Page 169 - Teaching English at Primary Level: From Theory into the Classroom

Planning and Performing Online Live Education with YL

Direct live online work
(teacher and YLs)

Teacher provides
YLs’ opportunities instructions for tasks
for improvement
and (individual) work

YLs solve tasks, using
Teacher pro- different apps, individ-
vides feedback
ual or pair/group work

Figure 11.1 Direct Live Online FL Teacher and YLs Collaboration

will be used in the online lessons (the content, topic, development of
language skills, individual/pair/group work assignments),
• decide which online tools and applications they will use and consider
whether pupils will need technical support and advice,
• decide when and how many times they will meet with YLs,
• select age- and level appropriate websites where pupils can carry out
specific tasks,
• include staging online activities (before, while and after) to arise YLs’
interest, curiosity and attention,
• plan different activities aimed at engaging YLs in active online partici-
pation,
• read YLs’ assignments, provide feedback on their work and allow op-
portunities for improvement.

The two scenarios for online lessons with YL presented below offer several
ideas for integrating FL and ICT skills.

Scenario Outline 1
The first scenario presents direct live online work with YLs (ages 8 to 11) in
which an FL teacher explains and guides YLs to different tasks and (individ-
ual) work. YLs have their own digital note-taking apps (e.g. OneNote, Padlet)
where they solve tasks, comment on them, and collaborate with their peers.
After the task, the teacher provides comments to individual pupils or a group
and gives opportunities for improvement of their work (Figure 11.1).

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