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A context can help them predict, but prediction…" }, { "path": "/tesol/resources/focus-on-listening-skills/pre-while-and-post-listening-stages", "originalCoreWords": 86, "expandedEditorialWords": 420, "title": "Pre-, while- and post-listening stages | TESOL Learning Hub", "description": "Pre-, while- and post-listening stages: Before listening, establish context and a manageable purpose. During listening, use tasks appropriate to the text…" }, { "path": "/tesol/resources/focus-on-listening-skills/matching-tasks-to-text-and-learner-needs", "originalCoreWords": 91, "expandedEditorialWords": 417, "title": "Matching tasks to text and learner needs | TESOL Learning Hub", "description": "Matching tasks to text and learner needs: Choose a response that fits how the information is organised. 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A timetable, story and set of instructions do not demand…" }, { "path": "/tesol/resources/focus-on-reading-skills/skimming-and-reading-for-gist", "originalCoreWords": 83, "expandedEditorialWords": 414, "title": "Skimming and reading for gist | TESOL Learning Hub", "description": "Skimming and reading for gist: Skimming seeks the main idea, organisation or purpose without resolving every unfamiliar word. Give a short, realistic task…" }, { "path": "/tesol/resources/focus-on-reading-skills/scanning-for-specific-information", "originalCoreWords": 90, "expandedEditorialWords": 431, "title": "Scanning for specific information | TESOL Learning Hub", "description": "Scanning for specific information: Scanning locates a particular item such as a name, price or date. The reader knows what to look for and may use visual…" }, { "path": "/tesol/resources/focus-on-reading-skills/top-down-knowledge-and-bottom-up-reading", "originalCoreWords": 96, "expandedEditorialWords": 425, "title": "Top-down knowledge and bottom-up reading | TESOL Learning Hub", "description": "Top-down knowledge and bottom-up reading: Readers use knowledge of topics, text conventions, vocabulary and sentence structure together. Background…" }, { "path": "/tesol/resources/focus-on-reading-skills/staging-a-reading-lesson", "originalCoreWords": 87, "expandedEditorialWords": 419, "title": "Staging a reading lesson | TESOL Learning Hub", "description": "Staging a reading lesson: Generate interest, establish a purpose, move from an achievable overall task to more detailed reading, and finish with a response.…" }, { "path": "/tesol/resources/focus-on-reading-skills/authentic-texts-extensive-reading-and-dictionaries", "originalCoreWords": 92, "expandedEditorialWords": 432, "title": "Authentic texts, extensive reading and dictionaries | TESOL Learning Hub", "description": "Authentic texts, extensive reading and dictionaries: An authentic text was created for communication outside a language exercise. Suitability depends on…" }, { "path": "/tesol/resources/focus-on-speaking-skills/communication-versus-oral-language-practice", "originalCoreWords": 92, "expandedEditorialWords": 423, "title": "Communication versus oral language practice | TESOL Learning Hub", "description": "Communication versus oral language practice: Speaking can rehearse a target structure or communicate a genuinely new message. Both can be useful, but they…" }, { "path": "/tesol/resources/focus-on-speaking-skills/information-gap-tasks", "originalCoreWords": 85, "expandedEditorialWords": 404, "title": "Information-gap tasks | TESOL Learning Hub", "description": "Information-gap tasks: An information gap gives partners different information that they need to combine. If both learners can see every answer, the task…" }, { "path": "/tesol/resources/focus-on-speaking-skills/role-play-and-realistic-outcomes", "originalCoreWords": 81, "expandedEditorialWords": 408, "title": "Role play and realistic outcomes | TESOL Learning Hub", "description": "Role play and realistic outcomes: A role play needs a situation, a purpose and enough information to sustain the exchange. Give learners preparation time…" }, { "path": "/tesol/resources/focus-on-speaking-skills/discussion-surveys-and-presentations", "originalCoreWords": 78, "expandedEditorialWords": 405, "title": "Discussion, surveys and presentations | TESOL Learning Hub", "description": "Discussion, surveys and presentations: Discussions work better when there is a question worth answering. Surveys add repeated interaction and a reason to…" }, { "path": "/tesol/resources/focus-on-speaking-skills/preparation-confidence-and-equal-participation", "originalCoreWords": 81, "expandedEditorialWords": 409, "title": "Preparation, confidence and equal participation | TESOL Learning Hub", "description": "Preparation, confidence and equal participation: Planning time, useful phrases and small-group rehearsal can lower the barrier to speaking. Assign roles or…" }, { "path": "/tesol/resources/focus-on-speaking-skills/monitoring-and-fluency-feedback", "originalCoreWords": 84, "expandedEditorialWords": 405, "title": "Monitoring and fluency feedback | TESOL Learning Hub", "description": "Monitoring and fluency feedback: During a fluency task, listen for meaning, interaction and recurring language needs. Correct immediately when communication…" }, { "path": "/tesol/resources/focus-on-writing-skills/purpose-audience-and-an-authentic-writing-task", "originalCoreWords": 93, "expandedEditorialWords": 429, "title": "Purpose, audience and an authentic writing task | TESOL Learning Hub", "description": "Purpose, audience and an authentic writing task: A writing task becomes clearer when learners know who will read it and why. Producing isolated accurate…" }, { "path": "/tesol/resources/focus-on-writing-skills/model-texts-and-genre-noticing", "originalCoreWords": 83, "expandedEditorialWords": 417, "title": "Model texts and genre noticing | TESOL Learning Hub", "description": "Model texts and genre noticing: A model can demonstrate how a text achieves its purpose. Ask learners to notice organisation, useful language and tone…" }, { "path": "/tesol/resources/focus-on-writing-skills/planning-drafting-and-revising", "originalCoreWords": 86, "expandedEditorialWords": 413, "title": "Planning, drafting and revising | TESOL Learning Hub", "description": "Planning, drafting and revising: Writing involves generating ideas, organising them, drafting and revising. These processes can recur rather than follow one…" }, { "path": "/tesol/resources/focus-on-writing-skills/peer-feedback-and-collaborative-writing", "originalCoreWords": 86, "expandedEditorialWords": 410, "title": "Peer feedback and collaborative writing | TESOL Learning Hub", "description": "Peer feedback and collaborative writing: Peer feedback works best with a small, understandable focus. Learners need to know how to describe a useful…" }, { "path": "/tesol/resources/focus-on-writing-skills/corrective-feedback-and-correction-codes", "originalCoreWords": 93, "expandedEditorialWords": 424, "title": "Corrective feedback and correction codes | TESOL Learning Hub", "description": "Corrective feedback and correction codes: Choose feedback according to the objective and learner’s ability to revise. Direct correction, a marked error…" }, { "path": "/tesol/resources/focus-on-writing-skills/differentiation-and-digital-writing-support", "originalCoreWords": 94, "expandedEditorialWords": 427, "title": "Differentiation and digital writing support | TESOL Learning Hub", "description": "Differentiation and digital writing support: Adjust support while retaining the writing purpose. Some learners need a frame or word bank; others can add…" }, { "path": "/tesol/resources/integrating-skills/receptive-and-productive-skills-in-one-task", "originalCoreWords": 77, "expandedEditorialWords": 421, "title": "Receptive and productive skills in one task | TESOL Learning Hub", "description": "Receptive and productive skills in one task: Reading and listening are receptive; writing and speaking are productive. Real tasks often connect them. Merely…" }, { "path": "/tesol/resources/integrating-skills/primary-skills-and-supporting-skills", "originalCoreWords": 89, "expandedEditorialWords": 427, "title": "Primary skills and supporting skills | TESOL Learning Hub", "description": "Primary skills and supporting skills: A task can involve several skills while developing one most directly. Identify the main objective so feedback and time…" }, { "path": "/tesol/resources/integrating-skills/active-listening-in-a-speaking-lesson", "originalCoreWords": 80, "expandedEditorialWords": 419, "title": "Active listening in a speaking lesson | TESOL Learning Hub", "description": "Active listening in a speaking lesson: Communication includes attending to another person, requesting clarification and responding to what was said. Teach…" }, { "path": "/tesol/resources/integrating-skills/reading-into-writing", "originalCoreWords": 83, "expandedEditorialWords": 418, "title": "Reading into writing | TESOL Learning Hub", "description": "Reading into writing: A model text or information source can support writing, but the two purposes should be distinguished. Learners may read to understand…" }, { "path": "/tesol/resources/integrating-skills/listening-notes-and-spoken-reports", "originalCoreWords": 78, "expandedEditorialWords": 417, "title": "Listening, notes and spoken reports | TESOL Learning Hub", "description": "Listening, notes and spoken reports: Taking notes transforms spoken information into a usable record. A later report provides a reason to select and…" }, { "path": "/tesol/resources/integrating-skills/clil-and-a-four-skills-project", "originalCoreWords": 86, "expandedEditorialWords": 422, "title": "CLIL and a four-skills project | TESOL Learning Hub", "description": "CLIL and a four-skills project: A content task can naturally integrate language skills when learners need to understand, discuss and explain subject…" }, { "path": "/tesol/resources/practising-new-language-items/why-knowing-a-rule-is-not-enough", "originalCoreWords": 95, "expandedEditorialWords": 419, "title": "Why knowing a rule is not enough | TESOL Learning Hub", "description": "Why knowing a rule is not enough: Recognising an explanation does not guarantee timely use during communication. Practice helps learners retrieve and…" }, { "path": "/tesol/resources/practising-new-language-items/choral-and-individual-oral-practice", "originalCoreWords": 92, "expandedEditorialWords": 422, "title": "Choral and individual oral practice | TESOL Learning Hub", "description": "Choral and individual oral practice: Choral practice lets learners rehearse together; individual turns allow the teacher to hear specific needs. Neither…" }, { "path": "/tesol/resources/practising-new-language-items/backchaining-and-substitution-drills", "originalCoreWords": 86, "expandedEditorialWords": 412, "title": "Backchaining and substitution drills | TESOL Learning Hub", "description": "Backchaining and substitution drills: Backchaining rehearses a sequence from its final part; substitution practice changes a selected element within a known…" }, { "path": "/tesol/resources/practising-new-language-items/controlled-written-practice", "originalCoreWords": 86, "expandedEditorialWords": 418, "title": "Controlled written practice | TESOL Learning Hub", "description": "Controlled written practice: Matching, completing and transforming sentences can focus attention on a particular pattern. Context still matters: an item can…" }, { "path": "/tesol/resources/practising-new-language-items/interactive-and-personalised-practice", "originalCoreWords": 81, "expandedEditorialWords": 398, "title": "Interactive and personalised practice | TESOL Learning Hub", "description": "Interactive and personalised practice: A practice task can retain a language focus while inviting true information. Repetition becomes more purposeful when…" }, { "path": "/tesol/resources/practising-new-language-items/sequencing-practice-and-responding-to-errors", "originalCoreWords": 92, "expandedEditorialWords": 421, "title": "Sequencing practice and responding to errors | TESOL Learning Hub", "description": "Sequencing practice and responding to errors: A move from controlled to freer work can be helpful, but sequence should respond to learner readiness. Some…" }, { "path": "/tesol/resources/teaching-language-items-reactively/preselected-and-emergent-language", "originalCoreWords": 90, "expandedEditorialWords": 426, "title": "Preselected and emergent language | TESOL Learning Hub", "description": "Preselected and emergent language: Preselected language is chosen before the lesson; emergent language becomes useful because of learners’ actual messages.…" }, { "path": "/tesol/resources/teaching-language-items-reactively/the-communication-monitoring-and-feedback-cycle", "originalCoreWords": 82, "expandedEditorialWords": 416, "title": "The communication, monitoring and feedback cycle | TESOL Learning Hub", "description": "The communication, monitoring and feedback cycle: Set a task that invites a meaningful exchange, monitor what learners can and cannot express, respond to…" }, { "path": "/tesol/resources/teaching-language-items-reactively/selecting-language-from-learner-output", "originalCoreWords": 90, "expandedEditorialWords": 428, "title": "Selecting language from learner output | TESOL Learning Hub", "description": "Selecting language from learner output: Select a manageable number of items that are useful, recurring or important to the message. Include successful…" }, { "path": "/tesol/resources/teaching-language-items-reactively/scaffolding-during-communication", "originalCoreWords": 85, "expandedEditorialWords": 405, "title": "Scaffolding during communication | TESOL Learning Hub", "description": "Scaffolding during communication: A prompt, a word, a question frame or a brief model can help a learner continue. The support should preserve learner…" }, { "path": "/tesol/resources/teaching-language-items-reactively/delayed-feedback-and-respectful-correction", "originalCoreWords": 88, "expandedEditorialWords": 427, "title": "Delayed feedback and respectful correction | TESOL Learning Hub", "description": "Delayed feedback and respectful correction: Anonymous examples can make feedback less personal and more analytical. Preserve enough context for learners to…" }, { "path": "/tesol/resources/teaching-language-items-reactively/repeating-tasks-and-working-with-a-syllabus", "originalCoreWords": 86, "expandedEditorialWords": 418, "title": "Repeating tasks and working with a syllabus | TESOL Learning Hub", "description": "Repeating tasks and working with a syllabus: Reactive teaching can complement a prescribed syllabus. Choose tasks related to the planned aims while allowing…" }, { "path": "/tesol/resources/organizing-and-managing-a-class/interaction-patterns-and-classroom-organisation", "originalCoreWords": 86, "expandedEditorialWords": 424, "title": "Interaction patterns and classroom organisation | TESOL Learning Hub", "description": "Interaction patterns and classroom organisation: Whole-class, individual, pair and group work serve different purposes. Change the pattern when it improves…" }, { "path": "/tesol/resources/organizing-and-managing-a-class/clear-instructions-and-checking-the-task", "originalCoreWords": 80, "expandedEditorialWords": 427, "title": "Clear instructions and checking the task | TESOL Learning Hub", "description": "Clear instructions and checking the task: Instructions should state the action, grouping, time and outcome in manageable language. Demonstration often…" }, { "path": "/tesol/resources/organizing-and-managing-a-class/group-dynamics-and-psychological-safety", "originalCoreWords": 82, "expandedEditorialWords": 417, "title": "Group dynamics and psychological safety | TESOL Learning Hub", "description": "Group dynamics and psychological safety: Language learning requires taking interpersonal risks. Establish respectful listening, manageable challenge and a…" }, { "path": "/tesol/resources/organizing-and-managing-a-class/whiteboards-and-shared-online-records", "originalCoreWords": 87, "expandedEditorialWords": 419, "title": "Whiteboards and shared online records | TESOL Learning Hub", "description": "Whiteboards and shared online records: A visible record should help learners recover meaning, form and examples. Organise the space so new language is…" }, { "path": "/tesol/resources/organizing-and-managing-a-class/grading-teacher-language", "originalCoreWords": 83, "expandedEditorialWords": 402, "title": "Grading teacher language | TESOL Learning Hub", "description": "Grading teacher language: Adjust vocabulary, sentence complexity and chunking to the learners’ needs while retaining natural grammar and rhythm. Shouting,…" }, { "path": "/tesol/resources/organizing-and-managing-a-class/monitoring-fast-finishers-and-awkward-numbers", "originalCoreWords": 86, "expandedEditorialWords": 412, "title": "Monitoring, fast finishers and awkward numbers | TESOL Learning Hub", "description": "Monitoring, fast finishers and awkward numbers: Plan for differences in pace and group size before the lesson. Extensions should deepen the task rather than…" }, { "path": "/tesol/resources/teaching-young-learners-and-teenagers/understanding-age-groups-without-stereotypes", "originalCoreWords": 88, "expandedEditorialWords": 425, "title": "Understanding age groups without stereotypes | TESOL Learning Hub", "description": "Understanding age groups without stereotypes: Age can affect attention, literacy, interests and independence, but learners within an age group differ. Use…" }, { "path": "/tesol/resources/teaching-young-learners-and-teenagers/very-young-learners-and-concrete-experience", "originalCoreWords": 86, "expandedEditorialWords": 408, "title": "Very young learners and concrete experience | TESOL Learning Hub", "description": "Very young learners and concrete experience: Very young learners often benefit from concrete reference, predictable actions and brief, clear routines.…" }, { "path": "/tesol/resources/teaching-young-learners-and-teenagers/young-learners-routines-and-supported-independence", "originalCoreWords": 85, "expandedEditorialWords": 423, "title": "Young learners: routines and supported independence | TESOL Learning Hub", "description": "Young learners: routines and supported independence: Predictable routines reduce the language needed to organise a task. Visual steps and a model help…" }, { "path": "/tesol/resources/teaching-young-learners-and-teenagers/teenagers-relevance-and-participation", "originalCoreWords": 85, "expandedEditorialWords": 417, "title": "Teenagers, relevance and participation | TESOL Learning Hub", "description": "Teenagers, relevance and participation: Teenagers may value peer relationships, identity and meaningful choice. Provide topics that allow engagement without…" }, { "path": "/tesol/resources/teaching-young-learners-and-teenagers/project-based-lessons", "originalCoreWords": 84, "expandedEditorialWords": 430, "title": "Project-based lessons | TESOL Learning Hub", "description": "Project-based lessons: A project needs a question, an achievable product, staged support and an audience. Assign roles and checkpoints so that participation…" }, { "path": "/tesol/resources/teaching-young-learners-and-teenagers/adapting-setup-content-and-classroom-management", "originalCoreWords": 91, "expandedEditorialWords": 434, "title": "Adapting setup, content and classroom management | TESOL Learning Hub", "description": "Adapting setup, content and classroom management: Age-appropriate teaching involves how a task is introduced, paced and supported as well as its topic.…" }, { "path": "/tesol/resources/teaching-at-different-levels/cefr-and-practical-can-do-objectives", "originalCoreWords": 88, "expandedEditorialWords": 404, "title": "CEFR and practical can-do objectives | TESOL Learning Hub", "description": "CEFR and practical can-do objectives: Proficiency descriptions focus on what learners can understand and do. A level label is a broad guide, not a complete…" }, { "path": "/tesol/resources/teaching-at-different-levels/supporting-beginners-and-elementary-learners", "originalCoreWords": 84, "expandedEditorialWords": 409, "title": "Supporting beginners and elementary learners | TESOL Learning Hub", "description": "Supporting beginners and elementary learners: Lower-level learners may need short instructions, a visible model and limited choices before a task. Support…" }, { "path": "/tesol/resources/teaching-at-different-levels/extending-intermediate-and-advanced-learners", "originalCoreWords": 82, "expandedEditorialWords": 404, "title": "Extending intermediate and advanced learners | TESOL Learning Hub", "description": "Extending intermediate and advanced learners: Higher-level work can require nuance, justification, interaction management and greater independence. More…" }, { "path": "/tesol/resources/teaching-at-different-levels/adapting-receptive-tasks-at-different-levels", "originalCoreWords": 86, "expandedEditorialWords": 421, "title": "Adapting receptive tasks at different levels | TESOL Learning Hub", "description": "Adapting receptive tasks at different levels: The same text can support different tasks, but some texts remain inaccessible without substantial support.…" }, { "path": "/tesol/resources/teaching-at-different-levels/teaching-grammar-at-different-levels", "originalCoreWords": 89, "expandedEditorialWords": 411, "title": "Teaching grammar at different levels | TESOL Learning Hub", "description": "Teaching grammar at different levels: The same broad grammar area may be revisited with different meanings, contrasts and degrees of precision. Choose a…" }, { "path": "/tesol/resources/teaching-at-different-levels/mixed-level-differentiation-and-teacher-handover", "originalCoreWords": 91, "expandedEditorialWords": 421, "title": "Mixed-level differentiation and teacher handover | TESOL Learning Hub", "description": "Mixed-level differentiation and teacher handover: Differentiate support and extension while keeping a shared purpose where possible. Record what helps the…" }, { "path": "/tesol/resources/choosing-and-using-teaching-resources/evaluating-materials-for-learner-needs", "originalCoreWords": 88, "expandedEditorialWords": 399, "title": "Evaluating materials for learner needs | TESOL Learning Hub", "description": "Evaluating materials for learner needs: Materials should fit the learners’ purposes, language level, age and access needs. Attractive design is only one…" }, { "path": "/tesol/resources/choosing-and-using-teaching-resources/teacher-suitability-and-preparation-demands", "originalCoreWords": 95, "expandedEditorialWords": 410, "title": "Teacher suitability and preparation demands | TESOL Learning Hub", "description": "Teacher suitability and preparation demands: A resource can be educationally useful but impractical for the available preparation time. Evaluate…" }, { "path": "/tesol/resources/choosing-and-using-teaching-resources/context-cost-and-language-focus", "originalCoreWords": 97, "expandedEditorialWords": 420, "title": "Context, cost and language focus | TESOL Learning Hub", "description": "Context, cost and language focus: Materials must work within real constraints: equipment, class size, time, assessment expectations and the English learners…" }, { "path": "/tesol/resources/choosing-and-using-teaching-resources/authentic-materials-and-resource-types", "originalCoreWords": 90, "expandedEditorialWords": 411, "title": "Authentic materials and resource types | TESOL Learning Hub", "description": "Authentic materials and resource types: Coursebooks, readers, images, real objects and public texts provide different opportunities. Authentic materials…" }, { "path": "/tesol/resources/choosing-and-using-teaching-resources/keep-supplement-remove-and-replace", "originalCoreWords": 97, "expandedEditorialWords": 421, "title": "Keep, supplement, remove and replace | TESOL Learning Hub", "description": "Keep, supplement, remove and replace: Adaptation may keep an effective stage, add support, remove an irrelevant section or replace an unsuitable activity.…" }, { "path": "/tesol/resources/choosing-and-using-teaching-resources/differentiation-and-reviewing-resource-impact", "originalCoreWords": 91, "expandedEditorialWords": 411, "title": "Differentiation and reviewing resource impact | TESOL Learning Hub", "description": "Differentiation and reviewing resource impact: Offer different support or extension where learners face different barriers. Review the material after use:…" }, { "path": "/tesol/resources/teaching-with-limited-resources/resources-versus-resourcefulness", "originalCoreWords": 89, "expandedEditorialWords": 426, "title": "Resources versus resourcefulness | TESOL Learning Hub", "description": "Resources versus resourcefulness: Limited equipment does not remove the need for planning. Begin with a useful outcome and identify the information,…" }, { "path": "/tesol/resources/teaching-with-limited-resources/dictogloss-and-collaborative-reconstruction", "originalCoreWords": 86, "expandedEditorialWords": 421, "title": "Dictogloss and collaborative reconstruction | TESOL Learning Hub", "description": "Dictogloss and collaborative reconstruction: In dictogloss, learners listen for meaning, take limited notes and reconstruct a text collaboratively. The aim…" }, { "path": "/tesol/resources/teaching-with-limited-resources/learner-generated-content", "originalCoreWords": 75, "expandedEditorialWords": 399, "title": "Learner-generated content | TESOL Learning Hub", "description": "Learner-generated content: Learners can contribute knowledge, preferences and imagined experiences as teaching material. Give a structure so contributions…" }, { "path": "/tesol/resources/teaching-with-limited-resources/surveys-polls-and-group-reports", "originalCoreWords": 80, "expandedEditorialWords": 410, "title": "Surveys, polls and group reports | TESOL Learning Hub", "description": "Surveys, polls and group reports: A survey can generate repeated questions, active listening and meaningful reporting. Keep questions answerable and the…" }, { "path": "/tesol/resources/teaching-with-limited-resources/pictures-objects-and-the-classroom-as-material", "originalCoreWords": 80, "expandedEditorialWords": 422, "title": "Pictures, objects and the classroom as material | TESOL Learning Hub", "description": "Pictures, objects and the classroom as material: Simple objects can create rich tasks when learners must describe, compare, classify or solve a problem. The…" }, { "path": "/tesol/resources/teaching-with-limited-resources/low-resource-adaptations-across-contexts", "originalCoreWords": 91, "expandedEditorialWords": 417, "title": "Low-resource adaptations across contexts | TESOL Learning Hub", "description": "Low-resource adaptations across contexts: A useful task structure can often move between a large class, a private lesson and an online setting. Adapt who…" }, { "path": "/tesol/resources/using-educational-technology/start-with-learners-and-learning-benefits", "originalCoreWords": 87, "expandedEditorialWords": 404, "title": "Start with learners and learning benefits | TESOL Learning Hub", "description": "Start with learners and learning benefits: Choose a tool because it improves a learning opportunity: feedback, access, interaction or independent practice.…" }, { "path": "/tesol/resources/using-educational-technology/synchronous-and-asynchronous-learning", "originalCoreWords": 91, "expandedEditorialWords": 417, "title": "Synchronous and asynchronous learning | TESOL Learning Hub", "description": "Synchronous and asynchronous learning: Synchronous work happens at an agreed time; asynchronous work can happen at different times. Each has different…" }, { "path": "/tesol/resources/using-educational-technology/usability-compatibility-and-cost", "originalCoreWords": 82, "expandedEditorialWords": 395, "title": "Usability, compatibility and cost | TESOL Learning Hub", "description": "Usability, compatibility and cost: Check how learners will enter the task, what devices they use and which features require payment. Test the actual…" }, { "path": "/tesol/resources/using-educational-technology/accessibility-privacy-and-learner-information", "originalCoreWords": 88, "expandedEditorialWords": 414, "title": "Accessibility, privacy and learner information | TESOL Learning Hub", "description": "Accessibility, privacy and learner information: Digital participation can be affected by small text, inaccessible navigation or unnecessary data collection.…" }, { "path": "/tesol/resources/using-educational-technology/autonomy-content-creation-and-critical-judgement", "originalCoreWords": 93, "expandedEditorialWords": 413, "title": "Autonomy, content creation and critical judgement | TESOL Learning Hub", "description": "Autonomy, content creation and critical judgement: A tool can support independent practice when learners know what to do, how to interpret feedback and when…" }, { "path": "/tesol/resources/using-educational-technology/evaluating-impact-and-planning-a-fallback", "originalCoreWords": 90, "expandedEditorialWords": 406, "title": "Evaluating impact and planning a fallback | TESOL Learning Hub", "description": "Evaluating impact and planning a fallback: After using a tool, review the evidence: what learners produced, what improved and which access problems arose. A…" }, { "path": "/tesol/resources/developing-as-a-teacher/professional-development-through-everyday-teaching", "originalCoreWords": 85, "expandedEditorialWords": 410, "title": "Professional development through everyday teaching | TESOL Learning Hub", "description": "Professional development through everyday teaching: Development can come from planning, teaching, feedback, reading, observation and discussion. Choose an…" }, { "path": "/tesol/resources/developing-as-a-teacher/the-reflective-learning-cycle", "originalCoreWords": 86, "expandedEditorialWords": 415, "title": "The reflective learning cycle | TESOL Learning Hub", "description": "The reflective learning cycle: A reflective cycle connects an experience, a review of evidence, an explanation and a new experiment. Reflection should move…" }, { "path": "/tesol/resources/developing-as-a-teacher/teacher-beliefs-and-classroom-evidence", "originalCoreWords": 89, "expandedEditorialWords": 423, "title": "Teacher beliefs and classroom evidence | TESOL Learning Hub", "description": "Teacher beliefs and classroom evidence: Beliefs influence what teachers notice and choose. Examine them against classroom evidence and learner perspectives.…" }, { "path": "/tesol/resources/developing-as-a-teacher/peer-observation-and-useful-feedback", "originalCoreWords": 84, "expandedEditorialWords": 414, "title": "Peer observation and useful feedback | TESOL Learning Hub", "description": "Peer observation and useful feedback: A supportive observation begins with an agreed focus and records observable events. Feedback can distinguish…" }, { "path": "/tesol/resources/developing-as-a-teacher/reading-communities-and-development-pathways", "originalCoreWords": 92, "expandedEditorialWords": 428, "title": "Reading, communities and development pathways | TESOL Learning Hub", "description": "Reading, communities and development pathways: Professional reading and teacher communities can broaden options, but ideas need to be evaluated in context.…" }, { "path": "/tesol/resources/developing-as-a-teacher/a-six-month-professional-learning-plan", "originalCoreWords": 89, "expandedEditorialWords": 413, "title": "A six-month professional learning plan | TESOL Learning Hub", "description": "A six-month professional learning plan: A development plan needs a priority, an activity, a timescale and evidence of change. Keep it manageable alongside…" }, { "path": "/tesol/resources/preparing-for-the-workplace/choosing-a-teaching-role", "originalCoreWords": 85, "expandedEditorialWords": 401, "title": "Choosing a teaching role | TESOL Learning Hub", "description": "Choosing a teaching role: A suitable role depends on learners, responsibilities, support, location and working conditions as well as title. Clarify your…" }, { "path": "/tesol/resources/preparing-for-the-workplace/presenting-qualifications-and-teaching-evidence", "originalCoreWords": 90, "expandedEditorialWords": 424, "title": "Presenting qualifications and teaching evidence | TESOL Learning Hub", "description": "Presenting qualifications and teaching evidence: An application should describe qualifications accurately and connect experience to the role. Evidence can…" }, { "path": "/tesol/resources/preparing-for-the-workplace/answering-interview-questions", "originalCoreWords": 93, "expandedEditorialWords": 418, "title": "Answering interview questions | TESOL Learning Hub", "description": "Answering interview questions: Strong interview answers connect a decision to a concrete teaching example and its result. Prepare to discuss language…" }, { "path": "/tesol/resources/preparing-for-the-workplace/questions-to-ask-an-employer", "originalCoreWords": 82, "expandedEditorialWords": 400, "title": "Questions to ask an employer | TESOL Learning Hub", "description": "Questions to ask an employer: An interview is also a chance to understand the working context. Ask about learners, materials, induction, observation,…" }, { "path": "/tesol/resources/preparing-for-the-workplace/time-management-and-professional-relationships", "originalCoreWords": 79, "expandedEditorialWords": 397, "title": "Time management and professional relationships | TESOL Learning Hub", "description": "Time management and professional relationships: Sustainable work needs realistic preparation routines, clear communication and shared expectations. Reusable…" }, { "path": "/tesol/resources/preparing-for-the-workplace/wellbeing-and-a-realistic-transition-plan", "originalCoreWords": 92, "expandedEditorialWords": 421, "title": "Wellbeing and a realistic transition plan | TESOL Learning Hub", "description": "Wellbeing and a realistic transition plan: Teaching involves emotional and practical demands. A transition plan can identify support, manageable goals and…" } ] }