Category: IATEFL Conferences etc

British Council Teaching for Success – My Webinar

British Council Teaching for Success – My Webinar

Here are the slides (inc. references) from my talk yesterday as part of the British Council’s “Teaching for Success” online conference. This talk takes research into feedback practices & translates it into practical ideas for classroom application!

Click here for Slides.

Link to the recorded talk: http://britishcouncil.adobeconnect.com/p424b8xlubb/

Abstract: Providing meticulous correction of errors and hand-written summaries on each student’s text can be time-consuming, and often seems less effective than desired. However, many teachers cannot access relevant publications discussing alternative feedback strategies, and remain unsure about which more time-efficient procedures might be applicable in their context. For this reason, this talk aims to discuss various strategies for assessing and giving feedback on EFL learners’ written work, which I have collected from recent publications, have applied and evaluated in my own teaching, and would like to share with fellow ELT practitioners.

This talk will demonstrate practicable strategies including ways of marking learners’ errors (underlining, correction codes, margin comments), as well as conducting successful peer review, delivering feedback with technology, and making the student-teacher feedback dialogue more constructive and efficient. For each strategy demonstrated, I will summarise recently published relevant research on its employment in various contexts, and briefly present discussions from the literature on the mechanisms underpinning its efficacy, with the main aim of aiding teachers in making informed choices pertaining to their specific learners and contexts. These factors include learner autonomy, motivation, learning styles, receptivity, learner-centredness and individualism.

The talk therefore encourages CPD within the British Council’s professional practices rubric of ‘Assessing Learning’, a topic of interest and relevance to a broad audience, provide practical ideas which can be immediately trialled in a wide range of teaching contexts, and will encourage open discussion on feedback practices among participants.

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My Webinar: “Assessing and Marking Writing: Feedback Strategies to Involve the Learners”

Earlier this month, I had the pleasure of hosting a webinar (my first ever!) for IATEFL’s TEA SIG. For those who weren’t able to join in, here’s a run down and a link to the video!

Assessing  Marking Writing TEASIG PPT_002This talk provides teachers with time-efficient strategies for giving feedback on EFL learners’ writing which actively involve the learners. I present and evaluate several learner-centred feedback strategies that are applicable to giving feedback on written work in diverse contexts, by presenting summaries of published research which explores their efficacy. I also explain the mechanisms underpinning the strategies’ effectiveness, in order to further aid teachers in making informed choices pertaining to their specific class groups.

Watch the webinar recording here.

The webinar was followed by a live Facebook discussion. Check it out here.

Here are a couple of excerpts from the Facebook discussion: 

Clare Fielder  Someone asked: Have you ever tried developing an online digital dialogue around feedback points? Not exactly sure what you mean here, I’m afraid. I’ve used Google Docs to get peer review going – is that something in the direction you’re asking about?

Sharon Hartle Sharon Hartle I use wikispaces and learners can comment on specific points and then develop a dialogue. Here’s a quick clip of what I mean
Sharon Hartle's photo.
Clare Fielder Clare Fielder This sounds like something similar to Google Docs with the comments function. I used that last year with my students, most of them liked it, but lost energy and motivation for it by the end of term… Maybe because it’s just one more platform that they have to remember to check?
Sharon Hartle Sharon Hartle Once again, I think it is a question of guidance and structuring, as you said. If you limit it to asking them to comment on two posts, for instance, and then reintegrate it all into class it works well. It also remains for later reference, like now. 🙂
Clare Fielder Clare Fielder Our VLP doesn’t have this kind of function (well, it doesn’t work well and is hard to use) which is why I opted for Google. I definitely like the idea, because then students get feedback from various peers, not just the one who was given their work in class on peer review day! Also, you can include LDF into that – students can pose their questions on their work when they post it there, and then all the group members can help answer them! That’s a great idea!
Sharon Hartle Sharon Hartle I’ve also experimented with iAnnotate for ipad and Schoology, which is also good.
Clare Fielder Clare Fielder Yes, I agree, limiting it to two comments or so does help, but doesn’t encourage them to really engage in discussion and dialogue. But, as with everything in ELT, it depends! It depends on the students, context, goals, etc.
Where I am it’s all pretty low-tech. I still have chalk boards in my classrooms! 😀

Sharon Hartle Sharon Hartle Well tech is only as good as tech does, isn’t it and there was a time when the blackboard was considered high tech 🙂
Clare FielderClare Fielder Only if you had coloured chalk! 😉
Sharon HartleSharon Hartle Thanks Clare, for staying around and developing this discussion, which is very interesting 🙂

 

For more information about IATEFL’s TEA SIG – Teaching, Evaluation & Assessment Special Interest Group – you can find their website here.

TEA-Sig

 

Marking Writing: Feedback Strategies to Challenge the Red Pen’s Reign – IATEFL 2016

By popular demand…

My handout from my presentation held at IATEFL 2016 in Birmingham, with the above title.

Clare IATEFL 2016 presentation

Abstract:

This talk provides teachers with time-efficient alternatives to traditional ‘red-pen correction’, by demonstrating and evaluating several effective feedback strategies that are applicable to giving feedback on writing in diverse contexts, and presenting summaries of published research which explores their efficacy. Issues including learner autonomy, motivation, and the role of technology are also briefly discussed to underpin the practical ideas presented.

Handout can be downloaded here: IATEFL 2016 conference Clare Fielder Works Cited handout.

Clare IATEFL 2016 presentation 2

What does it mean to be a teacher of English?

This is a summary of a talk held by Jack C. Richards at IATEFL 2016 on Friday 15th April 2016. I’m afraid I’m not as hot-off-the-press as people who seem to the spend the entire conference tweeting and typing… but for those who couldn’t attend, here are the main tenet’s of the talk. Feel free to add your own ideas in the comments below!

So what does it take to be a teacher of English?

1. Expert language proficiency

Language competence needs to be strong, the must have the ability to produce accurate English spontaneously and improvise in the classroom. The teacher also needs to have a command of the specialised vocabulary of teaching, as well as being able to modify their language production for teaching purposes.

2. Content knowledge

This essential knowledge falls into two categories – disciplinary core knowledge, for example in linguistics, second language acquisition, etc., and also pedagogical knowledge to support teaching and learning, such as knowledge of methods, course design, testing.

3. A repertoire of teaching skills

This will include ways of opening a lesson, setting up group/pair work, and guiding a variety of effective practice tasks. With experience comes the ability and confidence to improvise more and integrate more creativity into the classroom activities, as the teacher becomes able to automatise small decisions about classroom management. Also, the ability to see the bigger picture of the lesson within the course framework will serve the teacher well.

4. Contextual Knowledge

This means having an understanding of the social and physical context within which you are teaching. The culture of learning defines what is considered ‘good’ teaching in different places and societies, and teachers need to be aware of the norms and expectations of their context.

5. Identity as a language teacher

What it really means to be a language teacher is devolved from a sense of motivation and beliefs about the profession. It may be defined by the different roles the teacher sees themselves in, e.g. planner, facilitator, mentor, model. Personal attributes (who I am), social constructs (who I am right now) and a professional identity (who I am at work) come to form a language teacher’s overall sense of identity.

6.  Learner-focused outlook

This will be evident in teachers’ aim to reduce redundant teacher-talk from their lessons, letting input from the students to direct the lessons, and not having lessons slavishly riven by a lesson plan. Teachers with a learner-focused outlook view the subject material from the students’ perspective, and are able to re-shape their lessons based on learner feedback.

7. Specialised cognitive skills

Teachers think slightly different to people in other professions; with a key point being an understanding of how to pedagogicalise content. When given input to teach from, teachers identify its potential, define goals, assess potential difficulties, etc. and are able to make these decisions very quickly, as this has come to be a natural thought process for them.

8. Ability to theorise from practice

Teachers develop and modify a theoretical understanding of teaching/learning based on their own experience and practice: This is how we understand our own teaching, decisions and actions. From our experience and understanding, we develop teaching principles or  philosophies which drive our teaching practice.

9. Membership in community of practice

Within such a community, teachers can relate and interact to achieve shared goals, for example through team-teaching, peer observations, or other forms of collaboration.

10. Professionalism

This can be either institutionally prescribed, imposed in a top-down manner, or involve the teacher making independent decisions regarding their own CPD engagement (bottom up), but is essential for a career in ELT.

IMAG0723
Jack C Richard’s slide: My photo.
So what do you think? How strongly do you agree or disagree with his points? Are there any dimensions of our work that are not covered here? Please leave your comments below – I look forward to hearing your thoughts!
Clare

Note that a more thorough discussion of the points in this presentaiton can be found on: http://www.professorjackrichards.com and on the Cambridge English website:  http://iatefltalks.org/talk/mean-teacher-english

 

IATEFL 2016 Impressions

I’m writing this on a train taking me towards home from Birmingham, from the IATEFL 2016 conference. I can overhear energetic conversations that tell me I’m not the only IATEFLer on this train, and that I’m not the only one reflecting and pulling together the strands of thought and input I’ve gained this last week. The girls two rows behind me (it seems first-time attendees) are discussing preconceptions or beliefs they had that conference talks prompted them to question, and a guy I was talking to before he got off the train was trying to decide which of the plenaries is going to change his teaching the most this years. A colleague I parted ways with at New Street station left me with a very good question to contemplate on my journey home: What was IATEFL 2016 for you – in three words????

So I’m here writing this and wondering what three words I would use to sum up my take-home impressions from this week….
Hers were Community, Critical thinking, and Collaboration, by the way, after her first time at an IATEFL conference.

My first thought is to say
Hectic
… Is it just me, or did time just fly by?? I ran from Hall 9 to Executive room 1,2,whatever and back a few times, then before I knew it I was chanting “he he Bama” in Jan Blake’s touching final plenary, and it was all over!

But that’s not a take-home message or lasting impression, so I guess I need to try again…

Affirming. I feel integrated, welcomed, and appreciated in the ELT family; my belonging, as a valuable member of this professional community has been confirmed by the warm, inclusive & supportive atmosphere of the whole event.
I did give a talk this year, and was delighted to have a really good size audience and positive response, but that’s not even the main source of this affirming feeling, just the whole event has an atmosphere that reminds us all of our individual value to a professional community of ELTers. I hope that especially new teachers come to feel this as well as the big names.

As a second key term for me would be Cooperation &Collaboration. I went to Birmingham with one of my goals being to meet new colleagues and potential cooperation partners for materials writing projects, and I feel that I’ve made some good first steps in this direction. I suppose the real test will be how the contact pans out in future, but IATEFL has left me cautiously hopeful that I might have some really exciting collaborative probes in the offing!

What are you taking away from IATEFL 2016??
Share your impressions below! I look forward to hearing from you all!
Clare

IATEFL 2016 Birmingham – What I’m hoping for

I didn’t go to IATEFL’s annual conference last year.  I just somehow thought that I’d been to so many conferences and just wasn’t getting enough out of it; no value for money, so to speak. To be honest I think I felt a bit jaded: always trying to ‘make the most’ of attending conferences, writing copious notes, and scratching my brain for ways to include all of this new input into my teaching for the next term. I wanted to hear as many talks as possible, get as many inspection copies as possible, try to make as many “innovative” changes to my planned courses as possible, network, and of course at some point eat and sleep. Actually it was quite exhausting when I look back. Not only, but also. 

This year I have decided to attend, and present at IATEFL again. Because it is now clear to me that I was lacking a focus. And that is why I’m making this ‘list’ if you like, of my aims for IATEFL 2016 in Birmingham, so that I can use my time more effectively and start moving towards some of my longer-term goals. And maybe some you will join me along the way!

So what is it that I’m hoping for from IATEFL 2016?

  • A successful presentation

My talk is on Friday 15th April, 11am, in Hall 10a: “Marking writing: feedback strategies to challenge the red pen’s reign.”

I’m hoping for a good level of interest, no matter how many or few people are in the audience, and I hope that at least one thing in my talk will be new to them, inspire them, get them thinking, and open up space for conversations on the topic of correcting EFL students’ written work. I would love for this to lead to in-depth discussion, exchange and networking, and maybe even research collaboration beyond the conference week.

  • Meeting publishers

I have come to realise that I love writing materials, worksheets, lesson ideas, teachers guides, etc., and that one of my longer-term goals would be to do some paid work in this area. I’d love to engage with publishers’ representatives in Birmingham (or otherwise!), to hear about what kinds of directions their companies are moving in regarding future publications/materials, what kinds of  writers they’d be looking for, and just in general how I might start to make a move into writing for publication.

If any publishers are reading this: I’ll be at IATEFL with my CV and would love to meet you! My areas of expertise include EAP, academic/essay writing, presentation skills, grammar, and translation (German-English).

  • Meeting materials writers

As is clear from the bullet point above, I’m looking to start getting into writing  for publication, and would love to get to know fellow teachers who have made this move or somehow got their foot in the door, so to speak! I’d love to hear about your experiences, and (maybe… if I ply you with coffee/wine/beverage of your choice) your secrets and tips on how I could follow in your footsteps!!

  • Meetings new EAP contacts and friends

One of the biggest benefits of attending conferences like IATEFL is all the networking! I have made some good friends and contacts by striking up a conversation after a presentation, or over the free tea & coffee! And I hope to continue this tradition and expand my circle of friends and colleagues, and my online PLN. I’m particularly looking forward to sharing experiences and stories about EAP in different contexts, or from budding academics like myself, and just in general enjoying the evenings in Birmingham in a nice relaxed manner with colleagues and friends on a similar wave-length!  So please do say “hi” if/when we see each other next week!

So, all that’s left to say is…

Have a safe journey, and I hope to see you in Birmingham!

7 Day 7 Ways: Continued Professional Development 7) Conferences

So, it’s the last day in my 7 days of posts on CPD for ELT teachers. If you’ve missed any so far, here are the links…

  1. Blogs 
  2. Reflection Groups & Learning Networks 
  3. Magazines & Journals 
  4. Peer Observation 
  5. Professional Organisations 
  6. Seminars & Workshops

All of the first six ‘ways’ could be done from the comfort of your own home, though I of course do recommend getting dressed and leaving the house at some point!! Today’s way will most likely mean spending some time away from your sofa/desk/own home, as today I’m going to convince you that a part of your CPD should definitely be attending

  • Conferences

I believe that all the other forms of CPD are extremely beneficial, but for a true boost to your insight, understanding, inspiration and motivation, there is no better way than attending a conference! There are so many reasons why that would, and do, fill multiple blog posts on their own. But here’s a few that occur to me immediately:

  • abundance of networking with like-minded people
  • opportunities to hear ‘big names’ speak
  • chance to keep up-to-date with latest trends and developments in ELT
  • gathering ideas and materials for the classroom
  • getting involved in current debates surrounding ELT
  • growing understanding of ELT in a wider context
  • the feeling of belonging to a professional community 
  • a chance to present and share your own ideas or research
  • free stuff (pens, bags, copies of textbooks, mugs, key chains, etc!). 🙂 

There are so many ELT conferences out there, and participating in all of them would take up an enormous amount of time and money – and probably not be a worthwhile use of your efforts! So how can you decide which conferences to attend? 

12805715_10156595096075464_1308734260307728059_nI attend different conferences with different purposes in mind. One of the first conferences I attended was a one-day event hosted by ELTAF in Frankfurt (Germany). There was a plenary, four sessions where I could choose form a number of workshops/talks to join in, and plenty of chances to network during the coffee and lunch breaks. I went along with the specific aim in mind of gettting to know other EFL teachers in Germany. At the time I was pretty new to teaching, so it was great to here from colleagues how the state-school and university systems worked regarding language teaching, and some issues that might arise in my classrooms and how I might want to tackle them. I was tired from travelling there for just one day, but I definitely achieved my aims. 


A couple of years ago I attended another one-day conference organised by a local ELT organisation, MELTA in Munich. It was an EAP Day. My aim this time was to meet others teaching EAP and discuss some of the biggest current challenges, exchange thoughts on textbooks and resources, and maybe share my own knowledge of how to ‘get in’ to teaching EAP. Again, I had a really lovely day, achieved exactly these aims. And even met up with an old colleague I knew from a previous job! 

The point is, I think, that you should choose a conference that matches your current CPD focus and in general your interests within ELT. Not every conference will cover every area of CPD or ELT, but if you select wisely and invest in the most relevant ones to you, then attending the conference will be extremely rewarding!

I suppose I can’t really write a post about ELT conferences without mentioning “the big two”: IATEFL annual conference and Assn TESOL yearly international convention. 

I’ve never been to the TESOL international convention. But I know a man who has. And here’s what he has to say about it: “TESOL 2015 was my first international conference for English language teaching. Although I thought TESOL would be a very exciting four-day experience, I was not expecting to be as inspired as I was. I spent that entire first day of the conference preparing to present two of my projects, which in hindsight was a waste of a day. I attended as many sessions as I could, most of them relating to my interests in global issues and social responsibility. I hardly slept! In my opinion, the best and most important aspect of TESOL is the networking. TESOL offers many opportunities to network with fellow teachers, teacher trainers, linguists, and scholars. I became friends with many inspiring, positive, motivating TESOLers by just attending the LGBTQ+ gathering the first night of the conference. Presentations are great; they are full of inspiring messages and new ideas. However, by becoming friends with these scholars, it alerted me to their very important research in TESOL. Because of networking, I even had the chance to meet Dr. Marianne Celce-Murcia and Dr. Bonny Norton, two of my biggest TESOL heroes. I became life-long friends with other researchers whose work I have used as my foundation for the way that I approach my teaching. Attending TESOL was a game changer for me. I highly recommend attending at least once.” Thanks @mitchell_jamesd !!

IMAG0245IATEFL’s annual conference, on the other hand, has been graced by my prescence for a number of years! 🙂 The first year I went, I have to admit I was a bit overwhelmed. It is BIG! Four days, from 9am – 6pm, about 15 sessions per day, and a choice of 10+ talks/workshops/presentations during each of them, plus a big exhibition of publishers etc. I was determined to get the most out of it, but I hadn’t set myself any real goals, so I just tried to attend every single session, run round the exhibition in the lunch break, and speed-network in the coffee breaks! Well, by the afternoon of day two I had to go back to the hotel and lie down in a dark, quiet room, with a pounding headache. Too much!! And this is why I say, set goals and select wisely! Having learnt my lesson the first year, I’ve been back again and again and always return to the classroom brimming over with ideas, inspiration and motivation, even more passion than usual, and often a few more contacts and an expanded PLN! I definitely recommend attending at least once, if you can – and this year is the 50th annual conference, so it promises to be an especially good one!

IMG-20130411-WA0000

By the way, I will be at IATEFL in Birmingham next month, and will be presenting on the topic of “Marking writing: feedback strategies to challenge the red pen’s reign” on Friday 15th April, 11:00 – 11:30, in room Hall 10a, as part of the TEASIG Day. Please do come along and say hello!!
 

In selecting a conference to attend, and in setting yourself some aims or goals, I’d suggest returning to the framework I presented on Day #1:

Reflect   —   Plan   —   Act   —   Evaluate

Reflect on areas of your teaching and career you’d like to improve and develop in, plan which conference to attend and which talks/woskhops etc, attend, and then evaluate how helpful this was, how you can apply what you heard/learnt to your own work, and what other gaps in knowledge you’d like to fill. And once you’re in this cycle, you can continue developing professionally – CPD through conferences! 🙂

Further Reading:

Borg, Simon, “The benefits of attending ELT Conferences”, ELT Journal, August 2014. Available here.