What is rapid prototyping and how can it apply to the ELT classroom?

Nicole Kyriacou
A teacher stood in front of her class with her students raising their hands
Reading time: 5 minutes

Tom Chi is an internet veteran with quite a resumé. His roles have been many and varied – from astrophysical researcher to Fortune 500 consultant and corporate executive, developing new hardware and software products and services.

He worked on Microsoft Outlook when it was in its infancy, was a major influence in taking Yahoo Search from 0 to 90 million users and is now Head of Product Experience at Google X – Alphabet’s secretive division focused on creating technological innovations for the future. It has produced the self-driving car and Google Glass, and its Project Loon aims to provide internet to every square inch of the earth.

At Google X, Tom was in a unique position – always having to think five, ten or even more years ahead in order to conceptualize and build the technology of the future. As you might imagine, this is far from an easy task; not only do the ideas have to be original, but they have to meet people’s future needs – something that is not easy to predict.

So, how does Tom and the others at Google X deliver their vision for the future using today's materials and technology?

That’s where Rapid Prototyping comes in. It’s a concept that allows teams to experiment, learn and adjust prototypes quickly and cheaply, so that projects (and products) get off the ground. Failure is seen as a starting block and an inevitable part of the learning process. Following his workshop, we are going to look further at rapid prototyping and how it can relate to the ELT classroom.

Integrating rapid prototyping into ELT teaching
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What are the rules of rapid prototyping?

According to Tom, rapid prototyping follows four main principles:

Rule #1:

You must find the quickest path to experience. Ideas are nothing until they have been tested; prototyping is the quickest path to go from guessing into direct experience. You will soon see an idea’s strengths, weaknesses and potential once you have tried it.

Rule #2:

Doing is the best kind of thinking. People are very good at imagining things, but until we try them, we won’t know what works and what doesn’t. By actually doing something, we’ll come up with new ideas, new challenges and new solutions.

Rule #3:

Prototyping follows a distinct pathway: from conjecture, to experimentation, to results and finally decision-making.

Prototyping rule #4:

Prototyping helps us reason in time and space: instead of lots of planning, imagination and guesswork, it makes us build something real, considering real use cases and real situations.

How does rapid prototyping affect progress?

The rapid-prototyping learning loop follows this pattern:

  1. Building a variation
  2. Testing with customers
  3. Observing results
  4. Adjusting from results

This process allows us to increase the chances of success in any given project dramatically. For example, if an idea has a 5% chance of success, by trying it 20 times there is a 64% chance of success and by trying it 50 times, there is a 92% chance of success.

Considering that each time an idea is prototyped, learning takes place, the chances of success are likely even higher with every trial.

But wait, what has rapid prototyping got to do with the ELT classroom?

Tom shows how a technology giant like Google can innovate and produce results quickly and efficiently through rapid prototyping – and all the while, he is explaining how much faster learning is when we experiment and do things.

Encouraging project-based work

Of course, our students are not innovating or building new products for tech companies, they are aiming to learn a language. But as Tom said, learning by doing is much faster and more effective than simply conjecturing and talking about theories.

Following his first rule of prototyping (find the quickest path to experience), we need to give students the experience of using the language as fast as possible. Project and task-based learning allows students to build their vocabulary, and test their grammar and overall communications skills in an authentic way.

This also covers Tom’s second rule (doing is the best type of thinking). If we can tap into our students’ creativity, we can allow them to experiment with language, discover what they know and what they don’t know, and then really work on learning the things they need for certain tasks.

When it comes to Tom’s third rule (conjecture, experimentation, results, decision-making), the teacher has more responsibility. We need to look at how we benchmark, measure and analyze our learner’s progress. Without a pathway, our students will not know how they are progressing and may easily lose motivation. The students therefore need to have a firm idea of their abilities, when they need to learn and how they are currently performing. We can then make decisions regarding individual class plans and syllabi.

Finally, by exposing our students to authentic materials, we cover Tom’s fourth rule (reason in time and space). Authentic readings, listenings and videos give learners the opportunity to work with real-world language, trying out what they are learning in authentic contexts. It helps them imagine using the language outside of the safe environment of the classroom too, giving them the challenge they need to push them into learning faster.

Fostering a growth mindset

The very fact that Tom’s team is able to imagine and prototype what seem like impossible ideas – that then have the potential to change the world – is awe-inspiring.

We can all learn from his vision, tenacity and methodology. At the heart of the experimentation and learning at Google X lies a growth mindset.

If we help our students develop a growth mindset, they will see failure as an opportunity to learn, as well as a challenge as a chance to grow, and feedback as a constructive way to improve.

Learning is a dynamic process. As teachers, it’s important for us to look outside the world of education to find inspiration and ideas. We hope this has sparked your curiosity and added a dash of inspiration for your future classes.

Read our post 'Fostering critical thinking in the classroom' and the webinar 'Develop a growth mindset'.

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    Balancing work, life, and learning: How adult learners navigate English language learning

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    Dr. Quoc is an author, educational solutions provider and AIED expert with over 20 years of experience in ELT and education in Vietnam. He is the Founder and CEO of Pro.Ed Education Solutions and Chief Officer of EduVerse, a global network supporting lifelong learning for educators. Dr. Quoc is also the author of The Art and Science of ChatGPT in Education and was named a LinkedIn Top Educational Leadership Voice in 2024. His work focuses on integrating AI into education to support personalized and flexible learning for teachers and learners.

    For many adult learners, mastering English isn’t just about gaining a new skill—it’s about unlocking opportunities in work, family and social spheres. But juggling English lessons alongside work, family obligations and social commitments is a challenge that can feel overwhelming.

    This guide explores the unique challenges adult learners face and how educators can support them with empathy, flexibility and effective strategies.

    The challenges of learning English as an adult

    Meet Le, a 35-year-old Vietnamese project manager who dreams of working for an international company. With a demanding full-time job and two young children, finding time for English lessons feels impossible. Missing classes and struggling to complete assignments leads to frustration and self-doubt—an all-too-common experience among adult learners.

    Many adults face similar challenges:

    • Balancing work, family and personal commitments leaves little time and energy for study.
    • Fatigue after a long day makes it difficult to concentrate or retain information.
    • Progress feels slow, which can be demotivating.

    Without practical support, the goal of English proficiency can seem out of reach.

    Strategies for overcoming challenges

    1. Setting SMART Goals

    Educators can guide learners to set Specific, Measurable, Achievable, Relevant, and Time-bound (SMART) goals. Breaking down larger objectives into small, measurable milestones gives learners a sense of achievement. For example, app’s Global Scale of English (GSE) provides actionable “Can-do” statements, such as:

    • Reading (GSE 37/CEFR A2+): Can understand simple personal emails.
    • Speaking (GSE 44/CEFR B1): Can give a short talk with visual support.

    These manageable goals create motivation and help learners like Le stay focused without feeling overwhelmed.

    2. Offering flexible learning options

    Flexibility is key for adult learners. Teachers can adopt strategies such as:

    • Modular lessons that can be completed in short sessions.
    • Micro-learning, including 10-minute daily practices using apps or quick grammar exercises.

    For learners like Le, micro-learning can easily be integrated into a work commute or lunch break.

    3. Blending learning with real-world scenarios

    Teaching English through practical, real-life contexts makes lessons more relevant and efficient. Using authentic materials like emails, meeting notes, or presentations mirrors learners’ daily lives and creates immediate applications for their new skills. For instance:

    • Help learners role-play workplace conversations.
    • Develop speaking proficiency for social interactions or workplace scenarios.

    This approach saves time and reinforces the usefulness of learning English, keeping learners motivated.

    4. Encouraging weekly reflection

    Reflection allows learners to monitor their progress, stay motivated and adapt their strategies. Teachers can:

    • Encourage learners to set weekly goals (e.g., learning new business vocabulary or practicing pronunciation for 15 minutes daily).
    • Use reflection journals to track achievements, identify challenges and adjust learning plans.

    This habit reinforces a growth mindset, helping learners make consistent progress amidst their busy schedules.

    Implementing the strategies

    Here’s how educators can apply these strategies effectively:

    1. Assess and set goals

    Work with learners to set realistic, measurable goals based on their personal motivations and schedules.

    2. Create flexible study plans

    Develop personalized study schedules that incorporate modular lessons and micro-learning techniques.

    3. Use authentic materials

    Include sample emails, presentations, or conversations that align with the learner’s work or life situations, making lessons more practical.

    4. Encourage accountability

    Implement tools like reflective journals or digital reminders to help learners stay on track and see their progress.

    5. Leverage personalized AI tools

    Use AI-powered tools to recommend tailored exercises, provide instant feedback and enable targeted practice in learners’ focus areas.

    Why It matters

    English proficiency opens doors to better job opportunities, stronger social connections and enriched personal growth. By providing empathetic and flexible support, teachers empower learners to achieve their goals without compromising their work-life balance.
    For educators seeking further resources, app’s GSE framework offers valuable tools to help adult learners succeed. Teachers can use these aids to track progress and personalize lessons for maximum impact.

    Celebrate education

    To mark the incredible work of educators helping learners balance work, life and study, we encourage you to share your own experiences and tips to others. Together, we can continue to empower lifelong learning and celebrate the role of education in transforming lives.