Showing posts with label pedagogy. Show all posts
Showing posts with label pedagogy. Show all posts

Friday, March 17, 2017

Thomas Innovation Mentors: Project Kick-off

Last Friday, March 10th, we launched the Thomas Innovation Mentors Project. We are a team of eight highly motivated and curious teachers eager to reflect on our students’ classroom experience. The idea is to look at everything that takes place within the classroom from the student’s perspective. We want to tap into the perceptions and emotions that our students experience during their time with us in order to gain new insights into possible paths to innovation.

We are adopting a Design Thinking (DT) approach, since its very definition reflects how we want to go about the project: DT is a human-centered design process. Therefore, in our first face-to-face session we facilitated a DT crash course put together by Stanford’s Throughout the session, team members worked with a partner to redesign a gift-giving experience. In the process, they were able to go through the DT cycle and apply the ‘mindfulnesses’ necessary to successfully engage in the co-creation process.

The 5-stage DT cycle  (Image by the Hasso Plattner Institute of Design at Stanford)

The DT ‘mindfulnesses’  (Image by the Hasso Plattner Institute of Design at Stanford)

Team members worked together to understand their partner’s profile and needs in order to design a new and impactful gift-giving experience for their partners. Massive interaction and dynamic collaboration naturally took place, and the energy level was high up throughout the session. Each team member then prototyped their ideas in order to see how their partners interacted with it. Every stage of the DT cycle was timed, which made the creative process challenging and quite fruitful.


It was a very successful kick-off session! We reached our goal of getting primed for applying the DT process, both in practical terms as well as in mindful terms. We are now engaging in understanding the challenge ahead of us. The next step will be to empathize with our “user” - our students - in order to more clearly define the direction we are headed. We are certain that this is going to be a very rich (and fun!) learning experience for all our project collaborators - teachers and students.

Team members proudly exhibiting their prototypes.

Wednesday, February 04, 2015

Reading your Students

“Reading” is a skill you will find yourself cultivating in your students from day one in the classroom until the end of the semester. They use reading to find the right classroom, to register the date and their teacher’s name, to find the Resource Center or the Coordinator’s Office. Reading ability will determine the ease (or difficulty) with which the students interpret written instructions to an exercise or participate in a scripted dialog in a textbook.

Reading may one day lead your students into enlightening research, the expansion of comfortable dimensions of knowledge, the tingle of literary adventure or romance.

But….are you “reading” your students?

Many teachers begin a semester with intense concern for the lesson plan, the materials they will use, the technologies they will employ in the process. Have they reliably led the class from point A to point D, with demonstrably positive results (evident in the students’ overall performance)?

In following the trajectory of a prescribed teaching path, the instructors become so intent on the intermediate and end goals that they may overlook the signs that indicate how the students - on a less obvious level - are absorbing or reacting to the class in question.

Are you (the teacher) attentive to the following “reading” signals: 

  • Willing and consistent eye contact 
  •  Alert and energetic posture (vs slouching and lounging)
  •  Precision in repetition (vs relatively soundless mouthing, avoidance) 
  •  Interested, forthcoming collaboration with fellow students
  •  Alacrity in response to task initiation and follow-through (vs sluggish foot-dragging that results in frustrated task completion) 
  •  Tone of voice (confident vs timid) and nature of attitude (positive projection vs reticent or somewhat surly rejection) 
  •  Choice of seating (outside the teacher’s peripheral vision or within easy visual “reach”) 
Reading accurately and with sensitivity; it can make a difference in task success, and an even bigger difference in classroom and lesson management.

Katy Cox

Monday, September 09, 2013

Teacher Talking Quality

Robert O’Neill has questioned a basic idea of EFL teaching that too much teacher talk is bad and therefore more 'student talk' can be achieved by reducing teacher talking time. In contrast, he introduces the idea of teacher talking quality; it’s not the time the teacher spends talking, but the quality of the teacher’s talk*. O’Neill certainly makes a valid point, yet it requires further elaboration.
First, the idea that decreasing teacher talking time (TTT) will increase student talking time (STT) needs to be addressed. One can imagine a teacher doing various things, e.g., telling stories, partaking in speaking activities, and giving instructions. Should a teacher avoid talking when it comes to piquing students’ interest; relaying some culturally relevant anecdotes; explaining how an activity is going to work?  I don’t see how a seasoned teacher could argue that TTT should be avoided when it comes to these situations.  TTT versus STT becomes important when considering speech which does not result in student learning. Such speech from teachers would therefore be lacking in quality and efficiency, but what does that look like?
STT and TTT have to do with time, which is easily measured. O’Neill has proposed the acronym TTQ (teacher talking quality). Quality in comparison to time is not quite as objective, which is why I believe the discussion of TTT x STT seems to be a recurrent theme in TEFL.  That’s not to say that quality can’t be measured. One could design a rubric for scoring the quality of teacher talk just as we’ve developed a scoring rubric for the writing assignments we give to our students. This TTT rubric should give points to a teacher who uses elicitation, gives practical and clear explanations, checks for understanding by asking concept questions, allows students to be responsible for their self-directing their speech, organizes students into speaking pairs or groups, and tolerates silence long enough to give students time to formulate a response. Likewise, this TTT rubric should take points away for a teacher who speaks for many minutes without elicitation, gives explanations full of terminology, transitions to an activity without first asking questions that check student comprehension, controls or dominates discussion to the point where students have limited involvement in the learning process, or impatiently reinitiates talk without giving students time to process so as to formulate a proper response.
Above all, teachers need to be humanistic and understand that although silence can be used as a technique in specific instances (allowing the student time to find their words), being silent all the time is not natural and doesn’t cater to everyone’s learning needs. Students who seek clarification or wish to share their experiences with the class should be welcomed with a warm response from the teacher. In fact, teacher talk can include current issues in comparison to dated textbooks or audio, disseminate relevant content, and fine-tune language to a level that is readily comprehensible based on that student’s level of language development. We also can’t forget that the teacher’s English is a source of input for our students to process both consciously and unconsciously.
 To summarize, it’s safe to say that there are some strong points to O’Neill’s argument for TTQ. When TTT is dry and monotonous, void of elicitation, or needlessly complicated, it becomes obvious why TTQ is so crucial.  That is not to say that TTT shouldn’t be limited at times when students are capable of some learner autonomy; they can guide their own discussions, which both further involves students in the learning process and develops their speaking skills when it comes to turn-taking or discovering the meaning of vocabulary or grammar rules for themselves. English classes can’t be all about the vocabulary and grammar, however.  Teacher talk is needed to build rapport with our students so that they not only learn the language but are given opportunities to use the language in ways that are meaningful and humanistic. In the end, it bodes well for the teacher who recognizes when it is necessary and not necessary to talk during class, duly combined with the idea that when TTT is warranted, it is done with our students’ learning needs in mind.

*Robert O'Neill – IATEFL, April 2004

Monday, September 17, 2012

Jeremy Harmer Says it All

9th CTJ TEFL Seminar - July 24

Our CTJ teachers asked; Jeremy Harmer, our inspired and inspiring ELT guest of the month, gave educators some food for thought on various topics related to our field, igniting our professional minds to go above and beyond.

Hello Dani. I am so pleased you picked up on the ‘door out’ way of thinking about ending lessons. Apart from the ones I mentioned, we might want to select a student and ask him or her to summarise what has happened; we might give a period of quiet where students sit and think about the lessons and then individual students can say anything they want about what ahs happened in the lesson; we might want to end with a fantastic video or song; we might end by telling a story which encourages them to look forward to the next lesson; we might want to….. the list is endless. The most important thing, it seems to me, is to think carefully about how we end lessons and then vary the ways we do it. Surprise!

Hi Carlos! There are so many of them. A teacher at school who believed in me and let me do amazing things that I wouldn’t have believed possible. A lecturer at university who understood how to inform but also entertain – and who looked as if he loved what he was doing. Now? People I read and listen to – my generation includes people like Scott Thornbury who always enlightens and challenges me  - but also a whole tribe of new teachers and writers from Brazil (I met many of them at BRAZTESOL and CJT) and other countries who are ‘pushing the boundaries’, challenging us all, have great energy, new ideas and fresh eyes. I am so lucky to live, partly, in their world! To learn from people all we have to do, I think is open our ears and our eyes and start by saying ‘how can I make this work for me?’ rather than ‘That’s never going to work in my situation!!!

I remember one teacher standing outside the classroom and throwing in an orange, a book and something else. I can’t remember what the point of this was, but it got the students’ attention! How to start a lesson, Selma? Well there are all sorts of warmers and ice breakers, fund things to do. A story, a game a poem, an information gap activity to lead into the next stage of the lesson. But I think we need to vary the way we start lessons so that students have something to look forward to or be curious about. Sometimes, for example, we will start a lesson in a more formal way, explaining what we are going to do, or giving information. Sometimes we may go straight into a teaching sequence. But sometimes we will do something completely unexpected. Starting lessons – like ending a lesson (see above) – needs to live somewhere between comforting predictability and unsettling craziness. I guess it depends on you and the students.

You know what, Patricia, my greatest challenge was once when I went to Paris (which is very close to London of course) to speak to French College teachers (secondary teachers). They didn’t react like anyone else ever and to be honest I don’t think my talk was a great success! What I learned? First, try to know more about who you will be with and think how to work with them in an appropriate way; and secondly, culture does matter, and all teaching and learning takes place in a setting which is more socially constructed than linguistically focused.

I think it helps, Thiago, if you love doing it! I love working with teachers. Secondly (and I’m sure about this, having watched so many teachers with students and presenters etc), it’s all about passion in a way. If a speaker or teacher has a passion for what they do (or at least looks as if they have a passion) it is difficult to resist them! As far as a connection is concerned – well people are just so interesting. Listen, watch, enjoy – and the connection is there straight away!

Originally, Vinicius, I didn’t have a great desire to be a teacher really. I wanted to be a musician, but I wasn’t good enough :-( But then someone said I could do a short course about teaching and then I could get a job, maybe in some other country, so I thought I’d try that. I was incredibly fortunate to find, before that first training course had ended, that I really enjoyed it, and that the rewards for me, as a teacher, were likely to be far greater than the negative points. I was inspired by my trainers – and by the teachers at school who had believed in me and encouraged me.

Hello Rick…yes I have been coming to Brazil for years. How quickly time passes…But coming to Brazil has been an ongoing and repeated joy for me.
What’s changed? Well in Brazil there’s a confidence and an expertise in the language teaching profession which is stronger and more exciting than it has ever been – at least if the people I meet on my visits are anything to go by. There’s an enthusiasm and creativity among the younger teachers that is incredibly exciting. Part of this is a desire to examine things in a new way and not accept things just because they are ‘there’. Of course part of that is driven by the new technologies that have become part of our educational life. But it’s more than that. It’s a desire to constantly question and interrogate what we do. That’s what keeps even older teachers young, I think, and what makes it all worth doing.

That’s a really interesting question, Clarissa, especially since our students now live in a world where information about almost anything is instantly available on the Internet, for example. The challenge is to make coursebooks relevant in that reality, and really useful. So what we have to do is find ways to train students to learn, to suggest where they can go next in their learning, and create material that will help teachers make sense of the chaotic world of learning and teaching.

My first reaction to your question, Lilian, is to say that a good teacher can (or should be able to) teach well with nothing but a stick in the desert. However, we live in a world in which information technology informs everything we do, one way or another. And so it would be crazy to ignore that in the socially constructed world of the classroom. And anyway, technology enhances the learning experience of learning, can make things more ‘current’ and more ‘real’ – and a lot of English use, which students need to be comfortable with, around the world is digitally delivered. We are so lucky to live and teach in the age we do. But (and, to use an old cliché, it’s a big but) I have a default question I always ask about technology (or any other teaching innovation) and it is: ‘why is X the best way to do this?’ If we can’t answer that question satisfactorily then we should use a way that IS better, even if it doesn’t use technology. Best analogy? The blackboard. Innovative technology, I bet, when it first appeared. Now indispensable! But finally: ‘Ask not what we can do for technology, but what technology can do for us!’

I’m glad you were at that session in IATEFL, Alba. I enjoyed doing it. I think my point then was (and still is) that we don’t quite know the best ways to correct people – especially when you consider that language learners are individuals and each one may respond differently, and benefit from different correction techniques.
But I think we DO know that heavy correction during a fluency activity sort of ruins the point of the activity – although helping students with a more ‘gentle’ variety is almost certainly helpful for some.
I like the approach that my brother took when he was teaching at the Wimbledon School of English. He did a questionnaire and asked all the students how they wanted to be corrected – because he was worried that he only ever used reformulation, and he wasn’t sure if it worked (neither am I! Do students REALLY hear the difference between what they say and what we say?) When he got the results he could then correct in the way the students said they wanted to be corrected – although interestingly they realized that wasn’t quite what they wanted once they’d experienced it. So then he changed again. What I like is that he consulted the students as experts in their own learning, and the dialogue he had with them was useful and productive. 

Hi Inez! I think the job of a coursebook writer is to provide clear engaging material that will help teachers and students to learn. The progression needs to be clear, the instruction rubrics have to be transparent, and both teacher and students need to see the point of what they are being asked to do.

Of course we try and come up with enjoyable and interesting topics too, but that depends so much on who the teachers and students are. It’s up to teachers to make what the coursebook writer has provided alive and enjoyable. So how to ‘give the teacher a voice’? Maybe by not putting too much in the book; maybe by leaving metaphorical spaces between exercises. Maybe by providing lots of suggestions for what can be done; maybe by offering alternatives at various points; maybe by suggesting how students and teachers can follow up topics and language material.

Thanks for your kind words about that plenary in July. I loved being at the CTJ. Lovely place!

Wednesday, November 04, 2009

Fun Photo Editing Sites

This directory of amazing sites for photo editing - 28 Online Photo Editing Websites to Have Fun With - was shared with me by a dear online friend who lives in Argentina. First, it shows the power of our online communities. Jennifer Verschoor has kindly shared this link because she knew I was into working with images.

I just picked one of the sites, befunky, and tested it. What I loved about befunky is the fact that no logins are required and the effects are really cool. Teens would love to play around with their photos in this photo editing space.

Then, if you explore it, you'll see that you can make fun editing in your own photos to add them to your school digital resources, to enliven classes. Most important of all, you could try out some of those sites to make your classes even more student-centered by

  • encouraging your students to remix their photos and tell a story.

  • sharing their best remixes and have a class vote

  • having students choose a topic, take a photo and edit the photo with text

  • students sharing their photos remix and the others asking questions about them.

  • encouraging students to remix a photo to match with a reading

  • encouraging a photo remix plus poetry (like in this haiku project)

Another interesting resource for image editing,yearbookyourself, is the one Nik Peachey points out in his blog . Really fun to play around with.

Which tool from these resources would you give it a try and what kind of activities do you picture doing with your students?