How can we help learners succeed beyond the classroom? Could mindfulness help students get through scary exams? How does mediation fit into the communicative classroom?
We’re taking a fresh look at important questions and coming up with new answers. Thanks to a network of colleagues, researchers, authors and friends around the world, we’ve got some great stories to share.
Critical thinking is a complex process that involves reflection, analysis and evaluation. In the ELT classroom, it is about building academic literacy, not just linguistic proficiency. So, ELT coursework needs to build language skills alongside skills including evaluating, analyzing, and reasoning for academic success.
Developing innovative and forward-thinking mindsets
The 21st century demands life-long learners and individuals who can easily adapt, think ahead and innovate. STEAM activities stimulate the development of essential skills that meet the true needs of this new rapid-paced world.
When mindfulness meets the classroom.
In a school setting, mindfulness can help students regulate the stress surrounding exam pressure. Students can also learn to sit more comfortably with the impermanent emotions of adolescence which at the time seem all-consuming and everlasting.
What skills are valued in the world of work?
Education is not just about preparing students to succeed at specific subjects, but also about preparing them to contribute to society. A key part of this is what is often called ‘career skills’, or those skills which will make our students valued employees and colleagues.
Better learning through mediation
Mediation covers a range of activities and strategies where the language user consciously adapts what they say, write or do to promote better understanding. What does this mean in practical terms for planning lessons, tracking progress and preparing learners for the careers of the future?
What is assessment for learning?
Assessment for learning techniques mean that teachers can assess the effectiveness of their classes as they take place, and adjust and adapt to what their students really need. Students participate actively and learn to recognise and understand what they’re learning and what they should do to improve.
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