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https://www.teachingenglish.org.uk/teacher-development/continuing-professional-development/assessing-learning

https://www.teachingenglish.org.uk/article/marie-delaney-inclusive-assessment-approaches-learning-english-language-classroom-%E2%80%93-i%E2%80%99m-a

http://www.cambridgeenglish.org/exams/cefr/

https://www.coe.int/t/dg4/linguistic/Source/Goullier_Outils_EN.pdf

http://www.teachingenglish.org.uk/article/testing-assessment

http://www.teachingenglish.org.uk/article/evaluating-speaking

https://www.edutopia.org/blog/providing-feedback-as-formative-assessment-troy-hicks

https://www.edutopia.org/blog/assessment-lower-stakes-raise-retention-geoff-richman

https://www.reading.ac.uk/engageinassessment/videos/eia-video-index.aspx

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https://www.teachingenglish.org.uk/teacher-development/continuing-professional-development/using-inclusive-practices

http://www.ascd.org/publications/educational_leadership/sept00/vol58/num01/Reconcilable_Differences%C2%A2_Standards-Based_Teaching_and_Differentiation.aspx

https://www.youtube.com/watch?v=6xH0K3Z-dbo#t=7.495313

https://newsela.com/

https://www.teachingenglish.org.uk/article/adapting-materials-mixed-ability-classes

https://www.teachingenglish.org.uk/article/marie-delaney-teaching-learners-special-educational-needs-english-language-classroom-%E2%80%93-myths

https://www.teachingenglish.org.uk/teacher-training/special-educational-needs

http://www.edutopia.org/article/differentiated-instruction-resources

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https://www.teachingenglish.org.uk/teacher-development/continuing-professional-development/using-inclusive-practices

http://www.ascd.org/publications/educational_leadership/sept00/vol58/num01/Reconcilable_Differences%C2%A2_Standards-Based_Teaching_and_Differentiation.aspx

https://www.youtube.com/watch?v=6xH0K3Z-dbo#t=7.495313

https://newsela.com/

https://www.teachingenglish.org.uk/article/adapting-materials-mixed-ability-classes

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https://www.teachingenglish.org.uk/teacher-development/continuing-professional-development/using-inclusive-practices

http://www.ascd.org/publications/educational_leadership/sept00/vol58/num01/Reconcilable_Differences%C2%A2_Standards-Based_Teaching_and_Differentiation.aspx

https://www.youtube.com/watch?v=6xH0K3Z-dbo#t=7.495313

https://newsela.com/

https://www.teachingenglish.org.uk/article/adapting-materials-mixed-ability-classes

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https://www.teachingenglish.org.uk/teacher-development/continuing-professional-development/using-inclusive-practices

http://www.ascd.org/publications/educational_leadership/sept00/vol58/num01/Reconcilable_Differences%C2%A2_Standards-Based_Teaching_and_Differentiation.aspx

https://www.youtube.com/watch?v=6xH0K3Z-dbo#t=7.495313

https://newsela.com/

https://www.teachingenglish.org.uk/article/adapting-materials-mixed-ability-classes

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https://www.teachingenglish.org.uk/teacher-development/continuing-professional-development/using-inclusive-practices

http://www.ascd.org/publications/educational_leadership/sept00/vol58/num01/Reconcilable_Differences%C2%A2_Standards-Based_Teaching_and_Differentiation.aspx

https://www.youtube.com/watch?v=6xH0K3Z-dbo#t=7.495313

https://newsela.com/

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https://www.teachingenglish.org.uk/teacher-development/continuing-professional-development/using-inclusive-practices

http://www.ascd.org/publications/educational_leadership/sept00/vol58/num01/Reconcilable_Differences%C2%A2_Standards-Based_Teaching_and_Differentiation.aspx

https://www.youtube.com/watch?v=6xH0K3Z-dbo#t=7.495313

https://newsela.com/

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https://www.teachingenglish.org.uk/teacher-development/continuing-professional-development/using-inclusive-practices

http://www.ascd.org/publications/educational_leadership/sept00/vol58/num01/Reconcilable_Differences%C2%A2_Standards-Based_Teaching_and_Differentiation.aspx

https://www.youtube.com/watch?v=6xH0K3Z-dbo#t=7.495313

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https://www.teachingenglish.org.uk/teacher-development/continuing-professional-development/using-inclusive-practices

http://www.ascd.org/publications/educational_leadership/sept00/vol58/num01/Reconcilable_Differences%C2%A2_Standards-Based_Teaching_and_Differentiation.aspx

https://www.youtube.com/watch?v=6xH0K3Z-dbo#t=7.495313

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https://www.teachingenglish.org.uk/teacher-development/continuing-professional-development/using-inclusive-practices

http://www.ascd.org/publications/educational_leadership/sept00/vol58/num01/Reconcilable_Differences%C2%A2_Standards-Based_Teaching_and_Differentiation.aspx

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https://www.teachingenglish.org.uk/teacher-development/continuing-professional-development/using-inclusive-practices

http://www.ascd.org/publications/educational_leadership/sept00/vol58/num01/Reconcilable_Differences%C2%A2_Standards-Based_Teaching_and_Differentiation.aspx

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https://www.teachingenglish.org.uk/teacher-development/continuing-professional-development/using-inclusive-practices

# data[].attributes.body
https://www.teachingenglish.org.uk/teacher-development/continuing-professional-development/using-inclusive-practices

# data[].attributes.headline
Reflections on Week 3: Teaching for success: Learning and Learners

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Reflections on Week 3: Teaching for success: Learning and Learners

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1. Which differentiation techniques would you like to try?
- I would like to try the Process technique by using learners' interests, scaffolding and group work to help learners achieve.

2. If you have already tried something new, how did it go? What did you learn from it? Would you do it again in the same way? Why/why not?
- I have not tried something new yet but I intend to try scaffolding because it seems to be very effective.

3. What other steps could you take to make your teaching or classroom more inclusive?

- Another step I could take to make my classroom more inclusive is giving each learner a classroom responsibility/position/job.It would be done in turns a different learner for the job weekly or daily. This is to show that each learner is important in the learning process of the classroom and for them to displ and improve their leadership skills.

# data[].attributes.headline
Reflections on Week 3: Teaching for success: Learning and Learners

# data[].attributes.subject
Reflections on Week 3: Teaching for success: Learning and Learners

# data[].attributes.body
1. Which differentiation techniques would you like to try?
- I would like to try is giving learners opportunity write down what they would like to discuss in the classroom and scaffolding. I believe this will give them more confidence.

If you have already tried something new, how did it go? What did you learn from it? Would you do it again in the same way? Why/why not?

What other steps could you take to make your teaching or classroom more inclusive?

# data[].attributes.body
http://www.teachingenglish.org.uk/teacher-development/continuing-professional-development/knowing-subject?utm_source=PPELT1.2_week3_42608&utm_medium=web&utm_campaign=PPELT1.2_Jan16_content

http://learnenglish.britishcouncil.org/en/english-grammar?utm_source=PPELT1.2_week3_42608&utm_medium=web&utm_campaign=PPELT1.2_Jan16_content

http://www.teachingenglish.org.uk/article/checking-understanding?utm_source=PPELT1.2_week3_42608&utm_medium=web&utm_campaign=PPELT1.2_Jan16_content

http://www.teachingenglish.org.uk/article/vocabulary-activities

http://www.teachingenglish.org.uk/article/phonemic-chart?utm_source=PPELT1.2_week3_42608&utm_medium=web&utm_campaign=PPELT1.2_Jan16_content

http://www.teachingenglish.org.uk/teaching-teens/articles

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Reflections on Week 2: Teaching for success: Learning and Learners

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Reflections on Week 2: Teaching for success: Learning and Learners

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1. Which language points do you feel less comfortable about teaching? How can you improve your knowledge?

- I often feel quite uncomfortable about teaching syllables because   they can be quite confusing to me and then I tend to make mistakes when trying to identify the right syllable. I intend to improve myself by doing more research and practicing and asking a teacher or colleague to help me become better.

2. What tips have you picked up this week? (from the course or your own research)
- I have learnt several tips this week such as the different activities that can be done to check learners understanding, such as asking questions, telling learners to demonstrate,etc I also learnt the different kinds of  knowledge learners have.

3. Are there any activities that you would like to try with your learners? Which? When will you try them? Do you need to adapt them?
- Yes  would like to try the pet activity and life experience activity with my students.

# data[].attributes.body
http://www.teachingenglish.org.uk/teacher-development/continuing-professional-development/understanding-learners?utm_source=PPELT1.2_week1_41046&utm_medium=web&utm_%20campaign=PPELT1.2_Jan16_content

https://scottthornbury.wordpress.com/2012/01/15/r-is-for-rapport/

http://www.teachingenglish.org.uk/article/motivating-teenagers?utm_source=PPELT1.2_week1_41046&utm_medium=web&utm_campaign=PPELT1.2_Jan16_content

# data[].attributes.headline
Reflections on Week 1: Teaching for success: Learning and Learners

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Reflections on Week 1: Teaching for success: Learning and Learners

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1. How has this week been useful for you?

- This week has been extremely useful because I learnt a lot of new things such as creating rapport with my learners and also really listening to them.

2. What did you find interesting?
- I found the video where the teacher was teaching her students by using the Harry Potter books interesting because all the students where willing to contribute.

3. What new ideas will you take to your classroom?
- I will take the three considerations teacher trainer Lindsay Clandfield talked about to my classroom which are;
-Rapport
-Attitude (Positive)
-Presence in the sense of your teacher presence.