We looked at two different taxonomies you could use when planning workshops, in a session on the NILE Trainer Development course today.
The first was proposed by Rod Ellis in a 1986 ELT Journal article called Activities and procedures for teacher training. It lists 10 different kinds of task for teachers on training courses, arranged loosely from less to more cognitively/linguistically demanding:
We also looked at Bloom’s Revised Taxonomy (Anderson and Krathwohl), again from ‘easier’ to ‘more difficult’:
With a coursebook page as a prompt, we used these taxonomies to come up with 6 teacher training tasks laddered from easier to harder, with the caveat that the taxonomies are guidelines, not straitjackets.
The aim my partner and I chose for our imagined group of middle school teachers was ‘to learn how to adapt coursebooks to increase student engagement’. The 6 tasks we came up with were:
- List ways you already know to engage students with a coursebook page. (Listing/Remembering)
- Categories those methods in some way, e.g. heads up/down, stirrers/settlers, individual/pair/group activities. (Rearranging)
- Read this blogpost – what else can you add to your categories? [On reflection, that should probably be something like ‘Choose one thing to add to each category.’ as otherwise it could be overwhelming!] (Adding)
- Which of the activities on your list would/wouldn’t work with your students? What would you change? (Analysing/Evaluating)
- In pairs, plan your own lesson based on the coursebook page. (Preparing/Creating)
- Look at another pair’s lesson plan. Decide what works and what you could improve. (Evaluating/Improving)
Feel free to try out this session with your teachers. I’d be interested to know how it goes 🙂