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      Devaluating teaching

      Submitted by Andy Baxter on 1 March, 2011 - 13:15

      Is our evaluation of teachers any better than our evaluation of learners? Of course, the first thing to say is that no teacher would ever agree to be evaluated in the same way as they evaluate their learners. Every school has in place some form of teacher assessment, but few, if any, are based on a true/false or multiple-choice test the Head produced last night before they went to bed.

      Average: 3.9 (48 votes)
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      Critical thinking

      Submitted by Paul Braddock on 3 September, 2012 - 11:15

      Our latest tip looks at ‘Critical thinking’. Watch Alister using the map of the world with his young learner class to encourage greater critical thinking in language learning.

      Average: 4.1 (155 votes)
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      How to make yourself understood by international students: The role of metaphor in academic tutorials

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      Jeannette Littlemore, Fiona MacArthur, Alan Cienki and Joseph Holloway

      In recent years there has been a significant increase in the number of international students studying at British universities.  This paper reports on a study of oral interactions between lecturers and international students studying at a British university and a Spanish one.

      Average: 4.2 (15 votes)
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      Creating an inclusive learning experience for English language learners with specific needs

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      Case studies from around the British Council’s global network
      This collection of case studies aims to share some experiences in promoting positive attitudes and thinking around specific needs. It also aims to describe teaching and classroom management strategies to create an inclusive learning environment and positive experience for English language learners with specific needs.
       

      Average: 3.8 (5 votes)
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      ‘Tanggap, tiklop, tago’ (receive, fold, keep): Perceptions of best practice in ELT INSET

      Alan Waters and Maria Luz C. Vilches
      Effective in-service training (INSET) is vital for both teacher development and curriculum reform. This paper contains a number of practical guidelines on how to maximise the potential for 'best practice' in ELT INSET. The research was conducted in the Philippines where Waters and Vilches gathered data from both INSET suppliers and end-users. The resulting picture of 'best practice' will be of value to others working in similar situations elsewhere.
      Average: 4.1 (9 votes)
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      Using social networks and media to support our continuing professional development

      Submitted by Rob Lewis on 11 January, 2012 - 13:45

      Date: 19 January 2012

      Time: 1200 UK time (check what time this is in your country)

      Theme: Many teachers have found that social networks and media can provide valuable support for their continuing professional development. However, knowing where to start can be a problem. Facebook, Twitter and the blogosphere aren't always easy places to move in and it's easy to feel overwhelmed by the multitude of posts that appear and disappear in rapid succession. How can we make sense of them and identify the people we can most learn from? How do we set ourselves goals and keep track of where we're going? In this webinar we'll consider practical ways of centring and organising ourselves to make the process a little less chaotic.

      Watch a recording of the webinar: You can watch a recording of the webinar (around 70 mins) here: http://britishcouncil.adobeconnect.com/p4ptr7ueuj2/

      About the speaker: Ann Foreman is a classroom teacher and teacher trainer based in Bilbao, Spain. Her interests include finding the best ways of using new technology in the classroom and coming to terms with the changing needs and aspirations of learners in today’s digital world. Ann manages the TeachingEnglish Facebook page and works on developing new teaching and learning applications such as What kind of teacher are you?

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      Perceptions and Strategies of Learning in English by Singapore Primary School Children with Dyslexia

      L. Jin, K. Smith, A. Yahya, A. Chan, M. Choong, A. Lee, V.Ng, P. Poh-Wong, D. Young
      Learners with dyslexia have difficulties in reading and writing. In Singapore there are about 20,000 primary and secondary school learners with dyslexia. This paper presents research findings on the perceptions and feelings of primary school learners with dyslexia in Singapore regarding their learning of school subjects through English, together with how they use strategies to overcome some difficulties.

      Average: 4 (7 votes)
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      Confucius, constructivism and the impact of continuing professional development on teachers of English in China

      Viv Edwards and Daguo Li
      This paper covers the impact of continuing professional development in China. The writers conclude that the recognition of English as an essential element in the modernisation of China, together with the growing awareness of the weaknesses of traditional approaches to the teaching of the language, has opened up new spaces for dialogue concerning pedagogy and professional practice.

      Average: 4.8 (4 votes)
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      Programme 7: Using English in the classroom

      Submitted by TE Editor on 26 October, 2011 - 18:29

       

      In a recent programme we heard about ways that teachers can develop their English skills and their confidence. This is important because teachers often don’t like to speak English in class.

       

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      The learner-centred classroom

      Submitted by Rob Lewis on 25 October, 2011 - 14:27


      Date: 25 October 2011

      Time: 1200 UK time (check what time this is in your country)

      Theme: This webinar will explore different aspects of learner-centred teaching. What does it mean to be 'learner-centred'? Why is it important? We will examine some of the practical issues. What problems might arise? Is learner-centred teaching possible in all contexts? We will consider these and other questions, and also introduce some ideas which can help teachers to become more learner-centred.

      Watch a recording of the webinar: You can watch the webinar (just under 70 mins) here: http://britishcouncil.adobeconnect.com/p3kcoz8nz99/

      About the speaker: Sue Sheerin, formerly Director of the University of Sussex Language Institute, is an educational consultant with many years’ experience in language teaching, teacher training and academic management.

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