Author: lizziepinard

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Lizzie’s Language Learning Contract (v2.April 2016) – Update 2

Hello World of Blogging! I’m back! And the first thing that popped into my mind while writing the title is: “How long ago does April seem? That was before summer, now summer is over and Autumn is clamouring for the driver’s seat with Winter in the wings watching carefully for its chance to stage a takeover bid. It’s been a quiet time on my blog since the end of May, since which time the only noise of any description has been an “I will be back, honest…” type of a post. As I briefly explained in that post, summer school hit! (It was hard work but a great learning experience too. More on that later.) Then, after it ended, I had a much-needed two-week holiday in Sicily with my horse. I am pleased to report that I did a lot of NOTHING – somewhat of a rarity for me!

Anyway, back to the topic at hand: my language learning. I am proud (in the circumstances!) to say that I did keep up my languaging over the summer. I managed a little bit most days until the 20th August, when I did a 30 mile run and consequently had no time for languaging, breaking my “Memrise Streak”.

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Once it was broken, and knowing it would be broken again when I went on holiday (if I am on holiday in Italy I am going to focus on Italian as vs. spread my focus among 7 languages!), I decided to concentrate on getting through the remaining two weeks of summer school, have my holiday and then get back to it in earnest. That said, I continued to dabble, just not every day religiously as I had been doing.

This (to remind me as much as you!) was the contract:

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In my first update, I had managed to more-or-less stick to the receptive skills practice aims (thank you, YouTube!) but hadn’t used Memrise, just a bit of Quizlet. I’d also given up on graded readers as clunky (e-readers) or an expensive habit (sourcing them in paperback/cd format) and therefore annoying/untenable.

Has anything changed since then? Well, two main things (which considered in combination might seem rather ironic…):

  • Time became even tighter than usual (you try combining summer school, training for a 30 mile run, maintaining a burgeoning greenhouse and garden full of stuff etc….)
  • I took up two more languages (blame Memrise)…!

I suppose I ought to add “I started using Memrise to that list… At the height of my Memrise-ing, it looked like this:

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So, as you can see, the extra languages I took up were Bahasa Indonesia (I should have learnt it while I was there, still have friends who live there who I could talk to in it!) and then Mandarin (given that the majority of the students at the Sheffield Uni summer school are Chinese, this seemed like a good idea!). So that brought me to a 7-language mission: Italian and French (not on Memrise), German, Spanish, Polish, Bahasa Indonesia, Mandarin. I like Memrise – it appeals to my competitive-with-myself nature. (I am more interested in keeping up my “streak” than the “leader board” that is another Memrise feature!) It really pushed me to do some each day, when I was tired and actually really couldn’t be bothered! As mentioned earlier though, it can also backfire into lack of motivation to ‘just do it’ if the streak is broken and I know it will be at best intermittent in time to come.

More languages, less time. The basic result was that as far as Polish was concerned, I wound up mostly just doing my bit of Memrise each day. And I watched less German and Spanish than I had been. (Don’t tell my students I just started a sentence with “And” – spent the summer hammering it out of them… :-p ) However, it was nice to be actively learning vocabulary and trying to produce it rather than just watching/listening/reading. Obviously the ideal would be a balance of both, which is what I will be going for next! Indeed, it is time to update my contract in the light of the last few months’ developments on the linguistic front.

One thing I have found particularly challenging as far as Polish Memrise is concerned is spelling. For example:

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I can now spell this one correctly! And this one:

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What I have found is that ideally I want more repetition of recognition of the vocabulary, both reading and listening, or being given the English and having to select the correct Polish, before having to produce it, which seems to happen too soon for me. So that I can see it and hear it more before having to butcher the spelling. However, I am now used to the process of just gaily making a bunch of mistakes, having a pop, and getting closer each time and then eventually “getting” it. Rather than getting wound up about the mistakes and frustrated at the lack of further recognition opportunities. Then, an interesting (to me) problem I had was learning the go by plane, go by train type vocabulary, as it was a mixture of trying to remember the by plane/by train etc bit and then the ‘go by’ equivalent, of which there are 5 (I think) different ones/which one goes with which means of transport, then throwing trying to remember the spelling on top of that! It was hard!!! I think it would have been easier to learn the e.g. jechać ones then the złapać ones etc. rather than having one of these and one of those and a few random extras all thrown in together for my brain to attempt to sort out. Had I had more time, I’d have made my own little reference guide to help my brain along… They are coming together now though, I did a review this morning after a couple weeks break (my holiday) and some have settled nicely.

So that brings us to…

Lizzie’s Language Learning Contract v3.September 2016

I solemnly do declare that I will (attempt to) do the following each week:

  • My Memrise practice – daily in small quantities
  • Read/listen to/watch Italian/French/German/Spanish/Polish (Not going to happen with Mandarin or Bahasa for the time being… that will be version 5 or 6 maybe…)
  • Try and look at some grammar-related material for German/Spanish/Polish. (At the moment, as far as Spanish is concerned I just rely on Italian/French grammar and assume it will work the same way! There again, often Italian words will come out instead of Spanish and then I wonder why Memrise marks me wrong! Like when I put ‘Sono contenta’ instead of ‘Estoy contenta’…) This could be a good opportunity for use of coloured pens and notebook (as mentioned in previous update post!)
  • Seek out production opportunities (e.g. sending an email to my German friends, exchanging a few words with my Indonesian friends, trying out my Polish on my Polish brother-in-law etc. etc.)
  • Keep writing my journal in Italian but try to bring in a few sentences from German/French/Spanish and even a smattering of my very, very basic Polish.

Signed: Lizzie Pinard

Fairly basic really! Let’s see how I do in the next month…

How is your language learning going? Any more suggestions for me? (The useful ones on my last post are the reason I got on to Memrise! )

 

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Summer School

That, in two words, is why this blog has been so quiet… We are just coming to the end of Week 5 out of 10.

My language learning update is well overdue – but rest assured, the absence of it is not due to my having given up on the languages, but rather because I don’t have time to do it AND blog about it! 😉

There are loads of things I want to blog about but the precious non-work hours that I have are split between sleeping, eating, cycling/running, gardening and language learning, pretty much. Oh and cuddling Flora hamster. Normal service will probably resume sometime in September – most likely AFTER I have my post-summer school holiday!

I hope you are all having fantastic summers, wherever and whatever you may be doing with them. (Do comment and tell me, it would be lovely to hear!)

60 seconds...starting now! Image taken from en.wikipedia.org, licensed for commercial re-use with modification

Can I have some more hours in the day, please?! 🙂  Image taken from en.wikipedia.org, licensed for commercial re-use with modification

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British Council Webinar Series: Exploring Continuing Professional Development

The British Council TeachingEnglish (TEBC) Webinar series can be found on the TEBC website. This is the link to Paul’s webinar that took place on the 19th May 2016. This is a summary of that webinar.

TEBC summarises the webinar thus:

“He [Paul] talked about the British Council’s CPD framework for teachers and different factors that can influence successful continuing professional development. This webinar explored some of the ways we can focus on our continuing professional development (CPD). We looked specifically at the British Council’s new CPD framework for teachers, the self-evaluation tool and resources on TeachingEnglish for professional development.”

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This is the quote that Paul Braddock starts us off with, one that is apparently much-used if you look on Google. However, it’s not as universally accepted as Paul thought before he read around it. The quote has been changed in the following way:

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According to Paul, Husbands (2013) argues that what makes the most different to pupils is teaching. All teachers can be better but it’s teaching that improves and develops. Focusing on teaching focuses on more on the need to work continuously to improve the quality of teaching across schools. This is where CPD becomes essential. Especially as teaching changes and the skills needed change over time. What was a good teacher ten years ago might not be a good teacher now. Teaching needs to be develop.

Paul moves on to look at the 7 things that influence positive professional development, based on a report by Walter and Briggs (2012). What 7 things make professional development a positive thing for you?

Professional Development that makes the most difference to teachers is:

  • concrete and classroom-based (looking at what teachers do in the classroom e.g. action research)
  • brings in expertise from outside the school (Potentially expensive but expense can be kept down by use of webinars, online conferences, social media e.g. blogs)
  • involves teachers in the choice of areas to develop and activities to undertake (includes using tools to help you identify your areas for CPD and this is where frameworks come in)
  • enables them to work collaboratively with peers (physically within a context or with an online community of practice – requires time and space!)
  • provides opportunities for mentoring or coaching (again, offline or online includes being a mentor or a coach as well not just being mentored/coached)
  • is sustained over time (an action research cycle with the teacher him/herself as the focus)
  • is supported by school leadership (so the school recognises it’s important despite budget cuts etc.)

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In other words, investment in CPD is useful and worth money.

At this point, Paul introduces the British Council CPD framework:

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It is divided into 12 different aspects of professional practice:

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It is also colour coded by stages of development (Awareness, Understanding, Engagement, Integration). The BC was trying to address the misconception that CPD is linear. This is to be a tool that would more accurately reflect this. It is supposed to empower teachers by providing a framework for them to engage with CPD. Also to be used by groups of teachers for collaboration and cooperation. For more information about each professional practice see the document linked to above. He says it is designed to be flexible and teachers can change/adapt it to better fit their context. The process that you would go through is self-evaluation. The BC are currently developing a self-evaluation tool to help teachers decide which professional practice to focus on. At the integration level, this is where you’d then look at mentoring or coaching.

Next, Paul draws attention to the BC TeachingEnglish website. Within the Teacher Development tab, there is a section for Continuing Professional Development.

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Here, you can find resources linked to each of the professional practices in the CPD framework – articles, blog posts, webinar recordings etc. (Fab! Look forward to exploring this!) The idea is, once you identify areas for your own development, you can use this site as a starting point for research, to support you in your journey. Click on the picture above to visit the page. This is an example of access to outside expertise!

TEBC also already offer out-of-the-box full courses such as Primary Essentials, TKT Essentials, Learning Technologies etc. These run for about 12 weeks, moderated or self-access. They are now thinking about how they can provide training that addresses aspects of the framework more closely. So, they have started to modularise the training, so by next April there will be the option of modules packaged into courses or individual modules you can follow (a module running for about 3hrs of study). This is so that you can bring in some training once you have identified which aspects within the framework that you want to develop.

From the 5th to 9th October, there will be an online conference run by TEBC too. (5th October is World Teacher Day!)

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This CPD-focused conference is being launched to coincide with World Teachers Day.  A date for our diaries! The picture above links to the link shown, for more information. This conference is free and aimed at teachers as well as teacher trainers. It will run from approx. 11 to approx. 4 UK time.

Paul also encourages us to investigate the following names in relation to CPD.

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I’ll stick my neck out here and add Sandy Millin to the list! Her blog has a lot of useful content for developing teachers and also exemplifies reflection/reflective practice.

Here are the links provided by Paul finally:

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NB: You can access the teacher educator framework from the English Agenda website, which is a sister website to TEBC.

It’s clear that a lot of thought and effort has gone into producing all these resources to help teachers develop – the frameworks, the accompanying resource curation on the TEBC website, the modularisation of the training courses that is to come. I certainly look forward to trying out a module without having to commit to a whole course.  The abundance of resources available online for teachers looking to develop never ceases to amaze me and this is no exception. Thank you to the British Council and TEBC for doing their part in enabling this – by no means a small part.

Between discussions in the Teacher Education circle at work and watching IATEFL talk recordings such as the one by Kirsten Holt (courtesy of Macmillan) and the one by Shirley Norton/Karen Chambers (also made possible by the British Council!), I have been doing a lot of thinking about these teaching frameworks including the British Council one, so watching this webinar was the next logical step. I’m currently working on a few ideas of my own as to how teachers can use the British Council framework to develop, which should hopefully complement what’s already out there, so watch this space! 

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Lizzie’s Language Learning Contract (v2.April 2016) – Update 1

Well, it’s been a month (approximately!) since I undertook the following:

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Now it’s time for the confessions, I mean, update. 

Actually, it hasn’t gone too badly:

I can confidently and honestly say that I have read and/or listened to something in Italian, French, German, Polish and Spanish most days in the last month!!

  • Italian: I am reading Mangia, Prega, Ama which is a translation of Eat Pray Love. Screen Shot 2016-05-24 at 18.58.42This mostly happens in my lunch break at work. I have also watched the film of it along with a few others. In other Italian news, my diary writing continues to take place very nearly every day. Watching/reading in Italian is like slipping into a comfy pair of slippers and a cosy dressing gown: nice and relaxing!

 

 

 

 

  • French: I am still plowing through Au Bonheur des Dames. Slowly. I think I will feel quite the sense of achievement when I finally finish! I am enjoying it, but being the lazy sod I am, it often gets neglected in favour of something easier (see next sentence)..! In addition to that, I occasionally dip into a series of books I have on my Kindle, which are much easier and more relaxing – seems particularly to happen when I have an early dinner in the garden!Have done two and a bit in the last month, I think. In terms of listening, am working my way through an audiobook and I have also just found a series on YouTube to watch in 45 minute episodes.
  • German: I have been listening to an audiobook in German, am now on the second time through as a way to try and pick out more than I did the first time round. I’m also still reading (very slowly) a series of e-books I’ve downloaded. Finally, I have been doing a fair bit of watching too – a couple of films and newly started a series on YouTube. My German was getting very neglected prior to this last month. I’d read a bit every once in a while and that was it. It’s nice to be getting back into it, understanding more and being able to produce!
  • Spanish: I “did” two A1 graded readers. The reading was easy, the activities weren’t. Not content-wise but the electronic design… I tried one on the Black Cat App and found it rather clunky. In any case, that was the only A1 book they had on there. I think it is in its early days… I also downloaded one via Ibooks and the main problem with that one was that the “submit” button often tended to be located in the same place that the iPad interprets as turn backwards one page. So instead of the answers being submitted, the book moved back a page. Then you go forwards again and of course all the answers have been deleted. Most frustrating! So I abandoned graded readers and moved on to a translation of Twilight 1 (Crepúscolo). Screen Shot 2016-05-24 at 18.47.26I also found an audio recording of it on YouTube, having failed to source it as an audiobook anywhere else! (Just an amateur version.) I have also dabbled in some Spanish Winnie the Pooh and have just started a new tv series (dubbed), again both via YouTube. No “learning activities” but I am enjoying it all! And Spanish is beginning to feel more familiar and less badly tuned.
  • Polish: I am continuing my way through Harry Potter 1. Screen Shot 2016-05-24 at 18.44.41It took me a while to relocate (re-download from an online account where I had previously bought it) the e-book so initially I was just listening to the audio recording. I say listening, it was more just letting it wash over me and enjoying the sounds and rhythm. Around the 6th May  (so a couple of weeks-ish in), my brain finally accepted Polish as a language rather than a random collection of sounds and letters with periodic spaces between them. To get to that point, I needed to use my Polish for Dummies book + notes I had made on pronunciation last year for some review, in combination with listening and reading along (once I got the e-book sorted) to Harry Potter. Since that point, I have started using Quizlet and am now up to 16 words/chunks on it! Screen Shot 2016-05-20 at 14.43.22I haven’t, however, touched Memrise or my First 1000 words book. (To be honest I had forgotten that part of the contract – my brain was mostly focused on the reading/listening elements!) In YouTube world, like Spanish, I have also dabbled in some Winnie the Pooh… Screen Shot 2016-05-24 at 18.48.46 The main thing for me with Polish has been to relax and not worry about not understanding the majority of it when I listen to and read Harry Potter. Sometimes I work out what is being said, which is gratifying, sometimes the audio skips and I have to find where it’s gone, but I can do that now (which I struggled with in the beginning!) – it’s all about the minor victories!

Overall, across all these languages, I haven’t done much in the way of actual studying though! A tiny amount of Polish via Quizlet and Polish for Dummies, as explained above, and a tiny fraction of the activities in the two A1 graded readers I did in Spanish. Frankly, life is too short to work my way through endless course books. Since I don’t have any particular hurry and am learning/maintaining the languages for pleasure, I am jolly well going to do it in a pleasurable way.

Things I have noticed:

  • Multilingual DVDs are a great invention. For example, there was one film where I started in Spanish and then flicked the audio to German mid-way through. Not only that, but it means one DVD can serve your learning purposes for several languages if you, like me, have the propensity to re-watch stuff you like more than once! We take it for granted but it hasn’t really been THAT long since video tapes went out of fashion! Score for technology.
  • YouTube is amazing! Screen Shot 2016-05-24 at 18.56.27 I haven’t used it an awful lot for languaging before, mostly because since I became interested in it, I’ve mostly been in places where Internet is limited i.e. you get a certain per month quota so streaming endless content on YouTube wasn’t an option. Now, however, with a fast and unlimited broadband connection, YouTube is one of my main go-to’s.  That said, I’ve yet to find a ‘language learning video’ that I like. You know, the ones that are a video of someone teaching a piece of grammar or some vocabulary in your target language. If anyone knows any good Polish ones, though, please comment with a link!
  • My brain can quite happily cope with 5 languages in rotation! I can switch from watching something else in Italian, to watching something in Spanish then German, then French, then listening/reading in Polish. I think it has “channels” – I just have to flick the switch between them. Screen Shot 2016-05-24 at 18.52.49Some of the channels function rather better than others! So, my Italian channel, as far as reading/listening is concerned, is similar to my English channel in terms of comfort/understanding levels. My French channel isn’t far behind. My German channel was a lot more sub-functional initially but is getting easier all the time, the more I use it. That said, there is a definite difference in my understanding of Italian and French, and that of German. My Polish channel barely exists, but a channel has been made – “under construction”! Ditto the Spanish channel, except it borrows understanding from the Italian and French channels…
  • Like one of my students in my upper intermediate course last term commented, I may not have met all my goals but I’ve certainly done a lot more than I would have if I hadn’t set them. So, I may not have met my contract but I’m pleased with what I have done!
  • Every little DOES help: Screen Shot 2016-05-24 at 18.54.42YouTube clips of 8-10 minutes. Reading a few pages chapter while I’m eating my lunch etc. It’s all input! So I stand by what I’ve kept telling students over the years: doesn’t matter if it’s “only” ten minutes, way better ten minutes than nothing!

 

  • With Polish I have needed the support of listening and reading at the same time. I think that now I could just about manage to read without listening – my brain has an idea of how it sounds now! The next step will be reading and comparing with a version in English or Italian, to help build up my vocabulary (well, it worked with Italian!).
  • My German is coming back slowly but surely. Woohoo! After a month of consistent listening and reading, I can say stuff again. Not heaps, but much more than I could a month ago!
  • The amount of languaging I do depends on the weather. When it is a bit rubbish and I am stuck indoors, I do a lot. When it is sunny and I can be in the garden pottering about, I do very little! See my “life is too short” excuse above. For me, being outside wins every time. I do try to multitask though, for example when I am out running I talk to myself (in my head) in different languages, to exercise them at the same time as my body!
  • Resource management can get confusing. Partly because I do some YouTube watching on my computer and some on my iPad, so it’s difficult to remember where I’m up to. But also because Harry Potter chapters are quite long by audio, ditto Crepúscolo, and I rarely listen to a whole one in one go, but my iPad appears incapable of remembering my place in the audio recording. Yet, if I have an *audiobook* on my iPad (not sure why my audiobook of Harry Potter has decided to be in the music app rather than Ibooks where all my other audiobooks live) and my computer, and I listen partially in both places, it keeps track and puts me in the right place regardless of device. So, it seems to be a problem only with the ‘music’ app. (If you have any suggestions for fixing this, please let me know!)
  • I really enjoy languaging. (But I suppose I already knew that!)

What next?

Well, as I mentioned earlier in the post, when I feel sufficiently confident, start doing a little bit of side-by-side comparison of Harry Potter Polish and Italian/English/French versions (not all, just one of those will do!). I also want to email some German friends of mine in German (been a while since I did that!) Other than that, keep doing what I have been doing and see what else I feel like! I’d also quite like to use my notebook more… It’s one I bought but didn’t use for my M.A. and has been gathering dust since. It’s perfect because it has 4 sections, so that’s one for each language except Italian, which already has its own notebook from the few lessons I’ve had. So far, I’ve used it for Polish only! image1Need to work out what I want to use it for with the other languages. I suppose mostly I have just been enjoying input and haven’t needed a notebook for that… I also want use the lovely pack of coloured pens I treated myself to more – so far, again, just for Polish! (You can’t see it in the pic above but believe me, there has been purple, orange, pink, green… 🙂

Let me know if you have any suggestions for anything I could be doing with my languages by commenting on this post! Will be happy to hear from you.

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#ELTChat Summary 18/05/2016 CPD for teachers, using social media

ELTChat is a weekly Twitter-based discussion that takes place on Wednesdays at 7pm U.K. time under the hashtag #ELTChat. You can read more about it here and find a list of summaries of past discussions here.

The topic up for discussion on 18/05/2016 was CPD for teachers, using social media. I nabbed the summary writing duties (for the first time in ages, it seems!) as entering the online community in early 2011 was one of the turning points of my career.

In order to make this summary as user-friendly as possible, I am going to organise it by general comments and then by tool (titles are clickable links that take you to the site) and finish off with some thoughts of my own. So, feel free to read about them all or skip to the ones you are less familiar/more interested in. Order is random rather than some kind of ranking!

General:

  • I think any social media is good for CDP depending on who/what you follow (@nahirco)
  • It really is about who you follow. Makes such a big difference. (@Hada_ELT)
  • Can anybody follow you (like Twitter)? Or do you have to accept them (like Facebook)? (@sandymillin – asking about Google+ but always a relevant consideration when newly using some kind of Social Media!)
  • Social Media is a great way to do CPD as most people already use it… just haven’t necessarily thought of using it for that purpose (@thebestticher)
  • One of the big questions – what to choose among this cornucopia of info (@Marisa_C)
  • It’s the five minutes a day thing for me, much like learning a language. Daily habits easier (@sandymillin)
  • I try to make Twitter and Facebook lists of interesting ELT/Phon profiles and keep up with them once a week. Feedly helps me keep track of blogs. (@pronbites)
  • Curation principle the same in all these tools – look and feel is different of course – which is great (@Marisa_C)
  • The ability to read and type quickly both help too 😉  And now, lots of experience of what is worth sharing/saving/reading (@sandymillin)
  • My CPD saw a major shift when I linked it to social media. It got me into the ‘global classroom’ -sorry cliche but true (@Hada_ELT)
  • I tend to take what comes in on my timeline – but LOOK for stuff when preparing sessions for Delta or talks (@Marisa_C)
  • It’s often easier to be surprised when you don’t mind what you find (@SueAnnan)
  • Wanted to share a few links from my blog with guides to online CPD, then realised too many! Mostly here:  (@sandymillin)
  • It’s also nice to be able to ‘talk shop’ without driving everyone I know insane 😉 (@thebestticher)
  • I presented this topic on the #vrtwebcon and shared the post on the #ltsig blog  (@Marisa_C)
  • And we are mostly able to share info now beCAUSE of social media (@Marisa_C)
  • Sharing recent @iatefl_ltsig blog post on Social Media Symposium #vrtwebcon   – summaries, slides, recordings (@Marisa_C)
  • I switch(ed) all of the automatic things off on my social media accounts. Think I should choose when/where to post (@sandymillin)

1. Twitter (obviously!)

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  • Twitter is home to #ELTChat (see above for more information).
  • I think with Twitter you assume people want professional connections, some people prefer to keep FB personal (@TeresaBerstwick)
  • Source of ELT info (blogs, events, books, freebies..) and of course new technology. Endless source of inspiration  (@Hada_ELT)
  • The assistance is super fast on twitter whenever you need an ear (@SueAnnan)
  • And the learning – there is ALWAYS a great takeaway for me whenever I log in but I DO follow good people (@Marisa_C)
  • #ELTChat kick-started my professional development online and changed my life. (@sandymillin)
  • I tend to come across things on twitter when I’m being intentional about CPD (@thebestticher)
  • I wrote this post about Twitter for CPD  (@LizziePinard)
  • The hub is Twitter in general for my CPD (@Marisa_C)
  • I find that work on #eltchat has improved my ability to say a lot in just a few words #eltchat have been able to describe lesson pln in 140 (@Marisa_C)
  • Twitter is my CPD (@fionaljp)
  • I love the random #ELT discussions I sometimes get into on Twitter – they end up being really informative. Great motivation (@Hada_ELT)
  • I find Twitter more serious than Facebook and Facebook can be more contentious (@SueAnna)

(Though it wasn’t discussed, don’t forget other hashtag discussions such as #ELTChinwag [alternate Monday evenings at 8.30pm UK time] and #TEChat [Friday lunchtime UK time], as well as hashtags that are always in use like the #IATEFL one and the #mawsig one.)

2. Facebook

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  • Lots on Facebook now I’m friends with @sandymillin (@TeresaBerstwick – and I second it!)
  • I use Facebook a lot, am friends with lots of teachers who share interesting things so CPD kind of comes into it! (@Thebestticher)
  • FB has changed a lot in the last couple of years or rather WE have changed it (@Marisa_C)
  • My FB contains teachers that don’t use Twitter much. It means contact there too (@SueAnnan)
  • I only have one account (not separate) because I can’t be bothered with two, so I do try to think about who I add (@sandymillin)
  • Facebook is the things I ‘stumble upon’ so to speak (@thebestticher)
  • I find that stuff is often duplicated on Facebook and Twitter. Depends which I opened first (@SueAnnan)
  • Which is actually good I think as I sometimes miss stuff on one that I catch on the other (@Hada_ELT)
  • There’s a way you can link the accounts I think so it posts automatically to Twitter but not sure if it then posts EVERYTHING you put on Facebook (@TeresaBerstwick)
  • 5 years of building up a network of people on Facebook means I tend to ask questions there – amazing discussions often result (@sandymillin)
  • Definitely more cosy on Facebook. Slower and a bit less ‘open’ (does that make sense?) (@Hada_ELT)
  • Some people prefer to keep FB personal (@TeresaBerstwick)
  • It’s also possible to have a couple of profiles on Fb – one professional and one personal (@Hada_ELT)

3. LinkedIn

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  • I have to say that I can’t stand LinkedIn. I find it incredibly unwieldy and not user friendly at all. (@sandymillin)
  • I use it to connect my school – I find other kinds of connections- discussion groups mostly unwieldy though agree (@Marisa_C) (More information provided subsequently to this Tweet but extending on it: people looking for me or my school for all services we provide – so yes more as a course provider/consultant)
  • I only use LinkedIn now to keep my CV up to date. I used to use the groups but not now (@MarjorieRosenbe)

4. Pinterest

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  • Tried Pinterest but couldn’t get into it. (@MarjorieRosenbe)
  • For me, Pinterest looks pretty, but I don’t find it very useful for CPD. Good for crafts etc (@sandymillin)
  • I use pinterest a l ot when I prepare talks or seminars while doing background research/ ideas or reading (@Marisa_C)
  • I love Pinterest for new ideas and activities and the constant reminder to try new things (@thebestticher)
  • I have a pinterest account, but I get bored with it (@SueAnnan)
  • I love pinterest – let’s follow one another – i use it a LOT! (@Marisa_C)

5. Diigo

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(Just in case you weren’t aware, Diigo is basically a social bookmarking tool, which enables you to curate bookmarks in way that they are available for anyone to see.)

  • I bookmark every useful link I find using diigo. After 5.5 years, I have over 4500 bookmarks, but can find them again quickly 🙂 (@sandymillin)
  • All of my bookmarks are publicly available too, and other people can access/search them:  Very easy to use (@sandymillin)
  • I add 3-4 links a day.That’s why I like diigo over something like Evernote – free + easy to share with other people 🙂 (@sandymillin)
  • You should be able to download a file of all your bookmarks from delicious. I try to backup diigo in case (@sandymillin)
  • Here’s my guide to diigo (@sandymillin)

6. GooglePlus

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  • It’s just another platform which has other possibilities of sharing -since it’s Google, it’s easier wth all shared docs I guess (@Hada_ELT)
  • Anyone can follow you and you can create circles or join circles. There’s also a totally private area. (@Hada_ELT)
  • So I guess that’s why it’s so good for MOOCs/ITDI – you don’t have to friend people (@sandymillin)
  • You get sent a link whihc gives you access to a ‘closed’ area where material is shared and convos take place (@Hada_ELT)
  • Google+ just doesn’t do it the same for me for some reason. Whatever I sign up too, Twitter and Fb still have the best connections (@Hada_ELT)
  • Have seen it used to great effect during a course – for example – or EVO MOOCs, very versatile (@Marisa_C)
  • Joined a MOOC in Google+ community and it worked really well as a platform for a course. (@fionaljp)
  • Oh yes, you remind me that I do use it and it’s great for the @iTDipro  courses (@Hada_ELT)

7. Feedly

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(From the horse’s mouth (an American horse judging by the spelling of organise!): A single place to organize, read, and share all the content that matters to you — and your team.)

  • For me, it’s about using a reader and having a routine. Feedly collects everything for me… (@sandymillin)
  • With feedly you cannot share  your feeds the way you could with google reader (@Marisa_C)
  • Feedly is a blog reader, whereas delicious is a bookmarker (@sandymillin)
  • I use feedly. Migrated to it after GoogleReader closed. 1 slightly annoying thing is you only have 30 days to read (@sandymillin)

8. Blogs/Blogging

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  • I find blogging helps me reflect on CPD. (@MarjorieRosenbe)
  • Agreed – committing to a ‘new things I’ve tried’ post at the end of each month forces me to keep developing! (@thebesttticher)
  • (@sandymillin promised us a blog post about blogging, based on a recent talk she made at the Innovate ELT  conference this year – well worth reading! – and has duly delivered. Enjoy!)

Passing mention was also made to Delicious (social bookmarking), Scoop.It (curating) and Pearltrees (From their website: “Pearltrees is a place to organize all your interests. It lets you organize, explore and share everything you like”).

Other online development options

We touched on this very briefly at the end!

  • We haven’t said much about webinars and recordings for online CPD. So many available! (@sandymillin)
  • Lots of @iatefl talks available to watch too, and you can read @LizziePinard‘s summaries of many of them:  (@sandymillin)
  • Macmillan recorded all their sessions too (@LizziePinard)
  • Webinars are great, the conversations in the chat box are social interaction and reflection. (@MarjorieRosenbe)
  • Are there too many webinars these days? attendances seem to be low and people watch the recordings instead (@SueAnnan)
  • Guess they’re like blogs. You’ll find what you’re interested in, and ignore the rest. Depends what you’re looking for (@sandymillin)
  • I love webinars! There’s such a luxury. Chilling in my study, in the comfort of my home, I learn, for free! (@Hada_ELT)
  • the #Iatefl series us attracting good numbers, not sure about others (@MarjorieRosenbe)

Basically, as far as I can make out from that little lot, it’s mostly a case of personal preference. “One man’s meat is another man’s poison” kinda thing. Twitter and Facebook seem to be the main ways of connecting with people, though Google Circles also put forward as useful in a course context. LinkedIn didn’t seem to have many fans, but Kirsten Holt swears by it for networking! There are lots of different content curation tools, some purely for bookmarks (Diigo, Delicious) and other for general content (Feedly, Pinterest, Pearltrees, Scoopit). Online webinars are another means of online development, as is blogging. There isn’t time to use all of it, so find what works for you and do it! Then, if using tools that involve following or friending people, think carefully about who you follow/friend as this impacts the content you are shown in your timelines. One thing I think is interesting, and which has just occurred to me while writing this summary, is that no one mentioned Edmodo! Yet, Edmodo is supposed to be an educational platform where teachers can connect with teachers and share stuff. (That said, I’ve only used it with students, which is its other, and perhaps main, purpose)

For me, my Twitter account is a professional account while my Facebook account is a personal account. That said, Facebook gives me some CPD too, through the people I’m friends with (e.g. Sandy Millin who shares lots of blog posts), the groups I am a member of (such as the IATEFL group) and the pages I “like” (like the TeachingEnglish page). I only “friend” people I actually know so sorry to all the people who have attempted to add me that I haven’t accepted – if it’s any consolation, all you are missing out on is photos of my garden/vegetable patch, my horse and the like! I also have a LinkedIn account but haven’t got to grips with it fully. I recently joined a load of groups but haven’t had time to follow up yet. Pinterest I use for vegan recipes, but when I say “use” – I have an account, it periodically emails me stuff that might be of interest (read: vegan recipes) which I occasionally click on. So, not exactly an active user! I used  to use Diigo but forgot about it, feel like I should resurrect it at some point… Finally, of course, there is my blog. There is always my blog. 🙂 

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IATEFL 2016 (Macmillan Recording): Using teaching competences for professional development by Kirsten Holt

I missed Kirsten’s session at IATEFL 2016, but fortunately Macmillan recorded all their sessions and you can see hers here. She also has a padlet with her slides (you’ll need this as the recording doesn’t focus on the slides so they are affected by glare), links to the frameworks discussed and links to the results from the Survey Monkey activities that she did with the audience.

Kirsten starts by talking about the various teaching competence frameworks available at the moment: Eaquals (rigorously tested, 50 drafts), Cambridge English Teaching Framework (based on teacher training material e.g. competences required at different levels of development such as CELTA and Delta), British Council CPD Framework for Teachers (has 12 rings and you work your way in towards the centre; not just for English Language Teaching but other disciplines, from primary up through university level). Having discussed the differences, she also point out that all the frameworks have something in common: none of them are not linear. They allow for a jagged profile, with more expertise in some areas than others, depending on your experience and the areas of competence.

Next the audience are treated to a little history lesson: In 2006, the EU Commission targeted all the ministries to say they wanted Europe’s 6 million teachers to have the essential competences required to be effective in the classroom. Member states were to revise and strengthen the professional profile of all teaching professions. This extended way beyond ELT, of course. (This is a potted version – for the full version, watch the talk!)

So now, we have all the frameworks, what do we do with them? What do we use them for?

The first activity Kirsten asks the audience to do is to answer the question “Which of these statements apply to teaching frameworks?”

A series of competences can be used to …

  1. define a particular role

  2. build a teaching framework

  3. analyse teacher profiles

  4. determine teachers’ pay

  5. support teachers’ professional learning

I suppose the answer *could* be all of the above? Although I’m unclear exactly what is meant by “teaching framework” – is that the same as a “teaching competence framework”, as in the competences are used to make these frameworks? 

Kirsten then asks the audience to “hold that thought” so to speak, they will come back to this question again later having done some more activities.

The next activity is to come up with a definition for “a competence”, maximum of 20 words. What would yours be?

Next, Kirsten takes the room back to 2001. She was at Oxford House College, a teacher training college (CELTA, Delta, DipTESOL etc), with lots going on, a good place for teachers to come and brush up their skills and progress. The staffroom was a hub. You could chuck out a problem and there was someone in the staffroom who could help, or at least try to. They also did observations, new teachers had mentors, teachers were observed in first year of teaching and way beyond, there were also 5 minute observations just to get a snapshot of the classroom. There were also weekly plans, accurate records of work, TD session adverts, records of who had done what session when. And in Kirsten’s office, she would try to amalgamate all this information, to decide what to do in the TD plan, who to send to conferences, what to do with the teachers etc. She explains that the E-grid help with that. You input how confident you are in various areas, you then can get your mentor/director of studies to do the same thing for you. This should help to identify areas for development.

This gave rise to a discussion of the meaning of ‘a competence’ (returning to the definition activity) and how it has changed over time.

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She emphasises that a competence is not static. It’s not something you tick off and forget about. (At this point the audience are invited to change their answer to the first activity if they would like to…) Kirsten says that competences are designed not to determine teacher pay but to encourage teacher development – at least, the pay factor, if it is a factor, shouldn’t be the be all and end all. It’s not just a case of generating a snapshot of a teacher’s career but a continuous way to look at that career.

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It’s about setting objectives and then working on achieving them, working out where you are, where you want to be and how to get there. She shows a progression of stages a teacher can go through in developing an aspect of their practice. (I suggest you watch the recording to see her talk through this!)

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The different colours reflect the phases that the stages fit into: development, engagement, integration. Kirsten uses a lovely analogy with planting seedlings (that again I recommend you watch!) to explain these. These stages and phases match up with the Eaquals Framework.

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The next question is what do we DO with these frameworks? How do we make them work? The first thing to consider is the fact that they aren’t linear. (Like the jumping fish in Kirsten’s slides!)

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Kirsten puts forward an experiential cycle process that teachers can use to develop:

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She also gives us some top tips for fully engaging in that process. (I won’t list them here, I will let you watch the talk to find out!!) Next she, she asks the audience to brainstorm activities that could demonstrate traversing a competence and gives some ideas of her own:

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She emphasises that we learn from reflecting on experience.

You also need to watch the recording to see the activity where she gives an activity and the room has to categorise it according to whether it is Phase 1, 2 or 3.

She finishes with this lovely quote from Dr Seuss:

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As she says, appropriately enough at the end of a very engaging talk, ultimately for development to happen, you have to engage.

A few of my thoughts relating to this talk:

  • This was the next talk I watched after Stick or twist: the teacher to manager dilemma  which approached teacher development from an institutional perspective i.e. what schools can do to help teachers develop. The ideas put forward by Shirley Norton and Karen Chambers in this talk were wide-ranging, including activities not specifically teaching-related. Kirsten’s talk, on the other hand is very much focused on what teachers can do to develop their practice, to move between levels of competence – although I think the process she puts forward could of course also be applied to development more broadly. So, two talks that are focused on helping teachers develop, but from very different perspectives. I was interested to watch Kirsten’s talk, in light of my response to the Stick or Twist talk, which, in a nutshell, was “That all sounds really cool but what about the things that teachers can do by themselves?” Kirsten’s talk gave one very useful answer to that question. I think it could be part of a bigger ‘answer’, though, perhaps. As I said at the end of the Stick or Twist talk write-up, watch this space!
  • The first thing I just had to do after watching Kirsten’s talk was try the e-grid profiler. I was going to talk about that experience here but actually I think it needs a whole other blog post! In a nutshell, it felt a bit like the equal opps form boxes at times – i.e. it triggered the whole “But I don’t know which box I fit innnn!” response! Nevertheless, looking at the Eaquals Framework document itself, one thing I really like about it is that it acknowledges both knowledge and skills. Another framework of interest to me and that I need to keep in mind as I work in an EAP context, is the BALEAP competency framework for teachers of EAP , (the logo for BALEAP is also featured on Kirsten’s slide of different teaching frameworks) which requires different knowledge and skills, more specific to the University EAP context. Of course, plenty of the content in the general frameworks is equally applicable to EAP. 
  • I did a lot of reading into experiential learning when I was doing my M.A., as I used the principles to inform the materials I made for my materials development module assessment. Applying the principles to teacher development makes perfect sense to me. Kirsten’s approach feels very directed towards teacher performance in the classroom though, i.e. focused on skill development with knowledge development being a means to that end (and if you didn’t go any further than learning about something, then you remain in phase 1). I question (and would be interested in your thoughts!), is that knowledge wasted unless it is directly applied in the classroom? As teachers, can development include learning about things that relate to our profession without there necessarily being a ‘doing in the classroom’ factor as the end goal/point? What I mean is, I would say that it can also work the other way round – i.e. you can read simply because you are interested in something, or something catches your eye, and then what you read ends up informing your practice but not because you were specifically looking to follow the process that Kirsten lays out. I’m not sure if that makes sense? Either which way, I think Kirsten’s approach is definitely a very useful tool for teachers who are looking for a concrete way to develop a specific aspect of their practice. 
  • I love that Dr Seuss quote! It sums up how I feel about CPD and it’s what makes CPD interesting, exciting, enjoyable and something I want to keep doing – and ultimately something I’d like to help other teachers do too. 
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IATEFL 2016 Online: Stick or twist: the teacher to manager dilemma

I’m still enjoying working my way through IATEFL Online 2016 – isn’t it amazing how much quality content is housed in one place?! This session was presented by Shirley Norton and Karen Chambers who both work at the London School of English. You can watch the recording here.

Here is the abstract:

According to recent research, 53% of teachers drift into management unconsciously. This session aims to question why moving to management is considered a promotion and to argue that there are other avenues for teachers to pursue. In addition, it aims to look at the considerations teachers should make in order to make more informed decisions about their future career paths.

I don’t expect you to remember, don’t worry, but this ‘progression to management’ idea is something arose in the first  Teacher Education Circle  discussion. We agreed that not everyone wants to become a manager and that as teacher educators part of ‘our’ role is to help teachers who aren’t interested in management progress nevertheless. (I say ‘our’ – I think I’m more of an aspirant teacher educator than an actual teacher educator!) I’m also one of those pesky teachers who doesn’t want to become a manager but still wants career development. So, I’m keen to catch up with this session as it sounds like it may complement the Teacher Education Circle discussions that I’ve been lucky enough to participate in and provide more food for thought.

In fact, Shirley and Karen start by asking the audience who they are – are teachers who are thinking about becoming managers, teachers who want to develop without becoming managers or are they already managers. There seemed to be a fairly even distribution amongst these roles.

47% of managers drift into management, 35% don’t have any management training at all (possibly rather alarming!) With this in mind, the audience were asked to consider how much time/effort/money their place of work puts into teacher training vs. management training. Then, they were to think about the essential qualities of a good manager and the training needs of a new manager. Shirley and Karen canvassed teachers’ opinions at their schools and the result was this:

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The training needs that Shirley and Karen feel need to be addressed, that weren’t picked out by teachers, are:

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They suggest you won’t get a good manager if you don’t invest in them, i.e. ensuring that they have the skills they need to manage a team. If you want to turn a teacher into a manager, they need management skills.

Next to consider is ways a teacher can develop without going into management. If teachers don’t have that in your institution, you are likely to lose them. You need to give them something interesting, something different to do, to keep them engaged.

Ideas:

  • Materials development: updating existing materials, developing a course (tailored to teacher interest, what course would they like to make new lessons for)
  • Teacher training: actual teacher training (i.e. TESOL); peer teaching (teacher development sessions – teachers are given time in their schedule to prepare and are paid, not just expected to do it in their own time); external stuff (let teachers go to IATEFL, do talks etc: development doesn’t have to all be done in your institute, let them out!)
  • In quieter times, allow teachers to develop skills such as marketing by doing an intern in other departments within the institution
  • Let teachers go and come back. Give them an opportunity to take a low-level risk i.e. work abroad for a year – like a “Sabbatical” – and be able to return afterwards, so basically longer term unpaid leave.
  • If you are part of a franchise, use it – share skills via webinars etc.
  • Take teachers off the schedule, not on cover, not on photocopying duty, they are given a work area and a plan for a project from start to finish for something that will benefit the school, which they will work on with support. A teacher who is not teaching is expensive, but Shirley and Karen feel that it is more costly not to develop teachers, so there should be a budget for it.
  • If you are looking to improve something e.g. social programme, generally you would ask the students and teachers, but with this you get people from all different parts of the school and give them the autonomy to make changes.
  • Academic management roles

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The idea is to give teachers opportunities to develop in different areas and develop new skills.

Anyway, I recommend that you watch the recording to find out more about what Shirley and Karen have done in their school – it sounds really good!

Here are some thoughts of mine after having watched the talk:

  • I think the key thing that institutions can give to teachers in order for development to happen is time. I think anybody would agree that when you already have 10 places to put every minute, it’s difficult to develop, not least because you are too tired to! This is one aspect of my current job that I feel very fortunate in – there are key times that are very busy (e.g. the weeks where you have 25 x 2000 word essays to look at and give feedback on) but generally there is time and opportunity built in for development, and funding available too, e.g. for speaking at conferences.
  • I like the diagram. I think, by and large, though, that the ideas are all quite top-down, in that they rely on being enabled by the powers-that-be at the institution in question. I suppose, thinking back to the point made about the likelihood of losing teachers if you don’t provide development opportunities, it also depends on how fussed the institution in question is about holding on to teachers: do they want to keep as many of their teachers as possible for as long as possible or is a high turnover not really an issue for them?
  • For some reason, the “Career Progression Wheel” diagram really makes me want to make something similar for bottom-up development options. It could be a fun project! <watch this space!>
  • One thing’s for sure, looking at the ‘Training needs of a new manager’ list just reconfirms that management does not even remotely appeal to me! Just as well I don’t feel short of other ways to develop… 🙂
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IATEFL 2016 Online: Enhancing writing and speaking outcomes using Google Apps (Joe Dale)

Joe’s session was…fast. In keeping with my approach to blogging about these online sessions, I will just share a few things I learnt together with my comments on them. I recommend that you watch the full recording to find out more!

The first thing to say is that I am already familiar with some Google Apps. However, that that doesn’t mean I didn’t learn something from Joe’s session.

Google Docs

I’m guessing you all know what Google Docs is? Most people do, it’s been around a while. Basically it’s a web-based version of Word that enables multiple editors to make changes to a document simultaneously and comment on each others’ changes. This makes it perfect for collaboration. Students can work together to produce a piece of writing, teachers can comment on it, other students can comment on it and everybody can respond to everybody else’s comments on it. (If you want to know more/see it in action, watch Joe’s session!)

A simple yet excellent tip from Joe, that I will use when I next use Google docs with students:

  • If you are having multiple students edit one document at once, insert a table so that the document is divided up into sections. This way, each student, pair or group can take one section and you eliminate the potential issue of students writing on top of each other!

I did a lot of collaborative writing using Google Docs during my two summers teaching on Sheffield University’s pre-sessional programme and this did not occur to me! The students did manage to sort it out themselves (by using enter to find a space further down the shared page to type on) but this would be a much quicker way to do it. Another potential option is to use Google presentations and then each student/group gets a separate slide. However, by using Google Docs in the way Joe suggests, the editable space is unlimited and the Document expands to absorb any extra room needed by the editors.

Chrome Extensions

I didn’t know about these! Hopefully the link should take you to Chrome Store where you can download them for free, otherwise put the name in your Google search bar and it will give you the appropriate link! Once you have installed them, your browser bar will look like this:

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After Diigo and Evernote (the “d” and the elephant respectively), you will see Tab Scissors, Tab Glue and Voice Notes.

  • Tab Scissors: This splits a window containing multiple tabs into two equal screens side-by-side with the split occurring at the tab you are on when you click the scissors. It basically means you can quickly have a look at 2 screens at once, without needing to create multiple windows by extracting the tab you want to see and resizing both new and initial screens. Like the Word keyboard shortcuts I wrote about here, this is  a nifty little time-saver!
  • Tab Glue: This basically undoes what Tab Scissors does! So once you no longer need to see two windows at once, you click on the Tab Glue icon and it puts all your tabs back how they were to start with.
  • Talk and comment: This enables you to make a voice note at any point when you are in a Chrome browser window. Once you have installed it (at which point you will see it in your tool bar as above), you will see a little microphone at the righthand edge of your browser window. Click on this and it pops up a little time counter with a red cross and a green tick beneath it, which is your recording. Speak and then once you have finished, click the green tick. It then generates a link which you can share with others. As far as Google docs is concerned, you can paste it into a comment and the student will see the link in the comment with “Voice note” in brackets after the link. So it’s a little bit like Jing except voice only!

Soundation

This is an app that enables you to make and edit voice recordings. (Much like Audacity, Wavepad or Garage, for those you familiar with any of those) If you google Soundation, and go to the first website that appears, you will see at the top of your browser window “Soundation Studio“, which you need to download and register to use. However, if you scroll down a little, you will see Soundation for Chrome. If you click on this link, then you can use Soundation within your browser window without registering or downloading anything.

In Soundation, you can create multiple audio channels, into which you can directly record yourself and/or others speaking:

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You tell it which audio channel to use by clicking on the one you want it to use, thereby selecting it. If you use Tab Scissors to split your windows, you can look at Google Docs with your Voice Notes comments and Soundation at the same time. You can hit record in Soundation, then play on your Voice Note and Soundation will record your voice note:

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In this way, you can create a single sound file that knits together a series of comments, making it into a dialogue. So, students could create a dialogue in Google docs using the Voice Notes app and then you could turn it into a complete file and share it, for example using Padlet. You would have to first export it to your desktop as a .wav file (which you can do without registering still – just File -> Export) and then upload it to the platform e.g. Padlet that you are using to share it.

Gotta love technology! This stuff all has tons of potential! I like how simple Soundation is to use. I didn’t manage to follow Joe’s explanation but a minute or two of clicking around and I had the hang of it. I also love the Scissors and Glue thing for viewing two tabs and then putting things back how you had them in the first place in a couple of easy clicks. Time-savers are always a win in my book! I do question, though, with the Talk and Comment, just as with Jing, exactly where all these files that you get links to end up?! You know, you get the link to them so the link links to somewhere out there in the big interweb world, but where? And can I ever delete them? Answers on a postcard! Anyway, again, I recommend watching the recording – it’s literally 24 minutes long. And you get a lot for your minutes!! 

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Delta Notes 3: Module 2 – My LSA1 Reading and Feedback

Title/Focus

There are 4 systems (Grammar, Pronunciation, Discourse, Lexis) and 4 skills (Reading, Listening, Speaking Writing), of which you must choose two systems and two skills to focus on over the course of your 4 LSAs (Language Systems/Skills Assignments).

My LSA 1 focused on raising awareness of medium-strength verb-noun and adjective-noun collocations for lower level learners. This falls squarely into systems: lexis.

Reference list

Here is the reference list from my final submission. As you can see, at this point I hadn’t learnt how to correctly format a reference list, something that was picked up on in the feedback…

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Feedback 

Essay

I got a pass for this essay. (Yay!)

Strengths

  • using sub-headings and sign-posts to make the structure clear
  • narrowing the scope (by collocation type, strength and student level)
  • consulted key texts for my focus and used them well
  • my analysis, issues and solutions followed on well from each other.
  • including both learning and teaching problems and referring to a range of learners was another plus, as was using terminology accurately and defining key terminology. My teaching suggestions included activities for raising awareness and activation, and were based on a range of resources, so there was good variety.

Weaknesses:

  • as already mentioned, my reference list formatting was a little odd and also missing places of publication.
  • in my writing, I used too many quotations, where paraphrasing would have been better. Paraphrase/summary is a much more efficient use of words than direct quotation, generally, something which is key when word limits are tight, and also allows much more ‘writer voice’/criticality to come through.

(This was an issue in my Module 3 essay too, initially, as it happens. It’s something I carried over from my B.A. days of yore so had to modify/work on it to succeed in the written components of the Delta. Having done so was a great help when it came to doing the M.A. modules the following semester.)

  • Not enough reference to my own experience and interest in the area, make my analysis more in-depth by including examples, and try to target one issue per solution rather than having solutions that target various issues, as it became a bit too generic.
  • Lack of my own voice/criticality (linking of course to the over-reliance on quotations and not drawing enough on my own experience…)

(It’s funny, these issues – voice, criticality, in-text citation/quotation/paraphrasing and referencing etc – that I had to work on are things that I am now helping my own students to develop and work on in their pre-M.A. studies! I must remember to mention to them that it was something that I initially struggled with too, as I am sure they think I was born knowing how to do it all!)

Lesson Plan/Lesson/Reflection

I got a pass for this lesson – just!

Strengths:

  • The pronunciation analysis and use of phonemes in the language analysis section of the plan  (though conversely my attention to meaning and form were identified as being in need of more work in terms of clarity!)
  • I gave detailed information about the learners in my group (but it would have been better if I had included more information about their ability in the target language point)
  • Good level of detail about how my lesson integrated with other lessons (timetable fit)
  • Comprehensive and varied assumptions
  • A nice clear main aim, which I managed to meet! (Having clear, appropriate aims and meeting them is a Good Thing.)
  • My classroom management was generally effective and I listened/responded well to the students.
  • I gave students some opportunity to correct themselves when they made errors, through use of techniques like gesture use (and was encouraged to do more of this!)
  • My reflection generally identified strengths and weaknesses well

Weaknesses:

  • My subsidiary aim was too vague, with the evidence I gave for meeting it being rather sketchy, and my stage aims also needed more work.
  • The lesson suffered from there being a long teacher-fronted presentation stage, which ended up taking up the first half of the lesson, so the students didn’t have any opportunity for pair-work or group-work until then.
  • I underestimated how long the presentation stage would take (links to above point but is a planning issue, while the above is a lack of student interaction issue that arose as a result of the underestimation)
  • Explaining rather than using students as a resource to check form/meaning/pronunciation.
  • Using unnatural intonation when speaking to the learners – apparently at times it seemed as though I was addressing a group of children. Oops.
  • I also missed opportunities to use questions to check students’ understanding of language items.
  • In my reflection, I underestimated one of the weaknesses I identified – the interaction issue that arose as a result of the overlong presentation stage
  • my suggestions for how I would build on this lesson in future classes were a bit lacking in substance.

I suppose the question is, for a pass, are you doing enough right to balance out all the issues?! I wonder if anyone ever gets a distinction in LSA1 (if you did, hats off to you!!)? I suspect it is almost impossible… Happy to be proved wrong though!

At LSA1 stage, I think the key thing is to really get to grips with all the feedback you are given in all its forms. At Leeds (was Met) Beckett, we had draft feedback on LSA essay and lesson plans, and then we received the Delta 5a report after the LSA observation within an individual tutorial which gave us the opportunity to discuss the lesson and the feedback with the tutor who had observed us. That’s a lot of feedback/opportunities for learning. What all this feedback presents you with the main thing that sticks in my mind when I think of LSA 1: an almost vertical learning curve. It’s where you are tasked with getting your head around understanding exactly what an LSA is, involves and requires from start to finish. The challenge is then to take everything you learn from LSA1 and feed it directly into making the LSA2 process more successful and hopefully less painful. In other words, to develop the various skills  – researching (including reading very selectively and efficiently, which is probably a skill in itself!), planning, teaching, reflecting – being checked on each time you do an LSA. So, rather than spending time thinking that the feedback isn’t fair, or that you should have got a pass/merit/distinction (delete as appropriate), focus on using it to be better next time. It’s hard having your teaching process pulled to pieces and dissected, but you can learn a lot from it too.

I hope this post is helpful to my readers who are doing their Delta Module 2 now or anybody who is planning to do Module 2 at some point.

by

Onestopenglish.com “Author of the Month”

Well, I hadn’t really thought of myself as an “ELT Author” until my editors at Onestopenglish asked me to complete a questionnaire. I feel like it’s still something I’m aspiring towards! Still, working with Onestopenglish has been a lucky start for me.

Rather than any kind of competition, the idea of the Author of the month page is to enable the users of the website to learn a bit more about the authors who write for it:

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I also hadn’t thought of myself as one of an “amazing team of expert authors” (I mean, while I can believe the others are experts, I wouldn’t put myself in the ‘expert’ bracket!), but there we are! I’m honoured to be included on the list as a result of the on-going (but nearly complete) work that I’m doing on Compass with my editors at Onestopenglish as a result of that Macmillan-sponsored ELTon I won a couple of years ago.

I had to answer the following questions:

  • Tell us a little about yourself
  • How would you describe yourself in five words?
  • How did you start your writing career?
  • Where’s the most interesting place you’ve taught?
  • What’s your proudest teaching moment?
  • What’s your most embarrassing teaching moment?
  • What’s your favourite joke?
  • What are your tips for becoming an ELT author?

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To find out my answers to the rest of the questions, you’ll have to visit the page (which you can access by clicking on the photo of it above)!

Thank you, Macmillan/Onestopenglish folk! 🙂