Wednesday, August 12, 2015

I'm back with more Methodology Pills (No. 26 Planning a Speaking Skills Lesson and No. 27 Lesson Planning Quick Steps)

It's been almost two months since my last post on May 18 on Peer feedback in my MA in DTLT Reflective blog. It's been a hard year so far with lots of work and study, but very rewarding altogether! Since my last blog post above I've been very busy with MA work being completed and submitted before the summer break, examining like crazy all over the place and also preparing for our summer intensive CELTA and YL Extension to CELTA courses. We're now almost half way through the second full time CELTA and so I can say it's been tough.

Anyways, as usual one of the greatest things about being a teacher trainer is that you are the first learner in the room and so while trying to help trainees get their heads round the theory and practice of lesson planning, I came up with the following two Methodology Pills:

No. 26 Planning a Speaking Skills lesson and No. 27 Lesson Planning Quick Steps. These include  steps we were going through in assisted lesson planning sessions so I thought it made sense to recap and put them nicely together in two separate screen casts for trainees and anyone interested in watching or listening to them at leisure!

Here's Pill No. 26 on Speaking Lessons...

And Pill No. 27, a short video (7.49') looking at the 5 quick steps you can focus on or follow when planning a receptive skills or language-based lesson while adopting a Guided Discovery or Text-based approach. Needless to say, this is just another way of approaching lessons and particulary suited for Guided Discovery or Text-based lessons because of the text at the core of the lesson and the approach we focus on during the course here at our centre. Of course, we also expose trainees to the other approaches e.g. TTT (Test-Teach-Test), TBL (Tsk-based Learning), PPP (Presentation Practice Production), etc. but focus on Guided Discovery when it comes to language work. OK, here it is then - enjoy!