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According to Felder and Brent ( 1996 , p. 43) defined SCL as “a broad teaching approach that includes substituting active learning for lectures, holding students responsible for their learning, and using self paced and/or cooperative (team-based) learning.” SCL shifts the focus of instruction from teachers to students and prepares students to be lifelong learners, i.e., people with the ability and desire to continue learning inside and outside of formal education.

In this post, I’ll share with you an example on how to apply Gagne’s nine events of instruction using an example of writing skills. You can use Gagne’s nine events of instruction to design your lessons. A Little History About These Nine Events 55 years ago, Robert Gagné published the first edition of his book The Conditions of Learning (1965) in which he proposed nine events of instruction that provide a sequence for organizing a lesson. These events remain the foundation of current instructional design practice, represent desirable conditions in an instructional program, and increase the probability of successful learner achievement in the program.

There are a lot of ways to use this method and my way is definitely not the only way. My goal in writing this post was to share a method that's worked really well for me and I hope that parts of it might be useful to you as well. Second, if you like and use a different version of this method, I hope you'll let us know in the comments section below. Here are the questions that we're going to address. What is the flipped classroom method? How can it be useful?

Warm ups are a great way of bridging the gap into rehearsals or into a drama session, encouraging participants to “let their hair down” a bit, to move their bodies and use their voices, to work with a partner or as a member of a group.

I believe that it is essential for every English language teacher to have their own warm-ups, timesavers, fun games and more for many reasons. Sometimes doing the same routine in class may cause learners to be distracted and bored. Some may not agree with this but I am deeply of the opinion that every teacher has their talent and that they can turn their lessons into heaven by planning their classes properly and assuring to add the fun part to them. It's proven that any teacher who makes a subject lovable, possible to learn, positive in spirit and adds the fun part, learners acquire more of what's presented and practiced. Lessons become more memorable and thus paving the path for great achievements. Here are 102 classroom games every English teacher can add to their bag of tricks. These games are adaptable and designed for all ages and levels of language.

This blog explains the uses of used to, be used to, get used and would in English language. The explanation has an exercise and all in pdf format as well.

This worksheet contains a vocabulary activities about months of the Year in English. Students read and complete the exercises. The answer key is attached.

We use narrative tenses when we talk about the past. We can use them to tell stories or to describe past events, including personal old memories.

This post explains the use of indirect questions in English language. We use indirect questions when we want to ask a question in a more polite way. We begin with a phrase such as Can / Could you tell me...? Do you know...? Do you think...? Do you remember...? Would you mind telling me...? Do you have any idea...?

This post is contains a worksheet about character and personality. The worksheet has an answer key.

This worksheet contains some activities about verb to be and subject pronouns. Students will also create some sentences.

Many people have misconceptions that limit their language learning. It hinders their learning because they think they can’t learn English because of the belief or thought that they keep telling themselves over and over again. In this post, you will read about five common misconceptions that students that are learning (or want to learn) English have.