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Alastair Grant Teacher Development Manager International House - San Isidro

Dogme Teaching in your school: simple, practical and totally engaging. Alastair Grant Teacher Development Manager International House - San Isidro. 1. 2. 3. 5. 4. 6. 7. 9. 8. What would represent Dogme ?. “ winging it elevated to an art form ”. … workshop aims ….

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Alastair Grant Teacher Development Manager International House - San Isidro

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  1. Dogme Teaching in your school: simple, practical and totally engaging Alastair Grant Teacher Development Manager International House - San Isidro

  2. 1 2 3 5 4 6 7 9 8

  3. WhatwouldrepresentDogme?

  4. “wingingitelevatedtoan art form”

  5. …workshopaims… WhatisDogme / TeachingUnplugged / Whatever…? Whywillitbegoodfor my schoolto do itDogme-style?  Tools forhelpingteachers – skills and systems. Building a course and training your Dogme teachers (woof, woof). Post Dogme-style… howwasitforyou?

  6. http://jeremyharmer.wordpress.com/2010/10/10/no-dogma-for-efl-away-from-a-pedagogy-of-essential-bareness/http://jeremyharmer.wordpress.com/2010/10/10/no-dogma-for-efl-away-from-a-pedagogy-of-essential-bareness/

  7. What IS Dogme (orTeachingUnplugged)? Let’snarrowitdowntothreeprinciples (please)… • Materials light • Conversation driven • Emergent language ButI’vegot a syllabus togetthrough, dammit! • Materials light – students will provide (nearly) all of it • Conversation driven – we’ll talk every class, but not force it • Emergent language – but we’ll add the missing pieces

  8. …why are coursebooksuseful? 1. Ready-made syllabus 2. Written record of whatwe’vestudied 3. Don’thavetoinventexercises 4. Don’thavetosource material forlanguagepresentation 5. Don’thavetowriteexamsforyourstudents “Where is the inner life of the student in all this?” Scott Thornbury

  9. teacher coursebook class

  10. WhyisDogmegoodfor my school? 1. Increasedstudentmotivation – theyloveusingtheirown material and workingthingsouttogether. + 2. Students are keentospeak and participatebecausetheyknowthey can! + 3. Everyoneisexcitedbecausetheydon’tknowwhatisgoingtobebroughtintoclassnext . + 4. Students are integral totheconstruction of thecourse – so theywon’tcomplainaboutcoursebooks, exams etc. + 5. Thewordgets round the local community – more publicity. + 6. Higherclass-attendance. + 7. More studentscomingtoclass. ----------------------------------------------------------------- = More moneyforyour director 

  11. Lifewithout a coursebook… Vicky Saumell San Francisco de AsisSchool Buenos Aires http://kenwilsonelt.wordpress.com/ http://educationaltechnologyinelt.blogspot.com/

  12. Lifewithout a coursebook… Nick Jaworski http://turklishtefl.com/

  13. Ourclassprofiles… Buenos Aires, Argentina • Vane’s class – level FCE: • 4 “morning ladies” who want to talk • They have a lot in common • Not much extra time for homework • A bit slow on the uptake of new language • Al’s class – level FCE: • 10 studentsranging in agefrom 18-50 • Some are studying and some are working • Theyoungerstudentshave time forhomework; theadults do not (or so theyclaim…) • Theadolescentstendtobefasterontheuptake of new language

  14. In practice… “in anytext, thereisanentire syllabus waitingtobeuncovered.” Scott Thornbury, 2005

  15. Reading… BroughttoclassbyDelfina

  16. Reading activities • Pre-reading • Delfi wrote words on whiteboard related to the article for prediction • Delfi showed text to class • Delfi told class why it was interesting for her • we made it into a jigsaw reading • we also cut out part of article (sentence or paragraph) • and did a sentence race • Post-reading • SS made True/False sentences and gapped sentences (for help with Cambridge exams including IELTS) • complete the sentence – “Rihanna felt ___________ by her rise to fame.” • we summarised the paragraphs (for help with Cambridge exams) • we discussed the topic of fame (opinion, agree/disagree, personal experiences)

  17. Vocabulary… • Students underlined words that they didn´t understand • Students found word/expressions that they wanted to remember (also for end of year exam) • Students chose four words per paragraph to focus on: • looked them up / got the meaning from the context • then groups mixed up and taught each other the words • I was there as a facilitator to help and guide them only. • They taught each other and I tried to let them get on with it!

  18. Listening (or “yay! let’swatch a Madonna video!”) • Setting up... • Sofia brought in the video (Papa Don’t Preach...) on a pendrive for use on a laptop. • Alternatively use the school’s internet! (well, duh...) • Sofia brought in the transcript with copies for everyone (also for work on grammar and/or vocabulary afterwards). • We watched and discussed the song – who did/didn’t like it and what it was about and why it was important for Sofia.

  19. McFly

  20. Speaking…

  21. Conversationfromscratch… • I askedstudentstothink of somethingtheylove, todiscusswiththeirpartner – all of ussittingwiththedesks in a circle. • I thoughtaboutsomethingtoo. • I had a partnertotalkto as well, to show that I wasalsoinvolved. • Studentshadtothink of at leastthreequestionstoaskwhiletheywerelisteningtotheirpartner, so nobodywassittingtherewithnothingto do…! • Studentsthenaskedtheirquestions and thiswasthebasis of theirdiscussion. • Eachstudenttalkedabouttheirtopic in pairs, withtheirpartneraskingquestions. • In themeantime, I wrotedownsomeexamples of good/not so goodquestionformstheyhadusedforthemimprove. • Wethenrepeatedthetask in differentpairsusingtheimprovedlanguage.

  22. Gise – her car Agustin - football Delfina – breastimplants Sofi - dancing Bety – herpencilcollection Juan Martin – hischickens Candy - drawing Alastair – wine (cheap) Flor - deodorant

  23. Writing… Genre Analysis Form Use the categories given below to analyse the text. Give examples where possible, for example, of grammar structures or vocabulary used.

  24. Dogme and Cambridge exams… • Vane and I askedstudentstobring in theirown material and gotthemtoadaptittomake: • Word formation • Clozes • Gappedsentences • Multiplechoicereadings • Gappedtextexercies Allowsstudentstoget a hands-on “feel” fortheexamtechnique and demystifiesitforthem.

  25. ...for example... CPE summarising skills...

  26. Whatto do whenyoustudentsdon’tbringanything in ?! • Havesomeresources at hand : • Anarticle • A song • A piece of writingtoanalyse • A discussiontopic – thestudents can choose • … and you can askthemtofindpatternstheyhavealreadyseenforrecyclinggrammar and vocabulary. • Ok, Alastair, fine, but… • Whatifthere’s NO material? • Well… thestudents are stillyourbestresource – seespeaking!

  27. But can yourun a courselikethis…? http://jeremyharmer.wordpress.com/2010/10/10/no-dogma-for-efl-away-from-a-pedagogy-of-essential-bareness/

  28. Buildingthecourse… tellstudentstheaims of thecourse!

  29. tellstudentstheaims of thecourse…

  30. predagogicalforeplay Use aquestionnairetofocusthestudentsonwhatthey can bring in toclass… …keepthecommunicationgoing…

  31. Thesyllabus… for a Dogme course…?! “6. A pre-planned syllabus of pre-selected and graded grammar items is forbidden. Any grammar that is the focus of instruction should emerge from the lesson content, not dictate it. “ Source: TeachingUnplugged (Or That's Dogme with an E) http://www.thornburyscott.com/tu/Its%20magazine.htm

  32. Dogme syllabus vers. 1.0

  33. “The syllabus becomes the map of a journey of discovery recollected in tranquillity, rather than a blueprint for a forced march through English grammar.” Luke Meddings

  34. …and ifthere’ssomethingonthe syllabus notcovered?

  35. givingthestudentstoolsforoutsidetheclassroom…

  36. Keep a written record… foryouand thestudents! I wish + past simple 1st fame Gise Celebrity Phrasalverbs: - getover - getby - getthrough - getinto 1st fame

  37. …assessment…

  38. …evaluation…

  39. Back tothe bingo…

  40. Overtoyou…

  41. …workshop summary… • WhatisDogme / TeachingUnplugged / Whatever…? • Materials light – students will provide (nearly) all of it • Conversation driven – we’ll talk every class, but not force it • Emergent language – but we’ll add the missing pieces • Whywillitbegoodfor my schoolto do itDogme-style? • motivationforstudents – theyloveit as do theteachers • more studentscomingtoyourclasses = director ishappy • Tools forhelpingteachers do itDogme-style. • Show teachersthatit’seasyto do. • Show teachersthatthestudents are happytoworklikethis! • Building a course and training yourDogmeteachers • Involvestudentsfromtheoutset • Keep a syllabus and getstudentstomake a writtenrexcord of everything! • Post Dogme-stylecourse… howwasitforyou? • Makesurestudents are alsoinvolved in theassessments. • Getsomeformative / summativeevaluationgoingtocheckhowthings are progressing.

  42. Inspiringpeople: http://turklishtefl.com/2010/11/01/the-heart-of-dogme/ http://www.thornburyscott.com/tu/sources.htm http://www.davedodgson.com/2010/10/dogme-blog-challenge-no-4not-to-be.html http://kalinago.blogspot.com/ http://lukemeddings.posterous.com/ http://vickyloras.wordpress.com/tag/dogme/ http://kenwilsonelt.wordpress.com/2010/06/01/guest-post-18-vicky-saumell-on-life-after-course-books/

  43. More information...? Alastair Grant Teacher Development Manager International House - San Isidro email: alastair@ihsanisidro.com.ar twitter: alastairjgrant IH blog: https://ihsanisidro.wordpress.com/ My blog: http://alastairjamesgrant.wordpress.com/ Thank you for your attention!

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