Party games for vocabulary revision (guest post)

This post has been contributed by Roya Caviglia as part of the simple games series. If you would like to contribute a game, let me know via a comment on the blog or through Twitter.

Roya is currently teaching in Hamburg, Germany and has recently completed her Delta. She is about to start as a Celta trainer-in-training. You can find her on Twitter or at She’s new to the world of blogging, and this is her first guest post. I think you’ll agree: it’s a great start!

Teaching aim: Vocabulary revision

How to play:

1. Ask each student to write down 3 or 4 words, each word on a separate small piece of paper. Make sure the learners choose vocabulary that they understand the meaning of and that they are sure the others in the class will know too (vocab that has come up recently in class is ideal). They fold up the pieces of paper and pop them into a hat/bowl.

2. Split the class into 2 teams. Ask them to choose team names. Then proceed with the following 3 rounds:

Round One – Taboo
Team A start. One of the team takes the bowl of words. They have to take out a word and describe it to their team, without ever saying the word (just like taboo). When their team guesses a word correctly they get to keep it. The same player then takes another word and continues for 2 minutes (teacher is the timer, time can be adjusted if necessary).

It helps if Team B listen carefully to the words that come up because this will help them in later rounds.

When the time is up Team A keep the words they won and pass the bowl to Team B which then have 2 minutes to collect as many words as possible in the same way.

Then back to Team A who continue with another player describing the words. This goes on until the bowl is empty. Count the scores, each word = one point. Scores go on the board.

Round Two – Pictionary
Team B start. Round two is just like round one, except that the players draw the words instead of describing them. This can be done on the board so everyone can see. Just like pictionary, no talking, letters or numbers are allowed.

Round Three – One word 
In this round, the players can only use one word to describe the word on the paper (obviously not the one on the paper! But usually a descriptive word gets connected to the piece of vocabulary at an earlier point in the game).

There could also be a charades round, where players act out the word, good for young learners or for energising tired adults!

These games are learner-centred and the words are chosen by the students not the teacher, making for a really meaningful and memorable review.

Party games for teachers by @CliveSir
Party games for teachers by @CliveSir at

Spelling game

My intermediate class were really struggling with spellings, so I decided to play a game to make them a little more fun. I have lots of different word games at home, including Scrabble, which include tiles with different letters on them. I also have cut-up letters making up three complete alphabets.

We put two small tables in the middle of the room with the letters spread out on them, and all of the other tables around the edge of the room. Each pair of students was allocated one table.

I called out a word from pre-prepared list. The pairs had to work together to take letters and spell out the word on their table. When they had finished they stood by their table. There were five pairs, so the first team to finish with a correct spelling got five points, the next four and so on down to one point for the last team to get the spelling correct.

As you can see from this photo, the students were all involved, and the most common words we spelt during the game were much more accurate after the class 🙂

Spelling game in action



Passing pens

I learnt this during a conference at the Park School in Brno, Czech Republic. As will become a theme in these posts, I don’t remember whose session it was, but if it was you, please let me know!

Coloured pencils (bird's eye)
All you need is one of these (photo by @aClilToClimb on

All students require to play this game is one pen or pencil each. If you can, push the furniture to the side of the room and have everyone stand in the middle holding their pen. I normally join in the game and demonstrate it at the beginning.

Think of a vocabulary item you have recently introduced to the class. For example, we have looked at verb + noun combinations like “make a sacrifice” or “overcome your shyness”. Your pen ‘becomes’ that vocabulary item. Every student thinks of  a vocabulary item but does not say it yet (this is important!)

As an example, pass your pen (A) to a student and say your words. They should give you their pen (B) and say their item. Then repeat this with another student, giving them your new pen (B), with them giving you their pen (C).

Generally this is enough for my students to get the idea, but you could continue to repeat the demonstration if they are having trouble. When they understand how the swapping works, return the pens to their original owners and ask everyone to think of a new vocabulary item.

Everyone mingles, swapping pens and passing on their vocabulary items. If someone forgets the item attached to the pen they have (very easy to do!), they should just pick something they know is going round and continue the game. If they get their own pen with a different item attached to it, they shouldn’t change it back to their original phrase, but should pass on what they got. They can swap with the same person more than once, as it will be with different pens.

After a few minutes stop the mingle, and get everyone to stand in a circle with the last pen they got.

Starting with the pen you have (if you joined in), tell the students the phrase you ‘received’ with it. Then find out whose pen it is and what phrase they attached to it at the start of the game.If the two are the same, give the class a point. If they are different, no point. Continue round the circle, giving one point for every pen which finished with the same phrase attached to it.

Give the pens back to their original owners, everyone thinks of new collocations and repeat the game. As a class, they shold try to get more points by keeping pens with the same vocabulary items when passing them on.

It’s loud, fun and quite challenging!

Giant noughts and crosses

Sometimes you forget that the activities you use all the time might not be known to other teachers at all. To that end, I would like to share some of my favourite classroom games in a series of posts, and I invite you to do the same.

On to the first entry:

Giant noughts and crosses

I learnt this game (like many I will share) during an observation at IH Brno. Unfortunately I can’t remember who I was observing, so if it was you, please make yourself known!

Start by dividing the board in squares. Aim for more than 25 to give the students plenty of options later in the game.

In each square write an item of vocabulary which your class has recently studied. You could also ask the students to write these up. Your board should now look something like this:

Ready to play

Divide your class into two or three groups. Each group needs a pen and paper or a mini whiteboard if you have them. For two groups, one is noughts and one is crosses. For three, add triangles (or whatever other shape you like!)

Ask the class to choose a number between six and twelve. For example, nine. This is the minimum number of words in the sentences they must produce.

Choose one group to start (A). That group selects any word from the board. Every group (A, B and C; not just A) has two minutes to write a sentence including that vocabulary item. In this example all sentences they produce should have nine or more words.

When every group has a sentence, the group which chose the word (A) reads their sentence out. If the rest of the class think they have used the vocabulary item correctly, they can mark their nought/cross on the word. If not, the other team can try by reading out their sentence. If neither team has a correct sentence, the square is available for another turn, but they must write new sentences.

The aim of the game is to win lines of three squares, horizontally, vertically or diagonally. For every line of three, the team gets one point. At the end of the game, the winning team is the one with the highest number of points.

The game in progress

If you want to add an extra challenge, groups are only allowed to include each square in a maximum of two lines. In the photo above, that means triangles cannot use ‘rise’ in another line, circles can’t use ‘realize’ and crosses can’t reuse ‘actually’.

It is great revision, and can easily fill a two-hour lesson.

What are your favourite games? If you would like to share one as a guest post here, let me know and we can arrange it.

Business: a lesson plan

On Monday I had a cover class with an upper intermediate business group I had not met before. I decided to start with a word and see how the lesson developed. This was the result:


We started with just the word ‘business’ on the board. The class discussed what this word meant to them, then added the results to a brainstorm on the board. We talked about any problem vocab and added a few extra words. One student wrote ‘Dow Jones’ so we added the names of other financial indexes and talked about how they worked. Using as much of the vocabulary on the board, students then worked in pairs to create a definition of business.


I then added a question mark, and the students talked about what business should be. They came up with five categories in which businesses should bear responsibility:

  • strategy
  • sustainability
  • people
  • fair trade and money (they felt both were smaller categories)
  • society

Each pair took responsibility for one category and brainstormed specific areas of responsibility within their category. We then set up an onion ring system. [One person from each pair stands in an inner ring facing out, and the other stands in an outer ring facing in. To start with everyone faces their original partner (from the previous activity). One ring then moves round to face the next person in the circle. They share ideas and try to add to them for a specific time, before the whole ring moves round to the next people. By the end of the activity, one person in the inner ring should have spoken to every person in the outer ring and vice versa.] After speaking to five people and hearing about all of the other categories, the pairs sat together again and fed back on what they head and anything which they added to their own category.

The final step in the lesson was to create a short mission statement based on the ideas. We had a quick look at Ben & Jerry’s mission statement and chose some useful sentence stems to put on the board. The pairs then turned their notes into sentences for the mission statement. I typed them up after class, and the resulting statement is now on the board, and below for you to see (click to enlarge):

MIssion Statement of B2 business class

MIssion Statement of B2 business class 2

You can also download a copy.

If I had continued to teach the class for longer, I might have used this mission statement as the first in a series of lessons in which we set up a class company. The mission statement would form the foundation of any ‘decisions’ we made during the project.

I did feel that although there was a lot of speaking and a little writing in this class it wasn’t as challenging as it could have been for an upper intermediate class. I would be grateful for any suggestions to improve it.

IATEFL Glasgow 2012: the emotional post

Ten days after the end of the IATEFL conference, and it feels like I’m living a whole different life now.

Back to earth with a bang and a serious case of post-conference blues, after one of the best weeks of my life.

As Adam Beale and Adam Simpson have already so eloquently said, it was a week of building (on) relationships that will hopefully last for a long time. It was a week of connecting with like-minded people face-to-face and immersing myself in an environment where everyone wants to improve, and I didn’t get complained at for talking about teaching at the pub!

I shared a room with Lizzie Pinard, so over breakfast each day and each evening after we returned to the hotel we compared notes, sharing information and impressions from the talks we attended and the people we met. And what people! Inspirational all, friendly, motivated and everywhere! No matter which part of the building I was in, or which talk I attended, there was always a fellow PLN member to chat to, and at no point during the week, even during the pre-conference events, did I feel alone. This is a major feat for such a big event, with over 2300 delegates. It would have been easy to become lost in such an environment, and I hope that those who went without a PLN managed to find support in the crowd.

As well as the Twitterati, I also had the pleasure of meeting members of the Learner Autonomy SIG for the first time, fellow scholarship winners and an inspirational teacher from Sicily. I hope to stay in contact with them after the conference too.

I have already put together all of the tweets I sent out during the conference, which shows the diversity of talks which I was able to attend.

I was lucky enough to get the International House John Haycraft Classroom Exploration scholarship to be able to go to the conference. Without it, it would have been difficult for me to get there, and I am incredibly grateful for the opportunity I was given. As a condition of the scholarship, I had to do a presentation at the conference, and this was one of the highlights of the week for me. I’m one of those strange people who enjoys public speaking 😉 and I was on such a high after the talk that I found it very difficult to get to sleep that night! Mike Hogan took an excellent photo (just one of many he took during the conference!) after it had finished, which sums up a lot of my memories of the week:

The PLN after my talk
The PLN after my talk

Memories of my first IATEFL conference will stay with me for a long time. I very much hope to be able to go to the next conference, and I look forward to seeing as many of you as possible there!

Revising numbers and letters

I did this activity in an IELTS class this morning as a fun way to practise listening part 1, where you have to write information down including numbers and letters. These could be product codes, reference numbers and other combinations of numbers and letters.

You could also use it with lower level students to practise the alphabet or vocabulary you’ve studied recently.

Dictate a place name, interspersed with letters and numbers. This was my example (be careful with ‘o’ and zero):


Students should write it down as just a series of letters and numbers. Tell them it’s a place which they have to find by underlining the letters. The answer here is ‘Wolverhampton’, the town where I grew up.

They then think of a place name and add some numbers to it to dictate to a partner. They could also choose some vocabulary from a recent class, names of people, or reverse it by having a date with letters interspersed in it.

A post-IATEFL request/favour

During the IATEFL Learner Autonomy Pre-Conference Event, I met Robert Moncrief. He is currently doing a PhD investigating people’s ideas regarding and attitudes to obscene/offensive language use in English. For me, this is an interesting area of language, as for some communities it is used a lot, and others avoid it completely, and in most cases it is completely absent from the classroom. If you have a few minutes and want to help him out, could you complete his survey.

I am currently a PhD student in English Philology at Helsinki University. This survey is part of my final thesis.

It’s quick, easy and painless. My survey will take approximately 5-10 minutes of your time. Please note that answering the questions is anonymous and no personal data will be saved and used for purposes other than this survey, (no names, etc.)

The address of the web survey is:




At this time the survey is only open to those who teach or study English in a formal environment (i.e. High School/University/College etc.). At a later date I will consider opening it up to “laypeople”.

For further information please contact and thanks again for your kind help!

IATEFL Glasgow 2012: the functional post (tweeted notes)

During the IATEFL Glasgow 2012 I took my notes in the form of tweets so that I could share them with the world, but also so that I could download them later and create a searchable archive – much more practical than the paper notes I used to keep, which would just get shoved in a cupboard after the conference!

I used tweetdownload to create the archive, and have then arranged them by day and by talk and tried to remove anything irrelevant. I’ve also added links to videoed sessions and other posts about each talk (please let me know if there are any I’ve missed). Start from the end of each session’s notes as they are in reverse order; it would have taken a long time to rearrange them so that the first tweet was first. Apologies for the way the text bunches up in the notes, but hopefully they are still legible.

At the end of each day there is a collection of tweets from sessions which I didn’t attend, but found useful and retweeted during the day. I hope that is still useful for you, and if not, it is for me! 😉

To see all of the video sessions, click here.

Day 1 – Tuesday 20th March

Plenary: Adrian Underhill – ‘Mess and Progress’

Watch the complete plenary

Chia Suan Chong’s blogpost about the plenary

Laura Patsko’s blogpost about the plenary

Bruno Andrade’s blogpost about the plenary

10:26 “You want to listen to your students but you talk all the time” Reflective teacher blues by Underhill #iatefl 🙂
10:25 Adrian Underhill finsihing off with the reflective practice blues, words and music by him #iatefl Great!
10:24 How much would leadership change if it was more about connection rather than control? #iatefl Underhill
10:23 And everything Adrian nderhill has said applies to classroom management as well as organisational! #iatefl
10:22 RT @BarbaraPG: Give up trying to be interesting, it’s just another form of control, connect instead #iatefl #plenarysession
10:22 RT @Shaunwilden: #iatefl see your whole school as an adventure park for your learning
10:22 Make plans, but don’t expect them all to work out #iatefl Is Underhill going #dogme? 😉
10:21 Hassles are there as part of the learning, not something to be solved first #iatefl
10:21 Start conversations with whoever is there about whatever matters to them (leadership action) #iatefl
10:20 @EdPegg Everyone knows things that can contribute to a system regardless/because of the country they’re from #iatefl
10:20 @EdPegg True, they could be European. But every system/organisation can use all of the intelligence of the ppl in it. #iatefl
10:19 Permit yourself to allow two ideas in your head at the same time and not be scared of this. #iatefl
10:18 Don’t just value diversity, depend on it. Require it. #iatefl
10:16 Do something diff: refrain from doing sth you usually do, do what you usually do but watch more carefully, or change completely #iatefl
10:15 See what’s going on, do soemthing different, learn from it. A mantra for organisational learning? #iatefl Underhill
10:14 RT @chiasuan: Rate your organisation according to these statements from 0 to 10. #iatefl
10:11 Adrian Underhill asking us to rate statements about our organisation. True for yours? #iatefl
10:09 Learning leaders lead through their learning. #iatefl
10:09 RT @chiasuan: A learning organisation is one that facilitates the learning of all its members &continuously transforms itself. (Pedl …
10:08 Individual learning can be wasted unless harnessed at organisation level #iatefl Lots of training does not = learning company if no connectn
10:05 However, organisations aren’t connected up enough to channel these intelligences and make system as intelligent as possible #iatefl
10:05 A common feature of all schools is that they contain huge amounts of all kinds of intelligences. #iatefl
10:02 Most leadership books written by men for men. New field of ‘women’s leadership’ is relationship-based=systems thinking #iatefl Underhill
10:01 Acordng to Amanda Sinclair we don’t discuss alternatives to heroic leadership as it’s so deeply ingrained in our psyche it’s normal #iatefl
09:59 A Systems thinking trying to help us not damage one thing while we are seeing to another #iatefl Underhill Must be nurtured
09:58 As a system/school becomes more connected it becomes more intelligent and more transparent.You see consequences of actions #iatefl Underhill
09:56 When what I’m doing is connected to what I think is really important, I can do it with an almost inexhaustible flow of energy #iatefl
09:56 Does this imply less hierarchical control? Does this mean things fall apart? Maybe not: values, purpose hold it together #iatefl Underhill
09:54 Heifetz: leaders should help ppl adapt values, adapt reality or both #iatefl (Adaptive leadership)
09:53 1st problems aren’t leadership problems. Leaders should engage/deal with mess #iatefl
09:53 2 kinds of problems: tchnical probelms (=difficulty), complex problems (=mess) #iatefl (Heifetz)
09:52 Leadership shifting towards influencing the community to face it’s problems (Heifetz) #iatefl
09:51 Leadership can come from anywhere in a system: action of ppl wanting to do sth thru other ppl. Not just from top #iatefl Underhill
09:50 “@ericbaber: Another excellent slide, very true #IATEFL” Why heroic leadership doesn’t work
09:50 People are less willing to sacrifice their values for the goals of an organisation/system. heroic leadership requires this #iatefl
09:49 Heroic leadership doesn’t work when it’s required to serve other people not just itself #iatefl Underhill
09:48 RT @ericbaber: Excellent slide on what’s wrong with many forms of current leadership #IATEFL
09:47 intelligence must be spread to deal with the complexity of today. we have to make decisions based on incomplete data #iatefl
09:46 It has to change because intelligence needs to be spread throughout the system instead of being concentrated at the top #iatefl
09:46 We’re moving away from ‘heroic’ model of leadership where everything relies on one person at top of hierarchy #iatefl
09:45 RT @Shaunwilden: #iatefl underhill says everyone in the room is a leader as everyone has influence
09:42 Often first proposed solution is actually a symptom of prob you’re trying to solve. Adopting it makes it worse #iatefl Underhill
09:40 Systems thinking sees relationships as primary and things as secondary. Links more important than the things themselves. #iatefl Underhill
09:37 #iatefl Examples of mess: people and their viewpoints ‘where there are hmans, there is mess’
09:35 A mess is hard to describe, ambiguous, beyond current capacity to solve. Hard to know where to start. #iatefl Underhill
09:34 A difficulty is sth I can explain, label and find a solution to with current thinking #iatefl (Underhill)
09:27 #iatefl Poem to tell us that context is everything and we need to learn from experience (Adrian Underhill)
09:25 Adrian Underhill performing Autobiography in Five Short Chapters by Portia Nelson in talking blues style – very good! #iatefl

Duncan Foord – From ‘English teacher’ to ‘learning coach’

Duncan’s blog

11:38 foord. teachers=learner coaches help set goals, help learners exploit skills, interests to acieve goals and motivate when flagging #iatefl
11:36 Help students make the most of what they’re already doing, make it more structured. Foord. #iatefl Relevant to my talk on Wednesday! #plug
11:34 Students can’t afford to hang around with us for loads of time. It’s too expensive! 😉 Foord #iatefl
11:33 RT @jemjemgardner: sts can coach each other in class on learning goals, in L1 or L2, & therefore motivate each …
11:32 @chiasuan @irishmikeh SMART stands for Specific, Measurable, Achievable, Realistic, Timed #iatefl
11:31 Peer pressure helps too: if ppl expect you to complete goals you feel like you have to do it. More likely to follow up on coaching #iatefl
11:30 The power of community helps you think of more ideas faster than sitting on your own in a room! Foord #iatefl
11:29 Peer coaching is more motivating than teacher motivation. Moving forward together #iatefl They can do it in L1 too
11:28 We don’t have to train all 20 of our studnts individually. We can introduce the model to SS and they coach each other #iatefl Foord
11:26 RT @jemjemgardner: Duncan Foord intros the GROW model. #iatefl #tdsig
11:26 We’re coaching each other at the moment based on the GROW model #iatefl Foord
11:21 Coaching in action in Duncan Foord’s plenary. He can take our suggestions and make a plan to reach his goal based on them #iatefl
11:20 Our solution: Duncan should go to New York, start cycling around, look on net to find out where she is, cycle fast to get there! #iatefl
11:18 Foord’s goal: time with Kate, nothing more. Reality/obstacles: geographical distance, doesn’t know her. #iatefl
11:17 Foord: GROW model: Goal, Reality, Obstacles Options, Way Forward #iatefl His date with Kate Depends on this!
11:17 Coaching advice needed by Duncan Foord: how can he get a date with Kate #Winslet? #iatefl Giving us a model to help coach him
11:14 Foord: coaches are fixer, role model, manager, adviser, source of knowledge… #iatefl
11:14 Foord: What does a coach do? Everything! 11 things on list…librarian. counsellor, therapist, helpline, motivator, sparring partner #iatefl
11:13 RT @jemjemgardner: Is our performance culture meaning we focus too much on lesson as event and not part of lang-learner life asks Duncan …
11:13 Humans are born as autonomous learners – ppl realise if they’re not using their time purposefully #iatefl Foord
11:12 The only way we can measure learning is by the number of hours they’ve spent doing it. Coaching iinproves quality of this time #iatefl
11:08 Most ppl said Class A better off, tho debate as to whether the quality of exposure outside lsson means B would be better #iatefl
11:06 In which of the scenarios would they reach there goals faster? #iatefl Foord
11:05 Which class is better off? A: average lesson, SS do lots of Eng outside class/B: great lessons, little Eng outside class #iatefl Foord
11:04 Andragogy = how adults learn. Heutagogy = how ppl learn by themselves. Not much info out there about it! #iatefl Foord
11:02 Coaching involves managing student expectations and helping them set realistic goals #iatefl Foord
10:59 Time spent with English doesn’t necessarily mean better English, but still gives SS advantages over SS who aren’t exposed #iatefl Foord
10:51 Students have a ‘language life’ which the classroom is part of, but not the only part of #iatefl When else do SS use it? Foord
10:51 If learners are learning all week, all the time, what’s the point of a traditional classroom model of teaching? #iatefl
10:50 #iatefl Duncan Foord looking at difference in Eglish usage for classroom-based learning (2 peaks on graph) and independent (up &down all wk)

Anthony Gaughan – The se7en deadly sins of ELT

I was one of the lucky people in this session – much oversubscribed. It was an excellent talk, one of the best I saw at the whole conference.

Chia Suan Chong’s blogpost about the session

14:00 TTT: who should be doing the work in the classroom? You can promote talk by what you say and engage students #iatefl @AnthonyGaughan
13:02 Teacher talk time is a gift and a model to students – it’s not egocentric. Just cos some ppl can’t choose gifts, doesnt mean u can’t #iatefl
13:01 Dealing with a language error does not mean negatively impacting on someone’s character @AnthonyGaughan #iatefl
13:00 A teacher gives SS the reliable feedback they can’t get outside the classroom #iatefl @AnthonyGaughan
12:58 Just because you something’s wrong, doesn’t mean SS remember it more. Negative evidence more imp than saying ehat is right? Anthony #iatefl
12:57 Reading aloud only sounds awful if done badly. Teach SS chunking, linking, rehearsing, stress etc @AnthonyGaughan #iatefl
12:56 Reading aloud is natural: “have you heard about this?” for Presentation delivery too. @AnthonyGaughan #iatefl
12:55 Phonology work should always follow comprehension when reading aloud. Not mutually exclusive @AnthonyGaughan #iatefl
12:54 Some things are much better if explained explicitly by trachers, like forming comparatives. Articles not so easy! @AnthonyGaughan #iatefl
12:52 If SS aren’t paying attention, you’re talking too much, not clear enough. @AnthonyGaughan #iatefl
12:51 @mscro1 It’s a pleasure and @AnthonyGaughan is entertaining and giving a really useful session at the same time!m #iatefl
12:50 If SS want an explanation from you, why not give it to them? Ask a straight question… @AnthonyGaughan #iatefl
12:49 A little bit of teacher explanation can be good – can be useful for students @AnthonyGaughan #iatefl
12:49 Next sin up for examination from @AnthonyGaughan : teacher explanations #iatefl
12:48 Other activities: collocations, hunt for variant spellings, find the stress pattern #iatefl @AnthonyGaughan
12:47 Formation rules hunt: look up entries with ‘dis-‘. Find 5 whee yo can remove prefix and 5 not. eg disappointed @AnthonyGaughan #iatefl
12:46 Why do we ask our students “what does X mean?” We’re lang professionals and couldn’t answer that about ‘trout’! @AnthonyGaughan #iatefl
12:45 RT @chiasuan: Is using dictionaries time-wastin?But why is teachin learners 2work things out for themselves not time well-spent? @Anthon …
12:45 Another ‘so what?’from @AnthonyGaughan It doesn’t matter if it’s wrong as gives SS negative feedback.Learn limits of words. @AnthonyGaughan
12:43 . @AnthonyGaughan is telling everyone exactly what I believe about using dictionaries. makingmpoints I will repeat in my session 🙂 #iatefl
12:43 Are we sharing the knowledge we hav about dictionaries with SS?How do we expect them to know how to use them if not? #iatefl @AnthonyGaughan
12:41 RT @chiasuan: Translation doesn’t encourage students to think in English? But who says ur sts r thinking in English anyway? @AnthonyGau …
12:41 Ideas for using trans: mini-text translations, ask questions to compare langs, use L1 examples to contrast w/ L2 #iatefl @AnthonyGaughan
12:39 Does it matter which lang you process in as long as production is fluent and confident? @AnthonyGaughan #iatefl
12:38 Saving time by translating occasional words or task instructions means more time can be spent on task @AnthonyGaughan #iatefl
12:34 Mistranlsatins can happen, but good translation saves time for other work. Can you explain a ‘trout’? @AnthonyGaughan #iatefl
12:33 Even in multilingual groups there are language clusters which can be used for comparison #iatefl @AnthonyGaughan
12:32 .@AnthonyGaughan now defending L1 usage in class #iatefl
12:31 Use a picture prompt to elicit a question from studetns. Which words are stressed? Class repeats it. Variation on substitution drill #iatefl
12:26 Language is more of a habit than we realise. Embrace it! @AnthonyGaughan #iatefl
12:26 Asking for repetition is a natural human act. Sorry? Sorry? Sorry? Is a drill too! @AnthonyGaughan #iatefl
12:24 So what if sometimes lessons are teacher-centred? @AnthonyGaughan Drilling has a purpose and a place in the room if you don’t overdo it
12:23 Is drilling a sin? Not if it’s done as a mingle rather than class drilling. #iatefl @AnthonyGaughan
12:22 RT @jemjemgardner: The sins from @AnthonyGaughan #iatefl #tdsig
12:22 .@AnthonyGaughan talking us through sources of the seven deadly sins of EFL…from gram-trans, audioling… #iatefl
Lunch with some of the PLN (photo by Chia Suan Chong)

Shaun Dowling – Collocations and lexical notebooks

Laura Patsko’s blogpost about the session

14:31 Using lexical notebooks means students have a more systematic approach and makes them more autonomous #iatefl Dowling
14:29 Cost benefit 2: heavy onus on teacher, students become much more familiar with collocations #iatefl Dowling
14:29 Cost beenfit analysis1: Students start analysing language more. Must modify class conditions. Materials must be improved. #iatefl Dowling
14:28 In lexical notebook, Dowling noted that 40-64% of vocab recorded included high-frequency words #iatefl More useful for SS
14:27 Difference between vocab notebooks (very few collocations) and lexcial notebooks (collocation based) Dowling #iatefl
14:26 At start of research this is what students could notice according to Shaun Dowling’s research #iatefl
14:24 By keeping lexical notebooks, students start to notice a lot more patterns in the language #iatefl Dowling
14:23 You have to keep motivating students to keep lexical notebooks. Some SS give up, and up to you whether you pursue this #iatefl
14:22 The treatment Group improved their lexical knowledge according to lexical profiling test compared to control group #iatefl Dowling
14:21 In his research, 6 of the 15 students in his treatment group kept the notebook. 9 SS stopped due to time. #iatefl
14:20 This student decided to arrange notebook by key word #iatefl Dowling
14:19 Nobody was specifically told how to record in their notebook. Most decided to include meaning/exampl by themselves #iatefl dowling research
14:18 An example showing different colours arranged in a theme/ topic with verb +noun collocations #iatefl Dowling
14:16 You can give students feedback on their notebooks #iatefl if you so choose – can boost their confidence (Dowling)
14:15 Dowling: constantly remind students to take notes, not just once or twice. Rmind them to complete NBs outside class #iatefl
14:13 #iatefl Dowling: need to instruct students how to categorise vocab: themes/form of collocation (eg v+n, adj+n)- slows cognitive process=good
14:11 Helpful inserts can be found on Shaun’s learning english blogpost (see previous tweet) #iatefl
14:10 Material T needs: notebooks, helpful inserts, list of lexis/collocations, example/model of lexical NB, instruction for categorising #iatefl
14:09 You need regular activities for students to remember lexis, noticing activities and lexically rich input. Dowling #iatefl
14:08 Students have heard of collocation, but can’t really explain it. We need to teach concept. Train SS to notice. Dowling #iatefl
14:07 Shaun Dowling is reporting on his own research into how to get SS to keep lexical notebooks and how to change our behaviour #iatefl
14:05 You must give studetns time to take notes. I not, they can’t keep lexical notebooks! Shaun Dowling #iatefl (I agree: we rush SS too much)
14:03 It’s very difficult to take students (and teachers!) away feom the behaviour of single words #iatefl shaun dowling
14:01 This collocation lark: it’s a native speaker conspiracy! How do I know if it’s strong or weak? Shaun Dowling #iatefl

Scholarship winners’ tea party

I was one of the extremely lucky 26 people (from 2300 delegates) to get a scholarship for the Glasgow conference. On the first day of the conference, a tea party was organised so that we could all meet each other, as well as have a scholarship photo taken.

16:45 Had a break from the madness to look around the exibition and go to the schoarlship winners tea party. Thanks IH for letting me come #iatefl

Khulood Al-Balooshi – Learning through a movie project

17:21 Really enjoyed Khulood al-Balooshi’s talk! great to see someone using moviesmso effectively and with such enthusiastic SS #iatefl
17:18 Khulood al-Balooshi’s students’ suggestions for improving her film project #iatefl
17:17 Khulood’s students told her when a movie would be on TV and ask her to assign them a task to do while watching it 🙂 #iatefl
17:17 Khulood’s analysis: benefits as seen from students’ points of view
17:16 Khulood al-Balooshi’s analysis part 2 #iatefl Students from other classes wanted to join hers too 🙂
17:19 From @mscro1 @sandymillin I can imagine, who wudn’t like 2, fresh ideas, using film in class and learning english @same time #iatefl, I am in 2! #iatefl
17:15 Khulood al-Balooshi: analysis after the project (done in Arabic) #iatefl Showing SS felt it was useful
17:13 Watch Fnding Nemo and produce a creative project e.g. draw, create bookmarks, design puppet show, perform play #iatefl
17:11 Khulood al-Balooshi: most of the Oxford Readers have associated films #iatefl
17:09 Khulood al-Balooshi: read the book and watch the film. Later SS watched oth films and asked her if there was a book 🙂 #iatefl
17:04 Watch full-length movie and discuss the characters: use adjectives to describe them #iatefl12 Al-Balooshi
17:03 Could be based on full-length movies, not just individual scenes #iatefl Khalood Al-Balooshi
17:02 Inkheart: what if you had the power to bring a book to life by simply reading it aloud? #iatefl Khulood al-Balooshi
17:01 Al-Balooshi: watch scene from Sky Kids 2 (kid i. virtual reality game). What kind of game would u like to be in? Present to class #iatefl
17:00 Watch a scene from Volcano. What would you do in the same situation? #iatefl Khulood al-Balooshi – great link to coursebook units too
17:00 Re: Castaway: the scene where Tom Hanks make fire helps students to realise how important simple things are on island #iatefl Khulood
16:58 Watch a scene from Castaway to introduce talking about what you would take to a desert island #iatefl Khulood al-Balooshi
16:58 Watch a muted scene and write the process. For example The Cat in the Hat making cupcakes #iatefl Khulood al-Balooshi
16:57 Example of an activity. Cmpare the film/scene to the original event #iatefl Khulood al-Balooshi
16:56 Cartoons tend to be safer for Arabic students #iatefl12 khulood
16:55 One task. SS watch a trailer and answer questions from activity sheet #iatefl
16:54 The steps Khulood took for her project. All off her own back! Wow 🙂 #iatefl
16:53 Movies are authentic, non-threatening, motivating, enhance other skills, reading, listening, a group experience #iatefl
16:52 Coming from Bahrain meant choosing movices was quite sensitive: had to suit culture, background and level #iatefl Al-Balooshi
16:52 Khulood’s research was aimed at low achievers and those reluctant to learn English. She selected films carefully to suit them #iatefl
16:51 Khulood learnt her English completely through movies before school. Ppl thought she had had private tuition! #iatefl
16:49 I’m at Learning English Through Movies by Khulood Al-Balooshi. Love movies. Love teaching. Perfect talk? #iatefl

Lindsay Clandfield and Luke Meddings – 52: A year of subversive activity for the ELT classroom

The Round

How to get your copy of 52

Chia Suan Chong’s blogpost about the session

Laura Patsko’s blogpost about the session

18:32 . @wetheround now showing us a trailer for 52 🙂 #iatefl
18:31 . @wetheround can’t afford an official #iatefl stand, so the stand is wherever they’re standing: go and chat to them!
18:30 . @wetheround would not have been possible five years ago, but technology makes it possible now without compromising on quality #iatefl
18:29 RT @bethcagnol: #iatefl @wetheround “nobody can edit their own work” –Exactly!! I have been struggling to get some people to understand …
18:29 If a book is accepted as a potential to be published @wetheround author shares some of the activities on ‘labs’ #iatefl
18:27 RT @jemjemgardner: #iatefl @wetheround is fair to authors. They invest own energy to sell the book so keep 90% of the profit. Want to wr …
18:27 everything published on @wetheround will be quality: mentors for new authors, carefully assessed projects, professional editing #iatefl
18:25 The books are published by the authors, not @wetheround – authors keep the money and pay a contribution to stay in Round shop window #iatefl
18:24 . @wetheround want to publish books which are affordable, accessile, easily availble for teachers;fair for authors: the round is shop window
18:22 Now talking about the idea @wetheround to help ppl publish niche teaching books professionally #iatefl
18:20 The book ’52’ is £4.10 as ebook on Amzon (that’s very cheap!) easy for everyone and anyone to get hold of, highly recommended! #iatefl
18:18 RT @vbenevolofranca: Worth checking #iatefl by @LukeMeddings & @lclandfield
18:17 RT @lauraahaha: @wetheround Love, sex, money – subverting comparatives. #iatefl Reminds me of a lesson I taught on “would you rather” ht …
18:17 . @wetheround suggesting analysing the chunks available on protest signs, since often in English to get media’s attention #iatefl
18:16 RT @vickysaumell: #IATEFL Love, Sex, money: for comparisons
18:13 . @wetheround asking where you should draw the line when subverting the classroom – an important question #iatefl
18:12 RT @lauraahaha: Cool idea! RT @tdsig cunning way 2 rig observations-eg training sts 2 raise right hand if they know answer; left hand if …
18:12 Encouraging students to look at advertising and anlyse it also promotes Critical Thinking @wetheround #iatefl
18:10 .@wetheround currently talking about finding subversive images to use in 52. @chiasuan about to tweet the example 😉 #iatefl
18:09 luke talking about teacher training with @marekandrews last week: talking about Fairtrade linked to image of businessman #iatefl
18:08 RT @vickysaumell: #IATEFL Subverting typical business coursebook act: phone conv between a receptionist & the vice president but the …
18:06 Having fun subverting telephoning rolesplays with @dingtonia as my partner at @wetheround’s #iatefl talk. Much more entertaining!
18:05 RT @bethcagnol: #iatefl @wetheround Student B: you’ve been kidnapped. Student A: You’re the receptionist. Go!
18:03 RT @bethcagnol: #iatefl @wetheround Pair work: Typical phone role play is just so difficult to carry out and remain realistic.
18:01 As @wetheround tell us, sometimes students don’t meet out expectations: they say Hallmark holidays are good for the economy #iatefl
18:00 . @lukemeddings telling us about ‘Hallmark holidays’ defined in urban dictionary: existing purely for selling cards #iatefl
17:56 RT @vickysaumell: #IATEFL subversive dress: expectations about people wearing certaing clothes: hoodies, a veil, etc
17:56 If you use activities from the book, @wetheround would love to get feedback. Sharing a story sent to the, from Slovenia atm #iatefl
17:55 What would happen if you imagine daily routines of very different people? “a corrupt civil servant” “a refugee” @wetheround #iatefl
17:54 RT @chiasuan: Teachrs cld come2class wearin wht they don’t normally wear,see if sts notice&use it2stimulate discussns. @lclandfield …
17:54 Subverting expectations: whose routine should we illustrate when introducing daily routine? @wetheround #iatefl
17:52 Here’s the link to the post about 52 on @wetheround’s blog #iatefl
17:51 . @wetheround make it very clear that they knew this book (52) is not for everyone, and nor is this presentation #iatefl
17:49 ‘n’ could also be nudity rather than narcotics, someone suggested ‘i’ is israel #iatefl @wetheround
17:50 From @harmerj @sandymillin @wetheround ‘I’ is Israel. U will not find it in an course book anywhere. Ever!
17:48 Introducing the room to concept of PARSNIP #iatefl politics, alcohol, religion, sex, narcotics, isms, pork -bad for coursebooks @wetheround
17:47 Then they started working together and found they shared lots of ideas #iatefl so they came up with ’52: a year of subversive activity’
17:45 @lclandfield (coursebook writer) and @lukemeddings (who has written a lot against coursebooks) are trading old insults 🙂 #iatefl
17:42 .@lukemedding asking us how many ppl are presenting at conference. half of us put hands up! #iatefl

Other tweets from the day

16:46 RT @chiasuan: We often think that face2face is more real and online is artificial. But that is not true… #PrzemyslawStencel #iatefl
16:42 RT @lauraahaha: New post: Understanding English however it is spoken
14:22 RT @isabelavb: Now listening about managing change. People don’t fear change. What they fear is being changed.#iatefl
14:09 RT @jemjemgardner: Get sts to take photos to then work on modals of speculation. Where is this?/are they? What’s this? Etc… #iatefl # …
12:41 RT @eltknowledge: has easy, intermediate and advanced for learners to take part in connected speech #Beatles #iatefl
12:52 RT @lauraahaha: New #iatefl #iateflconference2012 post: Using corpora to supplement coursebook vocab
11:51 RT @OUPELTGlobal: Enjoyed (or missed) @weronika_sal’s workshop on fun with flashcards? Read her blog post: #IATEFL …
11:50 RT @CeciELT: Perfect ending to a perfect session by @carolread #iatefl
11:35 RT @bethcagnol: @Shaunwilden #IATEFL if it is too difficult to read it is their fault not yours just skip it (Ur). >> OMG! Finally …
11:33 RT @Shaunwilden: #iatefl ur gives an example of a website for research publications
11:00 RT @Shaunwilden: #iatefl most teachers do not read research literature for reasons of time, availability and cos its difficult to unders …

Day 2 – Wednesday 21st March

Plenary: Diana Laurillard – Supporting the teacher as innovative learning designer

Watch the complete plenary

Chia Suan’s blogpost about the plenary

10:09 RT @ericbaber: Learning time analysis #IATEFL
10:09 RT @Marisa_C: The learning designer project #IATEFL #eltchat
10:09 “Technology has a lot to offer pedagogy” #iatefl Laurillard
10:07 I think the tools sound interesting for reflection but sound a bit formulaic. Useful for training in some contextsmaybe? #iatefl
10:06 Like the idea that the Lesson designer (Laurillard) offers suggestions for alternative activities. Could be useful for new teachers #iatefl
10:02 The tool Diana Laurillard just showed us looks interesting for occasional reflection, but a lot of work for everyday teaching #iatefl
10:04 From @ericbaber: @sandymillin Suspect it’s like any tool – after initial investment of time learning to use it, becomes 2nd nature #IATEFL
10:04 From @alkhatnai: @sandymillin agree but it can be a starting point especially for new teachers, I think 🙂
10:01 RT @jenverschoor: Wrap around a resource that has been shared and recreate it. #iatefl
09:59 RT @heikephilp: @thinksitthrough = Diana’s Laurillards twitter handle #iatefl
09:57 There should be a progression of shared knowledge in teaching in the same way as there is in science #iatefl Laurillard
09:54 Research is helping us to find out exactly what teachers need from the tech in order to improve on it #iatefl Laurillard
09:52 We’re not yet exploiting this anywhere near as much as we should be in language learning yet #iatefl Laurillard
09:51 The tech provides sufficient meaningful feedback, helping the learner to reflect helps them to be autonomous too #iatefl Laurillard
09:51 The joy of tech is providing supported individual learning where the tutor doesn’t have to be there all the time #iatefl Laurillard
09:50 RT @ericbaber: Laurillard: teaching with technology isn’t rocket science, it’s much harder! #IATEFL
09:49 Laurillard takes the dentistry pLan, replaces about 15 words and magically turns it into an EFL plan #iatefl
09:48 RT @MullerKerstin: Teaching is sth to be improved, but we have to work together to achieve improvement #iatefl #diannlaurillard
09:48 RT @jenverschoor: Teachers are designes are expected to fail, experiment and share. #iatefl
09:48 RT @sjhannam: science doesn’t alway capture the way human beings are – great quote #iatefl
09:47 Daian Laurillard’s book: “Teaching as a Design Science” sounds fascinating #iatefl
09:46 “A lot of things are lengthy pdfs. Can we capture this in a better way?” Laurillard #iatefl Yes! Blogs!
09:45 RT @chiasuan: Tech Tools we can use in the learning cycles. #DianaLaurillard #iatefl
09:45 RT @Shaunwilden: #iatefl podcasting, web resources, captioning videos Sts can produce them so learning takes place thru production
09:45 Teaching is neither just an art nor just a science #iatefl Laurillard (could be why I love it so much!)
09:44 The tech that Diana Laurillard is talking about covers a lot of the things we talk about on #eltchat and blogs all the time #iatefl
09:41 RT @chiasuan: Meaningful feedbk doesn’t always have to be frm the teacher telling learner.They can review themselves &frm peers. #Di …
09:40 RT @chiasuan: Learning isn’t 1-way frm teacher2learner.Learner must be required 2 think, ask&do sthg,followed by teacher feedbk. #Di …
09:40 Learning through practice with meaningful feedback and a lot of interaction is essential #iatefl Laurillard
09:38 Just feeding students info doesn’t work. You need feedback from them to find out exactly what you require from tech #iatefl Laurillard
09:37 RT @Shaunwilden: #iatefl begin with the educational requirements then challenge technology to meet them
09:35 Hmm…Laurillard says very few tech tools created for education – I think this is changing in EFL at least #iatefl
09:34 What do we think pedagogy is? What does it take to learn? (any subject, any age) #iatefl asks Laurillard
09:33 RT @chiasuan: This is exactly what we do on Twitter and blogosphere! #iatefl #DianaLaurillard
09:33 Diana Laurillard showing us that teaching and lesson plan forms are fundamentally the same, even in dentistry! #iatefl
09:31 RT @ericbaber: From 20th to 21st C teacher #IATEFL
09:31 RT @MullerKerstin: 21st c teacher has to guide smaller groups to improve the learning experience #diannlaurillard #iatefl
09:31 The closest thing to the revolution ineducation inspired by tech was the invention of writing #iatefl Laurillard
09:30 “@ericbaber: Wonderful to listen to a well-informed, eloquently delivered talk! #IATEFL” Indeed! And to listen to someone who knows tech
09:29 RT @kalinagoenglish: How easy is it for us to share our ideas? Very easy 😀 -blogging -tweeting -ecommunities #iatefl #diannlaurillard
09:29 21st entury teaching and tech allows us to redesign things and collaborate much more easily #iatefl Laurillard
09:28 Diana Laurillard showing us how 100 hours of a teacher’s work is allocated in 20th/21st century #iatefl
09:27 RT @chiasuan: How we can learn thru technology. #DianaLaurillard #iatefl
09:26 When we use tech we should ask “what are we trying to do” and challenge tech to produce that for us #iatefl Laurillard
09:26 RT @ericbaber: Why do we look to technology? #IATEFL
09:25 The digital tools that allow learners to engage and get feedback is very powerful #iatefl Laurillard
09:24 Teaching w/ tech isn’t just about putting content on the web and beaming it into people’s classrooms #iatefl Laurillard (related to my talk)
09:21 We’re one of the few countries in the world to not have an e-learning policy #iatefl Laurillard
09:20 “Professional educators connected by tech to empower and inspire effective teaching” Laurillard #iatefl That’s us! #eltchat 🙂
09:20 RT @sjhannam: Diane says you can’t rely on government to know what’s best for teachers #iatefl – so right!
09:19 Diana Laurrilard emphasises that tools are what change human behaviour, not policy papers #iatefl

Ana Ines Salvi – Combining autonomy-oriented pedagogy and practitioner research via exploratory practice

10:51 Most important message I think: Ana was teaching her students as equals. Her students presented the course with her at uni talk #iatefl
10:50 At start of course, Ana felt like an observer: students were doing everything. She would think about editing lesson to inc their ideas #iatefl
10:49 Ex of SS-generated lang analysis: SS write a paragraph, then analyse it together by asking questions to improve the text #iatefl
10:48 To get language analysis into the session, Ana’s groups analysed lang then,presented it to class and she gave feedback #iatefl
10:48 Not all rosy. @bealer81 asks what problems there were: some SS felt left out, one was crying in final feedback and Ana discussed this w/ him
10:47 Here is Ana’s response to initial question #iatefl Excellent research
10:44 RT @bealer81: Success of the project spread through the rest of the school. They all wanted to be a part of it!!! #iatefl
10:44 great for Ana’s professional development too: she was asked to present on it at her own uni #iatefl
10:43 SS communciative skills improved as did critical thinking, awareness of their own needs+atmosphere in class was positive/active #iatefl
10:42 Because Ana as the tacher took it seriously the students did too #iatefl
10:42 Ana got other teachers at uni inspired to join all classes together and have poster presentation #iatefl
10:41 Examples of presentations from Ana’s classes answering the question ‘Why are we here?’ #iatefl
10:41 Wider puzzles which Ana’s class wanted to explore – very entertaining and thought-provoking #iatefl
10:40 Really like Ana’s idea of students turning the data they found into a puzzle “why don’t we use relative clauses in our writing?” #iatefl
10:39 RT @bealer81: Students generating material & questions abt texts. Not just true or false, or simple comp Qs. Qs that get the other s …
10:39 An example of a learner autonomy task from the pre-sessional course by Ana #iatefl
10:38 Ana’s evaluations: students couldn’t say ‘it was amazing’: had to be what was effective, what could be improved #iatefl
10:38 Ana’s students would then analyse the data they found and present it to the class #iatefl Then evaluate presentations together
10:37 When Amy Winehouse died, Ana’s students generated very deep questions about drug use and went around campus to interview others #iatefl
10:36 @bealer81 That was what @thornburyscott talked about at LASIG PCE – how much does Dogme overlap with Learner Autonomy?
10:34 An autonomy-oriented lesson from Ana #iatefl
10:33 Ana used the institutions end-of-course questionnaires as more neutral feedback too #iatefl
10:33 RT @bealer81: Student feedback and reflections via email to the teacher. Similar to learner diaries. #iatefl
10:33 RT @bealer81: Sts not just making decisions but explaining why #iatefl
10:32 Ana’s reflection questions for SS: what have you learnt today? What would you like to improve? #iatefl
10:32 RT @yearinthelifeof: Olwyn Alexander – the teacher’s book is the ‘Cinderella’ of ELT publishing important but not enough attention – don …
10:31 ana’s research included video recorded lessons, pictures, posters, projects, SS reflections, end-of-course q’naires, chats #iatefl
10:30 Ana put this into practice in two contexts: pre-sessional uni course with 17 SS of EAP/summer school general Eng with teens #iatefl
10:29 This learning research ties in with learner autonomy as learners responsible for their own learning #iatefl Salvi
10:29 SS research their learning lives by thinking about what puzzles them and turning them into research questions #iatefl Allwright via Salvi
10:28 Last year Ana went to the #LASIG day at Brighton and came across exploratory practice by Dick Allwright. Research involving learners #iatefl
10:26 Key characteristics of Leni’s classroom which struck Ana were choice SS had and accessibility of material-on tables, not shelves #iatefl
10:26 Leni’s video showed SS setting goals in a structured environment with tacher as facilitator. Posters on wall helped decisions #iatefl
10:25 Ana found a video of an autonomous classroom from Leni Dam showing really engaged learners and was inspired #iatefl
10:24 Ana asked “Why aren’t my ss as active and engaged in my lessons as I would like them to be?” and decided to research this #iatefl
10:22 Ana’s talk is “Combining autonomy-oriented pedagogy and practitioner research via exploratory practice” #iatefl In Dochart 1 now
10:21 Waiting for Ana Ines Salvi’s talk, my fellow IH John Haycraft scholarship winner 🙂 Good luck Ana! #iatefl

Heather Buchanan – Out of the media and into the classroom

No wifi during this session, so wrote paper notes. Will try to scan and upload these later!

Laura Patsko’s blogpost about the session

Amanda Jeffries – Making the link – connecting ideas in advanced-level writing

14:18 Work with drafting and correction to focus on differrent aspects of linking #iatefl
14:17 Give contextualised writing tasks require discourse level rather than sentence level grammar #iatefl Jeffries
14:17 Hihglight similarities and differences explicitly in controlled situations #iatefl Jeffries
14:16 Do a dictogloss – great method of highlighting linking words #iatefl Jeffries
14:15 Get students to work together to link groups of sentences #iatefl Jeffries
14:15 Work withthe process in class- model it in front of the class. If we do it this way, what does it mean? And like this? #iatefl Jeffries
14:14 After controlled activities, don’t forget the freer activities! #iatefl Jeffries
14:14 Focus on accuracy examples #iatefl Jeffries
14:12 Do controlled practice activities – important to help SS fix use of linkers #iatefl Jeffries
14:11 Focus on meanings #iatefl Jeffries: example tasks
14:10 Give explicit information (this lang note from Global Advanced) #iatefl Jeffries
14:10 Another idea: correct the model text. E.g. find places where sentences linked by a comma and change to a dash #iatefl Jeffries
14:09 Ideas for analysing linkers #iatefl Jeffries
14:09 Encourage noticing (from Global Advanced) – here is linking expressions for time #iatefl Jeffries
14:07 Jeffries #iatefl Suggestions for teachers: make students ‘text detectives’: how do native speakers write in this genre
14:06 How can teachers help students use connectors? #iatefl Jeffries: make time for writing in class, encourage SS to read widely…see photo…
14:04 An example by Amanda Jeffries to demonstrate overuse #iatefl Research shows these words used more by NNS than NS
14:03 Yep, that’s right…an email to a friend! 🙂 #iatefl Jeffries
14:02 What do you think the task was here? #iatefl Jeffries
14:01 An intermediate examplem #iatefl Jeffries
13:59 If your ideas are not coherent, no amount of linking words will remedy the situation! #iatefl Jeffries
13:58 Another example at the opposite extreme #iatefl Jeffries
13:56 An example of a text by a graduate student at Oxford university – not what I expected at all! #iatefl Jefrries
13:54 My thoughts: Linking words aren’t just vocab: they carry a lot of baggage #iatefl Jeffries
13:53 Possible problems with connectors #iatefl Jeffries
13:52 @jasongraham99 Tendency towards clarity in English apparently
13:55 From @jasongraham99: @sandymillin making things simpler- we may have overdone it! Thinking of how tech is changing language -sms, blogs. Will vowels be useless?
13:52 Moving the subordinate clause can change the meaning and implication of the sentence #iatefl Jeffries
13:50 In English temdency is towards clarity rather than showy style of writing longer sentences common in other langs #iatefl Jeffries
13:50 Long sentences (demonstrating the difference betweeen the two very effectively!) #iatefl Jeffries
13:49 short sentences #iatefl
13:48 Jeffries #iatefl Why use connectors? Express complex ideas, be precis and explicit, foreground imp info, vary sentence length for style
13:48 We start using ‘and’ at the age of 3: befroe that we manage without them #iatefl Jeffries
13:47 Jeffries #iatefl Linking expressions cover a range of semantic categories, e.g
13:45 As well as words, punctuation can also be used as linking devices: colons, semi-colons, dashes. #iatefl Jeffries
13:44 Conjunctions, conjuncts, participle clauses, apposition clauses, relative clauses…so many types for learners to get heads round! #iatefl
13:43 ‘when’ most common for time, ‘because’ most common for reason #iatefl Jeffries
13:42 Answer is at the end, except for ‘if’ clauses #iatefl Jeffries
13:42 is the most common place for a subordinate clause at the start or end of a sentence? What do you think? #iatefl Jeffries
13:40 11 words is an easy sentence, 29 or more is difficult to understand according to many readability indexes #iatefl Jeffries
13:39 I. early 16th century they were 65 words, by 1822 they were about 25 words (think that’s right!) Wow! #iatefl Jeffries
13:38 Have just discovered English sentences have been getting steadily shorter for a long time (since 16th century at least!) #iatefl
13:37 Another problem with linking words is that the subtle differences between them often not completely understood by teachers #iatefl
13:36 Amanda Jeffries suggested that the main problem with linking words is that undertaught or taught in huge undiffentiated groups #iatefl
13:35 When looking at samples of student problems, Amanda Jeffries saw that regardless of level, linking words were problems #iatefl
13:35 Amanda Jeffries at #iatefl She teaches uni students and is also lead author of Global Advanced: noticed linking words in writing=big prob
13:27 Waiting for “Making the link – connecting ideas in advanced level writing” by Amanda Jeffries. #iatefl

Josh Round – Putting the C and the P into CPD!

I only spent about half an hour at Josh’s 45 minute session as I was next up, but it was still really useful!

17:30 Don’t want to leave @JoshSRound’s excellent talk but have to go and get ready for my own!
17:29 Professional Development Portfolio was one experiment at SGI for Ts to keep own reflective journal @JoshSRound #iatefl Looks good
17:28 . @JoshSRound’s suggestions for facilitating CPD by DOS #iatefl
17:28 Reflective practice is a key part of good CPD @JoshSRound #iatefl
17:27 I want to work at SGI now! Jealous 🙂 @JoshSRound #iatefl
17:26 Don’t impose CPD – ask the teachers what they want. Have sessions at different times, set out calendar, let Ts choose. @JoshSRound #iatefl
17:28 From phil3wade: @sandymillin @JoshSRound OR…Have a range of modules online.
17:25 “@elawassell: @sandymillin 🙂” @JoshSRound’s Twitter shout out #iatefl
17:24 CPD should be differentiated and personalised #iatefl @JoshSRound
17:24 CPD should be voluntary and varied – we vary our lessons, why not our CPD? #iatefl @JoshSRound
17:23 How do you make the CPD part of being professional? asks @JoshSRound Compulsory programme? Learning contract?
17:22 RT @jemjemgardner: #eltchat and their symposium gets a plug from @JoshSRound. Join them every Wednesday to talk all things teaching. #iatefl
17:22 All of the things in my previous few tweets are the C in CPD @JoshSRound #iatefl
17:21 Best thing about #eltchat according to @JoshSRound is instant self-evaluation – you share your beliefs and ppl question you, Why? #iatefl
17:20 He’s also telling everyone to join in with #eltchat to be part of our sharing network #iatefl
17:22 From @elawassell: @sandymillin 🙂
17:18 . @JoshSRound telling everyone to join Twitter for CPD – great advert. Yay for us 🙂 #iatefl
17:16 Great wordle from @JoshSRound showing us things teachers can use to develop themselves #iatefl
17:14 .@JoshSRound “Training is what other people do to you. Development is what you do to yourself” Julian Edge #iatefl
17:20 From @phil3wade: @sandymillin @JoshSRound But we get paid/told to receive training.How many bosses help us self-develop?
17:13 RT @jemjemgardner: It starts with a learning attitude and should never end. Collaborate & share with professionals in yr area. Join …
17:12 There’s never enough time! @JoshSRound uses Stephen Covey’s Management Matrix #iatefl
17:11 If you’re in contact with other professionals in your area, why not collaborate and share best practice @JoshSRound #iatefl
17:11 RT @jemjemgardner: @JoshSRound #iatefl Some issues related to CPD –
17:10 At the heart of professional development is…an attitude @JoshSRound #iatefl
17:10 As a DOS/ teacher you have to adopt mindset that you can never be good enough. Accept this! Supported by Underhill, Leather, Kennedy #iatefl
17:08 After @JoshSRound saw George Pickering ask q’s about how much time DOS spent per week developing selves, Ts, he thought ‘per WEEK’!! #iatefl
17:06 . @JoshSRound gives us some alternative Cs and Ps for CPD: cheap, costly, painful, periodic… #iatefl
17:01 . @JoshSRound recommending Duncan Foord’s ‘The Developing Teacher’ from Delta Publishing #iatefl
16:59 . @JoshSRound is so upbeat – no idea how he still has that much energy! #iatefl he’s speaking at a conference as this year’s PD aim

Me! Go online: encouraging your students to use Internet materials

This is my post about the talk, including a recorded version of the presentation.

Laura Patsko’s blogpost about my session

Bruno Andrade’s blogpost about my session

These are the tweets send by other people during my session. Thanks to everyone who tweeted! 🙂

23:24 sandymillin I have never felt so loved and appreciated professionally as I have today. So many tweets I can’t thank you individually. Thank you!
23:19 sandymillin “@CeciELT: The twitter gang at @sandymillin ‘s talk” The support from you guys was amazing. Thank you all so much!
21:11 mkofab Excellent presentation by @sandymillin at #iatefl. Wanted to tweet during it but then again did not want to miss anything. Thanks, Sandy!
20:56 dalecoulter “@naomishema: RT @cerirhiannon: RT @bethcagnol: round of thunderous applause for #iatefl @sandymillin Congrats Sandy, you deserve it!
20:48 vickyloras @naomishema @cerirhiannon @bethcagnol @sandymillin Woooohoooo!!!! Go Sandy!
20:46 naomishema RT @cerirhiannon: RT @bethcagnol: round of thunderous applause for #iatefl @sandymillin > congratulations Sandy :)>way to go, girl!
20:45 seburnt @AnnLoseva @sandymillin Have a good session!
20:45 cerirhiannon RT @bethcagnol: round of thunderous applause for #iatefl @sandymillin > congratulations Sandy 🙂
20:45 AnnLoseva @sandymillin I’m doing my 1st talk ever soon,also 30 mins,I’m a bit worried as for the contents&timing,you give me a great example!!
20:43 AnnLoseva @sandymillin Grats on ur successful talk!!! Read the written version,fantastic!!
20:43 bealer81 Great talks from @willycard @sandymillin and @JoshSRound today. Inspiring, thoughtful and well delivered. #iatefl
20:40 AnnLoseva RT @lauraahaha: friends after @sandymillin’s excellent talk on getting sts to use tech tools. #iatefl #eltchat!
19:59 NihallYildirim READ: Go online: getting your students to use Internet resources (IATEFL 2012) @sandymillin
19:55 SueAnnan @sandymillin Well done honey. Wish I had been there to see you in action 🙂
18:49 MrChrisJWilson Sounds like @sandymillin ‘s talk went down very well!
18:48 CeciELT The twitter gang at @sandymillin ‘s talk
18:47 lauraahaha Twitterati and friends after @sandymillin’s excellent talk on getting sts to use tech tools. #iatefl #eltchat
18:45 BobToms100 v/ @CeciELT @sandymillin in using technology with SS: don’t scare/overload your SS. Start slow, introduce one tool at a time. #iatefl >Yup!
18:43 teacherphili Missed @sandymillin. #iatefl Sounded great. Can anyone tell me if it was recorded/broadcast? And available to watch ltr? #iateflonline
18:42 BrunoELT Sandy Millin – Go Online: getting your students to use internet resources #iatefl @sandymillin
18:41 mscro1 @sandymillin it was awesome following Ur #iatefl session via twitter, wow, wow congrtas will blog about excellent #PLN :))) thx @bethcagnol
18:39 DinaDobrou RT @bethcagnol: round of thunderous applause for #iatefl @sandymillin > Way to go Sandy!
18:39 mscro1 RT @bethcagnol: round of thunderous applause for #iatefl @sandymillin > am clapping all the way from CRoatia ;)) woho!
18:38 bethcagnol round of thunderous applause for #iatefl @sandymillin
18:38 mickstout @bethcagnol @sandymillin I watch t.v. in Jp. Don’t think does any good really. 2little Need pretty high level of comp4 it 2 do any good 😦
18:36 vale360 @sandymillin concludes “remember the overload” this + reflective /blended uses of #English360 tools is what i am talking about Thurs 13.45
18:35 CeciELT Great advice from @sandymillin in using technology with SS: don’t scare/overload your SS. Start slow, introduce one tool at a time. #iatefl
18:35 bethcagnol #iatefl @sandymillin asked sts if they are still using the tools. Some are still today! Cool! Excellent incentive for us to do this.
18:35 vbenevolofranca @sandymillin Need to work with a restricted range If tools initially, far less confusing for students.Better for teacher as well. #iatefl
18:34 DinaDobrou RT @bethcagnol: #iatefl @sandymillin student said “You gave us too many websites”. Boy have I heard THAT before! >Web2(too).0(verwhelmed) 😛
18:33 mscro1 RT @bethcagnol: #iatefl @sandymillin student said “You gave us too many websites”. Boy have I heard THAT before! < LOL me too :))
18:32 bethcagnol #iatefl @sandymillin student said “You gave us too many websites”. Boy have I heard THAT before!
18:31 lauraahaha “If you keep banging on about good tech ideas, other people have to listen at some point!” 🙂 @sandymillin #iatefl
18:27 dompates “@jemjemgardner: Battery also dying. Sorry @sandymillin I’m gonna have to stop tweeting! 😦 #iatefl” < it always goes at the worst time!
18:25 bethcagnol #iatefl @sandymillin I think we should get the entire room here to listen to a podcast in another language. #peerpressure
18:25 mscro1 @bethcagnol I am Beth, thx & RT, checking photos, send my hugs to @sandymillin later , thx #iatefl
18:24 bethcagnol #iatefl @sandymillin asked: “how many of you listen to podcasts in another language.” about half the room raised their hands.
18:24 theteacherjames @DinaDobrou That’s because there’s no @sandymillin to do the tweeting!
18:24 lauraahaha A lot of sts already listen to MP3 players – why not spend 20 mins a week listening to an English podcast? says @sandymillin #iatefl
18:24 mscro1 RT @CeciELT: Bring technology 2 class, use with class and they may start using on their own too, says @sandymillin #iatefl>agree, some will
18:24 CeciELT “@bethcagnol: #iatefl @sandymillin suggests using Flo-Joe. Start the class with it as a warmup > didn’t know the tool, looks good!
18:24 bethcagnol @mscro1 @sandymillin You’re very welcome. Hope you’re following the others people in the room who are tweeting about this talk. #iatefl
18:23 jemjemgardner Connection not good in this room! Battery also dying. Sorry @sandymillin I’m gonna have to stop tweeting! 😦 #iatefl
18:23 CeciELT Bring technology to class, use with them in class and they may start using on their own too, says @sandymillin #iatefl
18:23 vale360 #IATEFL excellent way to get learner’s to self-reflect, get Ss to record voices & share @sandymillin suggests
18:22 mscro1 RT @bethcagnol: #iatefl @sandymillin suggests using Flo-Joe. Start the class with it as a warmup. > thx 4 Your tweets Beth, like I am there
18:21 dompates @mickstout @dinadobrou @sandymillin Glad some are tweeting (helps those of us not in the room)
18:21 bethcagnol #iatefl @sandymillin suggests using Flo-Joe. Start the class with it as a warmup.
18:21 jemjemgardner Visit @sandymillin ‘s website for links to all her ideas from this talk. #iatefl
18:20 vbenevolofranca Students highly motivated by recording own voice & awareness of progress. @sandymillin #iatefl
18:20 bethcagnol #iatefl @sandymillin said sts reported “I don’t like spending more time on the computer” cause they are on it all day anyway.
18:19 pysproblem81 @CeciELT @bethcagnol @sandymillin good chance for some #eltpics evangelising… Can’t help feeling it’s useful well outside Elt as well…
18:19 Marisa_C @sandymillin talking abt English central 1 of the sites she sends her ss to #IATEFL #eltchat
18:18 CeciELT “@vale360 #tt twitterers at @sandymillin #IATEFL talk @Marisa_C @bethcagnol @rliberni @jenverschoor @antoniaclare @irishmikeh @paulmaglione”
18:18 mickstout @DinaDobrou @sandymillin She’s got me captivated but I’ve been tweeting like mad 😉 LoL! #iatefl
18:17 lauraahaha @sandymillin coins a new word: frivolent (frivolous + relevant) 😀 #iatefl
18:16 vale360 #tt twitterers at @sandymillin #IATEFL talk @CeciELT @Marisa_C @bethcagnol @rliberni @jenverschoor @antoniaclare @irishmikeh @paulmaglione
18:16 jemjemgardner Use lyrics training website to help sts learn English. Gapfills of lyrics, sts listen and fill gaps. @sandymillin #iatefl
18:16 mickstout @sandymillin recommends Lyrics Training & #EnglishCentral. Require no log in. #Quizlet doesn’t require either. #iatefl
18:15 DinaDobrou I see @sandymillin has got you all captivated…not so many tweets…lol #iatefl
18:15 bethcagnol @DinaDobrou @sandymillin You and everyone sitting here in the room apparently! 🙂
18:15 bethcagnol #iatefl @sandymillin suggests using English Central website.
18:15 mscro1 RT @bethcagnol: #iatefl @sandymillin suggests using “Lyrics Training” site > here is the link 🙂 looks intrest
18:14 bethcagnol #iatefl @sandymillin “some of our students learn English because they want to understand music.”
18:14 DinaDobrou RT @bethcagnol: #iatefl @sandymillin suggests using “Lyrics Training” site. > Love that site!
18:13 bethcagnol #iatefl @sandymillin suggests using “Lyrics Training” site.
18:12 mscro1 RT @theteacherjames: @sandymillin speaking not tweeting at #iatefl! >thx James, go, go Sandy
18:11 theteacherjames @sandymillin speaking not tweeting at #iatefl!
18:11 mickstout Both @sandymillin ‘s sts and #Togaku sts use #Quizlet. Can we have them connect via Quizlet? Quizlet IS social! #iatefl
18:10 lauraahaha @sandymillin recomments Quizlet – competitive, engaging, helps students track progress in vocab learning #iatefl
18:10 mscro1 @CeciELT few more phots of @sandymillin pls Ceci :)) #iatefl
18:10 vale360 Yes agree @bethcagnol: I like how @sandymillin is using images from #eltpics Cool! #iatefl
18:10 vickysaumell RT @bethcagnol: I like how @sandymillin is using images from #eltpics Cool! #iatefl > #eltpics rules!
18:08 vbenevolofranca What can teacher do to beat the allure of Facebook? @sandymillin suggesting Quizlet #iatefl
18:08 bethcagnol @theteacherjames @sandymillin LOL. Only @cheimi10 has the right to tweet during his own talk. 😉
18:08 mscro1 RT @CeciELT: @sandymillin in action. She suggests presenting quizlet to Ss. 🙂
18:08 mscro1 @theteacherjames I know go, go @sandymillin 🙂 #iatefl
18:07 CeciELT @sandymillin in action. She suggests presenting quizlet to Ss.
18:07 bethcagnol #iatefl @sandymillin suggests using Quizlet
18:07 theteacherjames @sandymillin is speaking now at #iatefl. That’s why she’s not tweeting!
18:06 mscro1 @bethcagnol I thought so, LOL but @sandymillin knows how to win sts to learn English online as well #iatefl
18:06 jemjemgardner @sandymillin Sts who use tech are motivated, competitive, connected to web already, know sites already. #iatefl
18:05 jemjemgardner Lots of sts don’t use computers for learning English. We can change this behaviour as teachers. @sandymillin #iatefl
18:05 bethcagnol #iatefl @sandymillin surveyed students & their reasons for using computers. Learning English was not listed as a reason.
18:05 mickstout @sandymillin ‘s learners & my learners r opposites 😦 but I know there will b smthng of value 2 me in her talk! #iatefl
18:05 tarabenwell @CeciELT @bethcagnol @sandymillin I wish I could be there! Go Sandy Go!
18:04 CeciELT “@bethcagnol: I like how @sandymillin is using images from #eltpics Cool! #iatefl” > me too!
18:04 CeciELT @sandymillin sharing the findings of her research: SS with previous Internet usage r motivated, competitive, connected & know sites #iatefl
18:03 bethcagnol I like how @sandymillin is using images from #eltpics Cool! #iatefl
18:02 vale360 #IATEFL @sandymillin describing uses of #edmodo
18:02 mickstout @sandymillin did action research in order 2 discover why some sts were active & why some sts were inactive on #Edmodo #iatefl
18:00 bethcagnol Sitting next to @CeciELT in @sandymillin ‘s #iatefl talk. Lots of other tweeple buddies with me too!!
18:00 jemjemgardner @sandymillin intros Edmodo.private Facebook-like site. Use to connect class to home. Has changed relationship with sts. #iatefl
18:00 CeciELT Watching @sandymillin talking about getting SS to use internet resources. She’s talking about edmodo – a great tool for teachers. #iatefl
17:59 mickstout @sandymillin will talk about how she has encouraged reluctant students to use tech 4 language learning #iatefl
17:58 jemjemgardner @sandymillin talking about using internet resources with sts now! She’s looking for a job if you want to employ her! #iatefl
17:57 lauraahaha Oooh…. @sandymillin is just starting her #iatefl talk on getting students to use online resources!
17:57 vbenevolofranca Waiting for @sandymillin s talk about to start. #iatefl
17:56 vale360 Starting now #IATEFL @sandymillin blogpost to accompany talk (for all those not here) w/ @esolcourses @vickysaumell
17:55 mickstout @sandymillin ‘s prez is about to start. Looking 4wrd 2 it #iatefl
17:50 mkofab Waiting fo @sandymillin s talk that starts in 10 minutes.Even I am slightly nervous;-) Good luck, Sandy!#iatefl
The Twitterati after my session
The Twitterati after my session 🙂 (photo by Cecilia Lemos)

Other tweets from the day

16:57 RT @brenbrennan: Big Q raised about teaching by @Harmerj #IATEFL interview #tesol #efl
14:17 RT @kit2kat: HUGELY helpful and generous session by @LearnAhead on developing apps – helpful free sites to – will check
14:04 RT @jemjemgardner: #prezi is like a canvas on which you can place anything and move it around. Easy to upload/insert anything. @hakan_s …
13:52 RT @OUPELTGlobal: Textbooks are “an $8 billion Market ripe for ‘digital destruction'” #IATEFL
09:58 “@jenverschoor: Tweeting during a plenary allows other teachers to learn about the progression of shared knowledge. #iatefl” Yep!

Day 3 – Thursday 22nd March

Tips for DELTA books

To start the day I asked for some recommendations for good books to buy for the DELTA course. These were the replies:

06:46 phil3wade @sandymillin richards and rodgers.
06:55 kevchanwow @sandymillin I’m in the middle of dip TESOL and I think my Richards and Rodgers has seen the most wear and tear.
07:06 Marisa_C @sandymillin not just one – impossible to do #delta on just one ‘best’ book #iatefl #eltchat
07:17 pysproblem81 @sandymillin nrecommen A-Z of ELT by @thornburyscott Also our tutors recommended buying books by Tricia Hedge & @harmerj
07:43 cuppa_coffee @sandymillin start with @harmerj practice of English Lang Teaching
07:44 cuppa_coffee @sandymillin penny ur, Adrian underhill, @thornburyscott also essential reading
08:14 lightfootELT @sandymillin it’s not a methodology book but I found About Language by @thornburyscott really useful when I did mine.
10:07 SophiaKhan4 @sandymillin H.Douglas Brown, Teaching by Principles (or was it Principles of Language Teaching?) Readable linking of theory and practice
10:09 SophiaKhan4 @sandymillin More specific but The English Verb by Michael Lewis blew my mind! And his Implementing the Lexical Approach good too.
10:26 NikkiFortova @sandymillin About Language, an A-Z of ELT, How Languages Are Learned, & Teaching by Principles (Brown) helped me during delta.

Plenary: Steven L. Thorne – Awareness, Appropriacy and Living Language Use

Watch the complete plenary

Chia Suan Chong’s blogpost about the plenary

Laura Patsko’s blogpost about the plenary

Bruno Andrade’s blogpost about the plenary

10:12 And breathe… #iatefl
10:12 I don’t necessarily need to be great at Dutch, I need semiotic agility to cope with the situations I’m in.Know how 2 respond #iatefl Thorne
10:11 RT @chiasuan: Experiential and critical awareness of using gaming. #StevenThorne #iatefl
10:11 Lang teachers are the keystone speicies of the developmental ecology of lang learning. #iatefl Thorne (Think that was the quote!)
10:10 RT @chiasuan: Bridging activities. #StevenThorne #iatefl
10:10 Once they’ve analysed, it’s time for them to produce and contribute back to the world, then bring it back again. Feedback #iatefl Thorne
10:09 RT @chiasuan: Why we should expose our learners to gaming to aid language acquisition. #StevenThorne #iatefl
10:09 RT @jimscriv: Are in-plenary tweeters “Remix writers” ?#iatefl
10:09 Students could collect texts from their gaming environments and bring them to class for analysis #iatefl Thorne
10:08 Fascinating talk from Steven Thorne, but wondering how much of the audience he lost through the speed! #iatefl
10:07 RT @jimscriv: “I’m a remix author” The new expressive aesthetic. No longer plagiarism. Appropriating of other people’s words. Not “not b …
10:07 WoW is good because high lexical sophistication, high volume production, languaging (!) in more volume, interactive… #iatefl Thorne
10:06 RT @chiasuan: Language learning is a process of appropriating other people’s words (Bakhtin) #StevenThorne #iatefl
10:05 Remixing texts = the new expessive aesthetic. Foreign language learning is about creative imitating. The same? #iatefl Thorne
10:04 Some of that feedback is very specific…advice on how to write better #iatefl Thorne
10:03 One NNS got 7000 responses to her fan-fiction work over 2 years…better than writing essays? Relationships strong #iatefl Thorne
10:02 Even Twitter can’t keep up! It’s crashed twice during this plenary! #iatefl Thorne
10:01 The fan fiction is generally huge…92,000 words…the size of a large book! #iatefl Thorne
10:00 This is the analysis of the fan sites as scientific discourse #iatefl Thorne
09:58 And this is the complexity of the texts from the support websites #iatefl analysis feo another scientist via Thorne
09:57 “@MullerKerstin: What a great plenary talk by #steventhorne! I could listen to him for hours! #iatefl” Agreed! Need to breathe though!
09:56 All of the materials are produced by players for players for fun #iatefl Thorne <so much stuff there!
09:55 Sentences in WoW are either eally simple or really complex #iatefl Thorne
09:54 WoW isn’t just about the online gaming environemnt. Also strategy sites, documentation, fan fiction, artefacts #iatefl
09:53 RT @chiasuan: Ways of assessing linguistic complexity. #StevenThorne #iatefl
09:52 Thorne worked on assessing the linguistic complexity of the WoW language…not just simple #iatefl
09:51 “@ericbaber: un·der·gird (ndr-gûrd) tr.v. To support or strengthen from beneath. #IATEFL” Thanks for that!
09:51 WoW is a massive multiplayer game, not one you play at home in your basement when u r 65 or 40 or how old u r when still at home #iatefl
09:50 Thorne’s WoW survey of gamers #iatefl
09:49 We owe it to ourselves to do the basic research to find out what’s there in online environments and not assume #iatefl Thorne
09:47 Difficult to learn L2 without meeaningful engagement and exposure to large volumes of it #iatefl Thorne
09:47 It’s hard to construct conditions where you would produce vague language, but happens in game environment #iatefl Thorne
09:46 Slightly blurred example of real everyday talk and interaction – but we don’t teach this much! #iatefl Thorne
09:44 RT @lauraahaha: afk g2g too eg ot regen no poms = Just a minute. I have to go to the Elven Forest to regenerate, I’m out of mana potions …
09:44 A whole academic paper has been written based on this one utterance #iatefl Thorne
09:42 You have text chat, energy bars, VOIP and you have to play the game too! #iatefl thorne
09:42 This is the main screen for W of W…very cognitively complex #iatefl Thorne
09:40 Prob cost $50 million dollars to produce W of W environment. We don’t have that, so how can we eploit it? #iatefl Thorne
09:40 Many ppl want to create ‘serious games’ for education, but things like World of Warcraft has very high producation values #iatefl Thorne
09:39 Thorne starting a search project with World of Warcraft as it’s so big #iatefl
09:38 Yes I do play a female gaming character. Yes it is awesome. #iatefl Thorne
09:37 RT @Shaunwilden: #iatefl there is a tension between traditional emphases in schools versus web 2.0 open source knowledge
09:37 “@jimscriv: “undergirds” That’s my new word for the day. #iatefl Thorne” Missed that one!
09:36 A lot of the high frequency lang is stigmatised and doesn’t appear in the classroom #iatefl Thorne
09:36 Everyone needs historically inherited forms of language, like cover letters, but high frequency lang imp too, like online #iatefl Thorne
09:35 Are the kids of the future CEOs or digitally reliant ignoramuses? #iatefl Thorne (spelling?)
09:34 Gaming gives you the skills to be a CEO #iatefl Thorne
09:33 Wanna hire a CEO? Find someone who runs a guild on World of Warcraft! They do these things already #iatefl Thorne
09:32 RT @lauraahaha: An apt museum metaphor: people CURATE online personas. #iatefl
09:31 Her Literacy development was very quick because she started so early #iatefl Thorne
09:31 From @lauraahaha: Best words of #iatefl conference so far: frivolent (@sandymillin) and gibbledegook #StevenThorne
09:31 It’s easier and easier to start using tech early #iatefl Thorne shows us a picture of his daughter at 1.3 years
09:30 Some statistics…if world of warcraft was a state it would be 64th in the world just aove Burkina Faso #iatefl Thorne
09:29 It’s never been easier to communicate synchronously: text, skype, video, virtual environments… #iatefl Thorne
09:28 May have to go home and watch this again…think I’m only getting about half of it! #iatefl
09:27 RT @jimscriv: #iatefl This talk goes faster than my brain!
09:27 Online gaming engages users in an environment where their decisions and choices matter #iatefl Thorne
09:26 RT @chiasuan: Mark Twain said after learning French&going2France tht he was greatly discouragd there coz he found no intermediate sp …
09:26 After 15 minutes of preamble, here’s the talk! #iatefl Thorne
09:25 Steven Thorne is an excellent and entertaining plenary speaker, if very fast! #iatefl
09:25 RT @lauraahaha: Representations and models of the world get in the way. It’s better to use the world as its own model! #iatefl
09:24 Why teach about the world when we can teach in the world
09:23 There is an ocean of interaction for us to dip a ladle into and analyse at the micro level #iatefl Thorne
09:21 The great news: What we do matters. We construct experiences for our learners. #iatefl Thorne
09:21 RT @Shaunwilden: #iatefl humans continue to adapt over their lifetime – experience is key all impact on our development
09:20 The good news: you can continue to learn throughout your life! Your brain is still plastic enough to absorb knowledge #iatefl Thorne
09:18 How can we incorporate some of the intercultural availability that edtech affords us into the classroom? #iatefl Thorne
09:17 Everyone is already a native speaker of at least one language from non-instructional environments #iatefl Thorne
09:16 3% of foreign lang learners in US get to mo advanced levels of language competence #iatefl Thorne
09:14 RT @lauraahaha: Today’s one of the most exciting & compelling moments to be a language educator. #iatefl plenary
09:14 Just because the are almost 1 billion people on facebook doesn’t mean it’s the best place for all lang learning #iatefl Thorne
09:12 RT @chiasuan: 2300 delegates, 100,000 online attendees, 26 scholarships, 5 plenaries, 14 evening events, 500 presentations, 650 presenters …
09:12 Steven Thorne starting his plenary on awarness, appropriacy and living language use #iatefl

Jeremy Harmer – Six key questions for teachers and trainers

11:18 . @Harmerj says that we should be questioning our teaching all the time #iatefl
11:17 Not exclusive, but in a lot of teacher training we prioritise the warmth over the knowledge #iatefl @Harmerj
11:16 A teacher from Nepal says there we don’t want friendly teachers, we want teachers who know things. But mot exclusive #iatefl @Harmerj
11:11 Maybe the trainer shouldn’t say do it this way, but say there is a reasonable consensus on this, you can interrogate it #iatefl @Harmerj
11:10 RT @ilnur_minakhmet: #iatefl a model of drilling in progress by Jeremy Harmer . The room is completely full
11:10 @jemjemgardner @harmerj I think drilling has a place but shouldn’t be the only thing. Great 4 lower levels who need functional lang #iatefl
11:09 6 questions where fashion out of step with practice+lots of opinions:tech, CT/correction, testing, CLIL, rapport, drilling #iatefl @Harmerj
11:08 . @Harmerj asks where the talks here are about drilling if so many think it’s useful. @miladakrajewska did one, but think was it! #iatefl
11:03 I wanna be in @Harmerj’s class! He’s eliciting and drilling a conversation from the whole room. #iatefl Do you want a drink?
11:02 RT @jemjemgardner: @Harmerj one Q we fail to ask is whether the kind of TTed we export us too culturally loaded? #iatefl
11:00 We need to ask whether the idea of rapport we are imposing on our students is culturally loaded and a good idea #iatefl @Harmerj
11:00 RT @danielxerri: Harmer #iatefl how do good teachers create rapport? Have we ignored the cultural aspect of rapport?
10:59 About an Indonesian SS at a foreign university “his work shows that he is bright, but he is shy” – culturally loaded #iatefl @Harmerj
10:58 For some students it could be having a teacher whose knowledge they can rely on and be sure about #iatefl @Harmerj
10:57 Is the idea of rapport being creating a nice environment within a relaxed environment a cultural imposition? @Harmerj #iatefl
10:56 As @jimscriv says in Learning Teaching, noone can define rapport but we know it when we see it. Different SS see it differently too #iatefl
10:51 CLIL means different things to different people. To some it means English. To some it means penguins. #iatefl @Harmerj
10:48 In CLIL the English would be at the service of the language we teach @Harmerj #iatefl
10:48 CLIL…ppl like David Marsh suggest using it in place of a grammar syllabus. Teach them content instead. #iatefl @Harmerj
10:47 “@jemjemgardner: @Harmerj Ts don’t like the idea of testing. Is it an oppressive irrelevance? (it has worked for me!) #iatefl” Me too!
10:47 Does testing have an educational beenfit? If well-designed @Harmerj thinks it does. #iatefl
10:45 Next up…what is the point of testing? Is it a force for good or evil or something we just have to live with? #iatefl @Harmerj
10:44 . @Harmerj mentions @DenizAtesok’s ‘excellent #tesolarabia talk’ at #iatefl 🙂
10:43 the first time in about 25 years @Harmerj has presented without technology and he says it’s really freaky..but it’s working! #iatefl
10:40 “@Shaunwilden: #IATEFL aha they’re all hands did u spot that? We didn’t” I did, but that’s my job on #eltpics …classifying images!
10:40 Correction is another area of our profession where our industry doesn’t wuite know what it thinks #iatefl @Harmerj
10:39 In our profession it’s methodogically fashionable to say we should recast for correction (Penny..Ur/Hands?)But doesn’t work #iatefl @Harmerj
10:37 Best thing about @Harmerj’s presentation so far… no powerpoint. He’s captured our attention by speaking…the way it should be! #iatefl
10:36 For @Harmerj the ‘what’ of tech is not the important thing. It’s how you use it. #iatefl
10:39 From @elawassell: @sandymillin it is the same thing Andrew Walkley talked about yesterday. #IATEFL
10:35 There is no consensus in this issue. So we must ask what technology is for #iatefl @Harmerj
10:35 . @Harmerj asked us to stand up if we agreed that being a food teacher requires tech knowledge. About half of audience stood up #iatefl
10:33 Does a competent teacher in 2012 need to be technically competent? Is it the mark of a professional teacher? Asks @Harmerj #iatefl
10:33 RT @galactadon: @BrunoELT Awesome job putting Steven Thorne’s prez online so fast: Jealous of all you guys at #iatefl
10:32 We need to keep talking abut the whole use and purpose of technology in teaching #iatefl @Harmerj
10:30 RT @jemjemgardner: @harmerj has written a new book called Essential Teacher Knowledge. He’s also presenting the pecha kucha event tonigh …
10:30 Talking about all of the talks along the theme of reexamining things we take for granted in teaching during #iatefl @Harmerj
10:29 Good morning. My name is Jeremy and I’m a conference-aholic #iatefl @Harmerj
10:28 @lauraahaha Interesting..l
10:28 @Harmerj being introduced at the start of his talk. Rally looking foreard to hearing him speak. Hope he doesn’t mind us tweeting #iatefl

Prize! 🙂

On the way to Leo’s session, I spotted an OUP Golden Envelope, which I took to their stand. Inside was a certificate for a new camera 🙂

11:42 I just got a camera in the @OUPELT #goldengiveaway Thank you so much! Look out for #eltpics from it 🙂 #iatefl
OUP Golden Giveaway camera winner!
OUP Golden Giveaway camera winner! (photo by @OUPELT)

Leo Selivan – Revising and Recycling Lexis

Watch the complete session

Laura Patsko’s blogpost about the session

(Please ignore the slightly confusing times – no wifi, so I saved tweets as drafts and sent them out later)

14:08 Summary of collocation matching activities #iatefl @leoselivan
14:08 Summary of the third cycle @leoselivan #iatefl
14:08 Students could comapre to L1… which ones exist in their language too? #iatefl Audience suggestion @leoselivan
14:08 SS then have to correct the teacher with the exact chunk from the text, @leoselivan #iatefl
14:08 #iatefl @leoselivan Brilliant idea for revisiting texts! Great for highlighting new combinations of words they know
14:08 @leoselivan gives us a definitionmof a chunk…we have to find it in the text and underline #iatefl New combos of words the students know
14:10 From mscro1: @sandymillin @leoselivan I agree, this is what I try 2 teach my Upperinteer sts, this leads to broadening of their vocabulary :9
14:08 Last cycle: revisiting texts (written or spoken) @leoselivan #iatefl
14:08 If you teach shrug without shoulders it’s a crime against language 🙂 #iatefl @leoselivan
14:08 Weak collocations hardest for NNS according to Nesselhauf due to high frequency #iatefl @leoselivan
14:07 Nesselhauf (2006) looked at advanced essays judged by native speakers. Struggled with collocations #iatefl @leoselivan
14:07 Learners’ mistakes similar despite very different L1s (Swed/Chin); mistakes caused by intralingual factors (Wang/Shaw) #iatefl @leoselivan
14:07 @leoselivan shares some research with us about NNS use of collocations: Laufer and Waldman (2011) #iatefl
14:07 Things to remember when teaching collocation forks: don’t forget to inc 1 word they know in a coll #iatefl @leoselivan
14:07 Summary of activities for expanding collocations from @leoselivan #iatefl
14:07 The story only needs to be one sentence. It’s just great recycling! #iatefl @leoselivan
14:07 @leoselivan’s example handout will be available on #iatefl online. Use one collocation fork to make up an (absurd) story
14:07 Youmcould leave the key word and erase the collocates…do you remember it? #iatefl @leoselivan
14:07 If you tranlsate the collocations in a fork you might get different anslations for one word #iatefl @leoselivan
14:07 Collocation forks help ss clarify thedifference between similar words #iatefl @leoselivan
14:07 Next step…expanding collocations @leoselivan #iatefl Collocation fork
14:07 Students could play around with half of the collocation…other words that could collocate with ‘deadly’ or ‘weapon’ #iatefl @leoselivan
14:07 And some more reasons… #iatefl @leoselivan
14:06 . @leoselivan could divide words by positive and negative collocations #iatefl
14:06 @leoselivan’s suggestions about why we should use collocations #iatefl
14:06 Ideas about why we should teach collocations: huge listening benefit…for fast speakers you can finish ideas #iatefl @leoselivan
12:29 From @dalecoulter: “@lauraahaha: @sandymillin suggests that knowledge of collocation is what tips them over the intermediate plateau. Well said! #iatefl”agree!
12:06 Which collocations are more open to variation? You could ask students #iatefl @leoselivan
12:06 Students could also categorise collocations by form. They could play around with other combinations of weaker collocations #iatefl
12:05 Different activity, same set of collocations. ask SS to sort into groups by texts they are from #iatefl @leoselivan
12:05 One person in @leoselivan’s talk just managed to use all of the collocations in one go! Well done! #iatefl
12:04 SS could also look at collocations first, then suggest possible contexts for them. Explain text before they read #iatefl @leoselivan
12:03 @leoselivan tricked us! The top five are from one article and the bottom six from another article! #iatefl 🙂
12:00 “@lauraahaha: Look mum! We got 100%! #iatefl” Yay!
11:59 @leoselivan made his activity using Hot Potatoes – great! #iatefl
11:56 You can do it online too #iatefl @leoselivan
11:56 The most common thing to do with collocations is match the,…mingle #iatefl @leoselivan
11:55 . @leoselivan has done lots of pre-session prep. Word cards for everyone plus things on the wall #iatefl
11:52 Leo’s definition of collocations #iatefl
11:51 We must recycle as we need between 6 and 16 times to see lexis before we remember it @leoselivan #iatefl
11:50 . @leoselivan comparing lexis: collocations, formulaic language to vocab: lists of discrete words #iatefl
11:50 Mingle is a great warmer, filler, way to move around, and revises collocations at the same time! Great start by @leoselivan #iatefl
11:49 The paper has either first or second half of collocation. We must mingle and find the other half #iatefl @leoselivan
11:40 Waiting for @leoselivan’s talk on ‘Revising and Recycling Lexis’ with @lauraahaha #iatefl Good luck Leo!

Tessa Woodward – Thinking in the EFL class

Bruno Andrade’s blogpost about the session

15:17 Excellent session from Tessa Woodward…buy her book! Thinking in the EFL class, Heibling #iatefl
15:16 @Shaunwilden chance to use debate phrases, agree, disagree, challenging accepted ideas
15:17 From @shaunwilden: @sandymillin but cultural issues, language issues and ‘couldnt care less’ attitude just google it 🙂
15:14 @Shaunwilden which activity?
15:15 From @shaunwilden: @sandymillin the haggis, spinach one #IATEFL
15:14 Last activity: think about what we did today. Choose three key words/phrases about this time. #iatefl Woodward
15:12 Alcohol is metabolised at a constant rate. Coffee just keeps you drunk, but very wide awake #iatefl Woodward
15:11 Haggis is an import to Scotland, probably from Scandinavia (ready for the barrage of tweets refuting this) #iatefl
15:10 Spinach explained: spinach is not high in iron. It was a handwriting error in 1870: misplaced decimal point #iatefl Woodward
15:08 We’re discussing how hard it is to find squeezable cans of spinach a la Popeye #iatefl @theteacherjames @teacherphili
15:06 are these true or false: spinach makes you strong? Is haggis Scottish? Coffee can help to sober you up. #iatefl Woodward
15:05 We’re going to ‘romp on’ with another activity now #iatefl Woodward: True/False
15:05 Humble lists p123 #iatefl Woodward
15:05 And if you can’t think of a list…Google them! Cosmetic procedures for men, people’s favourite words… #iatefl Woodward
15:04 Lists introduce the idea of mental frameworks to students. #iatefl Woodward
15:02 What makes you feel happy? #iatefl
15:01 That list was ‘Things that make you feel happy’ #iatefl Woodward
15:00 Eg finding a £10 note in an old pair of jeans, going on holiday, getting into bed and smelling fresh sheets, waking up on a sunny day #iatefl
14:59 You can read out contents of a list. What is it for? #iatefl Woodward
14:57 The list: lots of people write them! Agendas, shopping lists, CVs. Even those who think they don’t probably do! #iatefl Woodward
14:56 Flip it and see is on p126 #iatefl Woodward
14:54 Great buzz in Tessa’s talk! #iatefl
14:51 Create new object and give it a new purpose. Thinking time (which some ppl forgot) then collaboaration time #iatefl Woodward
14:50 RT @Shaunwilden: Fridge magnet, tree house, coal shed, traffic light, cd player, guitar string,summer dress – recombine them to make new …
14:49 Fridge player: @theteacherjames it would play chillout music, @teacherphili it would play vanilla ice #iatefl Great talk byWoodward!
14:49 Fridge player…if my milk goes sour I get Beethoven’s 5th 🙂 #iatefl Woodward
14:48 Dictate compound nouns. Then flip it and see…reduce order from guitar string to string guitar or recombine=fridge player #iatefl Woodward
14:45 Thunk #4: If aliens came to Earth, what souvenirs would they take home., #iatefl Woodward
14:47 From @fionamau: @sandymillin Hopefully most of the world’s politicians….
14:43 . @theteacherjames suggests merry-go-rounds with people hanging down for horses to ride under! #iatefl Woodward 🙂
14:42 Thunk #3: if horses ruled the world, what changes would we see? #iatefl Woodward: Tessa says bigger toilets!
14:44 From @dchogs81: @sandymillin more open land and barns
14:41 Suggestion for teddy bear: a police box, so it looks like the tardis and pretend he’s Dr Who, #iatefl Woodward
14:40 RT @Shaunwilden: #IATEFL Woodward talking about thunks – asking what colour is Thursday- have used them b4 as Warmers, try here for some …
14:40 Thunk #2: What adaptations can you think of to a teddy bear that would make it more fun to play with? Be careful! #iatefl
14:39 Thunk #1 What colour is Thursday? Why? #iatefl First answer: grey, end of week, tired, not weekend. Woodward
14:38 Tessa now introducing us to thunks…simple questions that make you look at things differently #iatefl woodward
14:37 Those activites were on page 32 and 33 of the book…you’ll have to pick it up to find out what we did 😉 #iatefl Woodward
14:37 Tessa Woodward in action #iatefl Great!
14:36 Tessa Woodward in action #iatefl Great! That woke me up. 🙂
14:33 Someimtes we need an activity to concentrate the students before thinking together #iatefl Woodward
14:32 Tessa’s talk will be very practical #iatefl Exactly what I like in a talk!
14:32 Tessa Woodward’s book ‘Thinking in the EFL class’ is published by Heibling in an excellent new series #iatefl
14:30 Tessa Woodward about to start her talk on Thinking in EFL #iatefl

Ken Wilson – 10 quotations (and some pictures) that might make you think

18:31 RT @jemjemgardner: Shine at yr sts and help them to shine too! Go to to download this talk. @kenwilsonlondon #iatefl
18:26 Would highly recommend looking at @kenwilsonlondon’s slides for the full quotes! Very thought-provoking #iatefl
18:24 Brilliant repartee between Barack And Michelle Obama quoted from ‘The audacity of hope’ #iatefl @kenwilsonlondon Got Applause!
18:20 Adding exclamation marks to a conversation and making students pronounce them makes them smile automatically. #iatefl @kenwilsonlondon 🙂
18:18 . @kenwilsonlondon has a great presentation style. Really enjoying being here #iatefl
18:17 Everyone relentlessly happy in Eng Lang teaching materials! @kenwilsonlondon #iatefl So true!
18:16 Monroe: if you can make a girl laugh, you can make her do anything… #iatefl @kenwilsonlondon says same for your students
18:16 Rowling: it is impossble 2 live w/o failing, unless u live so cautiously you might as well not live at all. #iatefl @kenwilsonlondon
18:15 Do you want to be remembered as the 1 who inspired your students? #iatefl @kenwilsonlondon
18:14 ss member the teachers they were happy with, the teachers who made them feel good. #iatefl @kenwilsonlondon
18:12 Maya Angelou: “ppl may forget what you say, what you did, but they will never forget how you made them feel” #iatefl @kenwilsonlondon
18:11 RT @CeciELT: Big sound of disapproval when @kenwilsonlondon put up the technology quote up > No, we don’t agree!!! Ken is making us t …
18:11 a simple rule of learning is if you do the easier things first, you can actually make a lot of progress. Zickerberg #iatefl @kenwilsonlondon
18:10 . @kenwilsonlondon’s slides will be on his blog after talkm #iatefl
18:10 People have a basic desire to express who they are. Zuckerberg. @kenwilsonlondon adds what they want/think/know #iatefl
18:08 “@jemjemgardner: @kenwilsonlondon great interactive talk here! Good work Ken! #iatefl” seconded!
18:07 Steve Jobs: older people with tech: ‘what is it?’, younger ask ‘what can I do with it?’ #iatefl @kenwilsonlondon Great quote!
18:07 Bill Gates: tech is just the tool. intermsof motivation and getting kids together, the teacher is much more imprtnt #iatefl @kenwilsonlondon
18:04 Great activity to make us want to listen, not forcing us to do it. #iatefl @kenwilsonlondon
18:03 Group 5 ppl, numbered 1-5. Show 5 images briefly, one p looks at each. #iatefl @kenwilsonlondon Describe images. Find word to connect them
18:01 RT @lauraahaha: Typical reaction of non-TEFLers to admission “I’m a language teacher” = “[Gasp] Poor you!” #iatefl
18:01 Don’t be like Homer Simpson: “if at first you don’t succeed, stop trying” #iatefl @kenwilsonlondon
17:59 After a conference, you say ‘that won’t work for me.’ Why not? Try it three times first! #iatefl @kenwilsonlondon
17:57 I never let my schooling interfere with my education. Twain #iatefl @kenwilsonlondon says don’t exclude anyone from your classroom!
17:56 Did you know? Einstein’s last words were lost forever because the nurse looking after him didn’t speak German #iatefl @kenwilsonlondon
17:55 The man at the hospital has three things wrong with him: what? #iatefl @kenwilsonlondon
17:53 Start with a text, and ask questions to make the story come alive.”At the hospital…”Where is it? How many floors? #iatefl @kenwilsonlondon
17:51 I will ask you some questions but the answers are not in the text, they are in your heads! #iatefl @kenwilsonlondon
17:49 Imagination is more important than knowledge #iatefl Einstein via @kenwilsonlondon
17:48 Einstein is @kenwilsonlondon’s favourite scientist of the 20th century because he made science interesting 🙂 #iatefl
17:46 Mr Osborne, may I be excused? My brain is full! #iatefl @kenwilsonlondon We don’t need to fill their heads with stuff!
17:44 Socrates was @kenwilsonlondon’s favourite philosopher at university 🙂 #iatefl
17:43 First quote “children love luxury…” by Socrates, 2500 years ago children were a problem too! #iatefl @kenwilsonlondon
17:42 Love @kenwilsonlondon’s speed writing presentation stages., #iatefl
17:42 Find quotes from people students know about #iatefl Helps them connect @kenwilsonlondon
17:41 If you need a quotation, google the word +quotation #iatefl @kenwilsonlondon
17:39 Were you nervous when you started teaching? Or now? #iatefl @kenwilsonlondon
17:37 . from @kenwilsonlondon if you have a net connection can you switch it on…there’ll be some Google moments later #iatefl
17:36 . @kenwilsonlondon talking about 10 quotes that might make you think., #iatefl
17:33 Talk byn @kenwilsonlondon isn’t as full as it should be. If ŷou’re at #iatefl and don’t know what to do, come to Lomond now. He’s great!

Other tweets from the day

19:32 RT @jimscriv: For Demand-High chat people, this is the blog address: #iatefl.
19:32 RT @jimscriv: Ts say “I have pressure from school etc. I haven’t got time to be interesting” Adrian #iatefl Demand-High chat
17:55 From @kalinagoenglish: @sandymillin @lauraahaha “tech can never replace the teacher” that’s like saying that pens will replace teachers, 😀 #eltchat #iatefl #eltj
17:52 RT @barbsaka: Don’t dare to teach if you aren’t willing to learn (from @rliberni) #eltchat #iatefl
14:48 RT @emilyvbell: Identity – you are the number of identities as the number of languages you speak #iatefl
14:44 RT @MullerKerstin: =teacher panicking about the present perfect! 😉 #iatefl
14:43 RT @naomi_moir: #iatefl swan: we shouldn’t tell students the whole truth about a grammar point – just what they need to know now.
14:41 RT @jimscriv: Geoff Hardy-Gould #iatefl The learning happens outside the comfort zone. Learning something new widens our comfort zone.
12:03 RT @jimscriv: Well, I think I have the blurb for next edition: “Learning Teaching is a wonderful book … unfortunately” Harmerj #iatefl
11:55 “@patjack67: Won a gold pen from @OUPELTGlobal #goldengiveaway Well kinda.#recreateiateflinyourownhome #iatefl” love it
11:06 “@lauraahaha: Flickr is full of kids, dogs and sunsets. #iatefl” A lot of them posted by us on #eltpics
11:06 “@BCTurkey_ELT: On flickr, as language teachers we can use #eltpics link, you can find a huge bank of photos #IATEFL Ben Goldstein”
11:05 “@Shaunwilden: @sandymillin #eltpics gets a mention by @GoldsteinBen #IATEFL” @cgoodey @fionamau
11:04 RT @dompates: ‘It’s a totally different experience going to a conference and knowing the people there already’ @barbsaka #IATEFL live
10:46 “@jenverschoor: People prefer to have their mobile devices instead of their laptops #besig #iatefl” Yep!

Pecha Kucha

This was my first experience of live Pecha Kucha, hosted by Jeremy Harmer. He started off with an explanation of PKs and a post based almost entirely on eltpics 🙂 Very strange seeing pictures I had taken up on the big screen! The whole thing was excellent, and I would highly recommend watching them.

Watch Pecha Kucha part one / part two

Day 4 – Friday 23rd March

Plenary: James E. Zull – A brain-based model for human learning; application for educators

Watch the complete plenary

Bruno Andrade’s blogpost about the plenary

10:09 Getting the info just the beginning, then we must process it to integrate it to use it in action #iatefl Zull
10:06 Back brain connections2integrate info to produce complete pictures/facts;front: integrate back brn info+hold2create ideas/plans #iatefl Zull
10:03 The integrating part of the brain is the part we’re interested in when it comes to learning #iatefl Zull
10:00 We use much less of our motor contex than we think.We get by with precise control of about 100 million muscles out of 100b in brain! #iatefl
09:59 @jimscriv That preview of 20 more slides looks like it would be fascinating, but running out of time :/
09:58 RT @ericbaber: Student’s response to finding out that learning is physical #IATEFL
09:58 If use enhances the brain, then we should encourage use of many areas of the cortex to help learners learn #iatefl Zull
09:57 When you learn a new sport you have to put in effort to work your muscles and do well. Same is true of cognitive work #iatefl Zull
09:56 RT @ELTExperiences: Your brain is like the bush in the backyard: add some fertiliser and it grows. Zull #IATEFL
09:56 Zull #iatefl Biology tells us to ‘use it or lose it’
09:54 So what makes change? asks Zull #iatefl use/disuse and emotion he says
09:53 Higher intelligence does not =thicker cortex, but more flexible #iatefl Zull
09:52 “@ericbaber: Intelligence and cortex change #IATEFL” red=average intelligence, blue=higher, green=very high
09:49 RT @ayatawel: #iatefl the more complex the network, the more knowledge you have
09:48 When a baby moves all the time, they are exploring environment. Kick sth, it hurts, so stop/forget doing it. #iatefl Zull
09:47 Increased complexity in networks could be indicative of learning #iatefl12 Zull
09:44 RT @ericbaber: Learning by losing-efficiency #IATEFL
09:44 This makes process more effiencient. When you start learning sth u need millions of neurons.Once you’ve learnt it u need dozens #iatefl Zull
09:43 RT @ELTExperiences: One way to learn is to add the number of synapses. Building complexity is one way to learn. James Zull #IATEFL
09:43 You can also learn by forgetting, by abandoning the things which don’t work #iatefl Zull
09:41 This decrease is because production of new synapses not great enough to keep up with loss of the old ones #iatefl Zull
09:37 Synapse change – increase and decreases #iatefl This graph is in the visual cortex. Zull
09:34 It’s not a case of more cells, but more branches to make connections #iatefl Zull
09:33 In the last image it’s the cross section of the brain. The top is the top of the skin of the brain #iatefl Zull
09:32 Zull shows us how brain’s neural pathways change as we get older 2/6/18/24 years old #iatefl
09:31 RT @emilyvbell: J Zull #IATEFL since Ls take what has meaning to them, even more reason for us to adapt to Ls’ context & create less …
09:30 RT @jimscriv: Zull #iatefl When T teaches, sts may only hear “blah blah blah” with isolated islands of clear content.
09:30 RT @naomi_moir: #iatefl sts taking notes in lectures write what has meaning to them already, what doesn’t is just blah blah blah….what …
09:29 It’s all related to ownership – if you are motivated to do sth or work hard on it it’s brcause you feel ownership #iatefl Zull
09:29 Then he realised this is actually true for everyone, not just students or patients! Think about at party,when you tune out of convo #iatefl
09:28 He noticed this wasn’t just true in class. It happened with patients in mental health hospital too. #iatefl
09:27 Better than nothing, but not as good as it should be. #iatefl Zull
09:26 Zull thought they would fail. Then thought ‘they’re writing the ‘Gingers’ ‘ – the bits with meaning for them. Better than othing #iatefl
09:26 Then one SS wrote one thing, then later another did. After whole class every SS had maybe 5 sentences. #iatefl Zull
09:25 Zull describing observing a chemistry class. T writes on board, speaking as tho it had meaning. SS = doing nothing. #iatefl Zull
09:23 The difference between what we say to dogs/students and what they hear. #iatefl Zull
09:22 If you’re a novice in a language you might as well be a baby! (in terms of your brain) #iatefl Zull
09:21 RT @garymotteram: #iatefl #ltsig Zull — Learning is the most natural process for the brain
09:20 In ‘From brain to mind’ Zull attempts to describe process of maturation of the mind of a learner/baby to a powerful machine #iatefl Zull
09:19 Not talking about force: pushing in the knowledge, rather about creating the environment #iatefl Zull
09:18 We need to create circumstances/situation/opportunity for learners which automatically creates changes in the brain #iatefl Zull
09:17 Zull started with the common theme of language for the plenary, but edited it to ‘how teaching creates physical learning’ #iatefl Zull
09:15 this affects our ability to manipulate and change the world as we experience it #iatefl Zull
09:14 As we grow from childhood into adulthood our brain is growing and changing physically.Learning creates physical change in brain #iatefl Zull
09:12 James E Zull’s presentation is ‘The art of changing the brain: enriching teaching by stidying the biology of learning’ #iatefl
09:11 . @herbertpuchta recommends ‘The art of changing the brain’ and ‘from brain to mind’ by James Zull #iatefl
09:10 . @herbertpuchta introduces James Zull and says he thanks James for saving his life! #iatefl
09:06 Waiting for James Zull’s plenary to start. Hoping he speaks a little slower than Steven Thorne! #iatefl

 Tamara Jones – Five Steps to Phrasal Verbs

No wifi during the session, so all tweets sent out afterwards.

11:28 Don’t forget to teach them the pronunciation: very imp as used so much in speech #iatefl Jones
11:27 Grading sheet for PV oral quiz…just for sitting at desk they get 3 points 🙂 #iatefl Jones
11:27 Step 5: assessment: Oral quizzes…2 SS come forward, look at PVs on board, 2 mins, SS have conv using 3+ PVs each, #iatefl Jones
11:27 Listen to music and write a scene inc PVs that comes from that piece of music #iatefl Jones
11:27 Get 10 jobs and 5 places on board. Then allocate to SS- you’re a doctor, you’re a nurse, you’re in a lift. What do you say? #iatefl Jones
11:27 Another free practice is skits: give SS theme like adverts, soap opera scenes, horror films; and create scene #iatefl Jones
11:27 Step 4: more practice! Meeting the word in new contexts. Make them personal. Conversation q’s very good. #iatefl Jones
11:27 Controlled prac: gapfills, error correct, replace 1 word w/ PV, rewrite sentences, HW, songs (I gotta feeling – BEP), stories #iatefl Jones
11:27 Line up game: all PVs on board. SS in teams. First SS from first team makes sentence. If correct, crossed out. Then next team #iatefl Jones
11:27 Some quick warm ups for review: flyswatter, card matches, hot seat, shout it out, line up game #iatefl Jones
11:27 Step 3: practice. Jones quotes @leoselivan’s presentation yesterday 🙂 #iatefl
11:27 At this stage SS have definition and pron on their paper #iatefl Jones
11:27 Incorporate body in pron teaching too to really highlight the stressed particle #iatefl Jones
11:27 Try to incorporate dictionary use. Limited definitions and grammar use with it too. #iatefl Jones
11:27 explicit instruction is really important for PV with very simple definitions, pre-planned, written +antonyms, 2 egs #iatefl Jones
11:27 Step 1 was guess. Step 2 is learn. #iatefl Jones
11:27 Examples could come fro Listening Extra #iatefl Jones (That whole series is great!)
11:27 Give SS a text rich with phrasal verbs. Work together to guess meaning from context of possible #iatefl Jones
11:27 PV should just be treated as discrete items of vocab not as two seperate pieces. In context, with review, dictionary practice #iatefl Jones
11:26 Don’t preesent words in closely related groups as it really confuses students. Themes are better #iatefl Jones
11:26 What is a phrasal verb? Use this flowchart to help you decide #iatefl Jones
11:26 If you don’t know which ones to teach, use Eng PV in Use or Longman grammar of spoken and written English to decide #iatefl Jones
11:26 But Jones says ‘who cares?’ 🙂 Students don’t! If you think it’s a phrasal verb, teach it! #iatefl Jones
11:26 So, how do we teach them? 5 step process #iatefl Jones
11:26 ‘Give up’ appeared 10x/million words in academic prose, 30x/m in fiction/newspapers #iatefl Jones
11:26 ‘I have a dream’ speech had at least 10 phrasal verbs! Formal spoken discourse #iatefl Jones
11:26 If they’re a nightmare and SS can use other words, why bother?! #iatefl Jones says they are everywhere, even in academic EU documents
11:26 PVs differ from country to country too. McCarthy/O’Dell have US/Austrralian pages in their book #iatefl Jones
11:26 Not only that, but their semantic map changes (change of meaning over time and culture) #iatefl Jones
11:26 Many PVs also have specific collocations e.g. map out usually used with ‘plan’ #iatefl jones
11:26 English Phrasal Verbs in Use has a great chart showing complexity of PV grammar (McCarthy/O’Dell) #iatefl Jones
11:26 AND the grammar really complex too…transitive, intransitive…seperable, inseparable #iatefl Jones
11:26 Not only that, but many have more than one meaning e.g. “go off” explode, no more, leave suddenly, adhere to expected plan… #iatefl Jones
11:26 PVs difficult to teach as there are over 5000 of them and all look very similar to studnts #iatefl Jones
11:26 When telling native speakers to slow down or speak more easily,they tend to use lots of phrasal verbs which seem more friendly #iatefl Jones
11:26 Phrasal verbs are undoubtedly one of the perennial sources of frustration for our students- Kurtyka #iatefl Jones
11:26 Jones: 5 steps are just steps, not quick or easy! #iatefl
11:26 Tamara Jones, 5 steps to phrasal verbs #iatefl Even most advanced SS still struggle with phrasal verbs

 Kerstin Muller – Examining emerging ELT professional presence across the blogosphere

12:38 Thanks for sharing that research @MullerKerstin Really interesting 🙂
12:37 From RebuffetBroadus: RT @sandymillin: All 4 say they blog to get in touch with other ELT professionals #iatefl @MullerKerstin So true! Me too 🙂 Same here! RB
12:26 Is a facebook page better than a blog? #iatefl Some people say yes, others say no. But easier than publishing a book! @MullerKerstin
12:24 Is blogging centred on one person? #iatefl Debate: I said yes to some extent, but blogging helps make it accessible more 2 way #iatefl
12:18 Audience member asking to what extent blogging is branding #iatefl @MullerKerstin says it is online promotion of course!
12:16 . @MullerKerstin’s conclusion: blogging levels the playing field #iatefl That’s my favourite thing about blogging! 🙂
12:15 . @MullerKerstin highlighting the crowdsource page on @harrisonmike’s blog. Great idea to have it all in one place #iatefl @MullerKerstin
12:12 Didn’t realise that @thornburyscott had added an index to his blog with structured list of all of his posts. Great! #iatefl @MullerKerstin
12:11 Views on the ELT community #iatefl @MullerKerstin
12:10 It’s easier than you think to start blogging #iatefl @MullerKerstin
12:10 If you have something to say, join the blogosphere. If you don’t, you’ll find sth to say once you start! #iatefl @MullerKerstin
12:08 What tools do these bloggers use? #iatefl @MullerKerstin WordPress Rulez OK 😉
13:36 From oyajimbo: @sandymillin disagree wrt WordPress – too hard to tweet/follow/share. I usually don’t bother clicking thru
12:05 Bloggers have blogrolls to work together and create community., #iatefl @MullerKerstin
12:05 Blogging really helps to create a community of teachers, taking it away from only cofnerences once a yearm #iatefl @MullerKerstin
12:03 How do bloggers promote their blog? Not through advertising, but through informing on Twitter/facebook #iatefl @MullerKerstin
12:03 @ELTExperiences That was @mullerkerstin’s next argument
12:04 @sandymillin @mullerkerstin ahhh … sorry. Love blogging but I also love combining journals as well. #IATEFL
12:03 Bloggers really appreciate feedback as it aids reflection on their ideas. Supports professional decelopment #iatefl @MullerKerstin
12:02 Comments normally contribute to the discussion. Not just ‘nice post’ #iatefl @MullerKerstin
12:02 From @aClilToClimb: RT @sandymillin: One of main motivators for bloggers is the audience #iatefl @MullerKerstin > yea, n demotivator, too if u don’t get enuf!
12:01 Most of the communciation on blogs happens thru the comments #iatefl @MullerKerstin
12:01 One if main motivators for bloggers is the audience #iatefl @MullerKerstin (yep! addicted to statistics on mine) 🙂
12:00 MT @ELTExperiences: @sandymillin @MullerKerstin aren’t blogs more interactive than ELT Journals? #IATEFL > yay!!!
12:00 But both blogs and articles have their place: they don’t have to be mutually exclusive #iatefl @MullerKerstin
11:59 Sometimes newly qualified teachers can’t use academic articles, so blogs share experience for them #iatefl @MullerKerstin
12:04 From michaelegriffen: @sandymillin @MullerKerstin Interesting point.I don’t really think most teacher training helps make academic articles more accessible
11:58 Blogs have advantages that more convenient, direct, accessible internationally, immediate, direct feedback #iatefl @MullerKerstin
11:58 Why don’t they write academic articles rather than blogs? #iatefl @MullerKerstin found take longer but validated by professionals
11:59 From ELTExperiences: @sandymillin @MullerKerstin aren’t blogs more interactive than ELT Journals? #IATEFL
11:56 All 4 say they blog to get in touch with other ELT professionals #iatefl @MullerKerstin and this is so true! Me too 🙂
11:56 @harrisonmike and @ddeubel use their blogs for reflection. #iatefl @MullerKerstin
11:56 . @kenwilsonlondon wants to share, inform and entertain through his blog. And does just that! #iatefl @MullerKerstin
11:54 . @ddeubel wanted a space to keep his ideas. Inspired by @Larryferlazzo and @thornburyscott #iatefl
11:54 Thanks to @cheimi10 for getting @harrisonmike into the blogosphere! 🙂 #iatefl @MullerKerstin
11:53 . @kenwilsonlondon @kalinagoenglish @cheimi10 all inspired @harrisonmike to start 🙂 #iatefl
11:53 . @kenwilsonlondon started because so many ppl encouraged him to start – you have sth interesting to say, say it! #iatefl @MullerKerstin
11:52 . @thornburyscott started it out of curiousity and to catch up with @Harmerj and @kenwilsonlondon 🙂 #iatefl
11:52 Why did they start blogging? Who insoired them? #iatefl @MullerKerstin
11:51 . @harrisonmike and @ddeubel touch on theories but don’t disseminate new ones #iatefl @MullerKerstin
11:50 . @thornburyscott says he challenges theories and disseminates new ones thru his blog. @kenwilsonlondon doesn’t refer to theories #iatefl
11:50 Do the bloggers only blog about things ppl already know or do they share new theories? Why use blogs? #iatefl @MullerKerstin
11:49 Last blog is by @ddeubel – very regular poster, blogs about many things! #iatefl @MullerKerstin
11:48 started blogging abotu same time as @thornburyscott sharing lesson plans, reflection #iatefl @MullerKerstin
11:47 .@kenwilsonlondon alsouses his blog to share material-right-hand column (inc out of print stuff and yesterday’s talk) #iatefl @MullerKerstin
11:45 . @kenwilsonlondon started blogging in summer 2009. Talks about teaching and journeys #iatefl @MullerKerstin
11:44 . @thornburyscott started blogging in December 2009 to expand on an A-Z of ELT #iatefl @MullerKerstin
11:43 She focussed on motivation, communciation with audience, audience, tools #iatefl @MullerKerstin
11:42 TAlk is based on @MullerKerstin’s MA research. 4 bloggers studied @ddeubel @thornburyscott @harrisonmike @kenwilsonlondon #iatefl
11:41 Waiting for @MullerKerstin’s talk on Examining Emerging ELT Professional across the Blogsphere #iatefl In Gala 1 a come along!

Nicola Perry – How to develop successful learning in beginners

Odd times again as didn’t have wifi at the end of the session, so sent tweets the next morning

07:52 Nicola Perry’s teaching adult beginners powerpoint is available on Glasgow Online if you want references #iatefl Perry
07:52 Perry asks for a better way of learning spelling then writing again and again. #iatefl She’s obviously never heard of quizlet!
07:52 Start with control, then give beginners more freedom and self-study as you go through the course #iatefl Perry
07:52 Start developing learner autonomy: 5-15 mins every day, not 1 hour once a week #iatefl Perry on adult beginners
07:52 Teach beginners how to become successful learners bit by bit #iatefl Perry
07:52 Encourage beginner students to answer to get over fear of mistakes or of speaking to teacher #iatefl Perry
07:51 Make sure you have complete attention from your class before you continue to the next thingsm #iatefl Perry (beginners)
07:51 Perry tells her beginner SS to only learn things they have to learn, are told to by her #iatefl Hmm…
07:51 Good activity for starting to write is spelling dictation, with writing tramlines for those from non-Roman alphabet #iatefl Perry: beginners
07:51 Don’t open the book until a couple of lessons in. Give beginners lang first to make them feel confident when they turn to it #iatefl Perry
13:08 Give the learners the classroom language they need to deal with the environment first #iatefl Perry
13:07 Hand signals very important to use with highly graded language. Not demeaning, reinforces language. #iatefl Perry
13:07 What did Nicola Perry do when she taught beginners before research? #iatefl Not grade lang etc
13:04 Don’t assume our learners come to class with any level of knowledge about how to be in class/learn lang #iatefl Perry
13:03 Knowles: we need to fit learners self-concept, and adapt our teaching to them #iatefl Perry
13:02 Knowles on andragogy “Learners have need to know why learning, how to learn, what they will get out of it, progress” #iatefl Perry
13:00 Affective filters become an issue when trying to learn too much at same time. Plus everything else they bring to class #iatefl Perry
12:59 Short-term memory limited, so we can’t put too much in there. Needs time to move to long-term memory #iatefl Perry
12:58 This could be a teacher talking and getting students to read at same time – very hard for absolute beginners #iatefl Perry
12:57 If you try to take in two or more things at the same time you start panicking and stop learning #iatefl Perry
12:57 When learning we can only process so much at a certai speed. Can only do one NEW thing at a time #iatefl Perry
12:55 Nicola Perry’s MA research was in Libya and China #iatefl She looked at cognitive approach, affective filters, andragogy, motivation
12:54 Some myths of teaching beginners: easy to teach, only local teachers can teach them, CLT even more foreign than lang #iatefl Perry
12:53 Case study 3: Zhou Shen #iatefl What are the possible problems for her? #iatefl Perry
12:51 Case study 2: Salazar de Guinez #iatefl Perry
12:51 People who are insecure become defensive. Very true of beginners #iatefl Perry
12:50 Perry has 3 case studies for us: number 1 is Ali Al-Sharif. What is his attitude? #iatefl Perry
12:49 How do adult beginners feel about learning English? Maybe excited before class, but frustrated, pressured, curious #iatefl Perry
12:46 Audience member suggests that learners could be made curious as well, tho not always! #iatefl Perry
12:45 How do beginners feel in same situation? Frustrated, demotivated, challenged, scared, #iatefl Perry
12:45 Note to self: wingdings help all teachers feel like beginners :)! #iatefl
12:43 They can’t read instructions. Sometimes they can guess what to do from clues like pictures, but often not. #iatefl Perry
12:40 What challenges would beginneers face with this? Is it useful? Wat do they need to know? #iatefl Perry
12:38 Waiting for How to develop successful learning in adult beginners by Nicola Perry in Ness. full! #iatefl

Final plenary: Derek Dick a.k.a. Fish

I didn’t tweet during this session. You can watch the whole thing here.

Other tweets from the day

13:07 RT @lauraahaha: New #iatefl #iateflconference2012 post: No words: using sound and images in class
12:18 RT @leoselivan: lang Ss need 2 talk about stereotypes “there’s a grain of truth in…”, “just because he’s a …. doesn’t mean he is…” …
12:12 RT @chiasuan: Activities done with trainers-in-training. #CatrionaJohnson #MelissaLamb #iatefl
12:09 RT @jimscriv: Silvana #iatefl Very hard for Ls to infer meaning of text. 95-98% of words need to be already known. Guessing from context …
12:07 RT @Harmerj: @ericbaber BIG thank u to all Glasgow organisers. #iatefl is an important, enjoyable, friendly, challenging annual must-do. …
11:29 RT @lauraahaha: New #iatefl #iateflconference2012 post: How to teach with an iPad

After the conference

This was the last tweet I sent from the conference:

07:45 Have had the most amazing week at #iatefl and really don’t want to leave. New friends, so many ideas, fun, great memories, inspiration. TY!