Editor's note: This post is co-authored by Marcus Conyers who, with Donna Wilson, is co-developer of the M.S. and Ed.S. Brain-Based Teaching degree programs at Nova Southeastern University.
During the school year, students are expected to listen to and absorb vast amounts of content. But how much time has been devoted to equipping students with ways to disconnect from their own internal dialogue (self-talk) and to focus their attention fully on academic content that is being presented? Listening is hard work even for adults. When students are unable to listen effectively, classroom management issues arise.
The terms 'blended learning' and 'the flipped classroom' are bandied about a lot these days and can easily fill us with trepidation:
What exactly do these terms mean? How much online content is the right amount? What sorts of sites and apps should we be using? How can we convincingly recommend new technologies to students who are more technologically savvy than we are? Do we need a radical rethink of the way we present information to learners?
The ELT experts in this issue offer advice and reassurance – advice on useful online tools and how to integrate them into our courses; reassurance that much of what we're already doing in ELT is in line with the trend towards more independent learning.
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