- After giving instructions, I asked students to repeat the task back in their own words.

- I experimented with visual aids, written instructions / a visual demonstration of the activity/task.

Results.

I found I got good results from all the techniques and it really reduced the amount of guidance I had to give which sped up the tasks and stopped students falling behind or losing focus.

I found the students liked repeating the instructions to the class in their own words and I could ask 1,2 or even 3 students to do this.

The written instructions were great for quieter students and the demonstration I found useful for giving students time to ask questions about the activity or task that they were unsure of. Also, asking volunteers to help with the demonstrations went down very well and kept the classes attention.

I just focused on a pair or a group at one time,not all of them. After some time,I did it for another pair or group.

It really worked and I could take my notes at that time.I realised that that was the issue to try to listen all of the pairs or groups,feeling like a rabbit to jump from a point to another.By that way,I could correct the mistakes my students did while speaking.I felt so good to be able to make the error correction.

What I tried

-I updated my SmartNotebook template to take into account the dyslexia session yesterday to be more accommodating to learners and spent/will spend more time sprucing the notes up before I send them out to students.

Results

I am a bit quicker with the boardwork using the snipping tool to copy important bits down for the students. They are now requesting that I email the notes to them more frequently. Last week, I amassed a large file with over 50 slides of what we did in class. This week, I only had one class with pre int b so today’s notes were only about 20.

I realised this might be a good digital session to run in a teaching spot at the start of a teachers meeting as it can be beneficial for teachers to use my template to create their own notes, cleaning up their boardwork, and having something for the students to use as a study aid after the lesson.

Digital sessions topics are difficult to gauge as our staff are much more digitally able than that of the past. I never know what would be something you want to learn, but this is something I feel would help.

What I tried?

I modelled a conversation with the strongest student,then wrote some mistakes on the board asking them to try to find out the mistake and how to extend or improve the answers. After that I asked them to prepare their own conversation. I paired a strong and a weak student to make sure they help each other and they have proper time.

What I found?

I found good results as strong students try to explain to the weakest one and the weakest one in turn tries to produce good language. I noticed using some of the new language on the next day.

Also, the time was enough and they even took notes and made self correction.

What did you try?

• I replaced the textbook task with one I felt my students could relate to better.

• I noted the time when I started and finished each task.

• I skipped some parts of the textbook and assigned them as homework.

What were your results?

• My students enjoyed the new task, and it helped them clearly understand the grammar points we were working on. Although we spent more time demonstrating meaning and repeatedly returning to the form, they were still able to meet the learning goal within the original timeframe.

• I found that noting the timing of each task and activity was more of a nuisance than a help, so I abandoned that strategy quickly.

• Some vocabulary items were simple enough that students could handle them on their own. Assigning parts of the unit as homework gave them the freedom to seek clarification outside the classroom. When they returned, they taught each other the vocabulary they had learned. This approach freed up more class time for the more complex and important points we needed to cover.

What I tried

Before sending students to complete an exercise, I drew their attention to the screen and went through the instructions, clarified any obscure words and then attempted questions to help them 'practice the task'. I also used this opportunitity to link the style of questions in the activity to exam questions and real life skills they needed to adopt.

For my second aim, I allowed students to request individual support using a seperate table as my help desk. So if students wished for assistence, they would walk up to the desk and I would help them with any clarifications or support they needed.

Results

Modelling more than one question helped students feel more confident in doing the exercise and they in turn were more willing to support each other as well. There was less question about instructions mid activity and more diverse use of target structures as well. It also decreased my teacher talk while Ss were doing tasks. Therefore less distracting.

The second result was quite interesting. I expected more of the weaker learners to approach me, but it was actually more of the advanced ones who sort more validation, which I had not anticipated. It didn't detract from my aim, as the weaker learners seeing the faster learner approaching me for help, felt more confident to seek support as well.