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Pre-teaching helps learners to enter a lesson feeling confident, independent and ready to shine! It can be used to promote curiosity before a lesson, expose learners to new, unfamiliar vocabulary or concepts and/or allow them to tackle tasks at their own pace before working in a larger group setting.
Tip or Idea: Ensuring learners are confident with key vocabulary before they encounter it in a lesson or piece of text can reduce barriers to learning and improve levels of comprehension. Pre-teaching can be delivered in a variety of ways from individual interventions, small group sessions or set home-learning tasks.
Free resource to help you with this activity: Our Plant and Animal Cells Flashcards can be used to pre-learn specific vocabulary to support and scaffold learning in science lessons.
As educators, we are naturally reflective creatures, habitually revisiting lessons in our minds to see if we could somehow improve. Could the outcomes have been better? Were the discussions rich and high in quality? Was the balance of activities right to get the best possible language learning progression? Here, we will explore how to get the right balance in lessons, as well as suggesting activities.
Everyone recognises the importance of staying safe online - but it's not always straightforward. For many of us, computing - including social media, information technology and cybersecurity - is a whole new world, with its own conventions and language. Now consider the added element of dealing with all of this quite literally in a different language! That's the situation our EAL learners find themselves in. Having arrived in a new country, they need to learn English as quickly as possible, for social as well as academic reasons.
The language of Maths is often considered a language of its own, and this can sometimes be a difficulty for EAL students when they are learning English. NALDIC explain that if EAL learners are not supported to develop mathematical English, they are less likely to be able to fully-participate in the lesson, which could lead to them not being able to make sufficient progress in the subject.