It’s been a crazy few weeks. Weeks in which, we’ve seen our entire industry turned on its head, and the mad scramble as we all tried to adapt and keep up. I think for the most part, we’ve done incredibly well. Schools moved online in days, amazing teachers adapted to new class”room” environments in their own homes.

For many of us the first step was finding a platform. Our emails and Twitter feeds were awash with communication from Zoom, Teams, Swivl and countless others offering their help in these difficult times. Once that was sorted, it was on to training. There were literally more webinars than I could keep up with as we all tried to figure out what a breakout room looked like on various platforms.

It was all a bit crazy but we learnt so much in such a short period and to our credit, classes continued. A truly amazing example of need driving innovation. But now the dust has settled…somewhat, and we have chosen our platforms, our breakout rooms are set up and we’ve, hopefully, carved out a section of our houses in which we can deliver lessons without dogs, cats, children or partners. Now that the tech is sorted, what’s next?

Now, it’s time to move our discussions back to the teaching and learning.

But isn’t good teaching good teaching regardless of online or in a classroom?

Well, yes, of course it is. But for our students, when it comes to online learning, there is a lot more responsibility on the student. Autonomy is no longer something a nice-to-have, it is essential. It’s not quite so easy to set up an activity and then move around the room guiding learners and ensuring they’re on task.

I read an interesting blog post earlier that encouraged me to write this one. Russell Stannard wrote that in his language learning experience, it was the work he did outside the classroom that really helped him to learn. He admits that this was guided by his teacher but it was he who put the work in outside.

This rang very true for me and now more so than ever our learners need clear guidance on post-lesson tasks. With that in mind, below are 3 tips for setting up effective post-lesson tasks. I am no expert in online learning but this is what I’ve gleaned thus far. I’m sure we all have much more to learn.

Tip 1: establish clear partners and guidance on how to chat

This is all new for us but it’s equally so for our learners. They might be used to chatting online socially but doing so for educational purposes might not immediately feel natural. We have to take their feelings into account and make it as easy as possible. Much like happened in my classroom once. I was being a little lazy and my instructions weren’t clear. I realised after a minute into a pair-work activity that one student was working by themselves because their partner had decided they were in a 3. It had become too socially awkward for the student so they’d chosen to work by themselves. Imagine that in an online scenario where someone has to make the first move.

Remember:

• Give partners and put it in writing
• Explain how and when they should carry out the task (e.g. immediately after the lesson / on Zoom)

Tip 2: Post-lesson tasks are not the same as homework.

A lot of the post-lesson tasks I’ve been seeing have been similar to traditional homework. While self-study homework is important for consolidation, the beauty of online study is the opportunity for post-lesson collaborative tasks.

These tasks can’t just be straight grammar or vocabulary exercises, instead consider the following:

• Reflection discussion questions:

Encourage your learners to consider some or all of the following: how what they’re learning is relevant for their lives, how it is different or similar to their language, how it can be applied to the current situation, what else they need to know or learn on this topic / skill / language point.

• Production tasks:

Once they’ve considered how what they’ve learnt us relevant to them or thought about what else they’d need to learn to make it relevant, it’s time to practise. These tasks should ideally include some practise with their partner(s) and something that is recorded and can be sent to the teacher for feedback, be that a screen-grab of a chat conversation, a recording of a spoken conversation or a written task.

The idea is that learners can practise and get feedback from their partners before they send it through to the teacher.

The issue with this is always how can we expect students to give any meaningful feedback? The answer is Tip 3.

Tip 3: Give clear success criteria for the production tasks

With clear success criteria, students know exactly what to listen/look for in their partners’ production. They’re based on what’s been learnt in the lesson so it’s not new information but the criteria serve as a reminder of what to look for.

An example of success criteria for a production task would be:

Have a conversation with your partner about your plans for the weekend.

A successful conversation will:

• Begin with present continuous (e.g. what are you doing this weekend?”)
• Use “be going to” for plans
• Use the natural pronunciation of “be going to”
• Have natural replies (e.g. “oh that sounds nice”)

The above ensures that students can give effective feedback without it verging into offensive as it boils it down to what was learnt in the lesson, which makes it that bit more objective. Students can even use them to ask their partners to focus their feedback on a particular area they struggle with.

It’s not a bad idea to spend some time in the lesson discussing how to word effective feedback (e.g. “you used be going to for your plans but you didn’t say gonna like we learnt in the lesson. This could make it sound more natural”)

Hopefully these tips will help you to set up post-lesson tasks that help to consolidate and extend your already wonderful lessons.