Microlearning: ELL Strategies

Microlearning is a vital aspect of professional learning and development. Working professionals are pressed for time and often juggling work and personal life demands. This, combined with a tech-rich world, make microlearning the perfect solution for providing quick on the job training that is ready and accessible anytime (Zhang & West, 2020). Chunking, or breaking apart larger topics into manageable pieces, is essential for learners of all ages to process and retain information. Microlearning is a perfect fit for each chunk of vital information, to teach one key skill, to enhance performance in one area, or to modify one specific behavior. Microlearnings are created to be short, specific, accessible on any device, and provide learner accountability through mini assessments (American College of Education, 2022).

Part of my teaching day is spent pushing into classrooms to assist with English Language Learners (ELLs). I have noticed that there is a need for targeted ELL strategy training among many teachers. While there is a plethora of strategies teachers can employ to support their ELL students, I created a microlearning experience that will help teachers learn or be reminded of three strategies for immediate implementation in the classroom. It only takes 3-5 minutes to complete and utilizes Canva, making it accessible on any device. It is meant to increase the support level for ELL students and encourage teachers to include at least one strategy in every lesson plan. The training begins will a reflection based on a real teaching scenario, followed by information and examples of the three strategies, a short assessment, and a final reflection. Participants will share their lesson plans, noting in it their ELL strategy implementation, with their Curriculum Resource Teacher to ensure knowledge application. A downloadable/printable resource is provided at the end for participants to use as a reference. Check out the training plan with links to the training and agenda below!

Microlearning Training Plan: ELL Strategies

References

American College of Education. (2022). DL5763 Trends in instructional design: Module 2 [Part 1 presentation]. Canvas. https://ace.instructure.com/courses/2018748/external_tools/118428

Zhang, J., & West, R. E. (2020). Designing microlearning instruction for professional development through a competency based approach. TechTrends: Linking Research & Practice to Improve Learning, 64(2), 310–318. https://doi.org/10.1007/s11528-019-00449-4

Educational Blogging Benefits

Blogging is a fun and engaging way to express your thoughts, ideas, and reflect on any number of topics. Blogs can turn learning into interactive experiences when learners read and respond to others. While some learners of all ages enjoy writing, others shy away from the task. Blogging can be a solution to foster writing skills for reluctant writers as it is seemingly less intimidating than more traditional forms of writing in classrooms. The ability to design a blog page, customize colors and graphics, and make changes anytime draw students in by tapping into their creativity and stylistic nature, making blog creation a more engaging form of writing compared to typing a Word document or writing on paper (American College of Education, 2022a).

Blogs also easily showcase the development of a student as they progress through the course, a school year, or longer. Blogs can be used as ePortfolios where learners keep track of their work in one place, allowing for reflection on growth and skill development throughout the process (American College of Education, 2022b). Reflecting on ideas and personal growth are powerful educational tools for learner development.

Many times, learning is a social activity. Learners develop and prosper when interacting with others, especially when they can be pushed and challenged by their peers. This concept is evidenced by Vygotsky’s Zone of Proximal Development. Learners are able to make meaning of and master concepts with the support and interaction with others who have slightly more knowledge and different experiences. This collaboration enables learners to engage and expand their understanding of concepts that may be out of their individual reach (Abdul Kadir & Tasir, 2020) Peer interaction can be less intimidating than facilitator interaction, especially when students are sharing problems or issues that they see or are having themselves. Blogging with peer interaction can be a useful tool for students to engage in problem solving and critical thinking skills when they discuss problems and propose possible solutions (Abdul Kadir & Tasir, 2020). These are not only educational skills but essential life skills that can be enhanced through blogging.

References

Abdul Kadir, N. I., & Tasir, Z. (2020). Students’ perceptions and information-sharing patterns in learning authoring system course through blogging. International Journal of Emerging Technologies in Learning, 15(19), 187–199. https://doi.org/10.3991/ijet.v15i19.10950

American College of Education. (2022a). DL5763 Trends in instructional design: Module 1 [Part 3 presentation]. Canvas. https://ace.instructure.com/courses/2018748/external_tools/118428

American College of Education. (2022a). DL5763 Trends in instructional design: Module 1 [Part 4 presentation]. Canvas. https://ace.instructure.com/courses/2018748/external_tools/118428