Tag Archives: Case Study

Time to Feedback ‘Immediate feedback appears to be most helpful for procedural learning, or where the task is well beyond the learner’s capability at the beginning of the learning, while delayed feedback appears to be more appropriate for tasks well … Continue reading →

The Art of Listening, Pausing and Reflecting. ‘As well as needing firm control over reading, writing, and speaking in English to ensure their success in college, English as a Second Language (ESL) students must cope with the challenge of comprehending … Continue reading →

An evaluation of teaching practice – ‘The known and the unknown.‘ In academic support I work with different courses in the design schools at LCC from BA to MA levels. Having the ability to respond to students’ diverse needs begins … Continue reading →