So as promised, here’s what I got out of Day One at IATEFL. To be honest it feels like not very much, since I haven’t had much time to dedicate to it at all – just a few visits to twitter and a quick read through a few emails. I was hoping to watch the plenary session by David Crystal when I got home but then I got distracted by an irrational urge to make Delia’s braised red cabbage to go with the left overs from last night’s beef. Sorry, David, I promise I’ll watch it very soon (I have it on in the background as I write this). Here it is if you’d like to join me…
Congratulations too, David, on your new website launched today as well: http://www.davidcrystal.com something else to bookmark and come back to. Although I was all ready to explore The Memors until I read the description and came across the combination techno-fantasy and tweenagers – not for me then.
Anyway, back to IATEFL and the things that made my day…
The biggest hit of the day for me, popping in and out of the conference asynchronously from the other side of the world, was easily Sandy Millin and her various blog posts on the talks she attended. No idea how she managed to collect so much info about so many things into such short concise blog posts, although I imagine it had a lot to do with blending her tweets together skilfully. Wonderful stuff, Sandy, and most of my impression of day one comes from your posts, so looking forward to more over the next few days.
Unfortunately, one of the drawbacks of Sandy today was that she went to a few talks that I wouldn’t have wanted to go to, mainly because they seem more targeted towards ESL rather than EFL, which is my context. However, I was really interested in reading what she had to say about the following talks:
Penny Ur – Technology in ELT
Penny’s conclusions – a means, not an end
Seems from her conclusions Penny was talking a lot of sense and resonating with my own soundbite when it comes to technology – it’s not what you use or even how you use it but why you use it that counts. Penny’s ‘cautiously, critically, selectively’ mantra seems to reflect that. Though of course it’s also true of every activity we do in the classroom, not just ones using hi-tec specs.
I like this list that Penny shares of the things that technology offers us – word processing, editing tools, the internet, digital dictionaries, improved self-access, more and more engaging written interaction, more easily accessible audiovisual material, distance learning possibilities, and even interactive whiteboards (I’m still sceptical, but then I’ve never actually used one). All these things can help students learn – if we use them purposefully and they therefore give us something that other means don’t. So good common sense there then, but nothing new.
The downside and dangers she discussed aren’t new either, so let’s move on to the activities she offers. Nope, nothing new there either. Although I did come up with a new idea for a mobile lesson myself today, that may well have been discussed in Penny’s talk. I’ve just realised the power of having students with smartphones and the ease with which they can do quiet reading and research in the classroom.
This idea came out of a tweet I saw that wasn’t actually IATEFL linked, but very much linked to why I didn’t post yesterday:
Yes, Thatcher died, and Sean has made a thirty activity lesson out of the news – incredibly impressive (not that I’ve had time to get beyond the quantity yet, but, yet again, I hope to have a look at some point), although it did make me think of a lesson about Thatcher I would do if I had a class at the moment (I’m CELTA training, though subbing Thursday night so I might try this out then), which wouldn’t involve any materials:
Lead-in – get the students to discuss the current news stories and see what they come up with (floods here in Argentina are much bigger news than the Iron Lady’s demise).
Steer conversation around to Thatcher and get the learners to discuss what they know about her and feel about the news of her death.
Lead the conversation towards the whole ‘she’s a saint’ / ‘dance on her grave’ debate and ask them for initial impressions.
Speaks for itself
Get the learners to research the topic. Tell them they have ten minutes to read up on the topic (this is where you need wifi and enough smartphones to at least be able to share in pairs / a computer room) and make notes in preparation for a debate.
Divide the class into two groups, one researches the positive side of Maggie, the other the negative side. It’s a good idea to elicit where they will go to get their stories (Facebook and TWitter are the obvious answers, along with the BBC and British newspapers).
After ten minutes research put each group together (or sub groups in a big class) and get them to share their research with each other.
After an initial comparison and exchange of info, introduce them to the idea of the debate, in which they’ll argue about the merits of Margaret. Quickly outline the debate schedule (I don’t have time to outline this here I’m afraid, wife will be home soon). And then off they go, debating Maggie (my debate format takes at least 45 minutes) to their hearts’ content – As v Bs.
It’s such a simple lesson (if you have the tech) and involves a range of skills – speaking, reading, negotiating, debating, note-taking, listening etc. And minimal preparation time. And of course you can use it again and again whenever you have a controversial news story. I hope Penny would approve of this lesson, since it’s a very simple and small use of technology that really helps the learners prepare for the main speaking task (and they can always go back for more if needs be).
So there you go, my free activity of the day – much more overt than the one in my intro IATEFL post (which only three of you found – have another look). Sorry, got to go and stir the cabbage:
And so on to:
Victoria Boobyer – Implementing Handheld Learning
Seems the talk was much more about the practicalities of setting up the use of ipads rather than how to actually use them – there’s some good advice in there and many things I wouldn’t have thought of before taking a box of ipads into class (as if I’ll ever get the chance…) and a couple of fun activities are showcased at the end – picture poems and comic stories. Been getting students to write their own stories to comics for years, but it does waste a lot of Tippex, so this is definitely an area where technology helps.
Swiftly on to
Jim Scrivener – How to Demand High
which I’m very interested in cos I’m doing a talk on Demand High in Montevideo, Uruguay in May, so I wanted to see if Jim had added anything to his talk at the IH World DoS conference in January.
Judging by Sandy’s take, he has. I like the idea of getting the audience to think of ways to demand more of their students using one exercise (exactly what I’d planned to do next month) and then compare to his own.
Unfortunately from the photos I can’t see too much of Jim’s ideas on his handout – can anyone help?
I can only make out the following:
Checking answers without rubber stamping
Getting behind the answer
Listening
Feelings
Various pronunciation exercises
Practice, memory, mistakes and being playful…
I imagine most of these are already in a few teachers repertoires and there’s a lot of benfit in encouraging more people to take them on board – less is definitely more and we need to take the time to spend quality time with and on language – I hope there’s some nice ways to do that here.
Which reminds me, I also came across this while trawling through twitter today:
which sounds like a very helpful article for my talk next month. Roll on MET.
Missus is on way and cabbage needs turning again, here are a few more tweets I enjoyed today from IATEFL before I go:
Fluency/accuracy dichotomy too simplistic: also need fast/but form focused activities or focus on meaning/but slow – Jason Anderson#iatefl
“Seeing others notes before a debate makes you more willing to take part” – great session from Jason Anderson on fluency & accuracy #iatefl
Nice idea for debate preparation to combine into my Maggie lesson
Colin MacKenzie: thinking of creative professions primes us for creative thinking #tdsig #IATEFL
David Crystal at GISIG #iatefl: The two forces that drive language forward: identity and intelligibility.
My dinner is on the table
. 
Day two at #iatefl from a downtown BsAs bus
10 04 2013Starting this on the bus on the way home from the centre of town,
The 39 bus – from Corrientes to Carranza
and no doubt won’t finish it til tomorrow morning, but wanted to try out making a post on my phone – after all, this is where our learners are headed, isn’t it?
Sandy has been a big help again today, easily my star of the conference.
‘We’ ‘saw’ the following talks together:
Does the word “synonym” have a synonym? – Leo Selivan
Bridging the gap by Ceri Jones
From preparation to preparedness – Adrian Underhill and Alan Maley
Does the word “synonym” have a synonym? – Leo Selivan
talk sounds fascinating, I love travelling back through the history of the language as he did at the beginning of his talk and this pie chart of the make up of English I haven’t seen before:
Where does English come from?
And for some strange reason I always enjoy telling my students that English is the biggest language in the world (for some other strange reason my Argentine students never believe me and insist Spanish has more words, not a problem I ever had in the Czech Republic).
And of course, the main point Leo makes about synonyms is crucial when it comes to vocab learning (well-timed, since I’m doing our CELTA session on teaching vocab this afternoon – one of my favourites) – synonyms are not the same. This is something I’m a staunch defender of and always pick up our trainees on when they say ‘they’re the same’ to the students in class (a little demand high CELTA tutoring there, Neil?). If they were the same then we wouldn’t have two words for something. The reason we do have two words for something, or three or four, is because there are subtle differences between them (perhaps because the different social or geographic classes saw things differently back when the language was being molded (hang on a minute, language is always being molded (although perhaps nowadays it’s being moulded too?)). And so they don;t differ in basic meaning, but as Leo points out, they differ in their collocations, register, colligations and semantic prosodies, to name but a few. And this does need to be pointed out to students, as I will point out to our CELTees this afternoon.
Sandy reports only two practical ideas from Leo, collocation forks, which if I understand correctly go back to Lewis’ ideas in The Lexical Approach, and a website called Just the word, which looks like a useful reference page for teachers and students alike – demand high of yourselves by checking out collocations of words before you teach them (but remember to stay in the context in which you’re teaching). My example nods to yesterday’s post about Day One at IATEFL:
http://www.just-the-word.com
I do like the visula simplicity of the little green bars, though I’m struggling to see why ‘cabbage at’ is just as used as ‘cabbage with’. Market forces I imagine.
Bridging the gap by Ceri Jones
is getting short shrift because I have some Academic Coordinating to do before pilates class, but seems worth a mention because the course book she is selling in the talk seems to be written on slightly more solid foundations than any others in recent years. It seems to take into account the changing world and changing language around us and tries to be more relevant to learners by including them more in activities. I imagine like most talks about course books she focused on the three best activities in the book, but hopefully that’s just me being cynical. Definitely one to check out when it comes to choosing new books. One activity she mentions that I am a big fan of is getting the learners to write a text before they read a similar text form the coursebook, they are then immediately comparing their own ideas and writing skills with those of the author, which makes the whole process more cognitive and affective.
From preparation to preparedness – Adrian Underhill and Alan Maley
This was one of the most eagerly awaited (and tweeted sessions) of the day and I picked up on the following:
This just made me want to be at the conference and at the session. Whether or not the presenters were giving us good ideas, I’d love to have been there to see them try.
And this tweet makes me want to read these articles. We should all be expecting the unexpected in our lessons – and enjoying it! One of the things I loved most about our recent Delta Intensive was watching very good teachers (when the lesson went to plan) become even better teachers by changing the plan, adapting the plan and losing the plan depending on their students’ needs.
But unfortunately there weren’t too many practical ideas coming out of the session, except for this list:
Training teachers to improvise
Improvising teachers
Those last two are the ones I’m going to focus on more, since the others are hopefully already ‘just good teaching’, aren’t they?
Time to coordinate, so I’ll leave you with a few random thoughts on a few random tweets I favourited throughout the day:
Completely agree with this one, Mike. I always try and set my self a new development goal each year (and normally manage many more along the way). This year’s include blogging IATEFL
, writing a Delta Module One Live Online course and celebrating IH World’s 60th anniversary (hope you enjoy the free gifts, since many of them are from me).
This tweet too sounds like the kind of session I enjoy – practical activities that really work in the classroom. How many were there? What were they? Do they really promote further fluency? How can I find out?
I include this tweet because I don’t really get it. Apart from people actually paying less attention to the speaker during conversations because they are distracted by their phones (although at conferences we probably concentrate more when we are tweeting / blogging during the talks?), speech itself isn’t changing, so how does the speaker envisage speaking activities reflect the more digital communication that there is? Anyone who was there care to enlighten me?
This link sounded good so I’m sharing it with you. Obviously I was intrigued by the Dogme / Demand High mix (’twas only a matter of time) so let’s see what it’s all about shall we? Not much D&D (un)fortunately, so little in fact I had to comment on it:
Hi Tom,
.
Very common sense if your students have the technology – sounds just like my kind of lesson and similar to one I shared yesterday in its use of whatever tech is ‘handy’.
Am interested in hearing how you made it Demand High though, since that doesn’t come out of your post and those dominoes don’t sound very Dogme (not that that’s a criticism).
But I hope your title and tags brought you a few new readers like myself anyhow
I’m a big fan of Wily’s and would love to have been at his talk – he really is an authentic teacher and always makes you think. If I have time I’ll try and get more of a taste of his and Katy Davies’ talks to comment on tomorrow, because they sound like to of the talks of the day.
Work beckons. What do you reckon?
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Tags: 2013, activities, Buenos Aires, CELTA, comment, CPD, Delta Modules, Demand High, Dogme, ELT, handout, IH, International House, lesson plans, Neil McMahon, Share, Speaking, Students, tweet, workshop
Categories : Developing Teachers, My CPD and I