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This is how our TEFL graduates feel they have gained from their course, and how they plan to put into action what they learned:
Throughout Unit 3, I paid careful attention to distinguishing between what a \"mistake\" and what an \"error\" was. I didn't realize that the latter was something more deeply ingrained than the former. A mistake is when a student is able to correct something by himself/herself, whilst an error is when the student believes what he/she is saying is correct.
I also learned how important it was to have a learning objective to every lesson plan. This way, the teacher can utilize the \"Engage, Study and Activate\" methods accordingly. Depending on the class size and class level, the teacher may have to apply a \"Patchwork\" ESA lesson in order to obtain the desired goal; it just has to always start with an 'engage' and end with an 'activate.' Following this, there were a lot of examples of ways the teacher may engage, study and activate within the classroom, and was pleased to find some familiar approaches, like the adaptation of Scattegories, gap fill and role-playing.
