Here - EnglishAgenda - British Council

More documents

Recommendations

Info

Figure 1: Cycle of working with grammar in online modulesProblemExamples beyond thescope of the modelModel of solutionProduction happens all the time from the initial testing of the hypothesis/model. Inaddition to specific grammar-related skills, this approach is intended to help learnersdevelop the following skills:■■■■■■■■■■■■■■■■Self-assessment (when taking the initial decision on the need for dealing with thisor that system of tasks and in the process of work being involved in the evaluationof own models and their application).Noticing (when discovering the structures used to express this or thatcommunicative function).Goal setting (when deciding which aspects of the problem to focus on).Building models (when developing the model of solution through constructingtheir own grammar rule).Description via parameters and values (when presenting their own model/rulein the form understandable to the computer).Finding applicability limits of models (when testing their own model/rule andfinding where it does not work).Generalisation (when formulating their own model/rule in such a way asto apply it in various contexts).Specification (when deciding on the application of a model/rule in aparticular context).It should also be noted that despite seeming to work on grammar only, learners weredeveloping all the language skills:■■Reading (when collecting banks of examples at the stage of discovering structures,for example learners were asked to read a text of their choice and find examplesof the author expressing this or that communicative function, such as referring tothe future).A thinking-based blended learning course | 193
■■■■Writing (in tasks and during online discussions, for example Skype chat sessions).Speaking and listening (during overview lessons in the classroom).Actual examples of materials used would be rather lengthy to include here, thereforewe encourage the reader to consult the online version (Sokol et al., 2002– 09).However, we are presenting some of the models/rules developed by learners to givea better idea about what they were doing. Please note that these are not students oflinguistics, they are secondary school students, many of whom are not interested inlanguage as an object of study.Examples of students’ models on Speaking about Past 1 (Sokol, 2006)Model by MS, Form 11StructureDidWas doingHad doneModelContinuousness: NOFinalisation: NOContinuousness: YESFinalisation: NOContinuousness: NOFinalisation: YESModel by JK, Form 12StructureDidWas doingHad doneModelTime: PASTContinuance: NOEnd of action: finished actionTime: PASTContinuance: YESEnd of action: unfinished actionTime: PASTContinuance: NOEnd of action: finished action194 | A thinking-based blended learning course
Page 1 and 2:
Blended Learning in EnglishLanguage
Page 3:
ISBN 978-0-86355-706-4© British Co
Page 6 and 7:
ForewordJohn Knagg obeIn recent yea
Page 8 and 9:
AcknowledgementsWe would like to th
Page 10 and 11:
PrefaceClaire WhittakerWhen I took
Page 13 and 14:
10 |
Page 15 and 16:
Table 1: Taxonomy of terms related
Page 17 and 18:
control and choice); cost effective
Page 19 and 20:
3. components need to be appropriat
Page 21 and 22:
Unfortunately the study does not sp
Page 23 and 24:
Regardless of the variety of sugges
Page 25 and 26:
Hocutt, R (2001) The Second e-Learn
Page 27 and 28:
24 | Introduction
Page 29 and 30:
26 |
Page 31 and 32:
Advanced level students are expecte
Page 33 and 34:
Preliminary student-led discussions
Page 35 and 36:
labs with data projectors provide t
Page 37 and 38:
Ramachandran, S (2004) Integrating
Page 39 and 40:
The coursesThe two EAP courses take
Page 41 and 42:
What we blendBy 1993 we were alread
Page 43 and 44:
discussions going during such disru
Page 45 and 46:
42 | Blended learning in English fo
Page 47 and 48:
Why blend?The decision to offer thi
Page 49 and 50:
to complete during the before, whil
Page 51 and 52:
In addition, there are a number of
Page 53 and 54:
Turgut, Y (2009) ‘EFL learners’
Page 55 and 56:
■■English for Academic Purposes
Page 57 and 58:
Figure 1: Stages of the incorporati
Page 59 and 60:
Table 3: Schedule for Unit 1Week Un
Page 61 and 62:
Internet - links and WebQuests:Some
Page 63 and 64:
ReferencesAllan, M (1985) Teaching
Page 65 and 66:
My advice to intending EAP course d
Page 67 and 68:
64 |
Page 69 and 70:
Designing the blendAs described ear
Page 71 and 72:
So in this way participants move fr
Page 73 and 74:
first-hand experience on which they
Page 75 and 76:
Generating peer-to-peer interaction
Page 77 and 78:
74 | A blended learning teacher dev
Page 79 and 80:
■■■■packages, setting up on
Page 81 and 82:
Clearly there are advantages to hav
Page 83 and 84:
Lessons learnedWhen deciding what p
Page 85 and 86:
ReferencesOsguthorpe, RT and Graham
Page 87 and 88:
The learner and the contextAlthough
Page 89 and 90:
typically involve writing or applyi
Page 91 and 92:
where possible, to bring them toget
Page 93 and 94:
90 | Reversing the blend: From onli
Page 95 and 96:
■■A one-week online simulation
Page 97 and 98:
Online phase activitiesBoth asynchr
Page 99 and 100:
in the form of a word processed doc
Page 101 and 102:
learning facilities is noted repeat
Page 103 and 104:
100 | Blended learning: The IDLTM e
Page 105 and 106:
and draw on what they know to name
Page 107 and 108:
Figure 3: The homepage in a Module
Page 109 and 110:
Figure 5: The projects page carries
Page 111 and 112:
ConclusionA blended training course
Page 113 and 114:
Appendix 1Extract showing first thr
Page 115 and 116:
■■■■Cambridge ESOL was repo
Page 117 and 118:
■■Including later units on, for
Page 119 and 120:
The rationale behind the blendThe k
Page 121 and 122:
Figure 2: An example screen from a
Page 123 and 124:
environment and to meet the student
Page 125 and 126:
■■■■■■■■Fine-tuning
Page 127 and 128:
124 | The Cambridge CELTA course on
Page 129 and 130:
teacher development courses should
Page 131 and 132:
128 | Comments on Part 2
Page 133 and 134:
130 |
Page 135 and 136:
Facilities and available technology
Page 137 and 138:
pairs and groups on collaborative t
Page 139 and 140:
2006) and are good revision tools (
Page 141 and 142:
mobile phones via Bluetooth from my
Page 143 and 144:
140 | Blended learning: podcasts fo
Page 145 and 146: The face-to-face aspect of the cour
Page 147 and 148: The course covers listening, speaki
Page 149 and 150: latest, most secure and flexible pr
Page 151 and 152: not so much for language improvemen
Page 153: the reader/listener as customer) an
Page 156 and 157: Procter, C (2003) Blended Learning
Page 158 and 159: 14A longitudinal case study ofthe
Page 160 and 161: In the next version (v3) of the cou
Page 162 and 163: of a blend in Collis and Moonen’s
Page 164 and 165: of telecoms engineers, but it was w
Page 166 and 167: 15Using a wiki to enhance thelearni
Page 168 and 169: The ‘history feature’ which can
Page 170 and 171: Figure 4: Student created listening
Page 172 and 173: Teaching methodologyThe blended des
Page 174 and 175: Figure 8: Student reaction to probl
Page 176 and 177: Lund, A (2008) Wikis: a collective
Page 178 and 179: 16A military blendClaire WhittakerI
Page 180 and 181: Figure 1: How the modes complement
Page 182 and 183: sequence during a day. We believed
Page 184 and 185: REWARD (Greenall, 2002) is not expl
Page 186 and 187: Greenall, S (2002) Reward CD-ROM. O
Page 188 and 189: Comments on Part 3Brian TomlinsonOn
Page 190 and 191: Part 4 - English as aForeign Langua
Page 192 and 193: 17A thinking-based blendedlearning
Page 194 and 195: In each of the above parts, the lea
Page 198 and 199: Model by JP, Form 10StructureDidWas
Page 200 and 201: Recommendation 2Ensure that the onl
Page 202 and 203: Sokol, A (2008) Development of Inve
Page 204 and 205: 18A blended learning approachto sof
Page 206 and 207: input and answer questions that had
Page 208 and 209: unenthusiastic. There should theref
Page 210 and 211: 19Students’ CALLing: Blendedlangu
Page 212 and 213: The students were taken to the comp
Page 214 and 215: When considering blended learning,
Page 216 and 217: 20Lessons in blended learning:Imple
Page 218 and 219: had to find a way around the cost o
Page 220 and 221: In July 2011, teachers and particip
Page 222 and 223: Sharma, P and Barret, B (2007) Blen
Page 224 and 225: Comments on Part 4Brian TomlinsonTh
Page 226 and 227: ConclusionClaire Whittaker
Page 228 and 229: ConclusionIn this chapter a list of
Page 230 and 231: Under each of the above headings wi
Page 232 and 233: What are the limiting factors?Altho
Page 234 and 235: Table 5: Time spent on each modeBlo
Page 236 and 237: as being optional, which allows the
Page 238 and 239: We were fortunate in Bosnia and Her
Page 240 and 241: changing, as learners’ engagement
Page 242 and 243: with a willingness to use technolog
Page 244 and 245: Dudeney, G and Hockly, N (2007) How
Page 246 and 247:
Appendix 1 -Questions for blendedle
Page 248 and 249:
Contributors
Page 250 and 251:
ContributorsPeter Aborisade lecture
Page 252 and 253:
Jody Gilbert taught in post-seconda
Page 254 and 255:
Juanita Pardo-González (BA Hons in
Page 258:
The British Council is pleased to o
show all

Here - EnglishAgenda - British Council

Create successful ePaper yourself

Delete template?

Save as template?