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

Posts tagged ‘Twitter’

Online Professional Development – 2014

This week we’re running a series of 90-minute teacher training seminars at IH Sevastopol. The first is about online professional development.

This is a topic I’ve covered many times before, but since I change the slides a little each time, I’ve uploaded the latest version below. To hear the most similar recorded version, go to my October 2013 Online CPD post. July 2014’s version is slightly different from slide 12 onwards.

The only other difference, not included in the slides, is that the Teaching English British Council facebook page now has over 2.5 million likes! What a great community to be part of!

I look forward to connecting to you online!

Yay! Teaching!

Photo taken from ELTpics by Ana Maria Menezes, used under a CC Attribution Non-Commercial license

ELTchat podcasts

If you’ve never heard of ELTchat, you’re missing out!

ELTchat logo

It started out as a Twitter chat on Wednesdays, with two one-hour sessions every week. There’s now only one chat a week, alternating between lunchtime and evening British time, but apart from reducing the number of chats, the ELTchat community has only got bigger and bigger, incorporating:

  • the original hashtag, which is active throughout the week, and is full of resources for English Language teachers;
  • the website, your one-stop shop for everything ELTchat, including:
  • the (amazing!) summaries index: after every chat, some lovely person offers to write a summary of what was discussed, and it’s then linked from this page. After nearly four years of weekly chats, there are a huge amount of summaries available.
  • the facebook group, especially useful if you find Twitter difficult (it’s worth persevering, I promise!);
  • and, last but not least, the podcasts…

The podcasts are put together by James Taylor, and bring together various topics from the ELTchats that have taken place between one podcast and the next. They also include interviews with the chat moderators and other ELTchat participants so you can get to know them a bit better.

You can find a list of all of the podcasts on the ELTchat site or download them through iTunes, among other places. There are currently 23 episodes available, covering a whole range of topics, including error correction, mindfulness, and teaching deaf and hard-of-hearing students, among other things.

In the June 2014 podcast, you can find my interview with Hada Litim, one of the newest moderators. I’ve also contributed to a few other episodes.

I can honestly say that ELTchat changed my life – it introduced me to dozens (hundreds?) of passionate teachers from around the world, gave me ideas to take into the classroom, made me think, kick-started my blogging and contributed to my professional development in more ways than I can count. Take a look, and see what a difference it can make to your teaching too!

A brief introduction to online professional development (IH DoS conference 2014)

I’ve just returned from my first International House Director of Studies conference, which I will hopefully write about later this week.

I did a ten-minute session as part of a ‘speed-dating’ format, where I presented the same idea five or six times – I lost count! Here are my slides, along with the associated links, with a commentary aimed at Directors of Studies, but which will hopefully be useful to anyone who reads it.

Shelly Terrell

Shelly Terrell

This is Shelly Terrell, one of the most prolific sharers of content online. Her blog is Teacher Reboot Camp, where she has a lot of information about using technology in class, along with other areas of teaching, as well as the 30 Goals Challenge. She also does webinars every Friday for the American TESOL institute. I chose this picture to start my presentation because it sums up why I love online CPD – great people, a caring community, and lots of ideas.

Twitter

This is where my online professional development started. I like Twitter because it’s completely open – you can follow anyone, anyone can follow you. Although I use it less now than I used to, I still look at it briefly every day, and use it a lot during conferences.

A tweet is 140 characters, the same length as a text message. Here’s an example:

Tweet

‘@’ introduces someone’s Twitter name (or ‘handle’). When it is blue, you can click on it and choose to follow that person or organisation, so that you can read what they are writing about. In this example @KatySDavies and @BCseminars are clickable.

‘#’ introduces a topic on Twitter (or ‘hashtag’). You can click on it to read everything people are saying about that topic. This example includes the hashtag #eltchat, which is one of the most popular hashtags for the English teaching community.

ELTchat tweet stream

ELTchat summaries index word cloud

Every Wednesday, at 12pm and 9pm UK time a one-hour conversation takes place using the #eltchat hashtag. The topic for each chat is announced beforehand, and anyone can join in simply by including the hashtag in their tweets. At the end of the chat, one participant summarises the conversation and turns it into a blogpost. The blogposts are collected in the #eltchat summaries index, one of the most useful resources on the web. #eltchat started in October 2010, and previous chats have covered an incredibly wide range of topics. Some chats that might be particularly relevant for Directors of Studies include:

For a more in-depth introduction to using Twitter, take a look at my beginner’s guide.

Facebook

There are a lot of pages on facebook which are aimed at English teachers. Some are location-specific (e.g. Czech Republic, Turkey), some are by authors (e.g. Hugh Dellar and Andrew Walkley) and others are by publishers (e.g. Richmond ELT).

As far as I’m concerned, the most useful page is Teaching English – British Council, which has nearly 1.5 million likes as I write this. Ann Foreman, who runs it, posts a whole range of links, starts discussions, and shares ideas. It’s a thriving community.

Teaching English British Council

For many teachers, facebook is probably the easiest way of accessing online professional development, as if you already use facebook, it’s a simple matter of clicking ‘like’ on a couple of pages.

Blogs

Since I started blogging about three years ago, I have changed dramatically as a teacher. While a lot of this is due to the fact I started using social media professionally at the same time and have now done my Delta, blogging has made me more reflective, and forced me to up my game in terms of the materials I produce, knowing they will be used by other people.

There are a huge range of English teaching blogs out there. You can find some of the ones I follow in my blogroll on the right of this page. I also have a Blog Starter List – if you think you should be on there, let me know!

Feedly blogs

To keep track of the blogs I follow I use a ‘reader’ called Feedly. It’s available online and as a free app. There are many readers out there, and this is just one example. You put the addresses of the blogs you follow into the reader, and it then becomes a one-stop shop, by automatically including all new posts from those blogs, meaning you don’t get a full email inbox, and you don’t have to remember to look at each blog individually on the off-chance there’s a new post. The image above shows you my list of posts to be read at the moment.

Two blogs which are particularly good for Directors of Studies are Be The DOS by Josh Round at St. George International, and The Secret DOS, which is incredibly funny, particularly his post about timetabling.

Webinars

A webinar is an online seminar, normally videoed, which you watch from the comfort of your own home. A lot of organisations provide webinars, including OUP, Cambridge, Macmillan, Pearson and British Council. My favourite ones so far were the 10-minute webinars at the International House 60th anniversary online conference. Click on the picture below to see them all.

IH TOC 60 webinars

 

There are now webinars on an incredibly wide range of different topics, so if you have one or two teachers who need input on a particularly topic, but not enough to warrant a full CPD session, you could refer them to a webinar, which you can then discuss with them afterwards. If you want to find a webinar on a particular topic, use the #eltchat hashtag on Twitter or one of the facebook pages mentioned above to ask people to point you in the right direction.

Questions

The most important thing about social media is how supportive the ELT community is. If you have any questions about anything mentioned in this post, please don’t hesitate to ask. Good luck!

Moving to a new country (Sevastopol)

A few days after I arrived in Sevastopol, Lea Sobocan posted this on facebook:

I have a request for my PLN – more specifically for the segment of you who have experienced living in another country/culture.

I’m currently discussing moving to another country/immigration with my students and I’d really appreciate any thoughts, feelings, difficulties and joys to be found in living abroad. Preferably in audio form, but whatever works for you.

Some of the people I’ve spoken with saw immigration to another country as something you just get up and do and they seem to be certain everyone will greet them with open arms. I’d like to offer a more balanced view and a first-hand account of someone who had this experience.

Any help, in form of text, audio clip or similar will be greatly appreciated.

Lea had helped me before by recording a clip about her favourite TV show, so I thought it was only fair I return the favour. I recorded this audioboo about moving to Sevastopol, then promptly forgot about it:

A few days later I was surprised to get a message from Claire Hart telling me that she had created a series of activities around my two-minute recording. I asked her to share the result with you, and I think you’ll agree, it’s a pretty good lesson. Thanks Claire!

How Claire used the recording

Killing a bit of time before the first class of the day, I found myself reading my Twitter feed. One of the tweets that popped up was from Sandy Millin. It was a link to an audio recording she had posted on Audioboo where she talked about her experience of recently relocating to Sevastopol, Ukraine. The class I was about to start teaching was a C1 group who had asked for practice listening to British people speaking because they tend to find their British colleagues difficult to understand. I’d been using excerpts from BBC television series and BBC world service podcasts with them over the previous weeks, but Sandy’s recording seemed to provide a refreshing alternative to that.

I decided to take a chance and improvise an activity around Sandy’s recording with just 2 minutes to go before the class started. This was a bit of a challenge, but I found that having to think on my feet rather than going through a pre-planned, pre-rehearsed routine made me more present and alert. What was striking is how surprised the learners were to learn that Sandy is a real person and she’s talking about experiences that she has really had. I suppose this just goes to show how learners get used to listening to people playing fictional characters having scripted conversations with each other. When I told them that I actually know Sandy, their enthusiasm shot up even more. I’ve used this recording with several groups at a range of levels and, interestingly, all of them seem to have understood more of what Sandy said than they usually understand when we listen to a recording designed for English learning. Even my A2 group could accurately recount the key points that Sandy made and include some of the detail.

The “real-ness” of this activity was particularly palpable when I used the recording with a group of eight, five of whom have moved to Germany from either Turkey, Hungary, Russia, Poland or Romania. When I asked them to consider why people would move to a foreign country, what difficulties you can face when you make that move and how you can overcome them, the non-Germans in the group were able to tap into their real experiences and share those with the others. When I asked them to write short texts evaluating the benefits and difficulties of moving to a foreign country, what I got back from them were honest and touching accounts of how hard moving to a foreign country can be, but how it can help you to find a better quality of life. They put a lot of effort into writing these texts because the topic was important to them. Even the learners who haven’t had the experience of moving to another country themselves, seemed to have a lot of empathy for Sandy and were keenly interested in what is going on in her life.

The lesson skeleton

1. Look at the statement “I’ve just moved to Sevastopol”

  • What have I done?
  • When did I do it?

2. Ask the learners if they know where Sevastopol is. Can they find it on a map of Europe? What do they know about Ukraine? Which countries are its neighbours? What languages do they speak there? What food do they eat? Have they ever visited this part of the world?

Memorial to Heroic Defenders of Sevastopol

Memorial to Heroic Defenders of Sevastopol

3. Show them information about the population of Sevastopol, its climate and its landmarks and ask them to say what questions this information gives you the answers to. You can also use this as an opportunity to practise saying long numbers, comparing temperatures or discussing what sights they enjoy visiting.

Chersonesus, an Ancient Greek town in the suburbs of Sevastopol

Chersonesus, an Ancient Greek town in the suburbs of Sevastopol

4. Ask them if they think Sevastopol would be a good place to go on holiday to. Why/ why not?

5. Ask them to brainstorm reasons why someone would move to Sevastopol. Then ask them to speculate about why Sandy, an English teacher who is originally from England but who’s lived in a few different countries, would move to Sevastopol.

Why would you move to Sevastopol?

6. Listen to the recording and give them level-appropriate questions to answer. A lower-level question could be: What words does Sandy think you should learn first when you move to another country and why? A higher-level question could be: What difficulties did Sandy face when she arrived in Sevastopol and how has she been able to overcome them?

7. As a follow-up or homework task, you can ask the learners to write a text on the benefits and difficulties of living a foreign country.

This presentation has slides connected to each of the steps in the lesson skeleton:

(You can download it by clicking ‘slideshare’ and logging in – it’s free to create an account, and you can link via facebook if you want to.)

What I’ve learned here is that if you make a recording where you honestly describe interesting, unusual or important experiences in your life and share it through sites like Audioboo, you can produce meaningful authentic audio material that learners will respond really well to because it’ll resonate with them and their lives. The response I’ve received to using this recording has been extremely positive and my learners are now keen to know what Sandy does next.

About Claire

Claire Hart

Claire Hart teaches general English, business English and technical English to university students and business people in Southern Germany. She frequently presents on topics such as using authentic materials, mobile learning and teaching technical English at ELT conferences. She’s also a course book and teacher’s book author and an online materials writer, specialising in business English and ESP materials.

Online Professional Development

Today I have done an updated version of my Twitter for Professional Development seminar. I have now decided to focus on:

  • Twitter
  • Facebook
  • Webinars

…as the Twitter site has improved a lot, although it can still be difficult to follow chats on it, and I now find that I get a lot out of facebook and webinars in terms of professional development.

You can still find my complete introduction to using Twitter for Professional Development, although the information about Google Reader is now outdated as it no longer exists. I have started using feed.ly instead.

Here is a complete recorded version of the presentation:

If you do decide to start using online professional development, I’d be interested to hear from you. I am also happy to answer any questions about it which I can.

Good luck!

Starting the Delta

No, not time travel. Instead, a few questions for Chris Wilson, who’s about to start the Delta. He’ll be dedicating his blog, elt squared, almost exclusively to Delta for the duration of his course. Here are my questions and his answers:

  1. Why did you decide to do Delta?

    As soon as I heard there was a higher level teaching certificate than the Celta, I knew I wanted to get it at some point. I heard that I needed two years teaching experience, something that I am grateful for, but I knew I didn’t want to be a “base-level” teacher, although since then I’ve realised there are plenty of great teachers who haven’t done the Delta but still have learnt a lot over time.
    I wanted to really know why I should teach in a certain way and how to craft better lessons. I guess I also just love learning about language, teaching and how the brain works. Really I just want to know more about teaching and help people more.

  2. How are you going to do it? Why did you choose this method?

    I’m doing a modular distance Delta, which means I’m taking each module on it’s own when I want, fitting them in as I can. This was largely a practical decision tying in with the financial help that I could get from my school, but also because of difficulties in finding a local tutor for module two. I am probably going to have to do module two intensively at a local centre because of that.
    Also I’m interested in taking a closer look at how the distance delta does the distance learning aspect of the Delta so our school can hopefully steal some ideas too 🙂

  3. How much do you feel you know about the course before you start?

    I feel I know quite a lot about the course thanks to ELTChat and the recent “How to survive the Delta” discussion (and the previous “what has the delta ever done for us” one). I’ve also spent the last few months just asking people who had done the course lots of questions. At the same time I don’t know anyone who has done it the way I am about to, so I’m still unsure how it will go!

  4. How have you prepared for the Delta?

    I’ve been asking a lot of questions, blogging for professional development and getting my note-taking system in order. At the same time we’ve been really busy here at work recently (and I’ve been finishing off a few projects that I want to get done before the start of the Delta) so perhaps erratically would be the best adverb 🙂

  5. What do you think will be the most useful part of the course?

    I am really looking forward to all of it, to be honest, and I am sure it will all be useful. I can’t wait to up my game in both knowledge of terminology and methodology, conducting a research project and lesson observations. In all honesty the lesson observations and classroom practice probably scares me the most and so is probably the part that will be most useful for me.

  6. What will be the most difficult part?

    I think it’s connected to the point above, class observations. I am quite clumsy and forgetful at the best of times but with stress I know I can slip up more and take longer to recover.

  7. Anything else?

    I guess thanks to everyone who has helped with their advice and recommendation in relation to the DELTA. I hope you don’t mind me asking a few more questions over the coming months!

I’m looking forward to following Chris’ blog over the next few months, and even more, to the end of my own Delta on June 5th! This post is, in fact, procrastination, as I’m supposed to be getting ready for the third of my four observed lessons. Hope you found it interesting!

Chris' new friend?

Photo taken from http://flickr.com/eltpics by @senicko, used under a CC Attribution Non-Commercial license, http://creativecommons.org/licenses/by-nc/3.0/

English UK North

The English UK North conference took place at my school, IH Newcastle, on 6th October 2012. I presented on ‘Twitter for Professional Development’.

Here are all of the links I shared during my presentation:

You can see the slides from the presentation here:


(for some strange reason, slideshare has changed some of the formatting so a couple of slides look a little odd – apologies)

For a more detailed explanation of how to make the most of Twitter, look here.

And if you join, please let me know by tweeting me @sandymillin

IH TOC 50

International House is celebrating 50 years of teacher training courses. The first course took place in 1962, and was the forerunner to what is now the CELTA. As part of the celebrations, a one-day online conference has been organised for Friday 25th May 2012, and I am one of the presenters.

As it is my first webinar, I thought I would present on a topic I am familiar with, so I chose ‘Twitter for Professional Development’.

Here are all of the links I shared during my presentation:

For a more detailed explanation of how to make the most of Twitter, look here.

Thank you to International House for providing me with the opportunity to present this webinar, and to Oxford University Press for providing the platform to host the workshop.

Twitter seminar for CELTA students, January 2012

Here is are the most important things from the seminar which I did this morning for the IH Newcastle CELTA students.

Link to the longer post on Twitter for Professional Development

Sandy Millin on Twitter

The tweets which were sent to us from other Twitter users (from newest to oldest):

Thanks to everyone who sent tweets!

Duncan Baker

duncan_lydburyDuncan Baker

@
@sandymillin Twitter is a really good way to have almost instant communication with all friends and colleagues round the world – friendly!
martha ador

elizzabetttamartha ador

@
@sandymillin Hi! I love it because you can interact with people any time and get inmediate response! Greetings from Mexico ! Good luck !
»
Winners Education
WinnersSchoolsWinners Education

@sandymillin #ELTchat Twitter’s great once you find the right connections.Groups you share interests with or “following” belong to are great
»
Lexical Leo
leoselivanLexical Leo

@
@phil3wade @sandymillin I was in Paris for best friend’s bday so didn’t hang out much in the eves with conf crowd – so missed all the action
»
Dave Cleary
daveclearyczDave Cleary

@
@sandymillin#eltchat New to twitter but finding it great because of the people, it is a social network not a technological one
»
phil wade
phil3wadephil wade

@
@leoselivan @sandymillin I wasn’t there but it seemed like a real benchmark in the EFL/Twitter world.
»
Lexical Leo
leoselivanLexical Leo

@sandymillin as someone commented yday – attending confs is a whole diff ball game when you get to meet your Twitter followeres f2f
»
Lexical Leo
leoselivanLexical Leo

@sandymillin seems half of my twitter buddies were at #TESOLFrance in Nov – I wish I’d been on Twitter then – could’ve met many inspiring Ts
»
Philip Pethybridge
PhilPethybridgePhilip Pethybridge

Twitter brings things to your attention; provides help/ideas; links to blogs/sites; online staffroom; fun diversions! #eltchat @sandymillin
»
Carol Goodey
cgoodeyCarol Goodey

@
@sandymillin Hope I’m in time! Twitter’s a gr8 way to keep up w/ what’s going on in ELT world, learn new ways of doing things, & get support
»
Chiew Pang
aClilToClimbChiew Pang

@
@sandymillin hi y’all. It’s grt PD bc the world’s open to us. We shr probs, thoughts, reflectns, resources, life, stories,… #eltchat
»
Ceri Jones
cerirhiannonCeri Jones

RT @DaveDodgson: @sandymillin  it takes time to build connections & reap the benefits. Definitely worth it though 🙂 #ELTchat > agree
»
David Dodgson
DaveDodgsonDavid Dodgson

@
@sandymillin Twitter IS great for PD BUT it takes time to build connections & reap the benefits. Definitely worth it though 🙂 #ELTchat
»
Michael Griffin
michaelegriffinMichael Griffin

@
@sandymillin Been using Twitter for about 2 months N have been really impressed with the active engagement in ELT from all around the world
Ceri Jones

cerirhiannonCeri Jones

@
@sandymillin  Hi!  twitter offers the most amazing variety of voices & experiences of committed, questioning Ts from all over the world
»
Lesley
cioccasLesley

@
@sandymillin Twitter has led me to the fabulous community teachers that is #ELTchat & increased my PD 100-fold!
Andrea Wade
worldteacherAndrea Wade

@
@sandymillin Hi from Vietnam! I get all my best links and info from Twitter and I meet some great people who can answer all my questions!
»
mark andrews
marekandrewsmark andrews

@
@sandymillin twitter gr8 to share ideas,resources+ 4 you,entering the world of EFL,it’s gd 2 be in touch w/ people whose books u will read!

A Twitter activity

When I did my Twitter seminar on Friday last week (blog post here) I started with a new activity, and it seemed to work really well. It was something I’d heard about before, but couldn’t find an appropriate time to use.

We started off with a big pile of scrap paper (A4 divided into four were the perfect size), plus a writing implement each. I took a piece of paper and wrote:

Sandy

As a teacher, one of my biggest problems is giving instructions. What should I do?

To prove this (!) I then told the group that they could either offer me advice or add their own problems. There were a few rules though:

  • no talking throughout the activity – the only communication could be on paper
  • write your name at the top of each piece of paper so that we can see who the message is on
  • one piece of paper per message, and don’t write too small (this is to simulate the ‘soundbite’ nature of Twitter)
  • you must place your paper at the end of the line (we had them all arranged on a row of tables), regardless of whether the previous piece of paper was what you were replying to (to simulate the Twitter stream)

The resulting ‘discussion’ was about ten minutes long and went really well. Here are a selection of our ‘tweets’ in no particular order to give you a taste of what we were talking about:

Tweets 1Tweet 2Tweet 3

After we’d finished the chat I asked the DELTees how they felt during the chat. This is what they came up with:

Twitter adjectives

The ‘chat’ was stimulating and made the rest of the seminar more interesting (at least, that’s how it felt) as they could really feel how Twitter works. I compared the amount of ‘tweets’ nine of us produced in ten minutes to the amount fifty or sixty of us produce in an hour on #eltchat and that got them really interested.

Two of them have already told me that they’ve signed up, and one more said she would sign up next weekend. This is much higher than my normal 1/12-15 hit rate! I really think this activity made all the difference, and I would heartily recommend it to anyone doing a Twitter for PD seminar, or to try out in class.

Enjoy!

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