[ELTWeekly Volume 8, Issue 8 | April 4, 2016 | ISSN 0975-3036]

As the ideas associated with growth mindset continue to spread, schools are envisioning and experimenting with new forms of assessment that highlight the growth process and the individual path of each learner. One example of this is the student-led conference, which is quickly replacing the outdated model of parents and teachers discussing a student while he or she is not present. In the student-led conference, learning takes center stage. Students prepare by reflecting on their academic and social growth, work habits, and behavior. Together with their teachers, they set goals that are personally meaningful and achievable.

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[ELTWeekly Volume 8, Issue 7 | March 28, 2016 | ISSN 0975-3036] Teaching Writing or Editing Writing? (Edutopia) #IATEFL – Why invest in extensive reading? (OUP ELT Blog) Vocabulary gap-fills: from…

[ELTWeekly Volume 8, Issue 7 | March 14, 2016 | ISSN 0975-3036]

Editing student writing typically takes a few minutes and a red pen. Teaching writing requires hard work, and even though many teachers assign writing, few actually teach the art of writing. The writing process is time consuming and often messy, so it’s no wonder that many teachers becomes editors by default. How can teachers be sure that they’re teaching students how to write and not simply editing writing assignments?

1. Ongoing Feedback

Teachers should offer feedback throughout the entire writing process and not just on the final product. If writing is done correctly, the majority of the work happens long before the final copy is submitted. When a teacher only offers feedback on the final paper, the window to teach and shape writing has passed, since the student has moved onto the next assignment.

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