Technologically and linguistically adventurous EFL teacher, trainer, writer and manager

Posts tagged ‘CPD’

Exploiting online CPD (KOTESOL plenary)

On Sunday 21st November 2020 I took part in the 2020 KOTESOL Daejeon-Chungcheong Chapter Thanksgiving Symposium. The theme was ‘Looking towards 2021’, with the idea of moving beyond the survival skills most of us have been working on in 2020 for the new world we find ourselves in.

My talk took a fresh look at a subject I’m passionate about, online professional development. This was the abstract:

In an increasingly online world, there are a huge amount of opportunities for teachers to access professional development via the internet, but it can be challenging to know where to start. I’ll introduce you to a range of online professional development resources which you can use, and offer you advice on how to decide which ones might be right for you.

I presented without slides, instead using the summary below as my guide and showing the relevant resources as we arrived at them. It’s a whistle-stop tour, with the idea that you can get an overview, then come back to this post as many times as you like to explore the resources.

Why?

This question is two-fold.

Firstly, why is online professional development generally worth exploring? I’ll answer this one.

  • It’s (mostly) free.
  • It’s available whenever and wherever you can get internet access.
  • It’s wide-ranging: there’s a plethora of resources to choose from.
  • It can fit around you: you can exploit it as much or as little as you like, at whatever time and location you choose.

Secondly, why might you specifically want to exploit it? You’ll need to answer these questions for yourself.

  • Do you want to only consume content, or create your own content, for example building up an online portfolio, or both?
  • Do you want to explore broadly and dip into lots of areas, or have a more targetted approach focussing on specific puzzles or questions you have?

When?

Because resources available online are limitless, it can be hard to know where to start, and you may experience a feeling of FOMO (fear of missing out) at the beginning – I certainly did! One way to combat this is to decide how much time you can dedicate to exploring, and how often you want to dive in. To some extent this will be determined by your answers to the second question above.

You may decide to set aside a dedicated hour or two a week, or five or ten minutes a day, to make professional development a habitual part of your routine.

Alternatively, you may decide that you prefer to set aside a few hours now and again to do a deep dive and really explore a particular area or resource.

Of course, this can change over time, but having an idea before you start can help you to decide what resources are most appropriate for you to explore, and/or whether it’s really worth starting that blog/podcast/Twitter account you’ve been considering.

It can also remove unnecessary pressure on yourself if you feel like you have to explore everything or produce the most amazing content ever seen in English language teaching – neither of these are likely, so accept it now and move on. You’ll be in a much healthier place if you go in with realistic expectations 🙂

How? What?

This list is in no way exhaustive, and if I wrote it again tomorrow, next week or next year it would certainly look different. Please comment if any of the links stop working or you have other resources to add to the list.

Consuming content: targetted research

If you have a specific topic or puzzle in mind, you have two options to find useful resources.

  1. Choose one of the general interest resources below, then search their website for keywords connected to your topic.
  2. Explore my bookmarks. I’ve been curating a list on diigo for 10+ years, adding anything which I think might be vaguely useful to anyone else, anywhere. You can try to read my mind and figure out which tag I might have used or do a general search in my bookmarks. Here’s a more in-depth introduction to what diigo is and how it works.

You might not find anything at first, but try different keywords and different resources and you’ll inevitably find something.

Consuming content: general interest

It’s very easy to end up down a never-ending rabbit hole with a list like this. Rather than trying to explore everything, consider your answers to the questions above, and choose the way in which you prefer to consume information, then select one or two resources to look at initially. As you explore, you’ll find that some types of development work for you, and others are less engaging. For me, I spend most time on blogs and blogging, and a little time on podcasts and Twitter, but I know there is so much more out there. As time goes on, you can return to the list and investigate other resources which take your fancy. Bookmark this page 🙂

Listen

Three TEFL podcasts I enjoy are:

  • The TEFL Commute – Shaun Wilden, Lindsay Clandfield and James Taylor present the podcast that’s not about language teaching, but the subject always comes up. Episodes are generally 30-40 minutes. In 2020 they did a series of 10-minute episodes covering a range of different topics connected to online teaching, including lots of ideas for the classroom.
  • TEFLology – Matthew Schaefer, Matthew Turner and Robert Lowe produce a range of different episode types. The numbered episodes include TEFL news, TEFL history (focussing on historical figures) and TEFL cultures (focussing on a key concept). There are also in-depth interviews, excerpts from John Fanselow’s Small Changes, Big Results book, and other ideas too. Episodes are generally 40-60 minutes.
  • TEFL Training Institute podcast – Ross Thorburn presents ‘the bite-sized TEFL podcast’, originally with Tracy Yu, and now with a wide range of guests. Episodes are generally 15-30 minutes. I reviewed the podcast here.

Watch

There are lots of options in this category, but I’ll just explore three: webinars, lessons, and YouTube.

Webinars

A webinar is an online presentation, similar to a conference session. One example is the presentation at KOTESOL which this blogpost is based on. They can range in length from 10 minutes up to a couple of hours, and might be a one-off event or part of a series or event like an online conference.

You can either search for a particular topic e.g. ‘business English webinars’/’English reading skills webinars’, or find providers who have a large collection of webinars and explore their catalogue. For example, here are all of the IH Teachers’ Online Conferences (TOC).

Other providers include publishers like Oxford, Cambridge, Macmillan or Delta publishing, teaching associations like IATEFL, TESOL or EAQUALS (though recordings tend to be available to members only), or schools who run training events online, like IH Moscow or IH Bucharest. It’s generally possible to subscribe to a mailing list to find out about upcoming events.

Here is my diigo list of webinars to give you a starting point.

Lessons

There are hundreds of lessons available to watch online. I compiled a list (warning – clicking on the link opens a very bandwidth-heavy page!) which you can choose from. This is a great way to observe other classrooms, pick up activities and techniques, and hone your observation skills.

YouTube

Apart from webinars and lessons, there are lots of ELT-related YouTube channels. Any large organisation probably has a channel. Publishers often share short tips, like these ones from Cambridge on ideas for teaching outside the classroom. International House has a series of Timeless Teaching Tips. I’d welcome links to channels from individuals which I could also recommend.

You can watch hundreds of grammar presentations on YouTube to get ideas for how to explain grammar to your students, though this comes with a caveat: just because it’s on the internet, doesn’t mean it’s a model you want to follow. Philip Kerr explains. This could be a good way to hone your skills by working out what not to do!

Read

Again, there are various options here. I’ll look at blogs, magazines, and journals.

Blogs

Blogs come in all shapes and sizes, from light bite-sized activity ideas to lengthy in-depth research-based posts. They’re written by people from all walks of ELT: teachers, trainers, materials writers, researchers, lexicographers, and those who don’t fall into any one particular category.

You can find blogs in many different ways:

  • Search for topics of interest plus ELT blog, e.g. ‘young learner ELT blog’.
  • Look at the blog roll on somebody’s blog (mine is to the right if you’re viewing this on a computer) to see who they recommend.
  • Search for a big organisation like a publisher or teaching association, plus the word ‘blog’.
  • Explore my list of diigo links.

Once you’ve found a blog you like, you can subscribe to it, either by getting emails when a new post appears, or using a blog aggregator like Feedly to collect new posts in one place. I explain how Feedly works in a paragraph and a few screenshots in this post (press CTRL+F/CMD+F on a Mac and type ‘Feedly’ to find it quickly).

Here are four blogs which are currently active to start you off:

  • Kate’s Crate – Katherine Martinkevich links to articles she has read with a short paragraph explaining why she thinks they’re interesting. Good for business English, management and teacher training.
  • ELT planning – Peter Clements shares activity ideas and reviews of resources, plus concepts he’s learnt about in his own professional development. Posts vary in length. Good for young learners, teens, and learning about a huge range of concepts and resources across all areas.
  • What they don’t teach you on the CELTA – a group of bloggers covering a wide range of different topics, particularly relevant to private language school ELT. Many are aimed at relatively new teachers, but posts often make me think too.
  • TEFLtastic – Alex Case is probably the most prolific ELT blogger on the internet, constantly sharing new resources. His blog is a goldmine of resources covering every area of teaching you can possibly imagine.

Apologies to blogging friends who I haven’t included – there are so many great blogs out there!

Magazines

Most ELT magazines require a subscription, but some are free. Even paid magazines tend to have some free content, such as sample issues. They cover a wide range of topics in a single resource. Here are a few to investigate:

  • IH Journal – although it is called a journal, it’s more of a magazine in my opinion. Completely free, with articles available separately or as part of full downloadable magazines. Many articles are written by IH teachers past and present, but other writers are featured too. (Disclaimer: I’ve written a regular article for every edition for a few years now.)
  • English Teaching Professional (ETp) and Modern English Teacher are both published by Pavilion Publishing and Media. They feature articles from around the world and across the teaching profession.
  • EL Gazette – this is more news-based, so is a good way to get a sense of the wider profession. It also has a reviews section.

An alternative source of magazine-type content is newsletters if you are a member of a teaching association or special interest group.

Journals

Journals are generally peer-reviewed and edited, as opposed to blogs where the writers can publish whatever they want to. They are generally more academic and research-based than magazines. Some are behind paywalls, but KOTESOL have compiled a long list of ELT journals with free content available. LearnJam have a shorter list of 5 online journals, including some which are subscription-only, with more detailed information about each journal. Although the ELT Journal from OUP is subscription-only, the ‘Key concepts‘ section of each is freely downloadable, and is an excellent place to start if you want to find out more about research.

Study

So far all of the resources can be accessed in under an hour, but you might prefer something more in-depth or structured, and the internet can provide this too.

Massive Open Online Courses (MOOCs) are free programmes which run for a few weeks. They generally involve you studying at your own pace and participating in text-based discussions. FutureLearn and Coursera both have various courses connected to ELT. I found the Coursera Teaching EFL/ESL Reading: A Task-Based Approach course particularly useful, as well as the FutureLearn Dyslexia and Foreign Language Teaching one. Courses are free, but you can get a certificate if you pay.

The International Teacher Development Institute (iTDi) is a very active community run by teachers, for teachers. They run a variety of courses, from basic TESOL certificates to ‘Advanced Skills’ courses, with tutors from all walks of ELT. Their Teachers’ Room is open to all members to participate in discussions.

The Association for Quality Education and Training Online (AQUEDUTO) is an accreditation body for online teacher training. They have a directory of courses which have been checked for quality.

Producing content

Online professional development isn’t just about consuming resources created by others. You can also learn a huge amount by sharing content you have created. The act of preparing your thoughts for other people to see/hear forces you to reflect on what you want to say and how best to say it. It can also start conversations which take you in directions you’ve never considered before.

Write

Writing gives you the chance to take time over framing your thoughts, and go back and edit. Looking back over things you’ve written in the past is a fascinating way to track your professional development over time – I certainly couldn’t have predicted where I would be now when I started my blog ten years ago.

Twitter

Writing tweets can be a great way to get started with writing your own content. You can join in discussion in Twitter chats like #eltchat, ask questions, or answer questions from other educators. To find people to follow, find out who is sharing on a hashtag like #eltchat, then see who they are following. You could also start by following me @sandymillin.

Blogging and commenting

Explore your ideas in writing, share activities, and build a portfolio. I’ve written a fuller post on making the most of blogs, including advice for how to start your own and what to write.

If you’re not ready to start your own blog, commenting on other people’s posts with your own thoughts is a good way to start writing too. I don’t think I’m the only blogger who really looks forward to conversations in comment threads on my blog.

Interviews and discussions

The internet gives you direct access to members of the ELT profession from around the world. A polite email with some questions or thoughts about their work, or even a request to interview them, might bear fruit for you. Or perhaps you could write to the author of a book you’ve read about how you’ve used their ideas? Or ask an academic some questions about their research? You never know where these conversations might lead.

Speak

If writing isn’t your thing, you can also use the internet to speak about your ideas. This could be public, for example by creating a podcast or a YouTube channel, or private, maybe by arranging to interview somebody who works in a similar context to you, but in a different country.

Podcasting

The book Podcasting and Professional Development: a Guide for English Language Teachers by the creators of the TEFLology podcast is a good place to start if you want to find out more about how to create your own podcast. A lot of this advice would also be relevant to creating a YouTube channel. (Disclaimer: my blog is mentioned in the book!) (Affiliate links: Amazon, Smashwords)

Reflective practice groups

These are self-selected groups of teachers who come together to discuss a particular topic as equals. The range of potential topics is limitless. All you need is at least one other colleague who is willing to meet you for an hour or two, and you’ve got a reflective practice group. Zhenya Polotosova and Anna Loseva have written quite a lot about participating in groups like this. You can find out more using this list of bookmarks.

So what?

Once you’ve put in all of this effort to start developing online, what can you do with what you learn?

Share

Once you’ve found or created something, share what you’ve learnt with somebody else. This might be in your staffroom, or on social media. There are active communities of teachers on facebook, Twitter, Instagram and LinkedIn. It can take a little time to be brave enough to share in one of these communities (I lurked on Twitter for at least 6 months before I joined in), but if you take the plunge, you have the chance to learn so much.

Reflect

Ask yourself questions about what you’re reading and producing:

  • How will you apply what you’ve learnt?
  • What else do you want to learn about?
  • Who else do you want to learn from?
  • What biases might the people you’re learning from have? How can you get a fuller picture?
  • Are you satisfied with your progress with teaching puzzles? What other puzzles do you want to explore?

If you’d like more reflection questions to answer, I’ve written two books of them: one for relatively new teachers, ELT Playbook 1, and one for teacher trainers, ELT Playbook Teacher Training. You can find out all the information about how to buy them on my books page.

ELT Playbook 1 cover and topic areas: back to basics, examining language, upgrading skills, being creative, exploring your context, teacher health and wellbeing
ELT Playbook Teacher Training cover and topic areas: what is training, planning training, observation: written feedback, observation: spoken feedback, workshops and input, other aspects

What’s next?

I hope you’ve found that whistle-stop tour through the world of online CPD useful. I’ll leave you with three questions for you to think about and comment on below if you like:

  • What area or resource will you explore next?
  • What have you tried above?
  • What else would you recommend?

A no-prep workshop*

*or at least, very very low prep!
Thursday night: nobody had suggested any queries or problems for our one-to-one troubleshooting session tomorrow. What should we do instead? There wasn’t really time for me to prep anything else, and Ididn’t know what to pick anyway. Cue a quick email:

Please think about 2 things you’re proud of in your lessons (group or 121), and 2 questions you most want answered. We’ll use that as the basis for the session tomorrow.

At the start of the 60-minute session I spread out a pile of A4 scrap paper on the floor. Everybody took a piece, folded it in half, and wrote two questions they had, one on each half. They put them on the floor for later.
They then took another piece, folded it again, and wrote the two things they were proud of. This took a lot longer, and I had to point out that ‘proud of’ doesn’t have to mean finished or perfect, just something you’ve worked at and know you’ve improved. We got there in the end! It reminded me of Sarah Mercer’s IATEFL plenary, when she told us to spot our strengths, the inspiration for the strength spotting task in the Teacher Health and Wellbeing section of ELT Playbook 1.
Everybody mingled, chatting to everybody else, holding up their strengths in front of them, including me. We talked about why we chose them, what we’d done to work on them, and asked each other questions. That took about 10-15 minutes.
I asked for a show of hands to see if any of the strengths matched any of the questions. Only 3 or 4 of the 20 teachers put their hands up, so I changed my mind about the next step.
Instead of pairing people off, I ended up putting them in groups of 4 or 5. They had about 15-20 minutes. This time they all read out their questions in their group, then chose which ones to discuss and offer answers to in a free discussion.
Meanwhile, I took photos of all of their questions and wrote them into a single list. It was an excellent indication of the range of concerns that our teachers have, from classroom management and better pacing to more effective listening lessons and challenging students more. This is a great starting point for deciding the topics of our upcoming workshops.
At the end I asked for another show of hands: who’s learnt something today that will help them with their teaching? Every hand went up.
The feedback was very positive. Teachers said they particularly enjoyed the small group work and the freestyle nature of the session. It worked well at this point in the year as everyone is settled and feels comfortable as a group. Definitely a format I’ll use again!

Not bad for one quick email 🙂

Online CPD (IH Torun Teacher Training Day 2019)

Probably the topic I’ve presented on the most, but this version of the presentation was with a twist: I had no voice! That means the slides are more detailed than usual as they had to do the speaking for me. Thanks to those who attended and read along 🙂 Since the last version (already 5 years old!) I’ve added a little bit about podcasting and about ELT Playbook.

The slides include clickable links, but for ease of blog readers, I’ve also included a summary with links below as well. Feel free to ask me any questions or add other resources you think are useful for those starting out with online professional development.

Twitter

Twitter and #ELTchat are where my online professional development started, and as I’ve written before, they changed my life. The #ELTchat hashtag is one of the most active English-teaching-related hashtags on Twitter. The peak of activity is from 19:00-20:00 UK time every Wednesday, when a single topic is discussed. This continues for the next 24 hours in a slow burn on that same topic. The whole discussion is then summarised by one person in a blog post. All of the summaries are available in the #ELTchat summaries index, a one-stop shop for a huge amount of professional development. The hashtag is active throughout the week as people share ideas, resources and questions on all manner of ELT topics.

To find ELT people to follow, look at who’s posting in #ELTchat and who they follow. I’m @sandymillin on Twitter if you want to see who I follow.

Facebook

If you have a facebook account already, this is probably the easiest way to start your online professional development. Some people have two separate profiles, or a profile and a page: one for personal use and the other for professional use. I don’t, but only because I’ve been using facebook for so long it would take me hours to separate them now – I do only accept requests from people I’ve interacted with though.

There are hundreds of ELT-related facebook pages covering all aspects of the profession. The biggest is probably Teaching English British Council, which has nearly 4 million followers at the time of writing. The IATEFL facebook group, and those of the Special Interest Groups are another way to get an international perspective, as is the #ELTchat page. For those based in Poland, IATEFL Poland has an active page. Ela Wassell compiled a more comprehensive list of Facebook groups and pages back in 2013, the large majority of which are still active.

Webinars

Webinars are online seminars which you can follow live or watch as recordings whenever and wherever you like. Access to some recordings are restricted to members of particular organisations. There are a huge range of ELT webinars available now, covering pretty much every topic you can think of.

The easiest way to find webinars is to put “______ webinars” into your favourite search engine, substituting _____ for a particular topic e.g. “teaching English pronunciation”, or any of the following providers:

  • Macmillan Education
  • National Geographic Learning
  • International House
  • Oxford University Press
  • IATEFL
  • Cambridge University Press
  • British Council
  • EFL Talks
  • Pearson

If you’re looking for something bite-sized, the IH Teachers Online Conferences include lots of 10-minute webinars. You could also look at my webinar bookmarks, or the regular lists of upcoming webinars posted by Adi Rajan on his blog, like this one for February and March 2019. Adi lists webinars both inside and outside ELT which he considers relevant.

Podcasts

As with facebook, if you already listen to podcasts this is a very easy way to add a bit of CPD to your life. My three favourite TEFL podcasts are:

  • TEFL Training Institute podcast: 15 minutes, 3 questions answered on a given topic
  • The TEFL Commute podcast: 35-45 minutes, magazine style, “The podcast that’s not about teaching, but the subject always seems to come up.”
  • The TEFLology Podcast: Two formats:
    • 45 minutes with three areas: TEFL news, TEFL pioneers, TEFL cultures
    • 30-45-minute interviews with people from across the TEFL profession

The guys from TEFLology have also written a book called Podcasting and professional development [affiliate link] which tells you how you can start creating your own podcasts, as well as providing a longer list of podcasts related to teaching.

Podcasting and professional development book cover

Polish bloggers

Here are four blogs which are written by English teachers in Poland:

Thanks to Hanna Zieba for sharing these links.

I didn’t share any more information about blogs and blogging, because Making the most of blogs was my IH Torun TTD presentation in 2018.

Online bookmarks

I couldn’t possibly keep track of all of these links without the use of diigo, an online bookmarking tool. Here’s my beginner’s guide to diigo in the IH Journal. I’m constantly adding to my professional development links on diigo, and you can also see all of my diigo links ever. They are tagged with different topics to help you find your way around (if you can understand my thinking process of course!)

ELT Playbook

Of course, no presentation I do nowadays is complete without mentioning ELT Playbook, my series of books containing tasks to help teachers improve their ability to reflect on their careers. Each task is accompanied by reflection questions and ideas for ways to summarise your reflections in a blogpost, video or audio recording, Instagram-style post, or a private teaching journal.

ELT Playbook 1 was launched just over a year ago, aimed particularly at new teachers, but also at managers and trainers who work with them, or more experienced teachers who want to go back to basics.

ELT Playbook 1 cover and topic areas: back to basics, examining language, upgrading skills, being creative, exploring your context, teacher health and wellbeing

ELT Playbook Teacher Training is in the final stages of preparation, and will hopefully be ready to buy in the next 2-3 weeks – watch this space! It’s aimed at those new to teacher training, either in training or management positions, and also has tasks which could help those creating workshops or conference presentations for the first time.

ELT Playbook Teacher Training cover and topic areas: what is training, planning training, observation: written feedback, observation: spoken feedback, workshops and input, other aspects

This should give you a good starting point for your own online professional development. What other resources would you suggest? And what questions do you have?

Helping new teachers survive and thrive – IH World Facebook Live (recording)

Here is a screenshot from the first ever International House World Facebook Live, featuring me and Giuliana Faldetta:

Sandy and Giuliana during facebook live

The topics we covered were:

  • avoiding teacher burnout
  • helping new teachers combat homesickness
  • what to do if a teacher refuses to teach a particular age group, but there is nobody else who can take the class
  • how you can encourage new teachers to engage in CPD
  • what CELTA trainers can do to prepare trainees for the reality of teaching

The recording is available here, though I believe you need a facebook account to watch it. You can also add comments and further questions to the recording.

I’d be interested to hear your thoughts on what we discussed, and what else you’d like to know if you are a new teacher or if you work with new teachers.

IATEFL 2018: The talks I missed

Here’s a selection of nuggets of information from talks which I didn’t manage to attend during this year’s conference but did get bits out of via Twitter. They are loosely categorised to help you find your way around. Thanks to everyone who shared what they were watching! I’ve included videos if they’re available, as I hope to watch them at some point myself.

Looking after ourselves and our students

The talk I most wanted to go and see unfortunately clashed with a meeting I had, but I’m happy to say it was recorded. This tweet says it all:

Phil Longwell used his talk to describe the findings of research he has done over the past year about the mental health of English language teachers. You can read about his findings here. The recording is here:

He also did a 10-minute interview for the IATEFL YouTube channel:

I’ve now added both of these links to my collection of Useful links on Mental Health in ELT. Here’s one of my favourite pictures from the conference too 🙂

James Taylor, Sandy Millin, Phil Longwell

Me with James and Phil

Jen Dobson spoke about online safety for primary learners. As part of it, she shared this advert which should promote a lot of discussion:

Teacher training

Jason Anderson asked what impact CELTA has on the classroom practice of experienced teachers. The full talk is available here:

Jason’s CAP framework was referred to in (I think!) Judith G Hudson’s talk ‘Helping teachers understand and use different lesson frameworks:

It is explained in more detail in this article and this handout.

Karin Krummenacher suggested an alternative way of approaching CELTA input sessions, starting with a needs analysis and encouraging trainees to go to the sessions they need, creating a flexible timetable. This is an interesting idea, though another person pointed out it could prove quite challenging if some trainees feel like they are made to go to more sessions than others.

Video in Language Teacher Education is a project I’d like to explore further, particularly since we’ve been introducing video observation into our school this year. You can get a taster by watching the videos on their website.

As a polyglot myself (I think I can say that!), Scott Thornbury‘s talk on hyperpolyglots and what we can learn from them would have been interesting. Here are three tweets from it:

This slide from Simon Brewster’s talk made me smile:

Here are some other tweets from the same talk:

Alastair Douglas spoke on why observation is such a key part of teacher training and on how we should rethink observation tasks. You can watch Alastair’s full talk on the Teaching English British Council page.

Silvana Richardson and Gabriel Diaz Maggioli described ‘Inspired professional development’. You can watch their full talk here:

Here’s one tweet from the talk as a taster:

Katherine Martinkovich summarized their talk here, along with a selection of other related ones she saw. You can read their full whitepaper on the Cambridge website. Having now watched the talk, I’m going to look at the CPD I’m involved in and see how we can make it more sustained, as this seemed to be the glaring omission from most of what I’m doing.

In the classroom

If you’d like to examine your use of Teacher Talking Time, here are some aspects you might consider, courtesy of Stephen Reilly:

Thanks to Liam for clarifying that PPBP is Pose, Pause, Bounce and Pounce – there seem to be two alternatives: PPPB or PPBP.

Here’s an idea for Use of English activities from Stuart Vinnie’s talk…

…and another for cloze answers…

There are lots more ideas like this on the Cambridge Practice Makes Perfect site.

Gareth Davies, a.k.a. Gareth the Storyteller, asked whether English lessons are fairytales in disguise. You can get a taste of his storytelling here, in a 1-minute clip which is perfect for the classroom.

You can watch Zoltan Dornyei’s talk on how to create safe speaking environments here. You can also read a summary of his talk here, written by Jessica Mackay. It also seems silly not to advertise my ebook, Richer Speaking, at this point, since it includes lots of ways to extend and adapt speaking activities. 🙂

Edmund Dudley was talking about motivating teenagers to write, and promoting the new ETpedia Teenagers book [Amazon affiliate link] which was recently published.

His slides are available here – I’m already thinking about which teachers I can pass them on to at school!

Another talk connected to writing includes the phrase ‘sentence energy’, which sounds intriguing. That was Sarah Blair’s presentation on ‘Teaching writing visually, which you can watch on the TeachingEnglish IATEFL 2018 page, or get to directly here.

Working with language

Jade Blue had some interesting ideas for using learner-generated visuals to conceptualise language. I know this image isn’t perfect, but it gives you the idea I think. Definitely something I’d like to find out more about, and nicely complementing David Connolly‘s presentation.

Kerstin Okubo described how to help academic English students build their vocabulary for spoken production, not just for comprehension:

I’m not sure exactly which talk this was from, apart from that it was part of the Materials Writing SIG showcase on Wednesday 11th April, but it looks like it could be useful for working out how good a particular vocabulary activity is:

Being critical

Here’s one way to promote inclusivity and a critical approach to materials use by students. I think it was from the talk entitled ‘Incorporating diversity: best practices for materials and/or the classroom’ by Ana Carolina Lopes:

John Hughes discussed critical thinking and higher order thinking skills for lower levels.

Finally, Brita Fernandez Schmidt gave a plenary called ‘Knowledge is power: access to education for marginalised women’ which generated a lot of conversation. You can watch it here.

 

What else do you think I missed?

Developing ‘Teaching English’ – Ann Foreman and Paul Braddock (IATEFL Harrogate 2014)

I love the TeachingEnglish facebook page because it has helped my blog a lot, so I really wanted to see Ann and Paul talk about how they do it. I’m also a TeachingEnglish associate blogger for the website, which is a great opportunity.

Paul and Ann are talking about how they are hoping to reshape the TeachingEnglish website to offer better resources for CPD.

Paul starts by sharing the CPD framework the British Council developed. On the site at the moment, you can click on your level of development and that will give resources specific to your stage in your career. They suggest what skills you should have at that level and give you ideas on how to develop them. For example, starter teachers have resources on pairwork or developing rapport, whereas higher-level teachers have resources on things like materials development.

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Ann talks about their huge success on facebook. They have over 2.2million likes and a 1.5million weekly reach [which is phenomenal!] They started it with the idea that it is not just to promote British Council materials, but a place for people to see what is available in the teaching world in general. The facebook page has it’s biggest audience in India, then Egypt. A lot of people follow it from South-East Asia and Latin America. The people who share resources tend to be European-based, but the discussions are international.

They tried to learn from what is successful in CPD today. Here’s what they focussed on:

  • social media and blogs: it’s crowdsourced, and the validity is from how useful ideas are and how much they’re shared.
  • action research groups: people often go to a workshop given by an expert, but this is only effective up to a point. Paul’s teaching centre set up action research groups where teachers worked with others who were interested in the same areas. They found it was far more motivating for the teachers.
  • free and paid-for online training opportunities: for example MOOCs.
  • government-/institute-funded projects: for example in Malaysia, where there are teacher-led projects.

They compared this with what was offered on the TeachingEnglish website, and found it quite different.

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The words in the image above show what people are looking for.
The notion of ‘experts’ is changing, and now there are many of them, in the form of bloggers sharing their experience in class, for example.
Voluntary participation allows teachers to decide to what extent they want to be involved, how much work they want to do, etc.

They decided that organising things into career paths might be a more useful way of organising the information. For example, you want to develop your ability to teach teenagers or to write materials. You use the site as a scaffold to work towards your goal, through a series of challenges and goals and expertise to get you there. There may also be an element of gamification to help make it more interesting.

They have come up with a system of four different rooms, with a series of challenges. Here’s a slightly blurry example of the ‘research’ room:

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You start off with the ‘research’ room to develop your goals, followed by the ‘classroom’ room where you try them out. The ‘classroom’ is not just for teachers: for example, if you’re a manager it might be about how you observe lessons and experiment with this. As you complete the challenges, you collect badges which show how much you’ve done. Then you have the ‘training’ room and the ‘research’ room, which collates all the resources you might need for that topic, since it can be a bit difficult to find what you need on the TeachingEnglish website at the moment. You’re encouraged to reflect on and share what you’re doing.

The idea is that it will work like a good staffroom, but in a virtual context. It’s trying to make the best of what comes from social media, but draw it together in a way that social media might not do. It’s big challenge, but it’s worth us trying to do it as Ann and Paul said.

It’s not up yet, but will be started small and developed over time. They would like feedback on the idea so feel free to contact them.

I think this looks like a fascinating initiative, and I look forward to seeing how it develops.

Update: here’s an excellent illustrated post about an interview Ann and Paul did during the conference where they also talk about their ideas.

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