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

Posts tagged ‘DELTA’

Choosing where to do your Delta Module Two?

Sue Swift has just posted this very useful list of questions for anybody thinking about where to study for Delta Module Two. I’d recommend working your way through them, not only to check with your course provider what their answers are, but also to give yourself an idea of things that might go wrong during the course and think about what you can do about them. This will help you to feel more prepared going into the course.

Good luck!

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Teaching exams reading list (Delta)

I’ve been asked many times for my reading list on teaching exams, which was my Delta Module 3 speciality, so I’ve decided to create a post for ease of reference! For that part of the Delta, you have to create a 20-hour course based on research into course principles, your speciality and what your students need. These are the books I used for my assignment on IELTS reading and writing, but there are caveats. I used these books, but that doesn’t mean I necessarily endorse or recommend them – they just happened to be what was available to me at the time! I am sure that there are many others which could be added. Some of the books were recommended by the Distance Delta tutors.

I’m afraid I can’t send you copies of my assignment, but I hope that this reading list will help you if that’s your speciality. Good luck!

Teaching Reading Skills by Christine Nuttall

[All links are affiliate links, so if you buy the book through the link I’ll make a few pennies.]

Alderson, J. C. 2005 ‘The testing of reading’; in Nuttall, C. 2005 Teaching Reading Skills in a Foreign Language (3rd Edition) (2nd edition) Macmillan: Oxford [link to 3rd edition]

Brown, H. D. 2003 Language Assessment: Principles and Classroom Practices Longman: New York

Burgess, S. and Head, K. 2005 How to Teach for Exams Pearson Longman: Harlow

Graves, K. (ed.) 1996 Teachers as Course Developers Cambridge University Press: Cambridge

Graves, K. 2000 Designing Language Courses: A Guide for Teachers Heinle & Heinle: Boston

Gronlund, N. E. 1998 Assessment of Student Achievement, 6th edition Allyn & Bacon: Boston [link to 8th edition]

Harmer, J. 2007 The Practice of English Language Teaching Pearson Longman: Harlow [link to 5th edition]

Harris, M. and McCann, P. 1994 Assessment Macmillan: Oxford

Hedge, T. 2000 Teaching and Learning in the Language Classroom Oxford University Press: Oxford

Hughes, A. 2003 Testing for Language Teachers, 2nd edition Cambridge University Press: Cambridge

IELTS.org, undated ‘IELTS | Researchers – Band descriptors, reporting and interpretation’http://www.ielts.org/researchers/score_processing_and_reporting.aspx, accessed 20 January 2013

May, P. 1996 Exam Classes Oxford University Press: Oxford

Murphy, D. April 2000 ‘Key concepts in ELT: Evaluation’; in ELT Journal, Volume 54/2 April 2000, Oxford University Press: Oxford

Nuttall, C. 2005 Teaching Reading Skills in a Foreign Language (3rd Edition) (2nd edition) Macmillan: Oxford [link to 3rd edition]

Prodromou, L. 1995 ‘The backwash effect: from testing to teaching’; in ELT Journal, Volume 49/1 January 1995, Oxford University Press: Oxford

Puchta, H. November 2005 ‘Making the most of multiple intelligences’; in English Teaching Professional, Issue 41 November 2005

Richards, J. 2001 Curriculum Development in Language Teaching Cambridge University Press: Cambridge

Thornbury, S. 2006 A – Z of ELT: English Language Teaching Macmillan: Oxford

UCLES (University of Cambridge Local Examinations Syndicate) 2002 Cambridge IELTS 3 Student’s Book with Answers: Examination Papers from the University of Cambridge Local Examinations Syndicate (IELTS Practice Tests) (IELTS Practice Tests) Cambridge University Press: Cambridge

Woodward, T. 2001 Planning Lessons and Courses Cambridge University Press: Cambridge

Delta conversations: Emma

This is part of a series of posts showing you all the different ways you can approach the Cambridge Delta. They are designed to help you find out more about the course and what it involves, as well as helping you to choose the right way to do it for you, your lifestyle and the time you have available. If you’ve done the Delta (or any other similar higher-level teaching course, including a Masters), and you’d like to join in, let me know by leaving me a comment or contacting me via Twitter @sandymillin.

Emma Gore-Lloyd started teaching four years ago after doing her CELTA at IH Wroclaw in June 2011. She worked at IH Huelva in Spain, where she enjoyed presenting at the IH Andalucia and ACEIA conferences, and started the DELTA in 2014 before moving to work at the British Council in Madrid. She blogs at https://hiveofactivities.wordpress.com/

Emma Gore-Lloyd

How did you do your Delta? How did you arrange the modules? (i.e. in what order and did you do them in different places?)

I did an intensive Delta 3-2-1 course at IH Seville (CLIC). This intensive course starts with an introductory course for Module 3 [the extended assignment], which served to prepare us well for the other two modules and also, as it was the least demanding week, gave us a chance to settle in and get to know one another a bit.  Module 2 [the observed teaching] came next, and that lasted for 6 weeks. Last came Module 1, the exam preparation course. Because we had covered most of the input we were able to focus on exam practice in this time. Then in the new year when I started work in a new job, I got going on Module 3. IH Seville set us deadlines for each part and offered feedback on each part and a final draft before we submitted the final thing.

Why did you choose to do it that way?

I chose to do as much as possible of the Delta face-to-face because I’m not a fan of online learning or of studying at the same time as working. My choice of intensive course was limited by the fact that I wanted to keep the summer free and start in September (most intensive courses seem to be in the summer), but luckily for me, IH Seville was close to where I’d been living, and I later heard that it has one of the best pass rates for the Delta.

What do you think you gained from doing the Delta?

It was a great opportunity to fine tune my teaching skills and to read more of the literature – I feel much more knowledgeable about English language teaching now. This can also make you more critical and/or cynical, which could either be an advantage or a disadvantage! I really enjoyed doing the experimental practice as it was an opportunity to learn about something new and try it out in the classroom without the pressure of being observed. I’m definitely more confident about how to tailor a course to my students’ needs now. I made some good pals on the course too.

How much time per week would you estimate you needed to spend working on the Delta in the format you chose?

Ha ha! All of it during Module 2! I would get up around 8 and try to do some yoga and then some reading over brekkie, before heading to school for the first input session at 10. The best part of the day was the breakfast break at 11.30. Then there was teaching practice, lunch, and often another input session. There may have been more input than that on some days or less – I can’t quite remember now! I’d get home around five and then work until about 11pm. Weekends were a bit more intense. It sounds awful, and perhaps it was a bit too much because I was ready for it to be over by the end of the fourth week – not great when the teaching practice that counts is in the sixth week! Module 1 was less full-on, which was great because we all had Delta fatigue by then. Module 3 was a bit different – I chose not to do much during the week when I was working and then spend the weekend focusing on it, but you could do it in other ways. I didn’t have much of a social life anyway, so it suited me to do it that way. If you’re organised and make a good headstart, it shouldn’t be too much of a headache.

What were the downsides of the method you chose?

Well, obviously I had to give up working while I did the intensive course (and I had to pay for it myself), but I was prepared for this and saved up. By the end of Module 2 I think we were all quite tired and it was hard to stay motivated during the module 1 prep course. At this point I was also concerned with finding work starting in January. If you find yourself in the same situation, don’t panic – job vacancies appear at the beginning of January too.

What were the benefits of the method you chose?

I got most of it over and done with quickly!  I was reminded that my choice was the right one when I was doing Module 3 at the same time as working. It dragged on forever! (It is possible to hand in Module 3 on the same day as the Module 1 exam in December, but that’s a bit full on and our tutors didn’t really recommend it). Doing Module 2 before Module 1 definitely made sense for me because we had already applied the knowledge we needed for the exam meaningfully and it was therefore more memorable. I imagine learning a list of terminology without having applied it would be a lot harder.

The face-to-face factor was definitely a benefit for me: studying with actual, physical tutors and peers (rather than virtual ones) can mean the difference between something seeming a bit dull and something being totally inspiring – for me, anyway. It can also be eye-opening to meet teachers who have worked in totally different environments, and it’s nice to be able to support each other as you go through the course.

What tips would you give other people doing the Delta?

  • Read Sandy’s and Lizzie’s posts on doing the Delta for excellent tips.
  • Start reading before the course and make notes on things that you think are interesting or that you disagree with.
  • Be organised! I found Evernote really helped me keep everything sorted.
  • Don’t expect to feel great when Module 2 finishes. It’s more of a weird anti-climax.
  • Take Sandy’s advice and have a holiday before and after Module 2 – you’ll need it.
  • Take the advice you give your students and plan your essays really well because there’s no room for waffle in those word counts.
  • Do as many past papers as you can for Module 1.
  • Keep to the deadlines your tutors give you for Module 3 so you can benefit from reading their comments.

In retrospect, what would you have done differently?

It’s hard to say, but because we had so much useful input in Modules 3 and 2, I might have been able to study by myself for the exam. However, the school gave us access to lots of past papers and examiners’ reports, and they are the best resource for learning what Cambridge want (providing an excellent test example to analyse for reliability) – and it was good to be with my study buddies.

Delta conversations: Joanna

This is part of a series of posts showing you all the different ways you can approach the Cambridge Delta. They are designed to help you find out more about the course and what it involves, as well as helping you to choose the right way to do it for you, your lifestyle and the time you have available. If you’ve done the Delta (or any other similar higher-level teaching course, including a Masters), and you’d like to join in, let me know by leaving me a comment or contacting me via Twitter @sandymillin.

Joanna Malefaki has been teaching English for approximately 18 years. In the mornings, she is an online Business English tutor and in the afternoons, she teaches mostly exam classes as a freelance teacher. She has been teaching pre-sessional EAP for five summers now, and will be working at Sheffield University this summer. She holds a M.Ed in TESOL and the Cambridge Delta. She blogs regularly at www.myeltrambles.wordpress.com. You can also find her on Twitter: @joannacre

Joanna Malefaki

How did you do your Delta? How did you arrange the modules?

Well, I did the Delta slow and steady. I took lots of breaks. I did module one on my own. I didn’t do a course. I already had an M. Ed in TESOL, so when I looked at the reading list, I saw that a lot of the material overlapped. Also, some of my friends who had already done the Delta suggested I try to prepare for it by myself. That’s what I did. I read whatever I could get my hands on. I did lots of Module One past papers and read examiner reports very carefully. I then found a center willing to take me on as an external candidate (CELT Athens). I took the exam and passed. After that I took a little break. I then did a blended course at CELT Athens with Marisa Constantinides and George Vassilakis. I had weekend sessions (online) and I had to go to Athens for my observed lessons (I live on a Greek island, so I needed to travel quite a bit for Module 2). I passed Module 2 and then took another break. I then did Module 3 online with Bell. My tutor there was Chris Scriberras. I passed Module 3 last December.

Why did you choose to do it that way?

I work full time. I did not take any time off in order to do the Delta. I was working about 40 hours a week and then there was also the extra-curricular teaching related stuff. That means I was really busy. I couldn’t commit to an intensive Delta nor go somewhere and do the course. This was the only option. The breaks were a way to help me avoid burnout. I don’t think that I would have finished if I had done the Delta full time and have a full-time job at the same time. I probably would have dropped out.

How much time per week would you estimate you needed to spend working on the Delta in the format you chose?

I studied whenever I had time. I studied late at night and on Sundays. I cannot put it in numbers though. I feel I studied a lot, but not enough. I should have cut down on my working hours.

What do you think you gained from doing the Delta?

Where do I begin? On a personal level, I learnt that if you set your mind to something, you can probably do it! I learnt that I complain a lot when I feel overwhelmed and that I really like comfort food! ‘Have a break, have a Kit Kat’ was my motto those days!

I also met lots of lovely people who were doing the course with me. I met people from around the world and I now consider them my friends, my study buddies. I learnt that I love writing and particularly, blogging. I actually started blogging because of the Delta. My tutor, Marisa, said it will help me reflect. I wrote a post about what the Delta means to me for her Delta blog. After that, I started my own blog. Getting more connected and growing my PLN was another result of the Delta, and another recommendation of Marisa’s. I learnt so much while I was doing the course, and I am still learning as a result of the course.

On a professional level, I became more aware of some of my teaching ‘weaknesses’, moved away from bad habits and experimented a lot. I started paying more attention to the links between lessons and tasks. I looked more carefully at my students’ needs. I moved a bit further away from course books. I became better at lesson planning and learnt more about aims and objectives. I also tried out new tasks, approaches and techniques I had never tried before. I learnt a lot from the feedback I got regarding my teaching. I think I liked feedback sessions the most. They are really helpful and informative.

Finally, during the Delta I became once more, a learner. The assignment writing was an eye opener for me. You see, I had been teaching EAP, for a few months. I had been going on about academic writing, integrating sources, paraphrasing and plagiarism. I spoke to my learners a lot about supporting their arguments and so on. Only when I did the Delta, did I realise that all I had been preaching was actually very hard!! I walked in my learners’ shoes. Now, I know better. I also have more study tips to share with my students!

What were the downsides of the method you chose?

Doing the Delta slowly is like a knife with two blades. You have time to breathe but you may lose the momentum. Getting in and out of Delta mode is quite hard.

What were the benefits of the method you chose?

I did not have to take time off work and I did the Delta at my own pace. Doing the Delta online allows you to be at home and save money and time.

What tips would you give other people doing the Delta?

I would say that it’s a good idea to do the Delta when you have extra time. Don’t do it if you are too busy. The workload is very heavy and demanding, and if you really want to enjoy it, you need to have time. Take some time off. It is very hard to do the Delta if you are teaching 24/7.

I also think it is necessary to stay focused and be selective. When you are doing the Delta, you want to know/ learn everything. You have a plethora of information coming your way. This can be overwhelming, so you need to be able to identify what you need and what needs to go (information-wise). Trust me. If you do not ‘filter’ the information, you will end with loads of photocopies scattered around your study space.

Finally, allow yourself some time for everything to sink in, again because there is a lot of information. You teaching changes gradually and what you learn takes time to become part of your teaching.

Delta conversations: Anthony

This is part of a series of posts showing you all the different ways you can approach the Cambridge Delta. They are designed to help you find out more about the course and what it involves, as well as helping you to choose the right way to do it for you, your lifestyle and the time you have available. If you’ve done the Delta (or any other similar higher-level teaching course, including a Masters), and you’d like to join in, let me know by leaving me a comment or contacting me via Twitter @sandymillin.

Anthony Ash

Anthony Ash has been working in ELT for 4 years now. He did his CELTA at IH Wroclaw in August 2011 and has been working for International House ever since. He has taught in Poznan and Torun in Poland as well as in Newcastle and Oxford in the UK. After completing his MA in English Language and Linguistics in Poland he went on to do the Delta at IH Newcastle. Anthony works each summer at Newcastle University as an EAP tutor and he is currently the ADoS at IH Buenos Aires.

Anthony can be contacted on anthony.ash.teaching@gmail.com He tweets at @ashowski and regularly blogs at http://eltblog.net.

How did you do your Delta? How did you arrange the modules?

I did the “intensive Delta” i.e. I did all three modules in one go. This happened from September to December 2014 at IH Newcastle. The input and the teaching practice part of the course constituted an 8-week block, with an additional 4 weeks being dedicated to preparing for the exam and writing the extended assignment for Module 3.

However, I also did a Module 1 preparation course and the Certificate in Advanced Methodology with IH World online from September to June 2014. So, in a way I was already quite prepared for Module 1 before starting the intensive course and I had an idea of how Module 2 would look.

The intensive course started around 10am Monday to Friday. Mornings were dedicated to input sessions; afternoons to preparation and teaching practice; evenings and weekends to reading and writing assignments. We taught several times a week, regardless of whether it was an assessed teaching practice or not. This was good because it meant we got loads of practice and lots of feedback from tutors and fellow Deltees.

Why did you choose to do it that way?

Before going to IH Newcastle I was Senior Teacher at IH Torun in Poland. I had planned to do Module 2 over several months by travelling into Warsaw every other weekend. However, circumstances changed and I ended up back in the UK. I chose to do the Delta intensively purely because it meant I could focus 100% on that and have it over and done with in a shorter space of time – compared to a year-long distance course for example. Just about all of the positions I wanted to apply for required Delta anyway, so the quicker I got it, the sooner I could apply for those positions.

What do you think you gained from doing the Delta?

People often cite “linguistic knowledge” as the big thing they got from doing the Delta; however, in my case I gained most of my knowledge of linguistics during my MA. What I think I walked away from the Delta with is a greater understanding of what makes good teaching and learning excellent – I now have a deeper understanding and greater appreciation of what happens to the learners while learning, so I can plan lessons around that. Furthermore, now I also know “why” I do what I do in lessons – there is sound pedagogy behind every stage and decision.

What were the downsides of the method you chose?

The intensive Delta doesn’t leave much room for Module 3. In my case, I finished the first two modules during the 8-week block and then theoretically I had 4 weeks to write and finish the extended assignment. However, I had a conference to present at in Rome (TESOL Italy National Convention 2014) and I had to make a trip back to Poland as well. So, in the end I only had 2 weeks to read, research and write the assignment. Even if I had had the full four weeks, it seems to me this is still quite a short period of time, so I think I might have done Module 3 through an online distance programme instead.

What were the benefits of the method you chose?

I think the intensity of it all meant it became my full-time job for 3 months. This meant the Delta was the only thing I was focused on for three months straight. I feel this helped to remove any distractions and let me concentrate on my professional development.

What tips would you give other people doing the Delta?

The three modules are supposed to be quite independent of one another. However, it is to my experience that you might struggle to be successful in Module 2 without the theoretical knowledge from Module 1, and you might not be able to really design a course well for Module 3 if you lack both the theoretical and practical knowledge from Modules 1 and 2. So, I would strongly recommend doing the modules in order as they come: 1, 2 and 3. However, if you decide not to do this, I recommend in any case preparing for Module 1 before Module 2, as the second module is very demanding and takes up a lot of time on its own.

Delta conversations: Angelos

This is part of a series of posts showing you all the different ways you can approach the Cambridge Delta. They are designed to help you find out more about the course and what it involves, as well as helping you to choose the right way to do it for you, your lifestyle and the time you have available. If you’ve done the Delta (or any other similar higher-level teaching course, including a Masters), and you’d like to join in, let me know by leaving me a comment or contacting me via Twitter @sandymillin.

Angelos Bollos

Angelos Bollas is a Cambridge CELTA and Delta qualified TEFLer based in Greece and the UK. He is currently working towards an MA in ELT at Leeds Beckett University. He is an Academic Manager at an international educational organisation and is interested in online education, CPD, as well as teacher training and development. In his free time, he blogs (www.angelosbollastefl.com), participates in #ELTchat weekly discussions on twitter, and connects with language educators around the world. He is @angelos_bollas on Twitter.

How did you do your Delta? How did you arrange the modules?

I did my Delta at CELT Athens – same place I had done my CELTA – with Marisa Constantinides and George Vassilakis. I could either follow an online/blended course or an 8-week intensive one. I opted for the second, not because I have anything against online courses (quite the contrary), but because I wanted to be completely devoted to it.

Why did you choose to do it that way?

As I said, the course was an integrated one, which means that I did all three modules at the same time. Undoubtedly, this was the hardest period of my life, but the most fruitful one. Doing all three modules together helped me stay focused and interested throughout. From one perspective, it is much easier: I was reading an article for Module 1 and realized that I can use it for my Module 3 essay, for example. What I am trying to say is that there is a lot of overlapping and I benefitted from the fact that I was studying for all modules at once.

What do you think you gained from doing the Delta?

First and foremost, I got the chance to reach my limits both emotionally and physically: spending three nights and days writing an assignment and, then, being told that I had to rewrite it all over again was something that I had always thought I couldn’t handle. Well, I did!

It also helped me hone my professional skills: organizing time, tasks, and people were closely linked to the course. Finally, it made me accept my role as agent of change, which may add to the responsibilities I have as teacher but, at the same time, it makes me want to constantly become better.

What were the downsides of the method you chose?

That’s an easy one: lack of sleep (as a result of lack of time, of course). A typical day was as follows: 8am – 9am Travel to CELT Athens, 9am – 4pm Input Sessions/Teaching Practices, 4pm – 5pm Travel back home, 5pm – 6pm One-hour sleep, 6pm – 8pm Work for Module 1, 8pm – 12am Work for Module 2, 12am – 3am Work for Module 3. Also, note that I am not the most organized person on earth so, following this schedule was a constant battle for me!

What were the benefits of the method you chose?

Two months and I was done and dusted! This may not seem as an important benefit but I can assure you, it was a great motive. Other than that, there was no room for anything not related to Delta. As I mentioned before, this helped me a lot.

What tips would you give other people doing the Delta?

Since I have written on my blog some tips for people who are about to follow a Delta course, I shouldn’t repeat myself. People interested in reading my tips, can click here.

However, I would like to stress the importance of the following two:

a. When choosing a centre make sure that you have enough and varied support (other than trusting the tutors, that is). For example, at CELT Athens, we had physical access to a library that had as many titles as you can think of, full of rare and very well known books; we, also, had access to the Delta wiki – an online space where one can find anything related to ELT and linguistics; lastly, we were part of network of many alumni who were willing to help and support us.

b. It is of utmost importance that people on intensive courses are team players – if they don’t support each other, they make their lives much harder.

In retrospect, what would you have done differently?

There are times I wish I had done my training way before the time I did it (I had been teaching full time for 8 years when I did my Delta), but then…I wouldn’t know if things would have been better or not. So, to answer your question, I wouldn’t have done anything differently.

How much time per week would you estimate you needed to spend working on the Delta in the format you chose?

As many as possible. Unfortunately, I don’t have a better answer to that one. I spent 9 hours/day for researching, reading, brainstorming, organizing, drafting, planning, etc. As I said, though, I don’t regret any of these.

#epinterviews: Sandy Millin

Mike Harrison has started a new blog focussing on Experimental Practice, where teachers try out new ideas in their classrooms in the spirit of research. As part of it, he plans to interview teachers who have carried out Experimental Practice as part of their Delta. Interviewee number one is yours truly, and you can find the full post by following the link below.

Experimental Practice Academy

#epinterviewsThis is part of a series of interviews with fellow English language teaching professions to be published on this blog.

The interviewees are drawn from a variety of teaching contexts, in different countries and working with different kinds of learners. What they have in common is having experimented in some way with their teaching practice.

The reason why I asked these people to answer my questions (apart from being nosy!) is that I am a firm believer in the potential of experimental practice in helping you develop as a teacher, but I don’t know whether other people think the same. I’d like to get an anecdotal picture of my peers, to find out what they’ve done, why and what they’ve learnt from the experience.

I also believe that there is so much that we can learn from sharing our stories and these experiences. I invite you to read these brief…

View original post 864 more words

Delta conversations: Sheona

This is part of a series of posts showing you all the different ways you can approach the Cambridge Delta. They are designed to help you find out more about the course and what it involves, as well as helping you to choose the right way to do it for you, your lifestyle and the time you have available. If you’ve done the Delta (or any other similar higher-level teaching course, including a Masters), and you’d like to join in, let me know by leaving me a comment or contacting me via Twitter @sandymillin.

Sheona Smith is a teacher and teacher trainer based in Majorca, Spain. She loves her job and discovering ways to continue her Professional Development.  Her special interests at the moment are using ICT in language teaching and CLIL. Her next project is to do an MA in ICT and EFL at some time in the not too distant future. She tweets from @eltsheona.

She was on the same Distance Delta orientation course as me, with James doing the same online course, if you’d like to compare notes.

Sheona

 

How did you do your Delta? How did you arrange the modules?

I’d been reading a lot of methodology books for ages and decided that I should try to put what I was studying to some use and have clearer objectives, so I opted to do the Distance Delta Module 1 [the exam] first in March 2011. I finished the module in June 2011 with a merit. As I am based in Majorca I knew it would be difficult to find a local tutor so I did Module 3 (merit) [extended assignment] next and then Module 2 [observed teaching practice] in October 2012 when I finally found a Local Tutor [someone to observe the lessons]. I got a Distinction for this module which was a big surprise even thought I put a lot of work in, and I was lucky to have a very understanding local tutor who gave me excellent feedback and advice!

Why did you choose to do it that way?

I’m a working mum, with 3 kids and it really was the only option I could do. I was unsure for a while if I’d ever be able to actually do Module 2 with the two-week orientation course, but after doing the other two modules I was determined to finish.

What do you think you gained from doing the Delta?

Well, there’s so much to say really. I really feel I gained a lot.

  • Confidence in myself as a teacher.
  • The confirmation that teaching is learning all the time.
  • Discovering a ‘Sense of Agency’, something that I learned about in an excellent book that I’d recommend all teachers read: Psychology for Language Teachers by Williams and Burden [affiliate link]. This refers to giving students a sense of empowerment in their learning, showing them or facilitating an atmosphere of taking control of their own learning. For me that wasn’t just about helping students but a life lesson.
  • An inkling of what doing an MA might be like in terms of amount of work and commitment (that’s my next challenge when I find the money)

What were the downsides of the method you chose?

The way the Distance Delta is set up you can do any module first and individually. This means that the course materials for each module overlap, so if you’ve done Module 1 you’ll get most of same material for the other modules.  I feel this could be improved in some way.

As some people have mentioned, the course organisers could make better use of technologies available to update some aspects of the course. Much as I loved the orientation course and my stay in London, it was very expensive and logistically complicated for my family for me to be in London for 2 weeks. I felt despite being primarily an online course there was a human element which could be better enhanced through more use of digital tools like Skype, webinars etc.

What were the benefits of the method you chose?

The best thing for me about doing the Delta course at a distance was that I could carry on with ‘normal life’: that is, be at home for my kids and, of course, continue working. There is no way I could have done the intensive course.  I also learned a lot about online learning and the benefits of Blended Learning, something that I’ve become really interested in.

What tips would you give other people doing the Delta?

Tips I’d give are:

  1. Only do the Delta if you feel it’s the right time for you to do it. This might seem a bit obvious, but it is a very difficult course in terms of workload and emotional highs and lows and if you’re not determined to finish and give it everything you’ve got, I would have a rethink and wait till the time is right.
  2. Read the Delta Teacher Handbook, (you can download this free). That is the best place to see what examiners are really looking for in candidates. Mine was tattered and torn by the end of the 3 modules.
  3. Don’t over-read. Some of the background reading books are amazing and I found myself getting lost in them, which I didn’t really have time to do. Don’t feel bad if you just read the chapter you need for your assignment. If it’s a worthwhile book you’ll come back to it after the course when you can really absorb and enjoy reading it.
  4. Resign yourself to the fact that for the duration of the modules/course you will be totally absorbed by the coursework. You might as well just make the most of it. I took my course books to the beach with me and read in the car between classes. But I did block off time specifically for my family and gave myself extra free time if I managed to get an assignment ready before the deadline. I always set my deadline a day before assignments were due so that I could leave my work alone for 24 hours, relax and then come back to it with a fresh perspective before handing it in. You’d be amazed at the things you find  when reading with a fresh pair of eyes.

In retrospect, what would you have done differently?

I would probably have done the modules in the correct order: that is, 1,2, and then the third. They quite clearly follow on from each other which can only be beneficial when doing the third. I also  left a bit of a gap (10 months) between M3 and M2 and I had this niggling doubt about how much I’d remember. I felt I’d kind of lost the momentum.

How much time per week would you estimate you needed to spend working on the Delta in the format you chose?

As regards the amount of time I spent, it was definitely well above what the website suggested. But then I’ve been told I can be a bit of a perfectionist. Definitely over 10 hours a week for Module 2. What can I say, writing up the background essay and the lesson plan felt endless at times. When I look back now I don’t actually know how I managed to do it!

Delta conversations: James

This is part of a series of posts showing you all the different ways you can approach the Cambridge Delta. They are designed to help you find out more about the course and what it involves, as well as helping you to choose the right way to do it for you, your lifestyle and the time you have available. If you’ve done the Delta (or any other similar higher-level teaching course, including a Masters), and you’d like to join in, let me know by leaving me a comment or contacting me via Twitter @sandymillin.

James Pengelley is a teacher at the British Council in Hong Kong. He tweets @hairychef, swims in the pool and bakes at home in his kitchen. He was on the same Distance Delta course as me, if you’d like to compare notes.

James Pengelley

How did you do your Delta? How did you arrange the modules?

I completed the Distance Delta programme (Integrated).  This basically entails attending a 2-week face-to-face orientation at your nearest centre (usually a British Council), and then completing modules 1, 2 and 3 at the same time over about 9 months.  The first two LSA’s [observed lessons – Module 2] are very close together, and then the last two are a bit more spaced out, with the written exam [Module 1] coming at the end before submission of your module 3 thesis [the extended assignment in which you put together a course proposal].

Why did you choose to do it that way?

Where I was working, the only choice I had was the Distance programme.  I had been thinking about doing the Delta for a few years, and realised I was at the low-end of teaching experience I thought would be needed to succeed (5 years ± was my estimate after speaking to lots of people and trainers, even though Cambridge recommend 2 years minimum), but given I was working as a Senior Teacher and thought it would both a) be good timing and b) improve my chances of getting a job that would provide financial support to fly me back home to Australia 🙂 I decided to go for it.

What do you think you gained from doing the Delta?

Aside from a nagging sense of paranoia whenever I walk into an observation…?  No, I’m only joking… Actually I have just completed a TYLEC [Trinity Young Learners Extension course, currently being piloted by British Council] and to be honest, I am almost certain no observation, assessed or otherwise will EVER phase me again since the Delta.

Above all, I feel significantly more confident in the decisions I make as a teacher.  I feel I am also better able to guide and support colleagues who have questions and I have really been able to pursue my own interests in classroom research.

What were the downsides of the method you chose?

There were many:

  • The Distance Integrated Programme does not offer any standardised face-to-face instruction throughout the course.  All input is either self-directed (independent reading) or via disappointingly sub-par PDF documents that are made available for each section of the course.  These are often insufficient on their own, contain errors, or are poorly formatted.
  • The tutors were, on the whole, extremely helpful.  I did feel, however, there was a significant need to standardise the way tutors were giving feedback. The way the DD programme is structured, it is normal for candidates to submit a draft of an LSA, for example, and then receive feedback from one tutor. When candidates receive feedback, they continue working (or in some cases, totally re-working) what they have done, and then submit the final draft, which is marked by a different online tutor. I found, from discussing experiences with several DD candidates who were in the same city and course as I was, that the second round of feedback (and the final mark) was often in stark contrast to what was suggested by the first tutor in the first draft. In one case, this actually involved a candidate having to totally rework their final LSA (which, if you don’t know, is the LSA that candidates are required to work on independently, with minimal tutor input and determines a huge part of your overall mark for module 2) with only 5 days notice, having worked on a draft for 4 weeks.
  • There was a lack on resources allocated to the course.  Candidates were not given access to journals (there were a limited number of articles made available on the website, but these were not enough to complete the course to any appropriate standard), and I felt quite strongly about this. A large theme that runs through the Delta is “tailoring your classes to the needs and contexts you teach in”. However, there was no attempt made to provide instruction via contemporary digital technologies (think of the possibilities: virtual classrooms, chatrooms, etc) other than a limited selection of videoed lessons and the chat forum for each group. The issue of lack of journal access was raised with the Course Co-Ordinator and as of the end of the course, the DD response was that they had financial approval to grant journal access to future candidates. However, there is a copyright issue in granting access to so many people online. This issue may take some time to resolve, though its resolution is currently in the works
  • I feel, above all, the main let-down of the course is the lack of face-to-face training.  From speaking to other colleagues who did their Deltas in a face-to-face setting, they often use words like “inspirational” or “extremely motivating” to describe their experiences.  I think with some fine-tuning, and provision of more appropriately interactive online learning platforms, or at the very least significant provision of quality model lessons (with discussion/focus questions to follow up), the course would be greatly improved.

What were the benefits of the method you chose?

Don’t get me wrong, I think the DD programme has huge potential, but in its present conception, it is an outdated and wilted product. It has, no doubt, facilitated the up-skilling of thousands of teachers in areas where face-to-face training is not an option, like me.

For those candidates who were motivated, the extended time frame of the DD programme allows you to fully explore and investigate areas of interest in your own teaching and assimilate concepts effectively. To be honest, I have no idea how people survive the 2-month intensive courses!

We were also able to work full time and study, and did not have to sacrifice our income stream in order to study, which was a bonus.

How much time did you spend per week on the course?

I was lucky in that my working hours were quite flexible during the course.  I estimate that on average I spent about 20 hours a week minimum. At peak times it was possibly in the region of 5-6 hours a day (in the lead up to LSA deadlines and pre-exam).  However, I know many many people who passed the course doing less than this.

What tips would you give other people doing the Delta?

My top tips would be:

  • Think very carefully about your preferred method of delivery.  Do you need constant pressure and face-to-face guidance to stay on task?  Do you have the time to complete the course over a longer period of time?  Do you have access to resources to do sufficient reading and investigation? Do you have access to peers and colleagues who are interested in and able to support you and act as sounding boards for your ideas? [If you need help deciding, you can read more of the Delta conversations to find out what options are available.]
  • If there are only 3 books you buy…
    Methodology in Language Teaching (Richards & Renandya)
    Beyond the Sentence (Thornbury)
    The Language Teaching Matrix (Richards)
    [affiliate links – Sandy will get a little bit of money if you buy after clicking here]
  • However you do the course, think long-term: try to think about how you will use your knowledge and ALL the work you’ve done once the course is finished.  For example, I turned one of my LSA assignments into an article for the IH Journal, part of my module 2 classroom research into a successful scholarship application for IATEFL 2014, and I have delivered a number of INSETT and training sessions based on my Delta assignments. I found some of the most rewarding results from doing the course happened after I got my certificates!

In retrospect…

I’m not sure I would do anything differently. I dearly wish I had had the freedom to attend a face-to-face course, though these are not offered widely outside Europe.  In a perfect world, I’d have take some time off and gone to the UK, but that clearly wasn’t going to happen. I am especially glad I did my Delta and didn’t opt to pursue an MA, because of the huge emphasis on practical classroom application of theory in the Delta. I wouldn’t, however, recommend the Distance programme (if that isn’t painfully obvious from what I have said above) until the major issues in delivery of content have been addressed.

Delta conversations: Matthew

This is part of a series of posts showing you all the different ways you can approach the Cambridge Delta. They are designed to help you find out more about the course and what it involves, as well as helping you to choose the right way to do it for you, your lifestyle and the time you have available. If you’ve done the Delta (or any other similar higher-level teaching course, including a Masters), and you’d like to join in, let me know by leaving me a comment or contacting me via Twitter @sandymillin.

Matthew Ellman is a teacher and materials writer working in Kuala Lumpur, Malaysia. He passed the Delta with double distinction in 2013, and is currently doing an MA in Applied Linguistics to fill the gaping void it left in his life. He blogs at teachertolearner.com and tweets from @mattellman.

Matt Ellman

How did you do your Delta?

I did my Delta on a face-to-face course over 8 months at International House Madrid.  I had already done quite a bit of reading when I started though  ̶  I used the course as a pretext for staying at home and sponging off my parents all summer, so it was unavoidable!  All told, then, I suppose you could say I did it over about a year.

How did you arrange the modules?

I didn’t really arrange the modules so much as blindly submit to the schedule that was given to me by my tutors. It’s a good thing I did though, because in hindsight I can’t see any better way of organising things.  We did modules 2 and 3 side-by-side, and the classes we had in preparation for our module 2 assignments doubled up as exam preparation classes, particularly as the exam drew near.

Why did you choose to do it that way?

I was working for IH at the time, so it made sense to do it there. They were able to fit it around my teaching timetable and helped ensure I had suitable classes for observations. I didn’t get a staff discount though, which still keeps me awake at night…

What do you think you gained from doing the Delta?

In the classroom, it made me more aware of the rationale behind things: things I had learnt from the CELTA without truly understanding, and things that I was using in published materials. That, in turn, made me more confident about the decisions I was making during planning and in class.

As I’ve moved into materials writing, I’ve come to appreciate the benefit of module 3, the extended assignment.  It gave me an understanding of things like assessment and course design that I hadn’t touched on before, so it was probably the module that has opened the most doors for me since I finished the course.

What were the downsides of the method you chose?

I’m not sure there was a downside, apart from having to pay for it myself! Had I been in a situation to do the Delta as part of an MA course, I might have chosen to do that, but it wasn’t an option.

What were the benefits of the method you chose?

Face-to-face instruction has enormous benefits that tend to be overlooked when it’s compared to distance or blended learning. Informal discussions in class between tasks, or in breaks, and tutors’ offhand comments about this theory or that book – all of that feeds into your understanding of the material, but you don’t get that from an online course.

Timing was another benefit.  Nine months proved to be a good balance between getting the course done on the one hand, and having the time to absorb the new information and apply it to my teaching on the other.  I marvel at how anyone can get through a full-time Delta in 8 weeks.

I was fortunate to have the help of two excellent tutors – Kate Leigh and Steven McGuire – and their advice and encouragement were crucial factors in my success. I don’t think that anything improves your teaching more than being observed by experienced tutors who can see in detail what your strengths and weaknesses are. I’ve since spoken to other Delta trainees, particularly doing the Distance Delta, that haven’t had the same level of support or insight from their tutors, and that’s a great shame. The purpose of the course is to improve your teaching, and unfortunately it seems that there are some tutors who see the whole thing as one horribly rigorous extended assessment in which their role is simply to pass judgement.

What tips would you give other people doing the Delta?

Be organised – the course is perfectly manageable if you set aside time for studying and keep on top of all the work.

Do your reading – Tricia Hedge’s Teaching and Learning in the Language Classroom is an excellent place to start for just about any topic the Delta covers.

Practise your assessed lessons – if you can, try out your lesson plan on a class of guinea pigs beforehand.* Doing so reveals weaknesses that you just can’t spot by looking at it on paper.

Use your tutors – for better or worse there is an element of box-ticking when it comes to CELTA and Delta, and knowing what Cambridge expect is part of the difficulty with each assignment. Don’t be afraid to ask your tutors about anything that’s unclear; it’s their job to clarify that type of thing.


 

*Not real guinea pigs, obviously – they are terrible language learners. I mean “a class of normal students that don’t mind being test subjects”, but that’s not as catchy.

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