by OLS Community Manager
Have you ever felt that language teaching can sometimes feel like a race against the clock? Between introducing new language, giving learners enough opportunities to practise, and providing feedback, there never seems to be enough time in a lesson.
To manage classroom time, some teachers have tried combining *blended learning and **microlearning. The question is how much learning should take place online, at home and in class? We wish we could give you an exact answer! But teaching rarely works in one-size-fits-all ways. Instead of searching for the perfect balance straight away, why not start with a model, experiment a little, and see how it fits your learners and your teaching style.
The Sandwich Model
If you are picturing two slices of bread with some kind of filling then congratulations, you have already understood 80% of the model!
Language classes following this model often have a classroom task or interaction ‘sandwiched’ between two slices of online learning. Learners first engage with bite-sized online activities, then come to class to practise and interact with others, later returning to a short online task to reinforce what they have learned.
With the modules in OLS courses and the OLS Blended Learning Guide, you have enough ingredients to make a whole batch of yummy sandwiches!
How can OLS help you prepare your ‘sandwich’?
For an A1-level language class, you can guide your learners to complete short OLS activities at home. These activities should provide learners with simple words and phrases, such as how to introduce themselves. In class, you can use face-to-face activities like Speed Introducing from the OLS blended sheets. By creating the opportunity to ask and answer simple questions repeatedly with different partners, you are bringing the language they encountered online to life. After class, learners can return to OLS modules to review key expressions and complete a short follow-up activity.
This approach is equally suitable at B2 level. For instance, learners can explore argumentative and persuasive phrases at home with OLS courses, then come to class ready to debate or present ideas using activities like Donate!. Afterwards, teachers can ask learners to revisit OLS materials to reflect on the language used during the discussion and strengthen expressions they found useful or challenging.
Of course, effective teaching is not simply about combining online and face-to-face activities. It also involves carefully adapting materials to learners’ needs. As mentioned in our previous blog, lesson design and task evaluation should go hand in hand, and our blended learning sheets should not be treated as fixed blocks. After all, there are hundreds of ways to make a sandwich, so why should every blended lesson follow the exact same recipe?
By reflecting on your context, you can prepare more personalised learning strategies for your learners.
Why the Sandwich Model can be beneficial for you
This structure combines the strengths of both the online and the face-to-face environments. Online microlearning helps learners prepare and build confidence, while the classroom gives them space to communicate and apply their knowledge.
* Microlearning is a method in which learners are given bite-sized and practical ‘knowledge chunks’.
** Blended learning creates a flow of activities that take place both inside and outside of class time by carefully choosing the type of learning that best suits those two contexts.
Then share your ideas and experiences with us. We’d love to hear how you make blended learning work in your own teaching context.