Forward-looking reflective teaching

Ehsan Gorji
Ehsan Gorji
A classroom with students sat at desks and one student stood at the front with the teacher

Ehsan Gorji is an Iranian teacher, teacher trainer and teacher educator. He also designs strategic plans, devises study syllabuses, runs quality-check observations, and develops materials and tests for different language institutes and schools in the country. Ehsan has been a GSE Thought Leader and Expert Rater since 2016.Ìý

Reflective teaching, despite it sounding modern and sophisticated, has not yet become a common practice among English language teachers. However, the experientialÌýÌýproposed byÌýÌýoffers a practical approach for teachers. The cycle involves teaching a lesson, reflecting on "what we did" and "how we did them," and then using that reflection to improve future English classes. By using this approach, teachers can prepare for better teaching in the long term.

Why use forward-looking reflective teaching in your lessons?
Play
Privacy and cookies

By watching, you agree ÃÛÌÒapp can share your viewership data for marketing and analytics for one year, revocable by deleting your cookies.

Why is reflective teaching important?

Reflective teaching is important to teachers, especially language teachers, for it is one of the few practices that maintains dynamic and healthy teaching. Ranking high along with continuing professional development and lesson planning, reflective teaching prevents teachers from entering autopilot mode – i.e., when a teacher changes from class to class, only battling their growing fatigue.

Reflective teaching helps focus our attention on the responsibility of the teachers to deliver effective teaching and impact students' learning. Language teachers cannot learn for our students; nevertheless, we can pave the way for their learning. Reflective teaching grants us the judiciary seat after each class to listen to ourselves and form accurate and independent judgments on how our teaching assisted, or sometimes impeded, their learning in our classes.

What is forward-looking reflective teaching?

Forward-looking reflective teaching is a new perspective on post-teaching analysis. It starts from the very first and wishes to prepare for the very end. Unlike reflective teaching, which mainly focuses on the 'teaching' phase, forward-looking reflective teaching observes both 'teaching' and 'pre-teaching' phases to gather enough data and analyze it to produce better results in 'post-teaching'. This approach provides language teachers with the following checklist of questions.

  1. How well did I plan my lesson?
  2. Did I design suitable tasks and practices for my students?
  3. Did I set practical assignments for my learners?
  4. Did I support learner autonomy?
  5. How did I treat errors made by my students?
  6. Did I deliver personalized and accurate feedback on each error?
  7. How important was my learners' employability to me?
  8. If I were to teach the same lesson, what would I do the same?
  9. What would I do differently if I were to teach the same lesson?
  10. What is the next step?

What is the forward-looking reflective teaching checklist?

To apply forward-looking reflective teaching and to bring it to our everyday teaching, we can consider examples from the following checklist.

Reflection questions

Planning the lesson

1. Was I aware of which learning objectives I intended to teach?
2. Was I aware of which learning outcomes I needed to follow?
3. Did I curate suitable lesson objectives?
4. Did I carefully inspect the language examples I used in my lesson?
5. Did I explicitly know what I was able to do in my class?

Designing the tasks

6. Did I break my lesson into clear stages, following each other smoothly? For example, preliminary > presentation > controlled practice > freer practice > production/ or: before > during > after/ etc.
7. Did each of my lesson stages intend to push my learners toward the lesson's learning objectives?
8. Did each of my lesson stages intend to push my learners towards the learning outcomes of the course?
9. To what extent did my lesson design give my class an adequate opportunity to practice and generate communication?
10. To what extent did my lesson design provide my class an adequate opportunity to practice and enable collaboration?
11. Did I time my stages well?

Setting assignments

12. Did my assignments target the learning outcomes my learners were supposed to acquire?
13. Especially in , did I set assignments in favor of 'fun and ease' or 'fun, ease and outcome'?
14. Especially in Adult and Professional Learners classes, did my homework assignments intend to develop their employability skills?
15. Did my assignments encourage learner autonomy? How?

Treating errors

16. Did I treat errors or just correct errors?
17. Did I bear in mind that not every error is indicative of an actual issue?
18. Did I sharply distinguish an error from a mistake, and did I treat these two differently?
19. Did I tell faulty knowledge from non-existent knowledge accurately?
20. Did I apply teaching withÌý when appropriate?

Delivering feedback

21. Did I evaluate my students' formative progress against some detailed learning objectives rather than basing it on how others did in class?
22. Did I evaluate my students' summative progress with the precise learning outcomes that their level demanded?
23. Did my feedback on my learners' learning and oral performance help me communicate clear and detailed expectations to the learner, with the aim for them to improve in the future?
24. Did my feedback on my learners' learning and written performance help me communicate clear and detailed expectations to the learner, with the aim for them to improve in the future?

How can I use a forward-looking reflective teaching checklist?

The teaching checklist works better if it is run through regularly. Start from one class each day, and gradually change the rhythm for more. Immediately after your class or later at night, before planning the next class, go through the checklist and add more than your estimated teaching capacity. Ask yourself every one of the questions patiently and note down your answers; they show you where to start for the next class. Some of the questions in the checklist might receive 'Yes'/'No', and some might come up with:

  1. 'Fully'
  2. 'Partially'
  3. 'Not at all'

The checklist works much better if you prepare a plan of action to improve things for the following class(es). Do not feel bad if you score lots of 'No's or 'Not at all's; instead, be inspired to reduce them in the subsequent classes step by step. This checklist is a roadmap to your professional development and more importantly, to better the learning by your students; therefore, welcome it and let it run everyday check-ups on your teaching.

Collaborate with colleagues to share checklists and set up forums. Discuss and learn from each other about inspecting language, error treatment, and feedback delivery. Ask questions to enrich your action plan. Find out how to create effective scaffolding. The forum can cover all parts of the checklist.

Read this blogÌýto better understand lesson planning and inspecting language.ÌýReview and revise your techniques and principles in your teaching wardrobe, especially with teaching beginners.

A forward-looking reflective teaching checklist works best if accompanied by the Global Scale of English and its . Years of research by thousands of experts and teachers from around the globe have resulted in a free, excellent bank of learning objectives for different learner types – young, adult, professional and academic. This checklist and approach, alongside the GSE resources, can further equip you with the necessary tools to succeed.

More blogs from ÃÛÌÒapp

  • A teacher helping a student at a table

    The Global Scale of English and planning: A perfect partnership

    By

    As a teacher, I realized that planning had become an 'automatic pilot' routine from which I did not learn much. Like many others, I thought scales such as the Global Scale of English (GSE) or the Common European Framework of Reference are just that; references that are beyond the realities of their lessons.

    However, I've seen that the GSE is a very powerful resource to help us at the level of planning.Ìý

    If you're using a coursebook you may have noticed that, after completing one of the books in the series, students move up one level, such as from elementary to pre-intermediate or from intermediate to upper-intermediate.

    We all understand what it means to be an elementary or intermediate student. These levels are usually defined in terms of structures – conditional sentences, passive voice, and tenses – Simple Past, Future Continuous, etc.

    But why do students want to learn English? Using it means being able to listen or read and understand, interact with others, and communicate in writing. Even if it is parents who enroll their children in language institutes, what they want is for them to use the language. We can see a mismatch between how levels are defined and students' aims to study English.

    Here's how the GSE can help English language teachers

    First, you need the right scale for your group – Pre-primary, Young Learners, Adults, Professionals or Academic, which can be downloaded at:

    /languages/why-pearson/the-global-scale-of-english/resources.html

    Focus on your students' level. There you will see all the learning objectives that students need to achieve to complete the level at which they are and move on in their learning journey.

    What are learning objectives?ÌýThey are can-do statements that clearly describe what students are expected to achieve as the result of instruction. In other words, these objectives guide teachers in our planning to help students learn.

    When we plan our lessons, rather than working at lesson level only, we should reflect on how the activities proposed are referenced against the learning objectives of the level. We may see that some activities need some adapting in order to focus on the selected learning outcomes.

    At the level of planning as well, I also use the GSE to analyze the activities proposed in the materials I am using. Let me tell you what I do. Let's take listening, for instance. You may use the downloaded scales or the Teacher Toolkit that the GSE provides. Let's run through how this works.Ìý

    Ìý

  • A teacher stood at the front of a class holding a tablet in front of adult students

    9 steps to teaching advanced business English

    By Margaret O'Keeffe

    The challenge of teaching business English to C1 level students

    Once your English students reach a B2 level of English, they’re fairly competent communicators. For many learners, their motivation to improve starts to suffer when they reach this intermediate plateau. They understand almost everything and can express themselves clearly enough - so why would they want to continue learning English and achieve a C1 level of English?

    The CEFR describes C1-level learners as proficient users of a language. C1-level students have a high proficiency in English and perform well in an international work environment.

    How can we help our upper intermediate students reach this level and see the benefits in their own lives and careers? Here are nine steps you can take as an English language teacher to help your students achieve language proficiency.

    Ìý

  • a man with a backpack stood in a street with shops

    How to prepare for student life in the UK

    By

    Deciding to study in the UK is a big step. Moving to a country with different food, language, culture and weather can make you nervous. It is completely normal to experience this.

    You may feel overwhelmed by the unfamiliarity of these things compared to what you are used to. Studying abroad can be a very rewarding experience once you get used to your new situation.Ìý

    So how can you conquer your fears? Here are some tips to prepare for life as an international student studying in the UK.

    Research student life in the UKÌý

    Even though you're in the United Kingdom to study, you need to balance studying with a social life. Otherwise you risk boredom or worse, burnout. Luckily, students all over the world love to socialize, and British students are no exception.Ìý Ìý

    The most well-known time to join student life in the UK is at Freshers Week. This is when new students are welcomed to the university with various social events. There's a fair where university clubs and societies try to get new members. There are clubs for many interests, hobbies and sports, so it's an excellent way to meet people who share your interests. There are some pretty unusual clubs too. At Cambridge, for example, there's a .Ìý

    Freshers Week is also a great opportunity to talk to everyone you can. Whether it's in the queue to get your student card or to your neighbor in your first lecture, everybody is in the same situation as you - they know nobody and are trying to figure out who to be friends with. During Freshers Week, you can make good friends and converse with other students. It's all about meeting new people.

    Get to know the faculty and staffÌý

    On your course website you'll be able to have a look at the academic staff and Ph.D. candidate profiles. Learn about their research interests and read a few abstracts of their past publications to get an idea of their work. This will help you understand their main focus during teaching and give you ideas for independent study projects.

    You can get to know the academic staff by signing up for online events before term starts. You'll hear them talking about the course and what you'll learn on it. Think about the questions you might ask.ÌýBefore the event you should read your course syllabus. While you read, consider the reasons for choosing or arranging certain topics in a specific order. If you have any questions, make a note of them.Ìý

    You might even be able to watch past lectures or sign up for events that they are participating in. That way you'll have some familiar faces around the department when you arrive at your university.

    Find out about the student unionÌý

    Student unions are a big part of UK universities. Every university has a union that you can join. Sometimes there are a few different student unions, so you can choose the one you think would suit you best. Student unions are on-campus buildings where students can attend events, eat, study and socialize with others.

    But as well as organizing clubs, societies and social events, they can also help with any problems you might have. Every union has a welfare officer, typically a recent graduate elected to assist current students with personal issues they may encounter.ÌýÌýÌý

    An international students' officer will be available to assist with any issues overseas students may encounter. This officer will have personal experience as an international student, making them well equipped to provide support. Knowing there are people to listen and help with your problems can be comforting, even if you don't need their assistance.

    Learn about the local social scene

    University life is more than just what's happening on campus. You can investigate a whole world outside your institution. In addition to nightlife, dining and cultural events, there are also sports clubs, outdoor activities and community volunteering.ÌýÌý

    has many volunteer opportunities. It's a good way to use your skills to help others. Meeting locals and making friends is important while studying in the UK. It helps build a strong network.ÌýThe more you see of life in the UK, the more you'll get used to it and feel at ease.

    If you're worried about your level of English - don't be. People in the UK are very tolerant of how their language is used. It's a truly global language, so there's no right or wrong accent.

    If you join the local community, expect to pick up a slight accent from the place you study. It shows that you have become a part of the community.

    Follow your university on social mediaÌýÌý

    Social media is a key part of all our lives, and this also goes for university life. Schools use social media accounts to share positive information about their staff and students. They also post pictures from the campus.

    Occasionally, a student takes over their account, giving them a chance to show what it's like to study there.ÌýÌý

    Student-run sites and social accounts also give an insider perspective on student life. Sites like cover news relevant to students, and have sections that cover news at specific universities. is also a place where current and former students discuss all aspects of student life in the UK, from exams to the TV shows students like to watch.

    Pay attention to the English language testÌý

    You'll have to pass an English test for your visa to study in the UK. Treat it as a chance to learn. Focus on the test content, as it reflects the daily tasks of the UK and student life.ÌýÌý

    For example, the speaking component of the PTE Academic test, which can be used for UK visas and to access 99% of British universities, tests your ability to summarise an academic lecture. You may have to summarize a lecture for a friend who couldn't attend, not just for your classes.Ìý

    Every task on the test has a real-world application, so if you can pass the test, you can be confident that you stand a good chance of making the most of life in the UK.Ìý

    Remember, although you can do as much research as you like, there's only so much you can learn online. To truly understand a place, you must be there and learn from the firsthand experience it offers. Be ready to be surprised and take advantage of things you never thought would happen. You only get to be an undergraduate once, so make the most of every opportunity.