Getting started with using technology for explanations and modelling in English

Cater to diverse learning needs by using technology to enhance your modelling and explanations in your English lessons, with Mark Anderson.

Explanations and modelling are fundamental aspects of teaching across all subjects, and English is no exception. From interpreting complex literary texts to demonstrating the nuances of effective writing, clear explanations and robust modelling are essential for student comprehension and skill development. When we harness the power of technology to enhance these pedagogical strategies, we open new avenues for engagement, understanding and retention.

The Education Endowment Foundation (EEF) emphasises the importance of using technology in ways that are ‘informed by effective pedagogy’. 1 This principle is particularly relevant when leveraging digital tools for explanations and modelling in English classrooms. By thoughtfully integrating technology, we can create more dynamic, interactive and inclusive learning opportunities that cater to diverse student needs.

Harnessing AI for creative explanations and literary exploration

Artificial Intelligence (AI) can offer exciting possibilities for enhancing explanations and modelling in the English classroom.

To implement this in your classroom:

1. Create a bank of AI-generated images for common idioms using a tool such as ideogram.ai.
2. Use these images as prompts for writing exercises or group discussions.
3. Challenge students to create their own visual interpretations of idioms, comparing them with the AI-generated versions (making sure that is appropriate for students to use the platform first according to your school’s policies!).

AI-powered character interactions

Another exciting application of AI is to create interactive experiences with literary characters or authors. Imagine your students having a conversation with Roald Dahl about his creative process, or discussing motivations with characters from Shakespeare’s plays. While it’s important to emphasise that these are simulations based on available information, not actual interactions with real individuals, they can provide valuable insights and engagement. A good tool recommendation for this kind of activity might be a platform such as Mizou.com or Mindjoy.com.

To use this approach effectively:

1. Set clear guidelines about the nature of these AI interactions.
2. Prepare students with background knowledge and thoughtful questions.
3. Use the interactions as springboards for deeper literary analysis and discussion.

Remember, while these AI tools are powerful, they should complement rather than replace traditional teaching methods. The teacher’s role in guiding interpretation, fostering critical thinking and providing context remains irreplaceable.

Visualisers: bringing assessment and modelling to life

Visualisers have become invaluable tools in the English classroom, particularly for demonstrating assessment techniques and modelling written responses. These devices allow teachers to project real-time writing, annotation and markup processes onto a screen visible to the entire class.

When modelling essay writing or other written responses, visualisers enable teachers to:

1. Demonstrate the thought process behind structuring an argument.
2. Show real-time editing and revision techniques.
3. Highlight key elements of successful responses.
4. Annotate exemplar texts to identify literary devices or structural features.

For assessment, visualisers can be used to:

1. Walk through marking criteria with concrete examples.
2. Showcase anonymised student work for peer assessment sessions.
3. Illustrate common mistakes and how to avoid them.

The power of visualisers lies in their ability to make the often-opaque processes of writing and assessment transparent and accessible to all students. This visual approach can be particularly beneficial for learners who struggle with abstract explanations.

Presentation tools: Balancing information and cognitive load

Presentation tools have long been a staple in classrooms, but their effectiveness hinges on how well they’re used to support learning rather than overwhelm students. When introducing new topics in English, whether it’s a new literary period, a complex novel, or a grammar concept, well-designed presentations can significantly enhance understanding and retention.

Key strategies for effective use of presentation tools include:

1. Dual coding: Combining words and relevant images to reinforce concepts. For example, when introducing metaphors, pair written examples with visual representations.
2. Progressive disclosure: Using animations to reveal information gradually, aligning with the pace of your verbal explanation. This technique helps manage cognitive load by preventing information overload.
3. Minimalist design: Keeping slides clean and uncluttered, focusing on key points rather than dense text.

Tools like PowerPoint, Google Slides, or more interactive platforms like Nearpod or Pear Deck offer features that support these strategies.

The goal is to create presentations that complement and enhance your verbal explanations, not replace them.

Using technology for worked examples and scaffolding

The EEF report highlights the potential of technology to support explanations and modelling through the use of worked examples and scaffolding. 1 This approach is particularly relevant in English, where students often need to see the process of analysis, writing, or problem-solving demonstrated before they can confidently attempt tasks on their own.

Interactive worked examples: Use platforms such as Canva.com to create step-by-step guides for complex tasks like essay writing or textual analysis. These could include annotated examples with pop-up explanations at each stage of the process. The beauty of using Canva is that it has many templates that are useful for resource creation.

Video demonstrations: Record short videos of yourself working through a task, such as analysing a poem or structuring an argument – you could even create the recording during the lesson to allow for ease of creation. Platforms like Loom or ScreenPal (formerly Screencast-O-Matic) allow you to capture both your screen and your face, providing a more personal touch to the explanation or alternatively you could record yourself using your visualiser in class and then share with your class. You might like to share your screen with your students to their devices using a classroom management tool for this.

To implement this effectively:

1. Start by identifying key processes or concepts in your English curriculum that students typically find challenging.
2. Create a bank of worked examples for these areas, using a variety of digital formats (video, interactive slides, annotated documents).
3. Use these resources both for in-class demonstrations and as reference materials for students to revisit independently. You could add these to your LMS such as Microsoft Teams or Google Classroom.
4. Gradually reduce the level of scaffolding as students become more confident, encouraging them to apply the modelled techniques independently.

Remember, the goal is to make your thinking visible to students, showing them not just what a good piece of work looks like, but how to go about creating it. Technology allows us to make this process more interactive, engaging and accessible than ever before.

And on to success!

Integrating technology into explanations and modelling in English teaching offers exciting and helpful opportunities. From AI-assisted literary exploration to visual demonstrations, carefully designed presentations and tools supporting worked examples and scaffolding, these technologies can significantly enhance and support learning.

The key to success lies in thoughtful implementation. Technology should be used to support and extend good pedagogical practice, not be a substitute for it. By carefully selecting and applying these tools, you can create more dynamic, accessible, and relevant resources that cater to the diverse needs of your students.

References

1. EEF Report reference: Stringer, E., Lewin, C., & Coleman, R. (2018). “Using Digital Technology to Improve Learning: Guidance Report.” Education Endowment Foundation.