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Q.1 Cognitively & emotionally demanding/engaging tasks

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Q.1 Cognitively & emotionally demanding/engaging tasks

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- Classroom management strategies/rewards that encourage collaboration

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- Prefer to group learners at tables by similar level and factor in personality. Especially post-pandemic where we avoid students moving tables during class.

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Q.3 Where do you usually stage your tasks within the lesson for YL classes?

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Q.3 Where do you usually stage your tasks within the lesson for YL classes?

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- Throughout the lesson, supported by scaffolding stages

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Q.4 Task repetition and learner response

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Q.4 Task repetition and learner response

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- Across lessons, if they enjoyed it the first time, YLs will be keen for the next 1-2 times, but might then get bored. (Same procedure, different language)

- Within one lesson, repeating a speaking task with another partner does increase the confidence of weaker Ss. (same procedure and language)

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Online to offline - Big changes to the difference between the 2.
Older learners - Movement activities, how to get them up and moving?
1. Doesn't change much. YLs don't need as much encouragement. Teens and adults, it takes more encouragement to get them up. Teens mixing with different sexes. A / B to get ABs working together. Extend the time to make sure they have enough time to meet lots of other students. Don't acknowledge the issue, use something like a ladder activity. Normalise it.
2. Attention spans gone to hell after the pandemic. Attention spans are the same as students' age. Does movement promote focus? Movement promotes blood flow / energy / activity. A change is as good as a rest... Stirrers and settlers are good to add variety. Reading tasks could have movement baked in. Cutting up a reading activity, having them jigsaw it on the board.
3. Disabilities / Teenagers to get up and move. Changing a room to be more adaptable and to have more space.

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A: feedback = more general/can take any form and includes positive praise etc whereas error correction more specific

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Q1. How much do you agree with the speaker’s statement that in our efforts to differentiate we ignore those students in the middle?

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Q1. How much do you agree with the speaker’s statement that in our efforts to differentiate we ignore those students in the middle?

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We didn't agree very strongly. The "main" version of activities is usually pitched to those "on-level" students, so it's the lower-/higher-level learners who need extra support or challenges.

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Q2. Have you used on the spot differentiation? Can you remember how you did it?

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Q2. Have you used on the spot differentiation? Can you remember how you did it?

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Yes.
Weaker learners = giving clues etc.
Stronger learners = more like improvised fast-finisher or extension activities.

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Q2: our classroom practice with correction

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Q2: our classroom practice with correction

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A: liked the idea from the podcast about negotiating/survey with your class about approach to correction/ depends on class size and level and age of students / think they want to be corrected all the time but often don't/ depends on the personality -more confident vs sensitive/the seriousness of the error/impede communication? can we really have a correction policy that fits the whole class/ so many factors involved : based on individuals/ many different approaches to error correction - prompting/pointing/reminders/visuals always there on board to refer back to/need to think about time vs aim of the lesson/ immediate correction - gives value/

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Q3. What have you done to differentiate roles within pairs/groups for mixed groupings?

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Q3. What have you done to differentiate roles within pairs/groups for mixed groupings?

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Tend to group into similar level as it helps dynamics and keeps tables engaged.

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Q4. What ideas did you pick up from the podcast? What would you like to try/change?

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Q4. What ideas did you pick up from the podcast? What would you like to try/change?

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- When students say they don’t get something, ask them “Why?”, then shut up and listen.

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1.	Important to a point – children YLS perhaps don’t need to make sense of things the same way, but adults /older learners do benefit from understanding the WHY. TBL – suits certain students, levels, but can be very motivating if the task is engaging and something they can see how it relates to the 2.	CLL – put the students in the centre of things – we as teachers can work out the gaps in the learner knowledge just from general chat. Can help to build a curriculum. Making students aware of their own strengths and weaknesses is important. Students may come at this from the other angle, learning English in order to communicate. 3.	The groupwork is the MOST important stage, but to make it purposeful, there needs to be some kind of post-task to motivate students and show the task’s value. -	The post task activity doesn’t need to be something major or just feeding back, mix it up-	Can refer back in future lessons as well, showing that the group tasks had meaning in a real life context. 

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1.	Important to a point – children YLS perhaps don’t need to make sense of things the same way, but adults /older learners do benefit from understanding the WHY. TBL – suits certain students, levels, but can be very motivating if the task is engaging and something they can see how it relates to the 2.	CLL – put the students in the centre of things – we as teachers can work out the gaps in the learner knowledge just from general chat. Can help to build a curriculum. Making students aware of their own strengths and weaknesses is important. Students may come at this from the other angle, learning English in order to communicate. 3.	The groupwork is the MOST important stage, but to make it purposeful, there needs to be some kind of post-task to motivate students and show the task’s value. -	The post task activity doesn’t need to be something major or just feeding back, mix it up-	Can refer back in future lessons as well, showing that the group tasks had meaning in a real life context. 

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1.	It is important, but perhaps it isn’t focused on in lessons specifically. VYLs tend to do things just because they are told to, but this may go hand in hand with teaching them learning processes. -	Teaching things like conscientious note taking is very important-	Can be difficult to cater to everyone’s learning preferences and needs – people learn differently -	Involving parents – for example Family and Friends parents’ guide – send to parents and they can assist the learning process. 2.	What they are doing and why – laying out clear guidelines. Encouraging students to do things early in the year, and hopefully this will enable them to continue doing it more independently later in the year. 3.	Checklists, planning sheets, models. 4.	Use family for homework at times

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1.	It is important, but perhaps it isn’t focused on in lessons specifically. VYLs tend to do things just because they are told to, but this may go hand in hand with teaching them learning processes. -	Teaching things like conscientious note taking is very important-	Can be difficult to cater to everyone’s learning preferences and needs – people learn differently -	Involving parents – for example Family and Friends parents’ guide – send to parents and they can assist the learning process. 2.	What they are doing and why – laying out clear guidelines. Encouraging students to do things early in the year, and hopefully this will enable them to continue doing it more independently later in the year. 3.	Checklists, planning sheets, models. 4.	Use family for homework at times