The idea — In a mixed-ability class, the same task reaches different learners differently. Rather than designing three separate tasks, design one task with variable challenge — open the top and support the bottom.
The idea — A lesson without a plan is a sequence of activities. A plan answers: what will learners be better able to do at the end? Everything else — tasks, stages, timing — serves…
The idea — Reflective journals become abandoned documents because people start too ambitiously. Three paragraphs per lesson is not sustainable. One question per week is.
The idea — Peer observation feedback fails when it is vague (‘great energy’), when it is a list of everything, or when it arrives without an anchor to evidence. Effective feedback is specific, referenced, and…
The idea — A lesson aim is a promise to learners, not a note to the observer. If learners can’t read it and know what they’ll be doing, rewrite it.
Native speakers link, reduce, and swallow sounds in ways that standard pronunciation syllabi don’t cover. Learners trained only on careful speech are unprepared for real connected speech.
Note-taking while listening is a productive academic skill, but it competes with comprehension at lower levels. Teach it explicitly: what to note, how to abbreviate, and how to review.
Skimming is reading quickly to identify the general topic or main point. It is a skill, not a natural behaviour — learners need to practise ignoring detail to get the overview.
In a jigsaw task, different learners hear different parts of a recording. They then share information to complete the whole picture. The information gap creates a real communicative need.
Thirty days, thirty tools. Choose three you haven’t used yet: a prediction task, a transcript comparison, or an extensive reading experiment outside class.
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Sourov Deb EI · SIRET 106 764 061 00011 · Saint-Pierre, La Réunion