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Videos on Teaching & Learning


Watch these videos to understand and apply the principles, teaching processes and pedagogical approaches to the teaching of English Language, Literature and General Paper.

Watch the videos individually or as a team to collaboratively inquire into how to more effectively meet the learning needs of students in these subjects.

Videos on Support for Teachers

Watch these videos on how to strengthen our pedagogical practices through collaborative professional learning, and how ELIS can support the learning process.

Microlearning Units


No.Title of MLU (Pedagogy)
1What is Differentiated Instruction & Why Does it Matter?
2How Important are Ongoing Assessment and Flexible Grouping in Differentiated Instruction?
3How can EL Departments Build a Culture that Supports Differentiated Instruction?
4How does Differentiated Instruction Work in a Large EL Class? – Determining Lesson Objectives
5How does Differentiated Instruction Work in a Large EL Class? – Selecting and Adapting Lesson Resources
6How does Differentiated Instruction Work in a Large EL Class? – Managing Learners and Learning
7How does Differentiated Instruction Work in a Large EL Class? – Small Group Instruction
8How Do We Select and Design EL Lessons for Differentiated Instruction?
9Why is it Important to Diagnose Students' Learning Needs?
10What does Diagnosing Students' Learning Needs Involve?
11How can English Language Teachers Diagnose Students' Learning Needs to Plan for Teaching and Learning
12Applying ACoLADE - How can We Raise Awareness in the EL Classroom?  
13Applying ACoLADE - How Can We Structure Consolidation in the EL Classroom?
14Applying ACoLADE - How Can We Facilitate Assessment for Learning (AfL) in the EL Classroom? 
15Applying ACoLADE - How can We Enable Application in the EL Classroom?
16Applying ACoLADE - How Can We Guide Discovery in the EL Classroom?
17Applying ACoLADE - How can We Instruct Explicitly in the EL Classroom?
18Planning the School-based EL Instruction Programme - How to Apply CLLIPS?
19What are Quality Questions?
20How Can English Language Teachers Sequence Their Questions Effectively?
21How to Select Texts?
22How to Adapt Texts?
23Why Select and Adapt Texts?
24What Should EL Teachers be Guided by in the Design of Blended Learning Experiences?
25

What Should EL Teachers Consider When Drawing Up a Design Map to Plan Learning Experiences?

26How can Teachers Use ICT Tools Purposefully to Teach Receptive-Productive Skills in English Language?
27How Do I Determine the Word Class of a Word?

 

 

NoTitle of MLU (Research and Effective Communication)
 Learning Path: Providing Language and Literacy Support in Subject Classrooms
1Using the Frayer Model strategy to learn subject-specific vocabulary
2Using the Concept Circle strategy to learn subject-specific vocabulary
3Using the Semantic Feature Analysis strategy to learn subject-specific vocabulary
4Using the K.I.M. (Key Term, Information, Memory) strategy to learn subject-specific vocabulary
5Using the Word Wall strategy to learn subject-specific vocabulary
6Using the Annotating Texts strategy to learn subject-specific vocabulary
7Using the Sequencing a Jumbled-Text strategy to learn subject-specific vocabulary
 Learning Path: The Role of Talk
8The Role of Talk in the Classroom
9The Role of Talk in Mathematics Classrooms
10What does a Productive Discussion in Mathematics look like?
 Learning Path: Talk Moves
11Talk Moves in a Biology Classroom (Part 1 of 3)
12Talk Moves in a Biology Classroom (Part 2 of 3)
13Talk Moves in a Biology Classroom (Part 3 of 3)
 Learning Path: Facilitating Productive Academic Discussion
14Initiating Questions for Facilitating Productive Academic Discussion
15Using the Let's Talk Card Game
 Learning Path: Classroom Inquiry
16Crafting Inquiry Questions
17Collecting Qualitative Data
18Analysing Qualitative Data
19Communicating Inquiry
 Learning Path: Big Ideas of Effective Feedback
20Big Ideas of Effective Feedback (1) - Find and Fix Learning Gaps
21Big Ideas of Effective Feedback (2) - Motivating Students
22Big Ideas of Effective Feedback (3) - Self-directed Learners

e-Conference Resources

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