To Fulfill the Learning Needs of Our Students
Blended Learning
As instructors teaching one on one and small group lessons, we are able to offer students “Blended Learning” with scaffold instruction and authentic materials. Blended learning combines offline learning with face-to-face online learning. Offline learning can include a variety of phoneme training, reading and self-assessments, written assignments, work-sheet, and listening exercises. Face-to –Face online learning involves the use of online programs and resources and real-time interaction with an ESL instructor.
The most important aspect of blended learning is that none of the offline components are unsupported by the teacher, they are actually EXTENSIONs of the online teaching-learning experience. The teacher is still guiding the student and is actively taking part in the child’s learning even when they are not together in the online classroom. Other than following the set schedule and minimal help with homework, the parent(s) is not required to take part in any actual instruction.
The key idea behind blended learning is that students and parents have some control over time, pace, path, and place. Allowing students to take some control of their learning increases their motivation to learn and allows them the time needed to work through the material.
There are two different blended learning method s we could offer: The Minimum-Proficiency Method to help children to reach proficiency and the Enriched- Fluency Method that aims for fluency.
Proficiency Vs. Fluency
In terms of language, the “proficient” label can be seen as referring to a student who, is skilled in the use of a language in all domains, but uses the language with greater formality and less familiarity than a native or fluent speaker. The proficient English student can work independently and perform sufficiently in most academic settings. The fluent or near-fluent student goes beyond these basic academic and social markers by both sounding natural in pronunciation, making natural word choices verbally and in written form and the ability to express themselves in written and verbal ways that most closely match native English speakers.
Minimum-Proficiency Method
This method offers steady learning aiming toward English proficiency for the student. In the Minimum-Proficiency Method, learners take classes face-to-face online (usually twice a week) and choose the amount of supplemental materials to be studied off-line at a pace that suits their goals and personal schedule. If supplemental materials and homework are completed at the bare minimum suggested by the teacher, then the student will likely achieve English proficiency in the language over time. Throughout the learning process, the school, students and teachers communicate in person, through email, and via online learning programs.
Benefits: - Easy to implement on a student-by-student basis. Light homework load and only a maximum of 3 hours per-week in combined face-to-face instruction and homework. Predictable progress is a standard in all domains. Academic and social proficiency is attainable.
Considerations: - Students must be able to successfully learn in an almost completely virtual setting with the teacher since there will little daily work done outside of lessons. Achieving English fluency (as described above) is not expected or considered. Although the student’s progress should be steady and reliable, it will not likely show as much swift growth as those enrolled in the Enriched- Fluency Method.
Enriched- Fluency Method
Enriched- Fluency method offers the student swift learning opportunities that surpass proficiency and aim toward the goal of fluency. The guided daily learning occurs along with at least two face-to-face lessons with their teacher per week and follows a daily work schedule set by their instructor. During face-to-face lessons the daily work is verified and evaluated by the instructor to check for understanding and compliance with the set goals.
Benefits: - The student reaches proficiency much faster than those in the Minimum-Proficiency Method and is encouraged much more comprehensively to reach fluency. The student striving for fluency can go beyond most of their peers who may only achieve proficiency and will be more likely to stand out in any academic or social setting requiring English. Although the daily work can be rigorous at times, the parent and student still have the freedom to choose when to complete daily work and turn it in to the instructor at any point during the week.
Considerations: Requires discipline to complete daily work. (at least 45 minutes, 6 days per week) the student must be willing to be challenged in all 4 domains to improve any weak skills that are creating imbalance and hindering the development of fluency. The student and parent need to be able to communicate frequently and working closely with the school. This method requires schedule modifications and strict adherence to daily work/homework.
We endorse both method s of blended learning and fully support students with either choice.
Scaffold instruction delivered with authentic materials
It is also imperative that we provide scaffolded instruction delivered authentic materials. Scaffolded instruction is support from the instructor that is tailored to each student. This instructional approach allows students to experience student-centered learning that offers each student support throughout the whole learning process.Using authentic materials during this journey is also important. Authentic materials are those that native English students use in their daily language art studies in the academic sense and those that they use during their free-time. The scaffolded instruction and use of authentic materials help to ensure that the ELL student is being guided properly based on individual need and being exposed to natural materials created by well-respected educators in the field.
Reading A-Z, Writing A-Z and Spectrum workbooks
We chose Reading A-Z, Writing A-Z and Spectrum workbooks as the primary teaching materials for most of our starting students. The Reading A-Z and Writing A-Z materials are crucial and foundational to achieving English proficiency. They are authentic materials used in many American schools and we want our students to be exposed to as many different styles of language art materials as possible, to encourage a well-rounded knowledge of English that prepares them for a variety of settings in the future. The Spectrum series is often used in American schools as a supplement to core classes and is used as an independent reading and workbook. It takes students further and challenges them to advance at a faster pace because the series was developed by teachers to be more rigorous than average and to ensure students use critical thinking to solve problems.
By using Reading A-Z, Writing A-Z and Spectrum workbooks, our students are receiving fundamental materials to attain English proficiency and materials that take them steps further toward the goal of English fluency.
Fulfilling student learning needs
Student choose to enroll in the Minimum-Proficiency Method will be consistently exposed to 1 or 2 styles of authentic materials that will help to ensure they meet their proficiency goals at a steady, predictable pace. On the other hand, students who enrolls in the Enriched- Fluency Method will be exposed to a much higher degree of authentic materials over time and on a daily basis that richly encourages growth toward the goal of English fluency.Regardless of which method a student chooses, it is important that every student learns in different ways and at different paces. Lessons should begin at a student’s instructional level, rather than grade level. Instruction should be both age-appropriate and encouraging so that students will stay motivated and can experience success over time.
The two different methods, combined with scaffolded instruction and that utilizes blended learning, should fulfill the learning need of most students.