THE SIX THINGS PROJECT IS NOW CLOSED. YOU ARE STILL WELCOME TO BROWSE AND COMMENT ON THE POSTS THOUGH.
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This is it folks, the final six! The following are famous last words which I have adapted (ripped off and changed more like ) for the ELT blogosphere. Last task for you lot: can you identify the original sources?
1. Either those dogme-influenced blogs go, or I do.
2. It’s a far, far better thing I post than I have ever posted. It’s a far, far better rest I go to than I have ever known.
3. I am leaving Six Things now and I may be some time.
4. I have offended God and the blogosphere because my work did not reach the quality it should have.
5. Last posts are for fools who haven’t blogged enough.
6. Don’t cry for me, ELT.
GOODBYE! IT’S BEEN GREAT!
In addition to writing materials and teaching, some of you may already be familiar with my subtitling work. Around a year or so ago I discovered Overstream, a great site which allows you to add subtitles to any video you want. Of course, there are good pedagogical uses you could put this to. You could also use this medium to create funny little videos about what goes on in English language teaching and the ELT blogosphere. Here then, are my six subtitled “masterpieces” as one kind critic called them.
Settle down with some colleagues, grab a cup of tea and enjoy! Curtain up…
1. ANY GIVEN DOGME
- Based on: Any Given Sunday (German dubbed)
- The context: This was my debut tribute to Scott Thornbury and Dogme methodology. Someone told me they used this video as an introduction to dogme in a workshop, which I loved! Here Al Pacino plays Thornbury, giving a dogme class to a group of football players.
2. BATTLESHIP ELT
- Based on: Yamoto (Japanese film)
- The context: In early 2010, International House held its annual DOS conference on board HMS Belfast, a warship docked in London. This was just too good a chance to pass up for a bit of satire…
3.THE SEVENTH TWEET
- Based on: The Seventh Seal (Swedish film)
- The context: Gavin Dudeney wrote a blogpost about how we should be careful what we tweet, retweet and so on. Couldn’t resist spoofing it…
- Based on: Avatar (Russian dubbed trailer)
- The context: IATEFL 2010 was notable for the large number of talks on technology. This trailer follows an undercover teacher working for the evil EduCorp. They want to destroy the gentle and pure Dogm’ee, who are resisting technology in education.
5.ASH CLOUD ELT
- Based on: The Mist (Russian dubbed trailer)
- The context: When the ash cloud hit Europe it threw everyone into turmoil and anxiety. Would we ever travel by air again? This trailer tells the story of a Saturday morning training session gone terribly wrong.
6. BURIED ELT
- Based on: (Russian dubbed trailer)
- The context: Ryan Reynolds plays… erm, me! Buried in a coffin underground and being forced to burn my books. But is this really an anti-coursebook plot or a cruel marketing trick from my publisher?
As many of you know, I got started really on my writing career with Onestopenglish – Macmillan’s resource site for teachers. As I went rummaging through my old folders the other day to prepare for this post I found lesson plans that went back as far as 2002! While recently I haven’t written very much for Onestop it was sobering to think that for the better part of a decade I was producing something almost every month for that site. I started way back in the very early days of Onestopenglish, before web 2.0 had really arrived in the world of English language teaching, and long before I had even heard of blogs or wikis or stuff like that. It feels like ages ago, but 8 years isn’t really that long. Anyway, when I heard that Onestopenglish was launching its (much needed) redesign (read about the details here) I thought I’d celebrate in my own special way.
The new Onestopenglish some web 2.0 elements to it, I’ve noticed, but really it’s always been about supplying the materials. It’s probably the biggest out there. When I suggested this post to the Onestop editor she said “Won’t it be hard to narrow it down to six?!” and she was right. However, my own site dictates that six is the magic number so here goes: half a dozen of my favourite lessons that I wrote for Onestopenglish. Now, even though many of these are in the Staff Room section of Onestop (aka the paying section), I got permission to share them all with you here for nothing!
1 A Metaphor lesson
After reading Metaphors we live by and checking out the metaphor section of the Macmillan dictionary I got really interested in this area of vocabulary teaching. Winning is like hitting is one of a series of lessons that explore metaphor in the English language.
Download the lesson – Winning is like hitting
2 A Live from London lesson
Back in early 2007 I sent a proposal for the Live from London – a series of podcasts of real people on the streets of London from around the world. They were all to answer the same question and then I wrote the material to go with it. This proved to be a big hit, and spawned several other Live from Series. Buoyed by the success of this, I convinced Macmillan to include a similar thread in my new coursebook Global, called Global Voices. But this is where it started.
3 American Vocabulary Lessons
For around two years I wrote an American English vocabulary lesson every single month on a theme. When I went back to look at some of these I’m still amazed I could do it, and get away with some edgier stuff. This lesson is W for War, it addresses common war and peace collocations, prepositions connected to war and includes a text I loved doing with students: Six American Wars. These lessons were a bit different in that the teaching notes were quite detailed as well, so be sure to download them too.
4 Hot Topics Tips (with Scott Thornbury)
Emboldened by some of the stuff that Onestop was letting me do with published material (albeit on the web), I proposed a section of topical lessons called Hot Topics. About this time Scott Thornbury was finishing a book called How to Teach Speaking, and had written some stuff for Onestopenglish already. I suggested a teaming up to produce these topical lessons on much “hotter” topics than usual – drug use, disaster tourism, the West Bank Barrier were some of the things we addressed. My favourite thing though was a series of tips that we wrote on dealing with controversy and taboo topics in class. Unfortunately I could not get a pdf of this, but the link is here, and this piece was picked up and republished in the EL Gazette.
5 The Road Less Travelled (with Jo Budden)
The latest series that I wrote was commissioned a few years ago when the editor of Onestopenglish called me up and said “Fancy writing a soap opera podcast?” I thought, why not? But I couldn’t do it by myself and so enlisted the help of Joanna Budden, a great teacher and fellow author. Together we came up with the idea of the Road Less Travelled, which actually turned out quite well. Best of all was when we created a Facebook page for Katie London, the main character in the show. This was almost three years ago remember, before Facebook had really taken off. Funny anecdote: Katie’s love interest was originally called Ricardo and was from Costa Rica or Mexico. They couldn’t find a Latin American actor and at the last minute they got someone to come in but he was from Ghana! So Ricardo became Michael Mensa and after some hurried last minute rewrites we went ahead with it.
Click here for the Road Less travelled section.
6 Teen talk Column (with Guardian Weekly)
As a university student, I had often longed to get an article or a letter published in the Guardian Weekly, a newspaper I devoured whenever I got my hands on it. So I was almost bowled over when in 2008 I was invited to have my own column in the Learning English section… for a whole year! I had just finished some courses with particularly difficult Spanish teenagers, and Teen Talk was born. The attached pdf is the one I wrote on end-of-year activities, called How to be so last year (from 2008). Events have of course changed, but the activity types and tips still work!
Download the tips here – How to be so last year
There you have it. This, combined with my earlier post on activities I wrote for iTs magazines brings to a close the materials fire sale here at Six Things. Hope you enjoy it! We’re coming very shortly to the end of this blog… so watch this space!
Well, I have to admit I have been a bit naughty recently and not updated this blog, and with so little time left! Anyway, as promised I do have some more guest posts. This is a really nice one from Darren Elliott, a teacher based in Japan and owner of the Lives of Teachers blog. Darren has had the chance to get a great many people in ELT in front of his video recorder and asking them questions (his latest great interview was with none other than Michael Swan). But not everyone! Here are six more people he’d like to meet. Darren, over to you…
This is not a guest list for a dinner party, and I have stretched the definition of ELT people to its outer boundries. But I think each of these people would have something to contribute to our knowledge of the profession. I’ve already been lucky enough to talk to some wonderful ELTers, in person or via skype, for my website / podcast at www.livesofteachers.com. Some of these might be a little trickier to get hold of, but you never know….
1. Rod Ellis
I don’t know what they are doing down there in New Zealand, but for such a small country it seems to produce a disproportionate number of gifted applied linguists. Like notable compatriots Paul Nation and Scott Thornbury, Professor Ellis has the ability and drive to communicate research to teachers at the chalkface. Just to throw the cat amongst the pigeons, I would like to ask him if all this SLA research has anything at all to do with what goes on in the classroom, and if he could tell me once and for all what I am supoosed to do in the classroom…..
2. Nozomu Sahashi
Mr. Sahashi was the founder and owner of NOVA, at one time the largest English conversation school (Eikaiwa) in Japan. Between the company’s formation in 1990, and bankruptcy and partial buyout in 2007, it employed thousands of teachers from North America, Australasia and Europe, many with limited experience or qualifications. Nova also had dealings with the unions over its drug-testing, health insurance, and non-fraternization policies. To be fair, many teachers in Japan got their starts with NOVA, and I have met many with fond memories of their time with the company. And although the firm finally faltered due to shaky student contract practices, hundreds of thousands of satisfied students passed through NOVA’s classrooms over the years. Sahashi-san is currently appealing against a three and a half year prison term handed down for embezzlement.
I would like to ask him how NOVA got so big, and how he sees the future for this model of national chain school. GEOS, another major chain, collapsed this year, and enrolments are down across the industry. Is this due to the return of Japanese insularity (last year there were only five Japanese at Harvard, compared to thirty-nine South Koreans)? Are students getting more savvy, more discerning, or using technology instead? Or is it just another symptom of the economic times we live in?
In the last couple of years, I think I have attended about five conference presentations in which Vygotsky and / or his Zone of Proximal Development haven’t been mentioned. That’s not to say his ideas are not valid, but it’s curious that he was the third most cited author in abstracts submitted for the 2008 Japan Association of Language Teachers National Conference*. Why such interest in a Russian psychologist, seventy years after his passing? Actually, a little more cross-pollination from other disciplines would be healthy for ELT in general. I’d like to ask him how he feels about his current popularity in English Language Teaching, along with other authors who have been imported from other disciplines and extensively referenced by ELTers, (Mihaly Csikszentmihalyi, for example).
4. Jean-Paul Nerriere
English is no longer something handed down by colonials to the locals, and as ever increasing numbers of non-native speakers use the language to ‘get things done’ as a lingua franca, the way it is taught has to change. M. Nerriere is not a linguist, nor a teacher, but a businessman, and he sees the world in those terms. It may not stand up to scrutiny, but his dialect ‘Globish’, based on an English lexicon of just 1500 words, is an intriguing concept. He represents all the language learners and users who have no interest in drama, dogme or dictation (the kind of stuff we teachers love) but just want to be understood as soon as possible. I would ask him what he thought I could do to help him and his peers achieve those aims.
5. Penny Ur
When I first started teaching, I thought her book ‘Grammar Practice Activities’ was the most incredible work of genius ever printed and bound. My teaching style and circumstances have changed somewhat over the years, but I still have this book, and I still look at it. I have a lot of questions for her, but most of all I’d like to say ‘Thank You!’
6. Ragsana Mammadova
I very much doubt I will ever visit Azerbaijan, and I am not too proud to say I know next to nothing about the country beyond it’s capital city and it’s approximate location on a world map. Ragsana Mammadova is the Executive Director of AzETA, IATEFL’s associate organisation in Azerbaijan, and I don’t have any particular questions for her – I’d just like to hear what she has to say about English teaching in her country. A look through the associates list in the back of the ‘Voices’ newsletter sparks my curiousity now in much the same way a world atlas did when I was a boy, and I am amazed at quite how huge and diverse our professional community is.
I could have thought of sixty or more…. so over to you, who have I missed?
* Stapleton, P. (2008) PAC7 at JALT2008: Untangling the submission process. The Language Teacher, p28 – 30, 32/09
One of my first writing jobs, if not THE first writing job I had, was with iT’s for Teachers magazine. It was back in 2001 and I’ve told the story many times of how I got published with them (you can read it again here, or hear it here) and I’ve always been proud of the way they’ve edited and presenting any stuff I’ve written for them since. For a few years I was editing biTs, the beginner level version of the magazine.
iT’s for Teachers has now gone completely online, but they still produce amazing lesson ideas and material. Although of late I haven’t written as much as I wanted for them I wanted to share with you all six things I wrote over the past ten years with iT’s that I’m really happy with. I managed to twist their arms to give up the material for free, so please do yourself a favour and check out their site! A subscription is worth every penny!
Here, then, are my half dozen best from this part of my writing career. Click on the title of each one to download a free pdf of the activity. Teaching notes for all the activities are available at the end of the post.
1. Planet of the Apps From issue 115 of the magazine, 2010
In Planet of the Apps students find out about typical and rather strange apps for mobile phones, and design their own!
2. Googlegangers! From issue 106 of the magazine, 2007.
In googlegangers students find out what a doppleganger is, then go online to discover some facts about their own googleganger.
3. Mind Reader From issue 99 of the magazine 2006.
I loved making games for the magazine, and Mind reader was one that I played over and over again with a class of teens. It’s a word association and picture game, with lovely photos to cut out.
4. Lost also from issue 99 of the magazine 2006.
Lost was an ambitious role play activity, in which students each had a role card with a job, an objective and a key line. All based on the series Lost (remember how good it was back in 2006?), this was lots of fun. So for example you have “The Doctor. You want people to help you look for medicine. Your line: I’m a doctor, are you okay?” but I also threw in things like “The Priest. You want everyone to stay together. Your line: God will help us if we all pray.”
5. Language Academy Issue 84 of the magazine 2002
How I begged and pleaded to make this activity! Just listen to the pitch: Bored with Big Brother? Fed up with Survivors? Disgusted by Fantasy Island? Tired of the same old songs from the X factor? Are you looking for something newand original? Then welcome to… LANGUAGE ACADEMY!. Language Academy is the newest concept for a reality TV show. In Language Academy you are a contestant on an intensive English course at a very special school… The activity itself is a board game of the language academy school, with cafeteria, classroom, a confessional booth (yes! yes!), multimedia room etc. In each room there is a different “task” students have to do. We used it over a whole summer once. Oh, I’m too excited to go on, just download it for yourselves and see.
6. A Work_in_Progress from issue 81 of the magazine, 2001
Ten years ago! This is the lesson that started it all. It was the international year of the refugee and I wanted to do something connected to it. The result was a collection of now and then stories of refugees who had fled their countries and become well known in their field. I’m still proud of this lesson.
There you are. Six photocopiable lesson activity ideas on a variety of themes. Some of these may feel a bit outdated, but with some small tweaks I think you could make them relevant. One thing I love about iT’s for teachers magazine is how they can be consistently relevant with smart-looking and very workable materials. Nine pages of detailed teacher’s notes for all these activities, by the way, can be found here: Deluxe Teaching notes
Enjoy everyone! And if you already know of the magazine iT’s for teachers and have a favourite activity, post a comment below!
Oh, and by the way, if you’ve never heard of this magazine, you can find out all about it here. Don’t delay…
The title of this post is Six weeks left. Until… what? Christmas? New Year? 2011? Not entirely. Hold onto your cups of tea or coffee dear readers because this is a special announcement…
Six weeks left until the Six Things blog project finishes.
Gasp! Shock! Horror! Yes, you did read correctly, I will be stopping this blog at the end of the year so I thought I’d better give you all a bit of a warning. I fully realise some explanation is in order so here are six things to know about my decision to close up shop.
1 I never intended this to last forever. I guess that’s why I called it a project. I never wanted this to be an endless project. I hadn’t thought about how long really it was to last (six months was too short, six hundred posts felt too long, six years way too long). I’ve been blogging now for two years and I think it’s had a very good run. Time to move on.
2. The blogosphere has grown. When I started blogging it felt a lot emptier out here in cyberspace. I took a look at a few “big” blogs (ones like Kalinago English and TEFLtastic) and started to follow a couple of others. A year later I had to install Google reader to keep track of the thirty plus blogs I subscribe to. It’s getting hard to keep up meaningfully with everyone else while delivering my own posts.
3. I’m tired. During the past two years I’ve been keeping up with this blog while writing almost three levels of Global (and the teacher’s books), co-writing a book for teachers (Teaching Online), being a series editor for Delta Publishing, going to lots of conferences, keeping up a blog of my travels, teaching online courses, teaching twice a week when I got the chance and trying to be a husband and father. Something has got to give!
4. Better to burn out than fade away. I love the format of my blog, I’ve become really comfortable with it. People refer to me as Six things guy, or Global guy. Maybe that’s a good reason to move on. I’ve had guest posts from many great people in ELT, legends and newcomers. The stats on the blog (number of visits, hits, unique visitors, time on site) have steadily gone up and up. I passed 210,000 views a little while back, have around 145 posts and over 2000 comments. A far cry from the likes of some of my colleagues (like English Raven and Kalinago English who routinely top the Onestopblogs list and probably leave this one in the dust) but it feels like a lot to me. I’d prefer to stop now than hear one day someone say “What, Six Things? That old blog is still going?!?”
5. I feel like I’ve joined a community. I’ve given talks to teachers in more than five countries encouraging them to read lots of the blogs you can see on my blogroll. I’ve participated in many of the “challenges” (vale la pena, whiteboard challenge etc) I’ve met people via this blog who I then had the pleasure of meeting face-to-face. I’ve had a great laugh at some of the discussions that happened here. I had a lot of help at the beginning from people like Karenne Sylvester and Alex Case and was happy to help others (like Carol Read and Scott Thornbury) when they started their blogs. This has made my own work much more meaningful to me, and really given me a new lease on my writing and teaching career. Thank you!
6. I’m closing the blog, not my internet connection. While this blog project will be stopping (as well as Dispatches, the Global blog), I will still be out there reading and commenting on other blogs and sending out tweets of all sorts. I aim to stay connected to the community. I’m going to take a bit of an extended break, but I already have some pretty exciting ideas of what I want to do next in terms of blogging and other online stuff. And who knows, in a few years time I might start all over again with a blog called Six More Things!
So, there you have it. We’re into the final stretch here. I’ve got a couple of guest posts still up my sleeve, and will also be sharing (giving away) some of the favourite activities and lesson ideas I’ve written in other places. From 2011 onwards this site will remain online for people to wander through (like a museum) but will not be regularly updated. Enjoy what’s left while you can!
A few years ago, I wrote an article for the magazine It’s for Teachers about Surviving the staff room. It was based on my experience at a private language school that suffered from low staff morale (a familiar story for many private language school teachers). A colleague of mine and I managed to turn things around considerably, and one of the first places we started was the staff room. I won’t go into all the details here, but I would like to share six little ideas on making your staff room (if you have one, I know many of you don’t!) a better place to be and hopefully have some of this goodness rub off on the staff itself!
1. Plants and posters
Decorate the staff room with posters (and not just the publisher’s free giveaway posters of irregular verbs and maps of Britain etc) and, more importantly, plants. Plants in a room help lighten the atmosphere a lot. Make sure there is good lighting, and room to move – so even in a small space don’t pack it with too many tables, bookshelves etc.
Have a corkboard on the wall where you can stick not just official announcements but teaching ideas, activities and so on. In one school I worked at we called it the Sharing board. It worked really well, there was always something interesting you could grab off it for class. Also perhaps have a “lesson idea of the week” section or “website of the week”. Staff members take turns suggesting things for those slots.
3. Food and drink
An electric kettle, fresh water, tea and biscuits can do wonders to a staff room and for the staff’s morale. Ideally paying for this should be the management’s job but I’ve worked in environments where we all took turns bringing things in. Warning: make sure you put in place a system of cleaning up. Dirty mugs and crumbs everywhere can have a very negative effect!
4. Fun and games
In one staff room I worked in I would put up the Guardian quick crossword every couple of days. We made it a competition on how fast we could solve it together. I think the record was just over 2 minutes by a group of three teachers. It was lots of fun. You could do something similar, or put up word games or puzzles. Another thing we did was top ten lists, where people had to write up their top ten films, activities, books, places they had been etc.
I’ve seen staff rooms which have a nice wall of photos of the various teachers and administrative staff. Photos of people at work, at the end-of-year party, on excursions etc. It always makes the place look more welcoming to see that. A nice idea would be for the school to invest in a digital photo frame and have a series of photos on a continual loop. These kinds of things can really help a sense of community.
I think the saddest thing in a school is when every teacher is hoarding their own resources (activities, lesson plans etc). It’s a sign of mutual trust and respect to have a series of shared things that teachers can dip into. This could be a filing cabinet (or folders on a computer) full of activities that everyone can use. It could be a plastic box full of whiteboard markers, dice, pointers, cuisinaire rods or whatever. If you’re in a good school with some money and management who care about professional development I’d say there should be several resource books for teachers on a shelf which can be borrowed by the staff. These aren’t frills. They’re necessary for your job.
What about you? Do you have a staffroom? How good is it? What is the best staff room you’ve been in? Post a comment!
Note: this blogpost is based in part on ideas that appeared in the Language Teacher’s Survival Handbook (written by myself with Duncan Foord) and an article on Humanising Language Teaching also by Duncan Foord and I.
This week I’m joined by a repeat offender here on Six Things. The wonderful English Raven himself, Jason Renshaw, has been experimenting with ideas on unplugged teaching and coursebooks. You can see much more of this work in progress at his blog. Here though he asked me if he could share six general tips for people wanting to unplug their teaching bit by bit. Over to you Jason!
Okay, so you work in a school where coursebooks rule. Welcome to a rather large club, to put it mildly! Whether or not you like using coursebooks or think they encompass the best overall approach for your learners, perhaps you’ve begun to wonder about the potential of having a bit more “unplugged” time in the classroom. As a teacher or program manager, I would encourage you to experiment with unplugged teaching, but also remember that it can be hard to get the coursebook to shift its bulky influence over your program. Here are what I consider to be six essential rules for facilitating unplugged teaching in a context where coursebooks have – up until now, at least – tended to dominate the program from head to foot.
1. Think about how you pitch “unplugged”
If you walk into the staffroom or school owner’s office and announce you want to do “Dogme” or even “unplugged teaching” or (heaven forbid!) “learner-centred and generated dialogic learning”, in many cases you should prepare for a lukewarm or baffled reception at best, and a reaction of complete incredulity at worst.
Consider using terms like “free speaking”, “conversation class”, or “integrated speaking and writing” – terms that management and other staff are more likely to recognise and be able to relate to (but still potentially facilitate something along the lines of unplugged teaching). These are also terms/concepts that are usually only very vaguely catered to in existing coursebooks, so you could well be proposing something that helps to fill a gap your school and teachers are already aware of.
Also, try not to make this look or sound like a personal quest to overthrow a coursebook regime (even if that is your underlying motivation!). Try to show you understand and respect the current way of doing things, and just want to expand and improve it.
Finally, it’s also a good idea to show some evidence before you propose major change. Record some unplugged lessons or sequences of lessons, and copy and present some evidence from learners’ notebooks. Don’t go in with an idea or notion. Go in with something you can show, explain, and rationalise (see also rule number 6 below).
2. The schedule: Double or nothing
First work out how many lessons are required to adequately cover the existing core coursebook content, then take that number and double it. At a basic level, this creates a syllabus and schedule where there is potentially as much time for unplugged teaching as there is coursebook teaching. If this results in an overly-long or impractical schedule overall, it might be worth seeing if some coursebook units can be skipped, done in “fast forward” mode, or allocated as homework.
Other options, of course, could be to make sure the coursebook is a slim(mer) one to start with, or to abolish things like extra workbooks.
The chances of your school accepting such proposals could have a lot to do with how well you pitched unplugged teaching as per rule 1 above, but also how well you present and follow through with the other rules below.
3. Create options, not specifications
Make sure the system and schedule allow for teachers to choose between unplugged and supplementary options.
If you have doubled the available schedule as per rule 1 above, essentially what you want is a situation where a teacher can choose to go with some unplugged teaching, or use pre-provided (or teacher made) supplementary materials more specifically aimed at the coursebook content, or – probably the most attractive and feasible option – use a combination of both.
Many coursebook series now have a wealth of extra materials and supplements for their units. If a teacher doesn’t want to pursue unplugged teaching in the extra lesson time available, they might like to use these supplementary materials instead. And it is very important that they are not made to feel inferior or somehow deficient by choosing to do so.
Like any major change in teaching approach, it is more likely to appeal and spread when shown gently and by example, and without being forced. If you want teachers to respect your right to teach unplugged outside the compulsory core of the coursebook curriculum, you’ll also have to respect their right to stick to that core curriculum.
4. Provide training
Teaching unplugged is not an easy endeavour for a lot of teachers. Make sure you provide good training that is rich in practical tips and demonstrated through actual examples. Let curious teachers observe your classes or look at the videos and materials that have been generated in your unplugged lessons. Request for your school to get a book like Thornbury and Meddings’ Teaching Unplugged, which presents unplugged teaching in both a practical way and through demonstrable theories about learning. Provide links to a spreading corpus of blog posts that demonstrate actual unplugged lessons.
But again: don’t force this training or exposure onto the teachers. Let them come to unplugged teaching as a result of curiosity and their own choice, and also accept that they may never want to come to it – and if so be careful not to hold (or look like you are holding) that against them.
5. Match unplugged learning to specific learning goals
Document or create some broad learning objectives that unplugged sessions can end up targeting. Official tests are a great one to use – especially the speaking and writing sections of such tests (as I demonstrated for business English classes preparing for TOEIC here). It’s actually really feasible to manoeuvre unplugged lessons toward a variety of test task formats – and not just for speaking and writing. They’re mostly like building plans, really, and it could just be a matter of finding ways to let students decorate and furnish them according to their own tastes and interests towards the end of an unplugged lesson sequence.
Things like the CEFR specifications (and others like it – for example the framework I have to address for migrants and refugees here in Australia) are even easier to lop onto the end of unplugged lessons in a coherent way. I have generally found that doing this goes beyond making unplugged teaching acceptable in a learning context: it can actually help rationalise it and make it feel very relevant to learners and school. Dare I say it… it can even help to make unplugged teaching very popular!
6. Ensure there is evidence of learning (and teaching)
Evidence is really important in ELT in so many of the contexts in which it takes place, and it would have to be one of the most powerful rationales for using coursebooks.
All of the major changes I have achieved within school systems (and learners’, teachers’ and managements’ minds) have come about through careful attention to providing practical and accessible evidence. Even when unplugged sessions go well and appear to be enjoyable and worthwhile at the time, I have seen the approach become unravelled because there is inadequate follow up.
It is a good idea to make sure there is something organised and on (web)paper to show for any unplugged teaching. Notes should be appearing in learners’ notebooks, and we should be showing interest in them and helping the learners make their notes coherent and useful.
Given the relative lack of lesson planning notes associated with an unplugged approach, we should be providing good post-lesson reports that document what was learned and why. Creating a blog (or series of printed handouts) for students, summarizing activities, emergent language work, etc. can be a great way to rationalise and extend what you are doing in your unplugged lessons.
And of course, once your learners hit a certain level and familiarity with unplugged teaching, they could be generating most all of this evidence themselves. Just bear in mind that many contexts still want to see indications that a teacher is ‘working’ and ‘doing’ things, so you should be willing to provide the relevant follow ups that demonstrate this.
Time to put your thinking caps on readers! One of the things I enjoy watching are the TED Talks (I’m sure many of you know them, but in case you don’t then be sure to check them out here). One of the latest I saw was Dan Cobley talk about everything physics had taught him about marketing. It was an ingenious little talk about theories of physics and how they could be applied to marketing.
It got me wondering, could we not do the same with ELT? I seem to remember fellow blogger Alex Case writing once that anything, absolutely anything, could be made to relate to ELT if you were ingenious enough. So here’s my idea. Below are six utterly random laws from various fields. Can you take one and form it into a law relating to ELT? For example, Murphy’s Law states “If anything can go wrong, it will”. So I could change this to be Clandfield’s Law of lesson observation: “If anything can go wrong in an observed lesson it will”. Get the idea? That was the easy one. How about the following laws?
1 Newton’s First Law. Every body remains in a state of rest or uniform motion unless it is acted upon by an external force.
2. The Second Law of Thermodynamics. In a system, a process that occurs will tend to increase the total entropy (disorder) of the universe.
3. Heisenburg’s Uncertainty Principle. It’s impossible to measure the position and the momentum of a particle because the act of measuring it, by definition, changes it.
4. Parkinson’s Law. Work expands so as to fill the time available.
5. The Peter Principle. In a hierarchy, every employee tends to rise to his or her level of incompetence.
6. Tobler’s First Law of Geography. Everything is related to everything else, but near things are more related than distant things.
Try it out with your colleagues. Can you make one or more of these relate to English teaching? Or perhaps another law of your own invention? Post a comment – you may assure yourself a place in ELT stardom!