Workshop given 16th Sep 17:45 in Buenos Aires:
- Dirección Operativa de Lenguas Extranjeras, Ministerio de Educación, CABA
- British Council
- I.E.S. en Lenguas Vivas “Juan Ramón Fernández”
"Many English teachers find themselves teaching in difficult circumstances. Large classes, multiple levels, and demotivated students are just three realities that can make language learning and teaching a challenge. The idea behind this interactive workshop is to examine these difficult circumstances and others, and to use our shared experience as teachers to help each other with classroom strategies and ideas to overcome the challenges we face on a daily basis.."
http://t.co/hfQ9U98Hzr
Approaches, methods, procedures and techniquesCarmen Bazurto
The speech production derives from speech comprehension, because learners always are able to understand first than speak. Besides the basis of language is used words with a significant contexts in order to produce language meaningfully (lexicon).
Shaping the Way We Teach English at the Lebanese UniversityRita Abdelnour
A Training Workshop given to Lebanese University undergraduates based on the Shaping We Teach English material during the months of November-December, 2010
Revised presentation for Moodle MOOC Feb 2014
The 21st century has brought a revolution in the way people can and want to teach and learn language, and much of this has revolved around the spaces where people choose to learn. Starting with a look at traditional classrooms, we'll examine what the digital revolution has been doing to these spaces, with a move towards the normalisation of technology. We'll look at methodologies aimed at teaching languages in very big spaces and others designed to teach languages when no teacher is physically present. Then we'll move outside the classroom and look at other ways that people are learning languages. We'll take a trip through language learning in the virtual worlds of computer games, where teachers have been finding out how best to exploit the advantages that these exciting new environments afford, and finally we'll turn our attention to mobile learning spaces.
Approaches, methods, procedures and techniquesCarmen Bazurto
The speech production derives from speech comprehension, because learners always are able to understand first than speak. Besides the basis of language is used words with a significant contexts in order to produce language meaningfully (lexicon).
Shaping the Way We Teach English at the Lebanese UniversityRita Abdelnour
A Training Workshop given to Lebanese University undergraduates based on the Shaping We Teach English material during the months of November-December, 2010
Revised presentation for Moodle MOOC Feb 2014
The 21st century has brought a revolution in the way people can and want to teach and learn language, and much of this has revolved around the spaces where people choose to learn. Starting with a look at traditional classrooms, we'll examine what the digital revolution has been doing to these spaces, with a move towards the normalisation of technology. We'll look at methodologies aimed at teaching languages in very big spaces and others designed to teach languages when no teacher is physically present. Then we'll move outside the classroom and look at other ways that people are learning languages. We'll take a trip through language learning in the virtual worlds of computer games, where teachers have been finding out how best to exploit the advantages that these exciting new environments afford, and finally we'll turn our attention to mobile learning spaces.
Configuration management (CM) is a field of management that focuses on establishing and maintaining consistency of a system's or product's performance and its functional and physical attributes with its requirements, design, and operational information throughout its life.[1] For information assurance, CM can be defined as the management of security features and assurances through control of changes made to hardware, software, firmware, documentation, test, test fixtures, and test documentation throughout the life cycle of an information system.
scmGalaxy.com is dedicated to software configuration, build and Release management. This covers CVS, VSS (Visual Source Safe),Perforce, SVN(Subversion) MKS Integrity, ClearCase,TFS,CM Synergy, Best Practices ,AnthillPro, Apache Ant, Maven, Bamboo, Cruise Control and many more tools.
Presentation given at FLA7. Montevideo on the 11th October 2014:
Foro de Lenguas de ANEP que se realizará los días 10 y 11 de octubre de 2014 en el Instituto de Perfeccionamiento y Estudios Superiores del CFE-ANEP (IPES, Asilo 3255, Montevideo).
http://www.politicaslinguisticas.edu.uy/
Droppy: Promoting Speaking with an Online GameGraham Stanley
Screenshots from the online game, Droppy. Activity is designed to promote speaking in the language classroom.
See http://www.digitalplay.info/blog for lesson plan
Remote teaching, distance learning or team teaching?
Webinar hosted by TeachingEnglish
Monday, December 15, 2014
Due to a lack of of qualified and experienced teachers in Uruguay, English is being taught in 2000+ primary classes all across the country via video conferencing, using teachers from elsewhere (including Argentina, the Philippines and Mexico). Because there are two teachers, a classroom teacher (CT) and a remote (RT), a new type of methodology is being developed that combines elements of distance learning, team teaching and blended learning, but which also requires a unique approach.
http://bit.ly/1BE4e1X
Interbrand fue fundada por John Murphy, natural de Essex en el Reino Unido. Su interés en la marca de diseño comenzó mientras se trabaja en el departamento de planificación y marketing corporativo de Dunlop Corporation, una empresa líder en la industria de los neumáticos.
la empresa Eurobrand, en base a los muchos años de más de 20 años de experiencia en la evaluación y el análisis de las marcas, así como nuestra participación en las normas nacionales e internacionales, los dos como presidente del Comité austríaco de Marcas y de la opinión de Patentes
y los delegados a la revisión de marca comité de la ISO
Handout produced for my presentation at the 11th Anglo Congress in Montevideo on 'Interactive Storytelling Activities and Games' - see http://blog-efl.blogspot.com/2014/07/interactive-stories.html
Configuration management (CM) is a field of management that focuses on establishing and maintaining consistency of a system's or product's performance and its functional and physical attributes with its requirements, design, and operational information throughout its life.[1] For information assurance, CM can be defined as the management of security features and assurances through control of changes made to hardware, software, firmware, documentation, test, test fixtures, and test documentation throughout the life cycle of an information system.
scmGalaxy.com is dedicated to software configuration, build and Release management. This covers CVS, VSS (Visual Source Safe),Perforce, SVN(Subversion) MKS Integrity, ClearCase,TFS,CM Synergy, Best Practices ,AnthillPro, Apache Ant, Maven, Bamboo, Cruise Control and many more tools.
Presentation given at FLA7. Montevideo on the 11th October 2014:
Foro de Lenguas de ANEP que se realizará los días 10 y 11 de octubre de 2014 en el Instituto de Perfeccionamiento y Estudios Superiores del CFE-ANEP (IPES, Asilo 3255, Montevideo).
http://www.politicaslinguisticas.edu.uy/
Droppy: Promoting Speaking with an Online GameGraham Stanley
Screenshots from the online game, Droppy. Activity is designed to promote speaking in the language classroom.
See http://www.digitalplay.info/blog for lesson plan
Remote teaching, distance learning or team teaching?
Webinar hosted by TeachingEnglish
Monday, December 15, 2014
Due to a lack of of qualified and experienced teachers in Uruguay, English is being taught in 2000+ primary classes all across the country via video conferencing, using teachers from elsewhere (including Argentina, the Philippines and Mexico). Because there are two teachers, a classroom teacher (CT) and a remote (RT), a new type of methodology is being developed that combines elements of distance learning, team teaching and blended learning, but which also requires a unique approach.
http://bit.ly/1BE4e1X
Interbrand fue fundada por John Murphy, natural de Essex en el Reino Unido. Su interés en la marca de diseño comenzó mientras se trabaja en el departamento de planificación y marketing corporativo de Dunlop Corporation, una empresa líder en la industria de los neumáticos.
la empresa Eurobrand, en base a los muchos años de más de 20 años de experiencia en la evaluación y el análisis de las marcas, así como nuestra participación en las normas nacionales e internacionales, los dos como presidente del Comité austríaco de Marcas y de la opinión de Patentes
y los delegados a la revisión de marca comité de la ISO
Handout produced for my presentation at the 11th Anglo Congress in Montevideo on 'Interactive Storytelling Activities and Games' - see http://blog-efl.blogspot.com/2014/07/interactive-stories.html
Webinar given to launch the IATEFL LTSIG Monthly series on 25th July 2020. Storytelling ideas for language teaching online. The pre-task for the webinar is in the notes and here: https://ltsig.iatefl.org/ltsig-monthly
Interactive storytelling games (July 2020)Graham Stanley
Presentation about interactive storytelling games to promote speaking by language learners. Workshop given at the Trendy English games fest on 5th July 20020 - https://trendyenglish.ru/gamefest
Remote Teaching - Engaging students when teaching onlineGraham Stanley
Webinar given for the IATEFL LTSIG Fridays event on 10th April 2020. After a brief introduction to teaching online (remote teaching), the presentation looks at the challenges for keeping students engaged; what CPD is necessary for remote teachers (based on observations/surveys); what makes a good remote teacher; and it ends with a look at using virtual backgrounds in Zoom.
10. PPllaann CCeeiibbaall EEnngglliisshh
Teaching English
to primary state
school children
in Uruguay via
video-conferencing
http://blog-efl.blogspot.co.uk/2013/11/ceibal-english-blog-posts.html
26. References:
•Lamb, M (2002) ‘Explaining successful language learning in difficult
circumstances’, Prospect, Vol 17 No.2 Available online:
http://www.ameprc.mq.edu.au/docs/prospect_journal/volume_17_no_2/17_2_3_Lamb.pdf
•Smith, R (2011) ‘Teaching in difficult circumstances: a research agenda’ in
Pattison, T (ed) IATEFL 2010 Conference Selections, Canterbury, Kent: IATEFL.
Available online:
http://www.academia.edu/4175162/Teaching_English_in_difficult_circumstances_A_new_research_agenda
•Smith, R (2001-14)
http://www2.warwick.ac.uk/fac/soc/al/research/groups/ellta/resources/telc/
•West, M (1960) Teaching in difficult Circumstances, London: Longmans,
Green
Here’s the plan for the workshop:
1) Brief introduction of some difficult circumstances that English teachers have to cope with (large classes, multiple levels, demotivation)
2) some innovative top-down solutions that have been put into practice around the world, with varying results
3) These are all large-scale projects, but can individual teachers help each other teach in difficult circumstances? This is the purpose of this workshop today – to use our collected experience to help each other
4) Prevention/Solution game
5) Ppts in smaller groups discuss 4 broad subjects related to dealing with difficult circumstances
6) Feedback: volunteers present their ideas and I also present ideas suggested in the research literature
7) Final words, presentation of references and opportunity for last q&a.
What are difficult circumstances? Here are some. Can you think of any others?
There have been a number of top-down solutions to learning and teaching when circumstances are difficult. One of these is the Hole-in-the-Wall project.
A solution to there being a lack of teachers in many villages of India, this consists of a learning station consisting of a computer with an Internet connection embedded in a hole in the wall.
Since 1999 and the first computer in Kalkaji, New Delhi, the project has grown to more than 100 computers across India and elsewhere. Mitra took a PC connected to a high-speed data connection and imbedded it in a concrete wall next to the wall of his research facility in the south end of New Delhi.
What he discovered was that ghetto kids aged 6 to 12, most of whom have only the most rudimentary education and little knowledge of English took to it and within days, they had taught themselves to draw on the computer and to browse the Net.
What has been found is that curiosity takes over when there is an enabling environment where they can learn on their own. This type of learning has also shown results when it comes to improvement in English.
The idea behind this is that groups of children can learn on their own without any direct intervention. Dr Sugata Mitra callas this Minimally Invasive Education (MIE). He found that children using Learning Stations required little or no inputs from teachers and learnt on their own by the process of exploration, discovery and peer coaching.
Here’s another solution dreamt up by Dr. Sugata Mitra, using the transformative power of the Internet to solve a problem involving a lack of teachers.
Mitra thought he could use the Internet telephony software Skype to improve literacy and education. On one trip to India, Mitra asked a group of Indian children what they would like to use Skype for. “Surprisingly, they said they wanted British grandmothers to read them fairytales.” Mitra told the Guardian newspaper.
Mitra then started looking for volunteers and found about 200 story telling Grannies. “Many are retired teachers, who are now regularly on Skype teaching children in the slums,”
The project, called “Sole and Somes” is often referred to as ““the Granny Cloud” and has evolved from storytelling to the volunteers working as educational mentors.
They are available on Skype for about an hour a week for sessions involving conversations, story-telling and singing
When is a class a large class? 30 students? 60? 100? What about a football stadium full of students?
When people don't have access to enough teachers, or don't have enough money, innovative solutions emerge.
Here's an example. This method of teaching English was devised in China by Li Yang (featured in the photo) and is called Crazy English.
Li Yang has taught English now to millions of students. He appears in stadiums, sometimes to groups of 10,000 students or more. And to think some of you complain about teaching large classes!
Let's watch a short video about Crazy English so you can get a better idea of how it works.
Li Yang shouts out words and phrases and asks his students to repeat out loud and shout back. It's all about learning through repetition, and the shouting is meant to increase confidence in speaking in another language.
Is it effective? Who knows, but it seems to be a very popular method and for some people it's their only contact with the language
Large class sizes and the problems that go with them are not only a problem in China
In Ethiopia, where the typical primary and secondary school class sizes are from 55-100 Ethiopia, they have adopted a method called Plasma teaching.
This involves the installation of a plasma TV in the classroom and the students and teachers watch and listen to a lesson transmitted by satellite or recorded previously by a teacher in South Africa.
Partly the reason for doing this is because many of the Ethiopian teachers are not sufficiently qualified or they lack teacher training
Local teachers are meant to support the TV lesson by giving an introduction, conducting post-viewing activities, facilitating a discussion, and providing a conclusion or even substituting when the power is out.
As a short to medium term solution for the country it seems to have had mixed results, with it working in some areas and not so well in others. In the long term, Ethiopia needs more teachers that are better trained.
Dealing with a lack of teachers is also the reason for being of the Plan Ceibal English project.
A lack of primary school English teachers across Uruguay has been solved by “beaming in” teachers remotely. The project now has 2100 classes a week and aims to cover the whole country next year with 4,000 classes in schools across the country.
Prevention/Solution game (20 mins)
- Ppts write down on slips of paper (post-its) brief details of the most difficult circumstances they have had to deal with as teachers – they are collected
- Board split into 2/4 (depending on number of teams of ppts) and teams take role of ‘prevention’ or ‘solution’
- Ppts’ difficult circumstances are read out and the teams discuss them and then write their prevention/solution on the flipchart/board
- Prevention/solution suggestions are read out and ppts vote for and discuss merits of each
Thank you for listening
I am the project manager for the British Council on the Plan Ceibal English project.
References to relevant research you may find useful