Face-to-face with blended learning

1. Face-to-face with blended learning • Andreja Markovič • Faculty of Arts • University of Ljubljana This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

2. Tutor Guide for F2F • The tutor as real-time coach needs ... • to create a lesson plan in accordance with the principles of BL • to take into consideration • the timing • the logical sequence of activities • that all macro skills (listening, reading, writing, speaking) are developed • that each activity leads to achieving the learning objective Tutor Orientation This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

3. Session Conditions • BEST OPTION • a classroom equipped with internet and multimedia facilities • the tutor can demonstrate online activities, presentations and view supporting e-learning materials. • ALTERNATIVE OPTION • only the tutor has a computer with an internet connection and a beamer to present the platform and course activities Will computers distract students? This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

4. technical and organizational areas presenting the new learning methodology, platform applications and the organization of work content establishing personal contact between the students and the tutor identifying differences in the levels of knowledge between the participants Introductory session: This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

5. Technical area • 1 - Distribution of passwords to access the language course • 2 - Presentation of the platform • form and contentfunctions of buttons and tools, website navigation) • different types of activities and language learning strategies • 3 - Practical and technical instructions • how to install shortcuts to language specific letters • how to use the target language spell checker, e-dictionaries ... • what to do when encountering a technical problem This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

6. Organizational area • organization of F2F lesson and tackling autonomous learning • the role of the tutor in the classroom and in autonomous learning • the role of the participant that needs to display a certain level of self-discipline • establishing the manner of communication between the tutor and individuals as well as among participants This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

7. Content • Setting out learning aims: • topics, everyday situations, language functions and grammar structures covered in the programme • types of authentic texts dealt with by the students, what types of texts do we expect them to learn to produce themselves • consolidation units and monitoring progress with 'can-do statements' This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

8. Starting points for group dynamics • good inter-personal relationships motivational factor in foreign language learning • personal contacts established  enjoyable and successful learning • presenting tutor’s personal side icebreaker This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

9. Diagnostic assessment • Is the group balanced or not? • (participants’ personal characteristics, their levels of knowledge) • Differences in knowledge may be positively used: • the person who knows more will be able to offer help to a weaker classmate or assume more demanding roles in role plays • but take care that the stronger students also keep improving Top 5: verbs, nouns, adjectifs ... This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

10. F2F with BL • REVISION OF A PREVIOUSLY TAUGHT UNIT • PREPARATION FOR A NEW UNIT This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

11. Revision of the previous unit • Learning to learn • Reflection and self-evaluation (logbooks, support requested in the interval between F2F sessions ...). •  Presentations, Projects, Forum and Conversation • Presentation of individual, pair or groups projects (compositions, dialogues prepared in advance or role plays, diaries, forums). • Common errors • Correction/analysis of common errors in written compositions, on forums and in spoken text. • Extra activities • Revision and consolidation of weaker points This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

12. Preparations for the following unit • Brain storming – Vocabulary of new unit • Introduction of characters, locations, situations and specific notions • Presentation of vocabulary by grouping items in topics − general notions •  Language functions of new unit • Presentation of everyday situations • Presentation of grammar structures •  Online work • What students are expected to do − reading, listening, writing & deadlines This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

13. Consolidation, monitoring progress • ONLINE: ‘Consolidation unit’ • progress test • selfevaluation: do I need more practice? • F2F: tutor students’ speaking progress Can-do statements This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

14. (Un)predictable • Surprise situations • Students who are not adjusted to a group • Tutor should ... • be flexible and resourceful • use improvisation and humour • consider the principles of differentiated learning This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

15. It is important that F2F lessons are continually modified and that they suit the learning needs of the students taking part in the course. Conclusion This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.