Spontaneous teachable moments – often referred to as unplanned learning opportunities or critical moments (Myhill and Warren, 2005) – are those moments in your lessons where you sometimes need to depart from the planned flow to address specific student needs (Haug, 2014). The triggers for these moments arise in a variety of ways, e.g. student responses and questions or a particularly difficult sentence structure or unfamiliar lexis in a text or a link to an assessment task. If you think back to the last spontaneous teachable moment that occurred in one of your classes, you might consider how effective you felt it was in contributing to student learning.
- To what extent did it function as a distraction, taking up time that did not serve the needs of most students in your class?
- Were you able to connect back to the main aim of your lesson so that your students were aware of the learning point?
- Did you experience any confusion in your knowledge of the concepts you were teaching that prevented you from fully exploiting the teachable moment?