Strictly come CELTA - IATEFL 2015
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The slides from my IATEFL talk 2015. Some thoughts about trainer persona and grading on CELTA courses.
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Strictly come CELTA - IATEFL 2015
- 3. What do CELTA and SCD have in common?
- 4. Let’s start with the people who evaluate…
- 5. They are all experts in their field
- 6. They all observe practice over a period of time whilst participants move from unskilled…
- 7. …..to often very professional levels of performance
- 8. They all act as mentors and offer praise, constructive criticism and advice.
- 9. They all give a grade to the performance
- 10. Does all of this sound familiar??
- 11. Some ‘trainees’ are more naturally talented…….
- 12. …than others….
- 13. ..and some learn more on the journey…
- 14. …but they all improve.
- 15. Is this a reasonable analogy? What’s different? What can we learn from a comparison?
- 16. Question 1 How important is trainer persona when giving feedback?
- 17. Bruno Toniolli Likeable Effervescent Positive Creates rapport Unthreatening Is this you? Does a trainer need to be likeable?
- 18. Position of ‘Head’ Older ‘Old school’ approach Sometimes out of step with the other judges/ has different criteria Rather conservative. Engenders respect Len Goodman
- 19. New kid on the block From a different dance background Always positive Tends to grade above others Often demonstrates good practice Darcy Bussell
- 20. Strict Acerbic Blunt Consistently grades below all the other judges Seeks perfection The participants always listen to him and it is his opinion that they believe. Craig Revel-Horwood
- 21. So, which of these do you relate to? Or are there different aspects to your practice? Are different aspects important at different points of the course? Please discuss!
- 24. Benefits of grading for trainees/ contestants • A clear picture of their progress Problems for trainees/ contestants • Will they read/ hear the feedback properly? Issues with grades……
- 25. Should we grade? Do they understand feedback? https://www.youtube.com/watch?v=WXHnkyLPMo8 2.54
- 27. Benefits of grading for trainees/ contestants • A clear picture of their progress Problems for trainees/ contestants • Will they read/ hear the feedback properly? Problems for trainers/ judges • How can they be effectively standardised? Issues with grades……
- 31. 113 146 35 How many 10s in 12 series?
- 32. Standardisation is potentially a problem: • Between trainers • Between centres
- 33. Grades – How many points are on your scale? Officially? Unofficially?
- 36. To Std Below Std Above Std 3
- 37. To Std Below Std Above Std Nearly above standard Just to standard 5
- 38. To Std Below Std Above Std Nearly above standard Just below standard 5
- 41. ‘Unwritten’ rules? No AS before half time? No AS in the first 2 TPs?
- 42. How does your centre grade? Are there any issues with your grading? Discuss!
Editor's Notes
- Want this to be a workshop, not just an excuse for a 45 minute talk….
- How many watch SCD? How many are CELTA trainers? Judged talent shows such as Strictly Come Dancing involve a panel of expert judges acting both as mentors and assessors to trainees – i began to wonder what parallels there are between this and teacher training, especially on pre-service course such as celta. To what extent is the model similar? What can we learn about diffferent styles of mentoring and judging? To what extent does having a more precise grading scale help trainees to understand their progress. With lots of room for discussion along the way.
- Judged talent shows such as Strictly Come Dancing involve a panel of expert judges acting both as mentors and assessors to trainees – i began to wonder what parallels there are between this and teacher training, especially on pre-service course such as celta. To what extent is the model similar? What can we learn about diffferent styles of mentoring and judging? To what extent does having a more precise grading scale help trainees to understand their progress. With lots of room for discussion along the way.
- 2.56 – 5.15 then 5.59
- What issues are there with candidates ‘over-achieving’ in the first half and not maintaingin that progress? (eg 2 AS in TP 1 and 2 and failing by mid course… Or getting under-assessed in the first half? Esp from an assessors point of vierw – no evidence of quality?