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I chose to create an activity based on David Kolb’s theory. I believe the learning cycle would be very beneficial for my ESOL students to consolidate their understanding to improve their everyday communications.

My activity focuses mainly on speaking and listening which is imperative for my students to improve their confidence in the outside world. To begin with I would recite the alphabet emphasising the correct pronunciation, this will introduce the new concreate experience. I would then encourage students to reflect on their knowledge of the alphabet and how their pronunciation differs from mine. To finalize the cycle, the students participate in a game to help them test out and experiment with this reflection. The game involves splitting students into pairs and they must complete the alphabet together saying one letter each alternating. If a mistake is made, they must start again from the beginning. This creates a challenge for students as they use everything they have heard and reflected about towards this new experience.

The activity has allowed my students to further solidify and improve their understanding and pronunciation of the English alphabet which further positively impacts their general speaking and listening skills. It also allows my students to go back home with an activity that they can easily complete at home too without guidance to continue improving.

-Nital Joshi

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I chose John Dewey as my theorist as he focused on a much more hands on approach which I believe is essential in teaching students a new language.

As part of this I created an activity that encouraged students to ask and answer questions that they may need in day to day life. My ESOL students’ main needs are to improve their English so that they feel less isolated in an English speaking society. This is also beneficial to improve all four skills needed in language, speaking, listening, reading and writing. I would pair 2 students that come from differing countries to ensure that they do not speak the same language and to emphasise the importance of speaking in English. I would then explain the roles of each student and ask them to read the dialogue in turns while encouraging them to focus on pronunciation. My role in this is mainly to observe and offer constructive feedback. After reading the dialogue and getting an idea of the role play I would get the students to do the role play once more without looking at the dialogue to encourage them to think of the English for themselves and to build their confidence in speaking and listening.

This activity has a very positive impact on my students as it shows them that they can use English practically and they can build their ability to speak to any stranger. This helps them to become less withdrawn and integrate into society while feeling comfortable and safe to do so. They begin to believe that they can ask for support when they need it and they get a general increase in confidence.

- Kokila Solanki

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I created a quiz using an interactive platform (Nearpod) for learners on a pre-employment customer service course. A PowerPoint was delivered to them with a timeline of events for the history of the company they were applying to. There was then a discussion around this and Q&A, learners were then given a quiz to complete.

There were many reasons why this method was chosen, some of which include:
-evidence from psychological experiments that practicing retrieval of something after learning it, makes you more likely to retain it for the long term
-Testing identifies gaps in knowledge
-Testing provides feedback to tutors and lets them know what is learned or what is not.

The impact of this activity was very positive, learners enjoyed the activity, they recalled vital information about the history of the company which would aid their research when preparing for interview stage, they became competitive with each other which in turn made them engaged in the subject, it also helped them to identify any areas they needed to improve on.

Using this method allowed some of the quieter learners to showcase their skills, as it did not require them to have their cameras/mics on or speak, they were able to answer questions at their own pace and were still able to participate in the session, in a way that they felt comfortable in, it is certainly something I will try again.

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I chose Lev Vgotsky as my theorist, focusing on the presence and aid of the more knowledgeable other as a transitional aid from one zone of proximal development to the next.

I created a resource comprising of three short paragraphs. Stronger learners were paired up with weaker learners with only one pen between them. Initially, the stronger student was given the pen first, with the weaker student given the job of spotting proper nouns for the other student to label in paragraph 2, (the shortest paragraph).

The confidence of the weaker student thus bolstered, the seeker and the scribe swapped positions for the stronger student to spot nouns in the same text. After this has been achieved, they swap again to spot all of the pronouns in the text. The stronger student was told to prompt the weaker student and encourage them when they were correct.

This activity consolidated the knowledge of my stronger students, and gave them a greater sense of responsibility in the class community. It gave greater confidence and support to my weaker students, without my hovering over them.

Isabella Greenan

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The activity I created was around the non regulated ICT qualification for using Power Point, after the session of how to use basic Power Point the activity was to first conduct some research using ICT on the subject of Leicester, which is where the course is delivered, following on the learner then makes their own Power Point, using the information they have found out, presenting to the group, when completed.

The impact of the resource on the group was very positive, as the resource was topical and local to the group, they got to learn a bit about the area they live, and also it enabled them to use a different way of presenting information, and encouraged group discussion, as some had the same information, and some different, and it enabled them to express their opinions

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1. State which theorist you chose.
2. Explain the resource or activity you created.
3. What was the impact of the resource/activity?