teachers 2022

What does progress look

An overview of the history of ELT over time

ELT over the last 100 years…

The Direct Method The Natural Approach Task-based Learning and

What do we mean when we say progress?

Progress in language teaching should

1 What does the modern

2 How do we bring the best of

Traditional views of teacher roles

What works in How do we

What *especially* How do we

Early beliefs of online education (Kern 2014)

1. the Internet affords searchable access to a vast

3. Access to a wide range of cultural content at a

Early pitfalls of online education (Kern 2014)

● Limiting range of physical

So what works especially well in online teaching?

● “Flipping” the lesson

Soft skills and SEL

Cambridge Life Competencies

How can we develop this in the classroom?

● Encourage learners towards tasks which allow them to engage at a critical

How can we develop this hybrid / online environments?

(Geesa et. al 2022)

Which soft-skills could these tasks develop?

What do we mean by “personalised learning”?

An approach to education which tailors

What do we mean by “personalised learning”?

How can I incorporate personalised learning into my

● Encourage learners to make use of studying applications outside

How can I incorporate personalised learning into my classroom today?

How can I incorporate personalised learning into my classroom today?

● Group vs. Individual beneﬁt?

Adding the differentiation perspective:

So where does all of this leave us?

What is the role of the physical classroom?

+380 (63) 760-52-79 / +66 chris.reese.334

You might also like

What especially How do we