I gave this talk at IATEFL 2012 as part of the TDSIG Special Programme and heard later that many people who wanted to see it could not get in to the room because it was full.
I may resurrect the talk live in some new form in the future, but in the meantime here is a recording I made of it in its original form a few years ago.
I’ve made some edits for length and privacy purposes, so sorry if there are any continuity errors. My hair is unruly and the sound quality is not optimal, but I hope that you like it.
(Runtime: approx. 35 minutes)
This is the second instalment of a series of five posts that I have started in order to expand on a short answer I gave to Mike Harrison over on the IATEFL Facebook group page in response to the question what makes a lesson GREAT?
It was the capitalisation that gave me the idea to fit my ideas on this into the letters composing the word at issue – GREAT. The first post, on Group Dynamic, you can find here. In writing it, I noticed that far from being an answer, it threw up a whole load of questions around the idea that I had blithely posted earlier.
This is one thing I love about these short professional development exchanges on the IATEFL and IATEFL SIG facebook pages, and I encourage you all to take part here and here for starters.
But onto what I thought was the second component of a GREAT lesson…
R for Relevance to learners’ lives Continue reading
This was the question posed by Mike Harrison on the IATEFL facebook page recently. Considering the space constraints of commenting on a platform like that, and given my Faible for whimsical responses to serious questions, I replied thus:
If you are familiar with acrostics, a form of poetry where the first letters in each line (or some other regular pattern) form a message, you will see what I have done here – my response to Mike’s question is hiding in plain sight.
But afterwards, amused and satisfied as I was at my minor achievement in melding pedagogy and poetry, I felt the need to expand on this collection of ideas, as I had contributed them with more than simply the intention of showing off my (questionably) witty way with words.
So lI thought I’d look at each of my criteria for what makes a lesson great in a bit more depth over the next few days. I’ll be taking them in order so let’s begin at the beginning with G for Group Dynamic… Continue reading
(Gil Scott-Heron reciting The Revolution Will Not Be Televised)
There is nothing like a conference to re-ignite debate. Continue reading
I’ve been thinking quite a bit about food recently. Granted, this soon after the festive excesses of the Christmas/New Year period, the last thing you may want to read about is food, but please bear with me for a while.
Recent debate over in Chia Suan Chong’s Devil’s Advocate blog series drew my attention back once more to an analogy which links teaching and food: the idea of lesson recipes.
“First, pre-heat the oven to 220°c”
The metaphor of a recipe pervades discussion of lesson structure both at pre-service level and beyond. There was even a highly popular book based on this analogy.