Dogme ELT and a way forward                              Henrick Oprea
Technology is probably top ofmind [in driving the shifts inmethodology], although the useof technology in itself doesn’tne...
 following a set of rules prescribed by a book? giving your students lots of extra handouts with  exercises? making sur...
“A good teacher cannot be fixed ina routine… During teaching, eachmoment requires a sensitive mindthat is constantly chang...
Languagelearning, whetherclassroom-based ornaturalistic, whether inan EFL or an ESLcontext, iscapricious, opportunistic, i...
“learning linguistic items is not a linearprocess – learners do not master one itemand then move on to another. In fact, t...
“Success depends less onmaterials, techniques and linguisticanalyses, and more on what goes oninside and between the peopl...
 A pedagogy of bare essentials ‘Unplug’ your teaching The people in the room matter more than the resources
 Interactivity Engage Dialogic Affordances Scaffolding Emergence Empowering Relevance Critical
1. Conversation-driven2. Materials-light3. Focuses on emergent language
 Conversation is language at work Conversation is interactive, dialogic and communicative Conversation scaffolds learning
 Course books or curse book? Photocopies Videos and others
 Emergence or acquisition?   Language is more than the sum of its parts. Responsive teaching, not pre-emptive teaching
“Education is aself-organisingsystem wherelearning is anemergentphenomenon.”Sugata Mitra
 Establish a classroom dynamic that is conducive to    interactive talk   Set up conversations between and about ‘the pe...
 Foreground the learners’ topics and texts Orient lesson to the learners’ needs and interests Make the most of minimal ...
 WHO instead of WHAT Listen actively to your learners Less is more Make it personal and meaningful
 Is Dogme ELT just a fad? Can technology and Dogme co-exist? What are the so-called Dogme moments?
Education iscommunicationand dialogue. Itis not thetransference ofknowledge.Paulo Freire
We can’t control learning, but we are ultimatelyresponsible for our teaching. It is only when weunderstand that teachers m...
Henrick Opreahenrick.oprea@gmail.comhttp://hoprea.wordpress.comTwitter: @hoprea
Unplugging your teaching
Unplugging your teaching
Unplugging your teaching
Unplugging your teaching
Unplugging your teaching
Unplugging your teaching
Unplugging your teaching
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Unplugging your teaching

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Braz-TESOL plenary presentation in Goiânia, on May 18 2012.

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  • Thank you, Ana! It is quite hard to teach large groups and we have to find options so that we keep teaching instead of simply repeating words and expecting children will learn somehow.
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  • You have made re-think upon my teaching method. I ve been trying something similiar to dogme in my ESL classes for Ampliación, that is an English listening and English speaking optional subject at my high school . I think it has worked famously because the class is not so big and my students were focused on communication. I have to admit that in other classes with 33-36 teenagers students average as well as with a 10 per cent of them disturbing the rhythm because they just don´t know/don´t care I have had just to be the dull, strict grammar teacher who tries to survive. Superb job! Great presentation, insightful and refreshing.
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Unplugging your teaching

  1. 1. Dogme ELT and a way forward Henrick Oprea
  2. 2. Technology is probably top ofmind [in driving the shifts inmethodology], although the useof technology in itself doesn’tnecessarily drive shifts inmethodology - it can be used todeliver the same course contentin a different way. I think there isa renewed interest in morebottom-up, experiential Luke Meddingslearning after the very top- 2011down, grammar-drivenapproaches that dominated inthe 1990s.
  3. 3.  following a set of rules prescribed by a book? giving your students lots of extra handouts with exercises? making sure your lesson plans are followed from beginning to end without a change? keeping abreast with the latest technology available to teach the so-called “digital natives”?
  4. 4. “A good teacher cannot be fixed ina routine… During teaching, eachmoment requires a sensitive mindthat is constantly changing andconstantly adapting.” Bruce Lee
  5. 5. Languagelearning, whetherclassroom-based ornaturalistic, whether inan EFL or an ESLcontext, iscapricious, opportunistic, idiosyncratic and seldomamenable to external Scott Thornburymanipulation. P is for Postmodern Method http://scottthornbury.wordpress.com/2012/ 05/13/p-is-for-postmodern-method/
  6. 6. “learning linguistic items is not a linearprocess – learners do not master one itemand then move on to another. In fact, thelearning curve for a single item is not lineareither. The curve is filled with peaks andvalleys, progress and backslidings” Larsen-Freeman (1997)
  7. 7. “Success depends less onmaterials, techniques and linguisticanalyses, and more on what goes oninside and between the people in theclassroom” Earl Stevick Humanist English language teacher and thinker
  8. 8.  A pedagogy of bare essentials ‘Unplug’ your teaching The people in the room matter more than the resources
  9. 9.  Interactivity Engage Dialogic Affordances Scaffolding Emergence Empowering Relevance Critical
  10. 10. 1. Conversation-driven2. Materials-light3. Focuses on emergent language
  11. 11.  Conversation is language at work Conversation is interactive, dialogic and communicative Conversation scaffolds learning
  12. 12.  Course books or curse book? Photocopies Videos and others
  13. 13.  Emergence or acquisition?  Language is more than the sum of its parts. Responsive teaching, not pre-emptive teaching
  14. 14. “Education is aself-organisingsystem wherelearning is anemergentphenomenon.”Sugata Mitra
  15. 15.  Establish a classroom dynamic that is conducive to interactive talk Set up conversations between and about ‘the people in the room’ Take advantage of conversation as it occurs incidentally Provide the necessary scaffolding to support talk in a second language Be a participant in the classroom talk
  16. 16.  Foreground the learners’ topics and texts Orient lesson to the learners’ needs and interests Make the most of minimal means Set up activities that are language productive Use learner language to inform lesson and course planning View learners’ errors as learning opportunities Record, review and recycle instances of learner language
  17. 17.  WHO instead of WHAT Listen actively to your learners Less is more Make it personal and meaningful
  18. 18.  Is Dogme ELT just a fad? Can technology and Dogme co-exist? What are the so-called Dogme moments?
  19. 19. Education iscommunicationand dialogue. Itis not thetransference ofknowledge.Paulo Freire
  20. 20. We can’t control learning, but we are ultimatelyresponsible for our teaching. It is only when weunderstand that teachers make the difference inlearning that we will be able to promote meaningfulchange. We should be teaching for learning, and notseeing teaching and learning as twocompeting, independent forces.
  21. 21. Henrick Opreahenrick.oprea@gmail.comhttp://hoprea.wordpress.comTwitter: @hoprea

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