Freestyle Learning

Who suits this course?

Students should find and bring their own study material unless a teacher has a clear, specific suggestion.

There are two cases where Freestyle Learning works well.

1. The student is highly motivated towards a goal that's not met by the curriculum. The student finds their own study material.
   • The student may explain the topic while the teacher gives correction and teaches common vocabulary.
     • For example, a designer may want to read a design blog or follow an English design course they have. 
   • The student may bring something they have produced in English.
     • For example, the student may bring in a presentation, email, or something else they've produced. The teacher can correct grammar and help with clarity. 
2. A teacher finds material that's highly suitable for a student but not right to add to TEF's curriculum.
   • For example, a teacher with a law background may study a legal document with a law student. 

Coach students in how to guide the lesson. Students should clearly communicate their needs.

• What exactly do they want to focus on?
• How much discussion do they want?
• Where do they want use the language?
  • For example, if they want to give presentations, that requires accuracy and professionalism. But if they want to meet new friends while traveling, that requires a very different skillset.

Update the student profile with clear detail about the student's motivations and needs in choosing this course. Include reasons for choice of materials and how to approach the lessons.

What is good study material?

Either the student or the teacher can suggest material.

Please see this "optimal input" guide from Orientation Course lesson 1 for an ideal fit.

1. It should be relatively easy. At first look, the student should understand around 90%.
   • If it's difficult, new language and concepts will take too long to teach, be hard to use, and may be forgotten quickly.
   • Understandable material means the student can cover a reasonable amount in 25 minutes. The result is more motivation and efficient lessons.
2. It should be interesting. 
   • The student should enjoy the process of looking at it, not only the goal of learning from it. 
   • The student should be learning something in English. Rather than focusing on the language, learn about a useful topic.
3. It should be focused.
   • You should stay on one topic long enough for the student to develop confidence. 
4. It should be plentiful. 
   • If you run out of learning material, the student may not gain the confidence they need to use what they have learned.

Who doesn't suit this course?

If the student, the teacher, or the learning material don't meet the above criteria, then it's best to use an existing course. 

For example, "free discussion" is not in the spirit of Freestyle Learning. It doesn't link from lesson to lesson and it doesn't encourage production of language around a certain topic.

Ideal Freestyle Learning lesson

Each lesson should be tied into the previous one and to the next lesson. 

• Warm-up:
  • Check the previous lesson record. Review key language or recap key points. 
• Lesson:
  • Typically, aim for 70/30 student/teacher talk time (or 70% output/30% input).
  • Spend about 30% of the time reading the material or teaching a communication point.
    • Teachers should teach language points throroughly. When possible, identify useful information.
  • Spend about 70% of the time helping the student make use of the language and the material they have looked at. Discuss language, themes, culture, ideas, etc.
    • Students should use language points, comment on key concepts, give examples and build on the ideas in the learning material.
• Cool-down and wrap up: 
  • Stop in a sensible place.
  • Set homework.
  • Make sure the next teacher has all the information they need to deliver a great lesson (especially student issues and lesson focus). 

Freestyle Learning should not wander or be aimless.

If your student becomes aimless, then please do a check-in with them to reassess their goals.