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

Posts tagged ‘methodology’

Special Educational Needs by Marie Delaney (a review)

Special Educational Needs cover

I picked up Special Educational Needs [affiliate link] at IATEFL just before Marie Delaney’s talk on the challenges and opportunities of teaching students with SEN, which I summarised here. It is part of an OUP series called ‘Into the classroom’:

Into the Classroom explains new developments in teaching, and how to introduce them into your classroom. Short, easy to read and practical, this series helps you make sense of new developments that you need to bring into your classroom.

Short: yes, definitely. It’s an A4 book, with just 101 pages from start to finish, including three appendices, two of which contain key terms with clear jargon-free definitions.

Easy-to-read: it took me about four or five hours over the course of two days. It’s laid out in logical sections, starting with a general overview of SEN, then general tips for teachers, then individual chapters focussing on the main SEN that an English language teacher may have to deal with, including dyslexia, dyspraxia, ADHD and autism. Suggestions and tips are all signposted and easy to find. The pages are well-spaced out and easy to navigate.

Practical: all of the tips seem like they should be easy to implement, although as Marie says in the introduction, it’s better not to try and do it all at once, especially if you have little previous experience with SEN. Throughout the book, tips on how to communicate with parents/carers and the students to find out what works for them are given. There are key sections on building self-esteem, and on helping other students in the group to work with those with SEN to reduce the feeling of isolation and increase empathy. The fact that one size most definitely does not fit all is emphasised, and there are many ideas for how to differentiate your lessons to ensure everyone is getting what they need.

The only slight problem I have with the book is frequent mentions of visual, auditory and kinaesthetic learners, rather than focussing on varied activities. This is a minor point though and does get in the way of the general usefulness of the book.

You can find sample pages from the book, along with supplementary materials to extend some of the chapters, in the OUP Teacher’s Club. It requires free registration, but there’s a lot of useful stuff in there, and I’d recommend it! I only seem to be able to find links to the e-book at the moment, which is about £11. I suspect that means the paperback version is still very new, and perhaps at IATEFL they had some of the first copies.

This book would be very useful for anybody who would like a beginner’s guide to SEN and practical tips for how to support students who have them. Special Educational Needs [affiliate link] is one of the quickest and easiest to read methodology books I have ever come across, and it would definitely tempt me to read others in the series. Highly recommended!

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Working with Images by Ben Goldstein (a review)

I was given Working with Images [affiliate link] when I was doing a CELTA at IH Palma, as they had a couple of extra copies left over after a conference. As one of the curators of the amazing resource that is ELTpics, I am very interested in how images can be used in the classroom, although I have to say that in the past I have tended to stick to tasks involving describing the story behind an image or using modals of deduction (because they’re easy, not because I don’t know about many other ways to use images!)

Working with Images by Ben Goldstein (cover)

This is a useful resource book full of ideas for different types of images, not restricted only to photos as is often the case. It includes ideas for analysing adverts, icons, and works of art. There are activities for every level and age group, and it is accompanied by a CD-ROM with all of the relevant images. Every activity is explained step-by-step, and often includes many variations to adapt it to other age groups or images, or to extend the core activity.

A lot of the activities could also be used in conjunction with ELTpics sets:

Having read all of the activities, I certainly have a much better idea of how versatile images are and the range of different ways that you could exploit them in the classroom, moving beyond storytelling and grammar activities.

There are activities that will prompt critical thinking and visual literacy, particularly those in the section about advertising, such as 6.6 Adverts everywhere, which encourages students to consider how the positioning of an advert can effect their response to it. 2.19 Coursebook Images challenges students to say what kind of images should appear in a coursebook, and think about how representative the images in their coursebook are.

For those of you who want to incorporate PARSNIPs (a variety of potentially taboo subjects, covering politics, alcohol, religion, sex, narcotics, -isms, pork) into their lessons, activities like 6.8 Subvertising look at how advertising messages we are familiar with can be subverted to make us think about a company or an issue in a different way. 5.7 Culture Shock uses signs to prompt students to consider differences in attitude and exposure to different situations in different cultures, such as the sign ‘no ice cream or guns’.

Working with Images [affiliate link] would be useful to have in a school library as a reference for teachers who would like to push themselves, although I suspect that as with many resource books like this, teachers would also need to be prompted to use it or it will just sit on the shelf gathering dust. That’s not to say that it isn’t full of great activities, just that it can sometimes be difficult to know where to incorporate them if you are working from a syllabus.

My challenge now is to start trying out some of the activities I keep reading about in resource books more actively in the classroom, slightly hindered by the fact that I now only teach for three hours a week! I’ll take it into school for our teachers to use, and hopefully it will be just one of the books which I use next year as I try and make our professional development for second years at the school more research driven. Watch this space to find out if I manage it…

How to demand high – Jim Scrivener (IATEFL 2013)

Part of a planned series of summaries of the talks I’m attending at IATEFL Liverpool 2013. Please feel free to add or correct me if I’ve misinterpreted anything!
These are the main points from Jim Scrivener’s talk, taken from my tweets.

Here’s the Demand High blog in case you don’t know it http://demandhighelt.wordpress.com/

What do your students complain about in your lessons?
For example: it’s easy/slow/boring/difficult, we waste time talking, the teacher never corrects me/always says ‘good’

What is Demand High?
Am I engaging the full human learning potential of the students in my class? Have we lost our edge in favour of fun?
Aremy learners capable of more? Am I underchallenging them? Would my students learn more if I demanded more of them?
How can we move away from just ‘covering’? @jimscriv says it’s OK to teach! Explicit teaching is not bad.
We need to focus on where the learning is. What will move learners forward? Classroom management techniques beyond pair and groupwork are necessary.
Demand high wants to help us teach at everyone’s pace, not just the fastest high.

How can we put it into practice?
Looking at how we can implement Demand High in the feedback/checking stage.
This is the sample task from @jimscriv’s Visual Grammar:

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How can you extend simple feedback to that one exercise to an hour? Our suggestions: remember the answers/questions, put into longer context, mini roleplay
Jim Scrivener’s suggestions:

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Pronunciation:

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Practice, memory, mistakes and being playful:

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How about: What sort of face would you make when you say that? By doing that, students change their voices too. Replay the sentence in your head. See the person saying it in your ‘mind’s ear’. Change it to someone else you know. Adds processing time. Once you’ve processed it mentally, move it down to your mouth and say the intonation but not the words. Teacher imitates intonation pattern, students say whether that’s correct or not. Then add words gradually. By having part words/part mumble, it helps students become more aware of unstressed words.
The things @jimscriv has demonstrated are variations on drilling. Practise is what makes students remember, not presentation. Practise through repetition and processing are what make students remember and internalise language.

Update:
Here is Dave Dodgson’s response to the same talk.
Here is the summary by Chia Suan Chong.
Neil McMahon includes some comments on Jim’s talk in his post about day 1 of the conference.
Barry Jameson’s take on the talk.

Observe-Hypothesize-Experiment

For the International House Certificate in Advanced Methodology which I’m studying at the moment I need to plan and teach a series of lessons using a different lesson planning descriptor to ones which I’ve applied before.

I’ve been trying to find out about the “Observe-Hypothesize-Experiment” descriptor used by Michael Lewis in The Lexical Approach (1993) as an alternative to PPP (Present-Practice-Produce) and seem to have come up against a brick wall. Most of what I’ve read consists of the same quote from page vii of the book with no extra information:

The Present-Practise-Produce paradigm is rejected, in favour of a paradigm based on the Observe-Hypothesize-Experiment cycle.

This is what our notes have to say about OHE:

First of all they [learners] observe language in use, for example through listening to or reading a text. Then they make hypotheses about the way that language works and experiment with creating it themselves in their own contexts.

Observation isn’t just a case of receiving language input but also submitting it to critical examination.  Otherwise,  it  will  be  impossible  to  make  hypotheses  about  language behaviour. The  hypothesising and experimenting stages involve activities such as identifying, sorting and matching and their aim is to encourage curiosity about language and among learners. We as teachers need to take a longer term view of learning and cannot expect to limit language to a single structure and presume this has been learnt by the end of the class (as PPP advocates) because language learning simply doesn’t work like that.

I’ve found a couple of other explanations:

From ‘Alan DELTA

The “OHE” or “III” model (Lewis & McCarthy)

1. Lewis and McCarthy’s view on PPP;

2. Observe, Hypothesize, Experiment;

3. Ss get an “Illustration” followed by “Interaction” with the lgg, which will hopefully lead to an “Induction”

From this presentation on Methods and Approaches:

Michael Lewis claims that students should be allowed to Observe (read or listen to language) which will then provoke them to Hypothesise about how the language works before going on to the Experiment on the basis of that hypothesis.

This quote sums up my problem:

In his own teaching design, Lewis proposes a model that comprises the steps, Observe-Hypothesize-Experiment, as opposed to the traditional Present-Practice-Produce paradigm. Unfortunately, Lewis does not lay out any instructional sequences exemplifying how he thinks this procedure might operate in actual language classrooms.

I seem to understand all of the words, but can’t make the leap from that to an actual lesson plan where I can clearly apply the descriptors. So these are my questions:

  • What would an ‘Observe-Hypothesize-Experiment’ lesson actually look like? i.e. Does anyone have an example they could share with me?
  • How much does ‘observation’ involve? What should be done to fulfil this stage?
  • Can it only be used for lexical chunks since it came out of the Lexical Approach? Or could it be used for grammar / skills work too? This is a lesson I planned to practise writing an article which I think fits the OHE descriptor but I’m not sure – what do you think?
  • I have to plan a series of four lessons applying the same descriptor. Does that mean each lesson should contain the full set of OHE with stages being repeated if necessary (I think this is the case) or should it be more of an over-arcing thing?

Apologies if this is not very coherent, but I’m really confused at the moment!

Thank you for your help!

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