No Man’s Land – Finding the Middle Ground in the Dogme Debate

16 02 2012

No Man’s Land – Slides from Montevideo 29/2/12

Macmillan Montevideo

On Wednesday 29/2/12 I had another go at No Man’s Land at the Macmillan Montevideo Conference 2011 held at the Anglo.  It was interesting to see how the talk changed as a result of  having a different dialogue with a different audience – Montevideo was much less impressed with Dogme than Buenos Aires was and quite a few members of the audience were brave enough to call themselves Textbook Traditionalists at the beginning of the talk, although we all ended up as Dog-maurauders at the end.  The talk was also shorter, so I focused more on the ten key principles and had also summarised 10 key Dogme-rauder principles which the audience were happy to accept and take away to consider.  Let us know how you get on!

Many thanks to Nicolas from Macmillan for organising the day, my impressive fellow speakers Aldo Rodriguez, Phil Hanham and Gustavo Gonzalez and, of course, the anglo for hosting the event – although it was the great audience that made the day such a success.

Pro-T Buenos Aires

Here are the slides from the talk at Pro-T 2012 on Thursday 16th February 2012.

No Man’s Land

Many thanks to everyone who came to the talk on Thursday and to @lcamio and the Pro-T team for inviting me and organising everything so smoothly.  I really enjoyed the talk and discovering much more about the principles of Dogme ELT through the process of researching, planning and writing the talk and sharing it with you on Thursday.  It was exciting (and empowering) to put the decision about whether or not to ‘convert’ myself into a Dogme-gician in your hands, and participating in that Dialogic Co-construction of knowledge to see what emerged was an enlightening process.  I hope the talk has helped some of you to look at your classrooms from a slightly different angle and gives you some ideas about how to ensure our students are at the centre of everything we do.

If you feel you are a Dogme-gician, it would be great to hear how you have managed to incorporate your Dogme teaching style into the confines of the educational context where you work.

Dogme-gician's believe in all the magic of Dogme.

If you’re a Dogme-rauder, it would be great to hear which principles of Dogme you have particularly pillaged and which ’emergent’ tasks and activities you have used successfully or are going to try out.

Dogme-rauders have a soft spot for the 10 key Dogme principles, but prefer to loot and pillage the best of all methods

And if you’re a Textbook Traditionalist, then it would be great to hear the reasons why.

Textbook traditionalists start their planning from the next page of the course book and feed their students grammar mcnuggets

The ones that came up during the talk were pressure from above (Principals getting in the way of principles?) and the necessity to prepare students for exams.

The first problem is going to take time and persistence in order to convince principals, parents and even ministries of education, that the syllabus can be covered and students can learn English and prepare themselves for exams without having to faithfully follow a course book step by step.

And exam classes can easily prepare through a less materials dominated approach.  Students choose the texts they want to work with (be they authentic, course book, test book or whatever).  Students can construct test activities for each other from these texts, empowering them to discover much more about the tests and the strategies needed to complete them successfully.   Students can decide which tasks to work on when, depending on mood, trending current affairs topics, previous classes, perceived weaknesses.   Students can design the course syllabus, selecting the test materials to use, the balance of test types to focus on, writing proposals at the beginning of the course, progress summaries during the course, reviews of the course as it progresses and reports on their progress towards the end of the course.  Obviously, the students will choose to use Practice Test materials during the course (I imagine), but this is all part of being a good Dogme-rauder – letting students choose, allowing the syllabus (as well as the langauge) emerge through a dialogue involving the whole class.

Al, Vicky and Susan enjoying the talk – laughing in the face of Dogme?

I seem to have burst into song – lyrics a-merging!

Looking forward to hearing where you stand and I was relieved to find out I can continue to be a Dogme-rauder at the end of the talk!





Game on! Football Feedback

12 02 2012

Having been asked to share the football game that I refer to in my Feedback Fiesta talk and that I wrote for the IHWO Games Bank, here it is:

IHWO Games Bank Football

It can be used for feedback on any controlled practice activity or for livening up feedback on progress tests or revision tasks.  I didn’t invent the game, but have no idea where I first saw it (apart from the fact I’m pretty sure it was at International House in Prague) or who thought it up originally – it’s just one of those EFL classics, I guess.

If you do download and use the game, please do leave a comment letting us know how you used it, so we can share and spread the word about this ‘beautiful game’.