Thanks, Emma. I’m really glad the staging and examples were useful. Clarity was exactly what I was aiming for, especially for teachers who want something practical they can apply straight away.
Thank you, Viktoria. I appreciate that. I wanted to keep the explanation grounded in what actually happens in classrooms, rather than letting the theory run away with it.
Thanks for this. That instinct to jump in and rescue students is such a strong one. But as you say, once learners have felt the gap for themselves, the feedback actually sticks. Delayed correction starts to feel like a response to need, not an interruption.
Very useful
It is a lot of work for teachers.
It can be to start with, but it's worth trying task-based lessons to see how it improves your student outcomes!
I am glad to know, I have already done that, without knowing that method:)
Great explanation and examples. I’ve been looking for a simple description with clear stages and lesson examples and this it! Thanks.
Thanks, Emma. I’m really glad the staging and examples were useful. Clarity was exactly what I was aiming for, especially for teachers who want something practical they can apply straight away.
In fact, I've posted about this article on LI and I'll also be sharing the link with teachers. It is absolutely 'clear' - thank you.
Wonderful, thank you!
Beautiful explanation and illustration! Thanks!
Thank you, Viktoria. I appreciate that. I wanted to keep the explanation grounded in what actually happens in classrooms, rather than letting the theory run away with it.
Fabulous
Thanks, Lucy. Much appreciated.
Thanks for this. That instinct to jump in and rescue students is such a strong one. But as you say, once learners have felt the gap for themselves, the feedback actually sticks. Delayed correction starts to feel like a response to need, not an interruption.