teacher development

Tip: A planning matrix for research (Cohen et al, 2005)

I’ve been doing some research as part of my dissertation through NILE. I came across an awesome book by Cohen et al called ‘Research Methods in Education’. It wasn’t on our key reading list but I’d thoroughly recommend it.

If you’re looking for guidance on where to start when it comes to devising your own research project, Chapter 3 is what you’re looking for. It offers an overview of research styles and types of statistics. It then has this awesome ‘planning matrix for research’. It’s a series of 30 questions which cover orienting decisions, research design and methodology, data analysis and reporting results. Working your way through these questions will probably cover most bases when it comes to research design. It turns out that there was so much I didn’t pay attention to, but these questions helped me plan in far more depth. Here’s an example of the first few orienting questions…

As you can see, each question gives you quite a lot to think about. Anyhow, if you’re stuck for ideas and you need to think a project through in more detail, I’d go with this! Check out this link to the Routledge Companion Site and scroll down to Box 3.3.

feature image: pexels

Teaching functional language

A newly-qualified CELTA teacher has asked me for advice about how to deal with functional language. So… this is one of my approaches to teaching functional language! The example is from a lesson I did last weekend about the World Cup. The target language was phrases for making suggestions/giving advice, along with agreeing and disagreeing with the advice.

Disclaimer: This type of thing works for me. If you’re fresh off the CELTA and looking for a route into dealing with functional language then it might be worth trying, but I am speaking only from experience, not from authority…

Step 1: Find out what language the learners already know…

After a general World Cup chat, do a short roleplay task…

Post-task feedback, board any target language that learners already use…

Step 2: Task model

Students listen to a real example of the convo they just tried. I say ‘real’ – it’s normally a recording I’ve made with another teacher! We try not to grade things too much or make things too contrived, but you know how these things can go in practice…

Do a few gist/detail comprehension tasks. Stuff like: Did they offer the same advice as you? Did they give good advice? Maybe some True/False questions….

(extract from the listening I did)

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Training: Improve your whiteboard work

I’ve written a training session about whiteboard work designed for our CELTA level teachers. After the last round of teacher observations we established that boarding new/emergent vocabulary was an area for development. This session includes some tips to help teachers develop their technique. It’s primarily aimed a less-experienced teachers – I remember this topic being covered on the CELTA but it’s something that’s easy to let slip (in my opinion!).

What you need for the session:

Each pair/group of teachers will need to work with a whiteboard. It is possible to get 3 standalone whiteboards in our classrooms, but that might not be practical for you. Alternatives might be using mini-whiteboards (if big enough) or A3 paper. The paper might be a nice record for after the session. Teachers will also need a set of coloured whiteboard pens (coloured pens if using paper). Two or three colours should be enough.

The flipchart slides need a projector/IWB.

 

STAGE 1 – Lead in

The section starts with a chat about teachers’ current practice…

  1. How would you rate your board work skills?
  2. What are you good/bad at?
  3. What are you like at boarding emergent language?
  4. What information might you add to the board when you teach a new word?

The next stage is sort of diagnostic, done as a game. Teachers work in pairs/threes. A ‘new word’ is displayed on the flipchart. Teachers write this on their board and display any info related to the word that they think is useful/necessary for the learners.

Allow 1 minute then move the box on the flipchart to remove an example of how the word could be displayed on the board.

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1000 words on… Correcting spoken errors

This is an interesting topic I’ve been revisiting this week. I wrote about it during my diploma (see here) and I like how relevant and applicable this topic is to my classroom practice.

Lyster and Ranta (1997) suggest that there are six common correction techniques used by teachers. That is, when they are correcting spoken errors. These techniques are:

Technique Description Example
Explicit correction clearly indicating that the learner’s utterance is wrong and correcting them. Student: *He’s a sinGER  

Teacher: No, it’s SINGer. He’s a SINGer.
Recast not directly indicating that the learner was incorrect, but reformulating the error to provide correction. Student: *I go to London yesterday

Teacher: Ah, you went to London yesterday

Student: … er, yeah.
Clarification The teacher indicates that the learner’s utterance was incorrect in some way through phrases like ‘sorry?’, ‘What was that?’ etc. This prompts learner to reformulate Student: *I don’t do many mistakes

Teacher: Sorry?

Student: I don’t do…

Teacher: Huh? What was that?

Student: Make! I don’t make many mistakes
Metalinguistic clues Without providing the correct form, the teacher asks questions or provides comments

related to the formation of the learner’s utterance

 Student: *He work in an office most days

Teacher: Is that the correct form of the verb? Do we say ‘He work?’
Elicitation Teacher elicits correct form from learner As with above example, something like…

 Teacher: I work, you work, he/she ….?

Student: works
Repetition Teacher repeats the error, using voice/intonation etc to show that an error has been made and prompt reformulation Student: *He not like football

Teacher: He NOT like football?

Student: doesn’t! He doesn’t

Note: some of my descriptions above are from a great overview from Tedick and de Gortari (1998). More on that in a sec… (more…)

General ideas for teaching pronunciation

(This is a follow-up to my post on phonology-based activities. I’m sharing it now because some of our teachers are about to begin training for the Trinity DipTESOL. Phonology/pronunciation features quite a bit on that course, so I want to offer our teachers an ideas bank to help them explore this area in class)

Here are a load of random pronunciation activities to try out in class. These activities have pretty worked well for me with students aged 9-16. This is a work in progress! I’ll add more to this list when I get more time or try new things.

Note: there are not many activities here that focus on connected speech. That’s because most of my CS activities come from Marks and Bowen (2013) and I don’t want to do them a disservice by plagiarising their whole book! Buy it – it’s great!

If you find something useful then please share your own ideas in the comments! Sharing is caring 🙂

Use GIFs / images / actions

Use whatever you can to associate sounds with a particular object or action. If it’s /æ/ mime a cat, /ɪ/ then mime kicking a football. Keep it active. GIFs are pretty memorable too.

Mime games

The best thing about assigning actions to phonemes is miming games! Say, for example, you’ve taught certain sounds like /d/ (act like a dog), /b/ (throw a ball), /æ/ (act like a cat). You can play a ‘backs to the board game’ where each word includes only sounds that have been taught (bad, dad, etc). The students describing the words can’t say anything, they can only mime the action for the corresponding sounds. Great fun!

Fly swat games

You’ve introduced a set of phonemes. Display them on the board. Organise the class into teams, give each with a fly swat. They line up at the board. Say a word which includes one of the sounds (best to prepare a list of words beforehand). The first team to swat the correct sound wins a point.

Variations

Add more challenge. With the above sounds you can say either ‘vowel’ or ‘consonant’ before you say the word.

Example

Teacher says: ‘vowel, butter’. Students must swat /ʌ/

Teacher says: ‘consonant, butter’. Students must swat either /b/ or /t/, or both in order if you’re feeling particularly cruel. Some of my students go mad for this! (more…)

Integrating technology in the classroom

A few weeks ago I blogged about my recent experience of using edtech in class. Claudia Andrade shared an interesting response to the post:

This got me thinking about my practice and my reliance on certain forms of evaluation. Looking back at most of my reflections on this blog, it’s clear that I judge the success of new approaches or activities on two things – either self-reflection or student feedback. At best I use both.

I’ve done enough training courses that have drummed that ‘plan-do-review’ cycle into me…

A nice diagram from Youth Work Essentials

Plus, as I’ve become a more experienced practitioner I’ve improved my ability to reflect critically and (somewhat) objectively on my approach and how it works for my students. I’ve involved students far more in this reflection/evaluation process as time has gone on. Looking back, it makes me cringe a bit when I realise how little I appreciated student feedback in my early teaching days…

However, I can see there are weakness in the way I evaluate the impact of an approach or a particular resource. I don’t think I use enough tools to help guide my reflections – I could make far more use of pedagogical frameworks as a guide when evaluating my practice.

This is particularly true of my approach to edtech at times. Although I’m looking for ways to integrate technology, more often than not it seems that I trial a piece of edtech in an unprincipled or isolated way. This normally results in me using a tech tool merely as an alternative to my established approach rather than as an enhancement. (more…)

More creative displays and success criteria

We’ve been doing a module on travel. Last week, students wrote about their most memorable trip. Here’s the latest (sunny) display. I need to mount this on some nice coloured card and frame it a bit better, but I was really impressed by the students’ work!


Actually, it’s not the displays that I was most impressed with. I’ve been working on some of the techniques for highlighting success criteria that I’ve mentioned in previous posts. I’ve also taken on board some of Kirsten Anne’s ideas from last month’s post on writing codes.

One of the displays includes a key which explains various content / language points students had to use in their writing:

Students used the symbols to highlight where they used each language point in their writing:

(note: I still need to correct a few things!)

I know, this isn’t exactly rocket science. I’ve seen Kirsten Anne marking books for her primary classes and these techniques are pretty standard. Still, it’s a great way for learners to show they understand the target language and can use it effectively. It makes my marking a lot easier too!

Click here for another example of a creative display.