Writing first creates a diagnostic baseline, which aligns directly with the Test–Teach–Test (TTT) approach and Kolb’s experiential learning cycle.

This initial “test” or concrete experience:

• allows learners to understand the task context of later instruction

• makes learning visible to students through before-and-after comparison

• encourages students to think like an examiner when evaluating their own work

The subsequent teaching phase is therefore grounded in lived performance rather than abstract rules, followed by a second performance where learning is applied and evaluated. This mirrors Kolb’s sequence of experience → reflection → conceptualisation → active experimentation → (extra step) developmental feedback, and supports more effective learning transfer in this context.

The platform functions as a digital IELTS textbook, but without long chapters or filler.

Explanations are:

• concise

• aligned to examiner priorities

Students study these explanations outside class, so teachers do not repeat the same instruction in every lesson.

The platform functions as a digital academic IELTS textbook, but without long chapters or filler content.

Explanations are:

• concise and focused on what matters the most

• aligned to examiner priorities

Students study these explanations outside class, which means teachers do not need to repeat the same instruction in every lesson.

In addition:

• Writing tasks are sent directly to the tutor for feedback, removing the need for separate file sharing or email submission.

• Tutors have all student assignments stored in one place, making it easy to track progress, review earlier drafts, and prepare for lessons efficiently.

This allows lesson time to be used for interpretation, discussion, and speaking, while administrative and explanatory work is handled by the platform.

• write and study independently
• arrive prepared
• advance more quickly
  Teachers can then focus on:
• interpreting feedback
• discussing ideas
• clarifying examiner logic
• speaking task practice
• collaborative writing in group lessons    

The platform functions as a digital IELTS textbook, but without long chapters or filler.

Explanations are:

• concise

• aligned to examiner priorities

Students study these explanations outside class, so teachers do not repeat the same instruction in every lesson.

Yes - which is a good thing.

Teacher talk shifts from:

• repetitive explaining 

to:

• coaching

• questioning

• guiding reflection

This increases student participation and lesson value.

Students must evaluate their own work.

For teachers, this means:

• clearer student questions

• more focused discussions

Because improvement only happens when learning is applied.

For teachers:

• lessons focus on change, not just errors

• progress is visible

• feedback conversations are more meaningful

Feedback should:

• focus on the top band-limiting issues

• evaluate improvement between drafts

• not correct everything

Teachers are not expected to mark exhaustively.
Feedback becomes guidance, not correction.

No.

The platform avoids:

• fixed essay templates

• memorised language

This helps teachers:

• avoid dealing with rehearsed answers

• support flexible writing

• protect students in the real exam

Students learn:

• how questions should be answered

• why structure affects scores

• what examiners prioritise (according to the publicly available task 2 band descriptors).

This reduces basic task errors and allows lessons to move to higher-level discussion.

Teachers gain:

• a shared online textbook, accessible from any device

• less repetitive explanation

• more interactive lessons

• more time for speaking and discussion

• clearer progress and happy students

Because it moves explanation out of lessons, supports evidence-based teaching, and frees class time for the fun and valuable parts of teaching. It is free for teachers and students to try - if you want the homework sent directly to you within the system to track progress, send me a message at: will@ielts-laboratory.com