IRF initiation response feedback

Interacting is an important way of communicating.

When you interact with someone you are exchanging information.

they're not afraid to play with language.

What do the children in your care like playing with?

broaden my horizons

differences between individualization

39:24

and personalization they're not the same

some on their own, some cooperation

in a

41:33

mixed class we cannot teach all of the

41:35

What is interest? students all of the time

the students are voluntarily

42:57

doing something not because the teacher

42:58

told them to but because they want to

they're involved

there is an aspect of enjoyment

the more you give opportunities use your

52:38

Imagination

It requires more thinking

saying fun things using

54:22

the work just playing with the language

a game

61:35

can be defined as an activity which has

61:38

a simple and clearly achievable goal you

61:40

know you can do it but there are rules

61:45

or constraints or something which stops

61:48

you doing it the most obviously so for

61:50

example tennis you have to hit the ball

61:52

so that your opponent can't hit it back

61:54

but it has to be within the white lines

61:56

if you have to get it over the net

61:58

saying with football you have to kick

62:00

the ball into the goal but all sorts of

62:02

rules crickets the same thing chess the

62:05

same thing solitaires everything any

62:07

game has a clear goal plus a set of

62:11

rules what was happening here say things

62:13

about a picture but you've only got one

62:16

minute now if I just said say things

62:20

about the picture would have been much

62:23

less interesting right it was the time

62:25

limited time limit is one very powerful

62:28

way of making interest

collaboration not

68:16

competition working together with other

68:18

members of the class to get the best

68:20

answer you can

what is the best metaphor for an English

73:11

lesson which would you choose which

73:18

which metaphor best represents for you

73:21

an English lesson

73:25
A variety show

A menu

A football game

A wedding

A conversation

Consulting the doctor

A symphony

climbing a mountain

doing shopping

the secret of good

80:15

collaborative planning the planning good

80:18

planning of a collaborative activity in

80:21

pairs or groups is that you give them a

80:24

task which clearly can be done better by

80:28

two or three than it could be by one

all of them practicing can and

81:58

can't and the students couldn't answer

82:01

very easy things like she can eat or

82:06

very advanced things like she can't open

82:08

a bank account okay so it gives latitude

82:13

for students to answer at different

82:14

levels which is why open-ended views are

82:17

so important the classic open-ended

compulsory plus optional

do at least the

91:13

first five sentences

Little Red Riding Hood

92:23

walked through the wood and on the way

92:26

she met the wolf and so on they have to

92:29

fill in but then there is an optional

92:32

section because as far as came to the

92:35

grandmother's house the optional section

92:37

which says finish the story as you like

92:39

but not the same way as usual

meet together

Oh
00:23
[Music]
00:39
[Music]
00:48
[Music]
01:03
[Music]
01:14
[Music]
01:21
[Music]
01:43
[Music]
01:57
[Music]
02:34
[Music]
02:48
[Music]
02:53
[Music]
03:05
[Music]
03:12
[Music]
03:38
[Music]
03:48
[Music]
04:00
[Music]
04:07
[Music]
04:16
[Music]
04:33
[Music]
04:57
[Music]
05:06
[Music]
05:14
[Music]
05:54
[Music]
06:08
[Music]
06:15
[Music]
06:27
[Music]
06:35
[Music]
06:47
[Music]
07:06
[Music]
07:23
[Music]
07:28
[Music]
07:35
okay
08:21
[Music]
08:26
something
08:28
so just two announcements today special
08:34
gifts at the end of the second session
08:36
so please make sure that you stay in the
08:38
end and also as promised we are going to
08:40
do the raffle for books and also we have
08:44
some reviews to give away so we
08:46
encourage you to stay till the end
08:48
also today's session is going to last a
08:51
little bit longer than 100 house because
08:54
it's focusing on practical aspects of
08:56
teaching beef stability groups so this
08:58
is just for you for you to know that
08:59
their brains have a visual to break
09:01
after so 45 minutes I'll announce again
09:04
so we don't forget
09:05
let's begin the first session in this
09:08
session and he is going to propose and
09:10
discuss a series of political teaching
09:13
principles that can make you talk of
09:16
teaching as Virginia's classes easier
09:21
[Applause]
09:27
[Music]
09:36
okay teaching mixability classes big
09:41
problem what is a mixed ability class
09:45
different levels different all sorts of
09:47
things one of the nicest definitions
09:51
I've heard of a mixed ability class is a
09:53
class of two or more because as soon as
09:56
you have more than one student you have
09:58
a mixed class so really any class is is
10:03
mixed a class which is varied in all
10:08
sorts of things varied in ability varied
10:14
in leveling ish what varied in what else
10:16
let's add some more things
10:17
sorry culture
10:32
yes
10:58
motivation certainly yes yes background
11:08
background which could be socio-economic
11:11
cultural linguistic etc etc yes anything
11:16
else
11:20
purpose objectives motivation I've said
11:25
expectations right worldview experience
11:38
sorry
11:39
native things like that comes on the
11:41
background yes
11:45
interests social
11:56
and personality okay that'll do for the
12:00
moment but I think what we've got here
12:02
is an indication of the complexity of
12:10
what water I would like to call it a
12:11
heterogeneous rather than mixed ability
12:13
class mixed ability is just talking
12:15
about ability but heterogeneous means of
12:19
mixed kind and all these things apply
12:24
what are the problems various problems
12:27
with this
12:29
these ones are listed up here providing
12:32
for learning for all I think is the main
12:34
one how on earth do I manage to teach
12:36
effectively students who are all
12:38
different particularly if the class is
12:40
big the pace how do I decide on the pace
12:44
too fast too slow too fast for some too
12:47
slow for others how do I choose
12:49
materials discipline problems discipline
12:53
problems because sometimes you get
12:55
boredom which is one of the later items
12:58
on this list if I'm going too slowly for
13:01
the more advanced students they might
13:02
get bored and that's when you get your
13:04
discipline problems assessment is a big
13:08
problem how do you assess them do you
13:09
assess students by their each one by
13:12
their own ability or do you have some
13:15
sort of norm whichever you expect
13:17
everybody to reach really difficult I
13:19
won't actually be talking about
13:20
assessment it interests me less what
13:22
interests me is how to teach the
13:24
students not how to assess utley answer
13:26
this is one big area that this session
13:28
will not cover but I acknowledge that it
13:31
is an important area attending to
13:34
individuals I said and preparation time
13:36
how do I have time to prepare if I'm
13:40
trying to do different things for
13:42
different students there are however
13:45
some advantages it's not all bad news
13:48
one of the educational aspects if you're
13:52
teaching a very mixed class a
13:53
heterogeneous class then in a sense it's
13:57
a good platform to start teaching them
13:59
to be tolerant cooperative learn from
14:02
the other
14:03
with the other respect for the other and
14:06
it's a sort of microcosm of society as a
14:10
whole this very mixed group of students
14:13
and helping each other
14:15
ritual richer personal resources if
14:18
you're going to have any kind of
14:19
discussion then the discussion is going
14:22
to be much more interesting if you have
14:23
all sorts of different people in your
14:24
class than it is if they're all from the
14:27
similar backgrounds or levels finally
14:31
there is some research to show the
14:33
teachers who teach mixed classes
14:35
heterogeneous classes actually become
14:39
better teachers because they're
14:41
challenged they're stretched they have
14:43
to try and find the resources to deal
14:45
with the students and in so doing they
14:47
learn themselves and become better
14:49
teachers ok onto teaching ideas well if
14:55
you look up in the internet what the
14:57
internet talks about is something called
14:59
differentiated instruction you heard
15:03
this phrase yeah and a lot of slogans on
15:08
the internet things like allow for
15:10
different reading so it doesn't say how
15:12
you do it but allow for different
15:14
reading speeds cater to different
15:16
learning styles offer choices and so on
15:19
but they're all sort of rather
15:21
theoretical and generalized and they
15:23
don't really give you practical ideas
15:25
how well here's some practical things
15:31
that they tell you to do provide varying
15:34
sets of reading comprehension questions
15:36
to answer for a given book prepare
15:40
personalized packages with the
15:42
individualized materials what's the
15:45
problem here way too much work no
15:50
teacher can prepare individualized
15:52
packages for each of the students in a
15:54
class of 20 or 30 students you just
15:56
don't have the time or the resources and
15:58
these people I don't know who's wrote
16:00
this but I think it's so on has never
16:01
been in a classroom themselves who has
16:04
time so what we need bottom line
16:08
what I need is a teacher what you need
16:10
is we need practical principles which is
16:13
what I hope I'm going to
16:15
to give here illustration about actual
16:17
procedures activities that are
16:20
accessible and allow for learning at a
16:25
range of levels and spaces of learning
16:28
how to adapt I'll talk about a little
16:31
bit about adapting textbook material and
16:36
the main thing that doesn't involve too
16:38
much extra preparation and this is some
16:42
of the things I'll suggest do require
16:43
preparation but most of them it's just a
16:46
question of tweaking or just giving
16:48
slightly different instructions you'll
16:50
see as we go along let's start off with
16:54
questioning questioning techniques in a
16:57
heterogeneous class and we do do some
17:00
activities here what you have handout so
17:01
it starts with questions - so don't look
17:05
at these now just have them ready but
17:06
you don't need to look at them I'm going
17:07
to start with questions one five
17:10
questions and that these questions are
17:12
designed to extend your knowledge about
17:14
the English language as you'll see if
17:16
you've glanced at them but put them down
17:19
for them to just listen to me I'm going
17:21
to ask you five questions if you have
17:23
the answer raise your hand and I'll call
17:26
on you to answer now this is the
17:28
standard ping-pong teacher-student
17:30
interaction in a classroom right I
17:32
certain the students raise their hands I
17:34
nominate right and then they answer and
17:37
I say yes no or I correct it's known in
17:42
the literature as IRF initiation teacher
17:47
initiates response the student responds
17:50
feedback the teacher gives feedback so
17:53
it's IRF and this is the general pattern
17:56
okay question number one what do the
17:59
initials u n stand for and I remind you
18:02
I'm asking you to raise your hands not
18:04
call out yes United Nations quite right
18:08
thank you
18:09
number two a bit more difficult what is
18:11
a tilapia tilapia TI LAPI a tilapia
18:16
anybody happened to know yes
18:20
it's a fish well done it's a fish it you
18:24
I know you haven't I know you haven't
18:25
these I said put down your papers I'm
18:28
not relating to them forget about the
18:34
papers I will come to them in a moment
18:36
number three this is only listen to the
18:39
teacher okay sorry I should have made it
18:43
clear number three is it correct to say
18:48
the boy whom I saw I expect you to raise
18:53
your hand students please not call out
18:56
yes is it correct to say the boy whom I
18:58
saw yes yes it is it is correct in
19:02
formal English in informally if I say
19:05
the boy who I saw in formal very formal
19:10
written or spoken English I'd say whom
19:12
number four what does the suffix evil or
19:16
Apple mean ible or maybe raise your
19:22
hands please
19:24
yes yes please able to do so I'm able to
19:28
be done actually it's it's interested
19:30
was usually a passive so bearable means
19:34
able to be bad right it's a passive one
19:37
but yes you're right basically and the
19:39
final question of this first set what is
19:42
the difference between increase and
19:45
increase
19:49
[Music]
19:51
remember yes please yes which is a noun
19:55
which is the verb right increase is the
20:01
verb increase is a noun very good okay
20:04
so that's one way of doing questions and
20:07
answers and it's a standard way teachers
20:09
mostly do let's go on to number two then
20:13
give you a minute or two to look at
20:15
questions two on your own just for a
20:21
second or two and then I'll start asking
20:23
them again you can read them as I'm
20:26
asking
20:39
okay and we'll do it again the same way
20:43
raise your hands please number one which
20:45
is a one-word verb that is the same as
20:47
go into yes please
20:50
students yeah but now you know what it
20:55
feels like okay when when the students
20:58
call out it's it's it's absolutely a
21:00
natural instinct we shouldn't really be
21:02
angry with them because the temptation
21:04
is too great as you are feeling now but
21:06
please try to raise your hands yes what
21:09
countries sorry what is a one word verb
21:12
being the same as go into no sorry no
21:19
enter go into Center okay what is the
21:25
plural of crisis
21:30
yes please crises absolutely with an e
21:35
is foreign an adjective or a noun
21:38
yes please it's an adjective what is the
21:42
opposite of help
21:44
yes deter could be deter hinder right I
21:51
thought would hinder but there are a
21:53
couple of different possibilities here
21:55
who compiled the first Dictionary of
21:57
English this is a much more difficult
22:00
one but yes please who
22:04
no not Hornby who Samuel Johnson quite
22:12
correct thank you Samuel Johnson I've
22:15
been at audiences where I've done this
22:16
thing and nobody knew the answer so
22:18
congratulations Samuel Johnson compose
22:23
the one met people sometimes say Webster
22:25
but whether actually came a little bit
22:27
later with the American version what is
22:31
the least used letter in the English
22:33
language yes please
22:38
Zed or Q it depends which which or
22:40
thoris you go for but I'll accept either
22:42
answer Z or Z or cube one of the funny
22:46
things that's happened to me
22:47
incidentally over the years is that I've
22:48
started saying Z instead of Z although I
22:51
come from Britain because
22:53
internationally most people tend to say
22:55
Z so okay how many vowel letters are
23:01
there in English yes please
23:07
try this five is a standard answer
23:10
whether Y and W are in fact they're sort
23:12
of semi vowels but but there are five
23:16
full vowel to a eio and you what is one
23:20
word meaning can be eaten and it is not
23:24
eatable
23:26
yes please edible correct where in the
23:32
world do they speak cockney English yes
23:36
please
23:36
London East End of London particularly
23:41
absolutely if anybody watches EastEnders
23:45
on the BBC units that's where that's the
23:48
accent and what is a homophone a
23:50
homophone please someone I haven't asked
23:53
yet yes please yes sounds similar but
23:59
means something different for example C
24:03
and C yes right good okay thank you
24:07
right yes 20 odd I don't know between 20
24:16
and 30 24 thank you very much yes it's a
24:20
lot more so I was asking about the
24:23
letters because it's much easy to answer
24:24
that the well it also depends which
24:26
accent you're talking about in which
24:28
area and what English but a bit between
24:31
20 and 30 BBC I'd have to look it up I
24:35
don't know the answer off handler of it
24:37
okay number three questions three we're
24:42
going to suspect you differently I'd
24:43
like you to work on your own not with a
24:46
partner take a pencil and write in as
24:49
many of the answers as you can I would
24:52
like to say before you start I do not
24:55
expect you to finish them all okay I'm
24:57
going to give you a couple of minutes do
24:59
as many as you can
25:00
if you've done four or five that's good
25:03
if you do more great okay so as many as
25:06
you can in a few minutes each of you
25:08
working on your own with a pencil
25:15
this is questions three questions three
25:20
working on your own and rights again as
25:24
many questions as you can as answers as
25:26
you can
26:43
the ones you don't know just skip them
26:45
and go on to the ones that you do
26:57
gun as many as you can
27:01
okay see a few people have done have
27:03
many consulates call a halt and this
27:06
time I'm going to ask you to look at one
27:10
which you're fairly sure you're right
27:12
about you know the right answer raise
27:13
your hand and tell me doesn't have to be
27:15
number one start wherever you like
27:17
choose one you're sure you know the
27:19
answer to and raise your hand yes please
27:25
very nice well it's one other words red
27:28
scarves or crimson quite right yes one
27:30
which you know sorry yes although about
27:37
hair but let's move on to another one
27:38
that's quite right yes which one would
27:41
you like to answer number three nope yes
27:51
but but it's the most common like that
27:57
another one which somebody knows yes yes
28:03
post means after which number was that
28:06
eight thank you
28:08
six sorry yes six okay more that someone
28:12
knows yes stricken yes right correct yes
28:20
yes we said we've done that one yes five
28:30
no we did that one as well to listen to
28:33
each other here five somebody said
28:35
scholars or prison yes yes which number
28:51
UK is not because most people do speak
28:54
English and Vanya
28:56
India would be one example Singapore
28:59
would be another Nigeria there are a few
29:01
of them okay another one which we
29:04
haven't mentioned yet someone knows yes
29:05
a shape which has five sides goods
29:15
what are we not yet done so us yes
29:17
second one non-native by quite a big
29:25
majority yes at the back from
29:34
so I can't hear shout it South America
29:38
Latin America Central America more so I
29:40
would accept the answer Ecuador Peru
29:42
Mexico that sort of area that's where
29:45
the the tomato comes from yes
29:49
which number seven no they're both
30:01
exactly the same object but what's the
30:03
difference yes American and British
30:05
that's all the Americans say cellphone
30:07
and the British save mobile phone on the
30:09
whole have we finished no yes yes I am
30:23
je quite right I and J okay we finished
30:28
right okay questions for last set of
30:33
questions and this you may work on your
30:36
own or you may work with the person
30:37
sitting next to you or in a three Harvey
30:40
you feel comfortable and again do as
30:42
many as you can I don't expect you to
30:44
finish okay
31:16
[Music]
31:25
[Music]
32:30
okay here are your answers you can check
32:34
yourselves
33:23
okay if we look at the different ways we
33:32
did these the first one was teacher
33:35
dominated ping-pong only oral you didn't
33:38
have the written form you're only
33:40
listening the second one teacher
33:42
dominated but you had the you could read
33:46
the word the questions as well as
33:47
hearing though the third one individual
33:51
and you had a choice of which do and I
33:53
said explicitly you didn't expect you to
33:57
know them all you do as many as you care
33:59
and the third one the fourth one rather
34:04
individual or parent I gave you the
34:06
choice and interesting if some of you
34:08
opted to stay individual and some of you
34:10
prefer to do it with a partner and again
34:14
not expected to do all and self check of
34:17
answers any comments about how you felt
34:20
as students doing all those those four
34:24
options which were you're most
34:25
comfortable with yes
34:43
this wasn't my question I could tell us
34:45
how did you feel when did you feel most
34:48
comfortable with
34:48
I know it's very difficult to step out
34:51
you're being a teacher and become a
34:52
student but which did you feel most
34:54
comfortable with as a student which
34:57
which set one two three or four which
35:00
situation were you most comfortable with
35:05
doing for okay anybody else for anybody
35:12
feel more comfortable with three okay
35:20
it's it's very very this is one of the
35:23
things about learning styles okay some
35:27
people feel more comfortable so some
35:28
people feel more comfortable the other
35:30
way and one of the points about this is
35:33
that to make sure that we vary and do it
35:36
different ways but all things being
35:38
equal the further down you got of the
35:41
better it was for a very mixed class
35:44
I'll show you why in a moment for one
35:47
for example no pre-reading possibility
35:50
reading those students who need to see a
35:52
text find it very difficult to take in
35:54
text only through their ears they need
35:57
to be able to see it and therefore the
35:58
option of missing them see as well as
36:00
here is important so I I don't really
36:03
like the first way I did it okay just
36:06
reading just telling you the questions
36:08
and you don't have the opportunity of
36:10
seeing them questions done in order
36:12
decided by the teacher which is the way
36:14
most teachers do it or a question done
36:19
in the order decided by the student
36:21
starts wherever you like tell me the one
36:23
you know much more learner friendly
36:26
eventually you get through all the
36:27
questions but at least you get give the
36:29
children a chance to say what they know
36:32
rather than going straight for things
36:33
which they may or may not know questions
36:37
done at the speed dictated by the
36:40
teacher as opposed to speed dictated by
36:43
you in the
36:44
third and fourth options individual
36:48
collaborative preparation persuade the
36:49
teacher I said you have to do it on your
36:51
own in questions three in questions for
36:55
I said you may work with a partner or
36:58
you can work on your own as you wish and
37:01
it's really important to give students
37:03
the choice because some students again
37:04
it's question learning style as you
37:05
mentioned earlier some students prefer
37:08
to work for Marren
37:09
and some student prefer to work with a
37:11
partner and it's not that one's better
37:13
than the other or worse than the other
37:14
but I think we need to allow them to
37:16
choice and this is quite an important
37:21
one I don't know if you noticed that I
37:22
said I don't expect you to know all the
37:24
answers immediately say I don't expect
37:27
you to know all the answers you're
37:28
releasing particularly the slower
37:30
students get this sort of heave a sigh
37:32
of relief that you're not expecting them
37:34
to do exactly the same as everybody else
37:36
but it's okay not to know it's good I
37:40
want to know what you do know and I'm
37:42
focusing what you do now I'm asking you
37:45
to tell me what you do know but it's
37:46
okay if you don't know everything it's
37:49
quite important for a mixed class so and
37:54
the checking notice most teachers in
37:58
most classrooms I've observed they check
38:00
homework or they check exercises by the
38:02
pingpong who can tell me the answer to
38:04
number one who can tell me the answer to
38:05
number two the idea of ants giving them
38:08
either dictating of displaying the
38:11
answers and asking the students to self
38:12
check is again very good for a mixed
38:15
level class means they can do it at
38:17
their own speed and check themselves and
38:23
it also saves a lot of time it's much
38:25
quicker I'll come back to this as one of
38:29
my tips later let's look in general I
38:34
get away from questioning and look at
38:36
general activity design for
38:39
heterogeneous classes and this is a
38:42
preview now of the kinds of things I'm
38:44
going to talk about firstly a set of
38:47
techniques which have to do with
38:49
motivation you mentioned motivation as
38:50
one of the problems of a heterogenous
38:52
class how can we keep them motivated and
38:54
there's two sets of things
38:56
look at here one is variation varying
38:59
the technique as I mentioned before
39:02
varying the questioning technique and
39:04
the other is interest how to keep make
39:07
activities interesting the second set is
39:11
called reaching the individual how do we
39:16
reach the individual through
39:17
individualization and personalized I'll
39:20
clear make it clear later what the
39:22
differences between individualization
39:24
and personalization they're not the same
39:26
thing and collaboration and third
39:32
providing for learning at different
39:33
levels and two main techniques are we
39:36
focusing on here one I call open ending
39:38
and one compulsory plus optional sir and
39:41
the last two perhaps the most important
39:43
of all that we'll start with the first
39:45
variation started using pictures did you
39:49
notice that I don't use pictures up to
39:50
now so just a little bit of variation
39:53
here we can vary in obviously the topic
39:57
we talked about we talked about
39:58
different interests and students have
40:00
demands so if the demands in one lesson
40:07
are fairly high and make sure the next
40:11
lesson they'll be lower and vice versa
40:13
so that there is a time when each
40:17
student will be able to to find their
40:21
level classroom organization some
40:24
students as we already seen prefer to
40:27
work collaboratively some prefer to work
40:28
on their own some prefer just to be with
40:32
in direct interaction with the teacher
40:33
teacher fronted class and there's no
40:36
right or wrong or good or bad it's it's
40:39
simply a question of different tastes
40:41
different styles the way different
40:43
students learn and therefore we need to
40:45
make sure that we do sometimes group
40:47
work sometimes teacher fronted sometimes
40:49
in the video and not spend too much time
40:51
on one of them learning style varying
40:57
visual aural and so on we've already
40:59
touched on that in the questioning
41:01
productive receptive giving varied
41:06
aspects of that and finally materials
41:09
different kinds of material Abraham
41:15
Lincoln famously said you can fool some
41:17
of the people all of the time and all of
41:19
the people some of the time but you
41:20
can't fool all of the people all of the
41:22
time where this is relevant to this is
41:26
that we as teachers can teach all of the
41:30
students some of the time and some of
41:31
the students all of the time but in a
41:33
mixed class we cannot teach all of the
41:35
students all of the time and I have to
41:38
accept that it's a hard fact of life but
41:40
it's a fact of life and what I want to
41:42
make sure is that at least some of the
41:44
time I'm teaching all of them so that
41:48
they all get a chance it's not that
41:50
they're being that one particular sector
41:53
of my class is being neglected and
41:55
therefore this is the reason for varying
41:58
between lesson and lesson and indeed
42:01
within the components of a lesson
42:05
interest
42:06
can you define the word interest silence
42:11
it's a terribly difficult word to define
42:14
really really difficult maybe by results
42:22
you couldn't affect more easier to
42:24
define a student who is interested what
42:26
does a student an interested student
42:28
look right there at that focus they're
42:32
active they're involved they're enjoying
42:37
right not always it may not it curiosity
42:42
maybe in some stages but not not always
42:44
sometimes you're interested even if you
42:46
know all the stuff but you're interested
42:48
in doing for other reasons I think my
42:51
own definition is a combination of these
42:53
three but the students are voluntarily
42:57
doing something not because the teacher
42:58
told them to but because they want to
43:01
they're involved as you said before and
43:03
there is an aspect of enjoyment so you
43:06
can look at it like this sort of a Venn
43:08
diagram you need all of them a
43:11
combination of all of them just to enjoy
43:13
something is not necessarily interested
43:16
interest you can be enjoying listening
43:19
to music
43:19
doesn't mean that you're interested in
43:21
doing it and it usually means that there
43:23
is some kind of active task involved in
43:27
that the students are actually doing
43:28
something going to do an experiment now
43:31
can you look at the table then to
43:35
dismount on on reviewing these words
43:37
let's say these words are ones that
43:40
you've come across in text and I as a
43:43
teacher wants you to review them I've
43:45
explained what I want to review them
43:47
there's a table on your handout which
43:49
looks like this and I'm going to try
43:54
practicing these words in five different
43:57
ways and for each of them I want you to
43:59
give a score out of five on interest not
44:03
how well it taught the words with on how
44:05
interesting you found it to do so let's
44:08
start number one can you please suggest
44:14
a sentence with any one of the words and
44:17
you raise your hands yes please my
44:21
students are afraid of making mistakes
44:25
afraid of okay another one any of the
44:29
words in a sentence yes dolphins are
44:37
friendly animals nice English is an
44:42
international language one more yes
44:48
don't touch the the book okay good
44:53
now that was activity number one can you
44:56
give it a score on your table one two
44:58
five if you how interesting thought it
45:01
was five if you thought it was really
45:03
really interesting and thrilling one if
45:05
you thought it was dead boring and in
45:07
between whatever you think how
45:09
interesting was that activity
45:15
okay you filled in your table next one
45:19
can you give me please a sentence which
45:22
uses any two of the words in the same
45:25
sentence yes I'm afraid of touching the
45:30
animal very nice anybody yes in swimming
45:39
with dolphins is an interesting kind of
45:40
therapy it's probably what the article
45:42
is about
45:43
okay yes another one yes I go swimming
45:49
twice a week this disabled should not be
45:58
afraid of non-traditional therapy it was
46:04
a freezing night because it had snowed a
46:06
lot okay can you give that a score
46:09
please how interesting it was between
46:13
1:00 and 5:00 one boring fight very
46:16
interesting
46:24
okay the third can you please just give
46:31
me a sentence that is false in other
46:33
words it's stating a fact which is
46:36
untruth
46:37
the English can be fine but the fact is
46:40
untrue think of something using one of
46:42
these words which expresses a false
46:45
statement yes
46:50
dolphins are afraid of people right
46:53
that's not true good yes
46:57
there is no connection between armenian
46:59
in english there is a connection so
47:01
that's an untrue statement good yes it
47:06
usually slows the loss in the summer in
47:08
my hometown where's your hometown here
47:10
yes yes competition always has a adverse
47:20
effects on people not true good yes one
47:23
more freezing is a synonym of boiling or
47:29
freezes the same as boiling okay sorry I
47:31
can't carry on but can you give that a
47:33
score on interest how interesting was
47:35
that to do
47:45
next one
47:46
a true sentence about yourself tell me a
47:49
sentence about you using one of these
47:52
words but it has to be true okay yes
47:57
please I could never learn to swim
48:02
really okay yes I would like to lie down
48:10
and sleep now I hope that's not because
48:13
it is so boring
48:14
yes so when I swim I make my muscles
48:21
stronger yes I'm not afraid of speaking
48:26
in public and one more I'm not afraid of
48:32
insects and serpents very nice okay
48:36
sorry I can't take more can you give
48:38
that a score how interesting was that
48:41
and the last one can you join your
48:50
neighbors left right in both a groups of
48:53
three or four and try together to make
48:56
up a story no writing just speaking make
48:59
up an oral story involving as many as
49:02
possible of these words okay so
49:06
introduce yourselves and then make up a
49:08
story
49:16
[Music]
49:28
[Music]
50:01
[Music]
50:14
okay so I can't let you finish your
50:16
stories we don't have time but can you
50:18
give that a straw please on your child
50:20
between 1 and 5 how interesting was this
50:23
to do
50:35
okay let's see how he did so the first
50:40
one just making a sentence from the word
50:42
just think about the first one I did
50:44
making sensors for a single word how
50:47
many people give that a 5 4 3 score the
50:52
first one start again first 1 5 4 3 2 1
51:03
mmm about 2.5 I think it was
51:14
okay sentence from two words how
51:17
interesting was that how many he'll give
51:18
you the five four three two one
51:27
about three I think a full sentence how
51:34
interesting was that five four three two
51:42
yes it went up to four a true sentence
51:46
about me five four three two one
51:56
okay it was between four and five and
51:59
it's a 4.5 we're getting a picture here
52:04
right and the story how many people gave
52:06
it a five four pretty well sighs yes
52:14
gradually going up why why the increase
52:25
any ideas yes
52:36
the more you give opportunities use your
52:38
imagination the first one you could use
52:39
your imagination there's nothing
52:42
stopping you but why yes I think you are
52:49
the same number each time except there
52:53
are more people who put up their hands
52:54
when they put up plans because they
52:55
found it more interesting and the
52:57
question is why do they find it more
52:58
interesting
52:59
yes challenge can you be more specific
53:05
about the challenge and the creativity
53:09
critical thinking you are actually
53:13
having to think a little bit more just
53:16
making a context single word you don't
53:18
have to work very hard at that thinking
53:20
about two words you're working a little
53:21
bit hard you're thinking about
53:22
connections false you're thinking about
53:26
truth and false mean meanings about me
53:30
you're personalizing and bringing it
53:32
applying it to yourself so application
53:35
to your own reality and the third one is
53:38
also contextualizing linking with the
53:40
other words within a narrative and the
53:44
basic thing that was happening here was
53:46
an increase in the use of higher-order
53:48
thinking skills as one important aspect
53:52
remember I said yesterday we're talking
53:54
about high Rowling's or higher-order
53:56
thinking skills that one of the reasons
53:58
we use them is because they make
54:00
activities more interesting and here's
54:03
an example convergent divergent thinking
54:08
but also things which you also mentioned
54:11
here personalization particular the last
54:13
one the second last one say sense about
54:16
yourself so that also comes into it
54:18
language play saying fun things using
54:22
the work just playing with the language
54:23
of it originality thinking outside the
54:27
box coming up with unusual things like
54:29
me which you did when you were talking
54:30
about false exactly the false ones
54:35
collaboration to some extent human it
54:38
was fun and then what them off
54:41
particularly the last title when you
54:43
were making up the stories there's a lot
54:44
of smiling going on it was it was quite
54:47
humorous so all these things
54:49
contribute to to interest and the use of
54:54
narrative stories are immensely powerful
54:57
tool in getting students interested I'm
55:02
going to do one more example I'm going
55:04
to manage to finish my half passed well
55:06
but I really think it really you you
55:09
learn things better if you actually do
55:11
them so let's try this one with the
55:14
people who you were telling the story
55:16
with okay can you just ask one one of
55:19
you to be ready with a pencil and paper
55:21
all you need to do for this activity is
55:24
write ticks you don't have to write any
55:26
text or anything that's not very
55:27
difficult and what I'm going to do is
55:30
show you a picture give you one minute
55:32
and ask you to say as many things as you
55:35
can about the picture assume that you
55:38
are fairly elementary students sort of a
55:40
1 a 2 level very very simple English but
55:44
I want you to talk you'll have exactly
55:46
one minute to say as many sentences as
55:49
you can all three of you all four of you
55:50
including the secretary they can also
55:53
contribute for every sentence that the
55:55
secretary hears they write a tick and
55:58
after one minute I'm going to ask you
56:00
how many ticks you got clear okay here's
56:06
your picture go
57:08
stop stop count up your ticks okay how
57:16
many did you get anybody
57:19
how many 17 8 15
57:25
20 okay
57:29
but you know how many you got okay I'm
57:32
going to show you another picture give
57:33
you another minute and ask you to try
57:35
and break your previous record okay
57:37
clear
57:39
okay go
57:48
[Music]
58:13
[Music]
58:21
[Music]
58:41
stop you've had a minute count up your
58:45
ticks how many groups succeeded in
58:53
breaking their record did you succeed
58:56
put up your hands if you succeeded okay
59:00
some who didn't do it but I understand
59:02
on a Sunday morning if it's but most
59:04
people do on the whole succeed now I was
59:08
watching you and you were interested so
59:11
don't try and pretend to me that you
59:13
worked although it was a very very
59:15
simple and much too easy and
59:19
unchallenging as it were activity so why
59:23
was it interesting there were no
59:26
higher-order thinking skills here you
59:28
were just saying what you saw so why was
59:30
it interesting yes okay right the second
59:40
time was more interesting because you
59:41
were trying to beat your previous
59:42
records I accept that why were you
59:44
interested the first time it don't try
59:46
and pretend to me that you weren't okay
59:58
there's so less but the people who were
60:02
interested why why was it interesting
60:04
the first time yes
60:10
no stress the collaboration yes it was
60:15
why was it fun why was it fun a bit
60:22
creative yes
60:25
sense of competition how many of you
60:27
thought you were competing against other
60:28
groups next the second time you are
60:33
competing against yourselves but the
60:35
first time not really competition but
60:38
there was nevertheless a feel of sort of
60:39
competition about there was a feel of a
60:43
slight rise in adrenaline a little a
60:46
little bit of positive stress there you
60:52
were timed now what did the time do for
60:55
you the fact that you knew the seconds
60:57
were ticking away and you had one minute
61:00
we've talked about collaboration it was
61:02
open-ended it was a game like it had the
61:06
feel of a game what is a game it's fun
61:10
okay a game is fun but what makes it fun
61:14
why does a time limit make it fun yes
61:22
sorry the pictures also absolutely the
61:28
picture is also contributes the fact
61:31
that there's something to look at a game
61:35
can be defined as an activity which has
61:38
a simple and clearly achievable goal you
61:40
know you can do it but there are rules
61:45
or constraints or something which stops
61:48
you doing it the most obviously so for
61:50
example tennis you have to hit the ball
61:52
so that your opponent can't hit it back
61:54
but it has to be within the white lines
61:56
if you have to get it over the net
61:58
saying with football you have to kick
62:00
the ball into the goal but all sorts of
62:02
rules crickets the same thing chess the
62:05
same thing solitaires everything any
62:07
game has a clear goal plus a set of
62:11
rules what was happening here say things
62:13
about a picture but you've only got one
62:16
minute now if I just said say things
62:20
about the picture would have been much
62:23
less interesting right it was the time
62:25
limited time limit is one very powerful
62:28
way of making interest okay let's move
62:33
on to individualization
62:35
individualization is different for
62:39
personalization individualization I'm
62:40
talking about the rate and the demands
62:44
individualized to the students a student
62:47
who is works faster can work faster
62:49
student alert sir can work slow and
62:51
still it's legitimate or they can do
62:57
more or less of a given task and how do
63:00
you do that without this very
63:03
complicated and time-consuming preparing
63:05
of different tasks I'm going to show you
63:07
some ideas on this a vying for
63:10
individual variation in speed and level
63:14
personalization on the other hand has to
63:16
do with the whole person personality
63:17
experience opinions on this
63:20
individualization is only to do with
63:22
learning ability speed level for example
63:27
students choose where to start now if
63:31
you think about the way we did those
63:32
questions with
63:33
they were individualized to the extent
63:35
that I said to start wherever you like
63:36
choose the ones you know how to do that
63:38
immediately individualized if I'd said
63:40
you have to do number one then number
63:42
two number three there's no
63:44
individualization giving a time limit
63:48
rather than a quantity of work limit do
63:50
as much as you can in two minutes and
63:53
however much you do that's a legitimate
63:55
that's that's okay you do as much as you
63:58
can do or learn let's choose which item
64:02
they want to do I'm going to just do
64:07
something now with the sheet you have a
64:10
second handout with a whole lot of words
64:12
on them and we'll do it like this well
64:17
they'll do it and then talk about it
64:19
I want you to fill in any four opposites
64:22
of any of the items you can when you can
64:25
you don't do it yet don't do it yet wait
64:27
for the rent register they aren't the
64:30
instructions when you have filled in for
64:32
opposites please raise your you're sheet
64:36
look around you find someone else who's
64:38
raised their sheet and exchange with
64:40
them fill in another four raise your
64:43
sheet again exchange again until I say
64:45
stop
64:45
clear okay
64:53
fill in any four okay this is written up
65:02
here now you may need to stand up and
65:06
walk around if you can
65:13
why don't you exchange with each other
65:40
look behind you someone maybe raising
65:42
their behind you
66:06
[Music]
66:16
okay let's stop although if I had more
66:20
time we'd finish it but I'm you've
66:22
written in quite a lot of the answers
66:25
now can check them if you like see if
66:32
the ones you've got there are correct or
66:35
the ones that your colleagues filled in
66:36
are correct and if I would do it in the
66:40
classroom I would stop it whenever one
66:43
page was finished and then help
66:46
everybody to fill in the ones they
66:47
haven't got using this sheet
67:02
but maybe answers which you thought of
67:06
which I hadn't thought of but these are
67:07
the basic ones now why can I go on why
67:23
was this individualized because if you
67:28
think about it first of all the items
67:31
were not numbered deliberately not
67:32
numbered they were scattered
67:34
the implication is start wherever you
67:35
like I was trying not to make sure not
67:38
to try to induce students to start at
67:41
one and then do to them two three but
67:43
look Rand says scattered choice of which
67:47
to do you could choose individualization
67:49
has to do with choice choice of how fast
67:53
to work if you work more slowly it
67:56
didn't matter because you work continue
67:58
already and then you held up your paper
68:00
there's no compulsion to fill finished
68:02
by a certain time legitimising not
68:05
knowing there was one something that
68:08
some of them you didn't know the answer
68:09
to so you didn't do the you did the ones
68:11
you didn't know collaboration not
68:16
competition working together with other
68:18
members of the class to get the best
68:20
answer you can just if you do this in
68:26
the classroom just a useful tip here in
68:29
pass it on activities don't tell them to
68:32
pass to their neighbor because that
68:34
produces bottle next because one some
68:37
students work much faster and the
68:39
fastest students were sitting there
68:40
waiting for someone else in a while the
68:42
the the papers are piling up at the
68:44
elbow someone who works more slowly so
68:46
not past your neighbor two alternatives
68:49
one is what I did now come to do a fixed
68:54
amount I said do any four and then raise
68:56
your paper in exchange with anyone who's
68:58
finished the other possibility is to say
69:02
do as much as you can until I say stop
69:04
and then exchange okay but either of
69:10
those as a possibility that's useful tip
69:13
okay so that's an example of
69:15
individualization I'll come back to pass
69:17
it on later it's it's a an interaction
69:20
pattern which is not used very much in
69:22
the classroom and I think it's really
69:24
useful useful technique personalization
69:29
means allowing for contributions that
69:31
reflect personal taste experience
69:33
exposed these are my favorite I remember
69:37
agree disagree with something and here
69:41
I'm going to go back to elementary again
69:43
as with the picture one am I going to
69:45
ask you to look at the table you have on
69:46
your first handout which looks like this
69:49
and imagine that you are back to five
69:55
years old and your parents have told you
69:58
you may choose any pet you like expense
70:01
no object it can be a cat or dog or pony
70:04
it can be big blood small or
70:07
medium-sized and it can be black right
70:09
or brown which would you choose as a
70:12
child of five which would you choose
70:15
just mark in or decide when they need to
70:19
mark which of those you would choose for
70:22
example a small white cat or a big brown
70:25
pony when you have decided which you
70:28
would like see if you can find someone
70:30
near you who chose the same
70:40
[Music]
71:04
did anyone find anybody
71:10
and you did
71:16
it's fairly rare in the chances of one
71:19
in 27 it's it's a fairly rare chance but
71:22
when you do find a soulmate it's a
71:24
really nice I think the problem is that
71:26
in this setup obviously I can't ask you
71:30
to get up and walk around in your
71:31
classroom you would get up and walk
71:34
around and it's a technique which is
71:37
called mingling walking around trying to
71:41
find someone else who has the same not
71:44
this is someone else has the same
71:45
mingling can also be exchanging opinions
71:47
all sorts of things a more advanced
71:53
mingling activity which because of the
71:56
setup here we're not going to be able to
71:57
do is it is the one which you have just
72:00
below that which is one chore I hate
72:05
doing one place I love one thing that
72:07
irritates me each person writes in their
72:10
own answer and then you get up and walk
72:13
around and see if you can find other
72:14
people who are irritated by the same
72:17
things or hate the same chores or love
72:21
the same places so not something we can
72:23
do now but something which is really
72:25
nice to do with an advanced class and
72:28
again allows for this personalization my
72:32
own feelings my own reality exchanging
72:36
with other people find a kindred spirit
72:39
I call it find the soul mate
72:51
yes yeah they could but the main thing
72:56
is actually finding the Kindred Spurs in
72:58
this case another advanced personalized
73:02
varnish again which we're not going to
73:03
do but I'm just showing it to you might
73:05
like to think about it if you had decide
73:08
what is the best metaphor for an English
73:11
lesson which would you choose which
73:18
which metaphor best represents for you
73:21
an English lesson
73:25
climbing a mountain
73:31
and again it's based on my own construct
73:35
we all know what an English lesson is
73:37
but we all perceive it in different ways
73:40
and one of the ways we can access these
73:42
perceptions is through metaphors so I I
73:47
did I see well what how do I see an
73:52
English lesson I talk to my neighbor and
73:53
see how they see it and we exchange
73:55
ideas the interesting thing is that even
73:57
neighbors who choose the same metaphor
73:59
very often choose it for different
74:01
reasons and so the discussion is always
74:05
very interesting again we're not going
74:07
to do this but if you're interested in
74:11
what my metaphor is my favorite method
74:14
here is doing the shopping because I go
74:18
into a lesson with a list of what I want
74:20
to get through and I still visit the
74:22
different shops and get through it and
74:23
hope that I managed to buy everything I
74:25
had on my list but all sorts of things
74:29
okay yeah
74:36
yes of course of course every option is
74:39
is legitimate it's not there's a right
74:41
answer collaboration collaboration means
74:46
learners working together to get better
74:49
joint results and they could in their
74:50
own and it doesn't necessarily mean
74:52
group work it may but it doesn't
74:55
necessarily mean group of sometimes
74:56
people think that collaboration is group
74:59
work it isn't a there are two types one
75:04
is full class collaboration not
75:07
involving group work and we've seen some
75:08
examples here a class brainstorm we did
75:13
this writer beginner I asked you to tell
75:14
me what were the problems with what what
75:16
were the characteristics of a
75:18
heterogeneous class and you came up with
75:20
all sorts of ideas and I wrote them up
75:22
as fast as I could
75:24
okay so that's brainstorming but it was
75:26
collaborative because we were sharing
75:28
and helping each other
75:30
pass it on was collaborative because we
75:34
were sharing getting the best results we
75:35
could by sharing the the tasks between
75:40
us mingling okay find someone else who
75:43
wants the same pet walking around the
75:45
classroom and one which we haven't tried
75:50
out but which I'm sure some of you have
75:52
online wiki's and forums things that are
75:55
where students or whatsapp or viber I
75:59
don't know whatever you use where
76:00
students exchange opinions and hear what
76:03
each other has to say and then we come
76:06
on to parallel group work in class or
76:10
outside class mostly what we're
76:11
interested in here is peril group work
76:14
in class another pass it round is this
76:21
one just an example of the full class
76:23
and we're not going to do it again you
76:25
have at the top of your page if I won a
76:29
million dollars or if I lived in China
76:31
or you have one of these options at the
76:33
top of your page you fill in the
76:36
sentence using the second conditional
76:40
and then you write the beginning of the
76:42
next one you pass it on and it becomes a
76:45
Chane if I were happy I would dance if I
76:49
danced everyone would laugh if everyone
76:52
laughed and so on and so on you get
76:53
these chains and you every the end it's
76:56
lovely when again no time but this one
77:00
we are going to do this is collaboration
77:04
but it starts off as individualized work
77:08
here is a set of words that my
77:10
intermediate students tend to misspell
77:14
and I'm going to ask you to take a
77:17
corner of your or the the back of the
77:20
the opposites sheet and don't write down
77:23
the words yet I'm going to take them off
77:27
the screen and when I take them off the
77:32
screen I want you to write down as many
77:33
as you remember so I hope none of you
77:35
are taking photographs of this just
77:39
write down on your own without showing
77:42
anyone else on your own as many as you
77:43
can remember so photograph these ten
77:46
words in your minds don't write them
77:52
down no cheating
77:56
okay see if you can write down as many
77:59
as you remember if you get three or four
78:02
that's fine I don't you do remember more
78:04
than that on your own without sharing no
78:08
sharing at this point okay
78:10
on your own as many as you can get if
78:13
you only get two that's also okay
78:24
now if you do this in class you will see
78:27
what I was seeing now which is people at
78:29
some point raising their eyes from the
78:32
paper and looking for the words on the
78:33
ceiling which means they've remembered
78:36
as much as they can when you get to that
78:38
point you're raising your eyes turn to
78:41
the people sitting next to you and see
78:43
if together you can reach the ten which
78:46
I had all the people behind you or in
78:49
front of you
79:05
anyone could up to 10
79:08
nine eight nine well done okay here they
79:15
are
79:28
one of the nice things about this one is
79:31
that the ones which you remember
79:35
probably the ones you know pretty well
79:36
and what when I flash them up again the
79:40
ones you are looking for is the ones
79:41
that you forgot right and so you're
79:44
focusing on the ones which you needed to
79:46
review which is which is really nice to
79:47
be the learning is going on there but
79:50
the point I want to make here is that
79:53
the collaboration when you were sharing
79:56
there was real even for those students
79:59
who don't usually like collaborating
80:00
very much it was really important to
80:02
collaborate because you could always two
80:05
people will always remember more than
80:07
one and three probably remember more
80:10
than two so it's worth your while to
80:12
collaborate and the secret of good
80:15
collaborative planning the planning good
80:18
planning of a collaborative activity in
80:21
pairs or groups is that you give them a
80:24
task which clearly can be done better by
80:28
two or three than it could be by one and
80:30
recalling is classic for this because
80:34
you can always remember more if you're
80:35
in a group and brainstorming is another
80:38
three people can always think of more
80:40
ideas than can one or two so not all
80:46
tasks work as group pair activities
80:49
pelvic actually uses better works better
80:51
I find but make sure the task is such
80:55
it's likely to be better done in a group
80:58
than it would have been by an individual
81:00
and sometimes I would as I did in the
81:06
questions right at the beginning allow
81:09
students to work individually if they
81:11
prefer it's who can work with a partner
81:13
if you prefer work on your own give them
81:15
the choice I came to the last two of my
81:20
sections as I said with the most
81:21
important ones an open ending open
81:25
ending means cues allowing for lots of
81:28
right answers not just one right answer
81:32
so that more learners can get to respond
81:34
and you can respond at different levels
81:36
if you think about for example to
81:39
practice can card Jenni as a baby Jenni
81:41
can't ride a bicycle there's one right
81:43
answer but if you say Jenny as a baby
81:47
Jenny can't ride a bicycle but she can
81:49
smile what else can pet Jenny do or
81:53
can't do need ooh there's lots of
81:56
answers all of them practicing can and
81:58
can't and the students couldn't answer
82:01
very easy things like she can eat or
82:06
very advanced things like she can't open
82:08
a bank account okay so it gives latitude
82:13
for students to answer at different
82:14
levels which is why open-ended views are
82:17
so important the classic open-ended
82:22
activity is the brainstorm and if you
82:24
remember we looked at some examples of
82:26
this
82:26
in my talk on higher-order thinking
82:29
skills so these kinds of things remember
82:33
yeah familiar so I'm just going to skip
82:36
through these fairly quickly including
82:41
lateral thinking ones like this one are
82:44
a dog with a pencil instead of a
82:46
spaghetti with the computer is the same
82:48
idea both and interrogatives find six
82:54
questions to which the answer is these
82:56
are things we've already looked at what
82:58
I want to look at is adapting textbook
83:03
exercises most textbooks exercises are
83:06
closed-ended they're matching or gap
83:09
fills or multiple choice things which
83:11
have one right answer why I mean this is
83:16
the right answer it is I'm just just
83:19
sharing what why do you think they're
83:25
close there's one right answer Wyatt
83:27
Wyatt X so many exercises like this
83:32
easier to check easier to check if you
83:36
go into so called interactive went
83:40
internet sites for grammar practice
83:42
they're all closed ended was a computer
83:45
can't cope with open answers
83:46
it can only cope with a right or wrong
83:48
answer so and the same with not
83:54
necessarily the difficulty of an
83:57
activity of a question is decided not by
84:00
whether there's lots of answers or one
84:01
answer but how difficult the vocabulary
84:04
is basically if it's an easy question
84:06
and they have the the and the answers
84:12
are also an easy English there's no
84:13
reason why they shouldn't be able to do
84:15
it yeah
84:17
no creative thinking well yeah let's
84:19
look at an example from a textbook
84:23
she left early it's a typical it's not a
84:27
lot a particular copy that's one that I
84:29
I did I just made up myself but it's
84:32
very typical of the kind of thing you
84:34
get a gap the base form of the verb and
84:37
they have to put in the irregular fast
84:39
form so she left early he made the cake
84:42
I sat there for six hours the man read
84:45
the book boring and definitely not
84:50
heterogeneous doesn't allow for
84:52
different levels there's only one level
84:55
who can do this if it's too difficult to
85:00
the student they won't be able to do it
85:01
or they'll get it wrong if it's too easy
85:05
it doesn't give any useful practice for
85:07
the student who's more advanced so for
85:10
either more advanced or less advanced
85:11
students this is not very helpful and
85:14
that's the trouble with closed ended
85:16
exercises that they only really provide
85:19
useful practice for what a colleague of
85:22
mine calls the non-existent middle you
85:24
know they the students write them it not
85:27
the more advanced of them the slower
85:28
ones but the ones in the middle ok
85:31
that's useful to them for as I say the
85:35
high flyers or the students having
85:38
difficulties this is not appropriate
85:39
what
85:40
we do well we kind of have to do this
85:42
quickly
85:43
first just sit there they're familiar
85:45
with it but then we start making it
85:49
open-ended like this we give them make
85:55
them a gift of the past form which is
85:58
what the target we wanted to practice
86:00
but we delete the rest of it and we say
86:04
okay give me your own ideas about how
86:07
this could and she left what I want the
86:14
whole sentence and I want you to say the
86:16
whole sentence but my aim is to practice
86:18
left isn't it it's the past born so she
86:21
will you give me a whole sentence with
86:22
she left yes she left her umbrella in
86:25
the office something like that yes she
86:30
left she left before I came she left
86:35
without saying goodbye she left early in
86:39
the morning see that's what the okay for
86:45
Armenia she left her husband you know
86:48
there's all sorts of things we can we
86:50
can have here and he made again again
86:53
what you're getting here is sentences of
86:57
different levels very easy right it's
87:01
not not more difficult than the original
87:03
easy to do students are getting more or
87:07
less advanced answers according to their
87:10
ability and the aim of practicing these
87:15
target forms is achieved getting lots of
87:17
practice can do it this way as well
87:20
let's go let's go one step further
87:23
she only and you don't have to say left
87:26
you can say any past form you like which
87:30
you happen to know yes she went out
87:33
early
87:35
she came early
87:38
she slept early what about he the cake
87:45
he burned the cake
87:47
it's the cake he ate the cake he spoiled
87:51
the cake he bought the cake it and saw
87:55
and say it did the same with multiple
87:58
choice ok so here's a multiple choice
88:00
thing and what you do is you simply tell
88:03
them ignore the answers here or put a
88:05
paper over so you can't see the answers
88:08
and suggest on your own a word that
88:11
means the same kind of thing or matching
88:15
what goes with what
88:18
tell them to put their a piece of paper
88:21
over one of the columns and suggest
88:25
their own answers so a lump of language
88:29
sugar what else a lump of what else a
88:33
lump of cake lump of a lump of a box of
88:43
what why box of wine yeah all right
88:47
a box of chocolates or the other way
88:54
around
88:55
here's wine it could be a bottle of wine
88:57
but it could be a neater wine it could
89:01
be a glass of wine a drop of wine and so
89:09
on so open-ended again a lot more
89:12
practice and a lot more mixed ability
89:15
because you're allowing students to give
89:17
answers that are more difficult or
89:20
easier
89:22
finally compulsory plus optional and
89:26
this is a key one and it's very easy to
89:29
do activities the class is given a core
89:35
task in other words everybody has to do
89:38
this task but if you have time if you
89:43
can you also do this it's a combination
89:46
between a core compulsory task which
89:49
everyone can do an easy one and an X to
89:52
which you're making it clear you expect
89:54
those students to do who can words and
89:58
the instructions are due at least the
90:01
phrase at least or do something and
90:05
something if you have time do you
90:07
remember I showed you this in a previous
90:09
session now the instruction which goes
90:13
with this is this one find at least
90:17
three at least okay at least three
90:21
things I know that even my weakest
90:22
students in my elementary class can find
90:25
three things to put in there some of
90:27
them can find a lot more the high fliers
90:30
who finished them all are saying now
90:32
what I can do I think I say okay think
90:34
of more words that you know which aren't
90:37
here which you could put in the other
90:38
columns so they're busy they're all
90:41
busily occupied if they've managed to do
90:44
three they've succeeded if they managed
90:47
to do more they succeeded in him even
90:49
more in other words the choice is not
90:51
between succeeding and failing the
90:54
choice is between succeed in succeeding
90:56
even more
90:58
involves everyone this one remember this
91:04
right practicing a relative clauses and
91:10
the instruction is due at least the
91:13
first five sentences and you can do this
91:16
with any any exercise in the textbook
91:18
tell your students oh you've got ten
91:21
sentences here I'm asking to do at least
91:24
the first five or at least any five and
91:28
if you finish do something else
91:33
tests most of the test is compulsory and
91:38
this is how I designed my tests for my
91:39
students I have say seven sections which
91:43
are all compiled symmetry if they do
91:45
them well they will get a hundred
91:47
percent and I add an eighth section
91:52
which is optional and if they get it if
91:56
they do it and do it well they get bonus
91:58
marks so theory then you get more than a
92:00
hundred but it doesn't worry me so for
92:04
example here's the last compulsory
92:09
section of a test actually gave in a
92:12
sixth grade on the past tense her mother
92:15
and they had to fill in the passport her
92:18
mother said to little red riding-hood
92:20
take this Kate your grandmother don't
92:22
talk to strangers Little Red Riding Hood
92:23
walked through the wood and on the way
92:26
she met the wolf and so on they have to
92:29
fill in but then there is an optional
92:32
section because as far as came to the
92:35
grandmother's house the optional section
92:37
which says finish the story as you like
92:39
but not the same way as usual so this is
92:43
optional for those students who have the
92:46
language ability and are willing to take
92:49
up the challenge but the others don't
92:51
have to do it so story is I gave this to
92:55
my sixth grade class and one little girl
92:57
wrote as follows the wolf went off
93:00
through the forest and came to the
93:01
grandmother's house and knocked on the
93:03
door of a grandmother's house and the
93:05
grandmother said come in and the wolf
93:08
went in and the grandmother said oh it's
93:12
you my dear little wolf I'm so glad I
93:13
thought it was that awful Little Red
93:15
Riding
93:15
[Laughter]
93:19
thank you
93:21
[Applause]
93:31
originally short breaks 45 minutes we're
93:34
serving short 150
93:45
yes just get rid of me

well I'll start with this and then hope

00:08
that they lapel mic starts working
00:12
okay so higher-order thinking skills
00:14
critical creative thinking I'll be
00:18
talking just to give you a sort of
00:22
preview of what this is going to be all
00:24
about some definitions what is critical
00:27
thinking what is higher-order thinking
00:29
and so on and terminology and then some
00:34
reasons why we need to use higher order
00:36
thinking skills in our teaching some
00:40
examples activities using higher order
00:44
thinking skills in language teaching and
00:46
learning and finally or nearly finally
00:49
critical thinking when using Internet
00:52
resources which is more and more
00:54
important for our students today were
00:57
increasingly using internet resources in
00:59
their in their daily lives and in
01:04
communication and in learning so to
01:07
start off with definitions of
01:09
terminology then first of all
01:11
higher-order thinking skills or hots
01:16
those which involve some kind of mental
01:19
effort we are trying to work out
01:21
something rather than just remembering
01:24
or recalling or identifying which lower
01:27
order thinking skills contrasted as I
01:30
say with lower order thinking skills is
01:32
this still not working I'll just
01:38
continue like this and various
01:42
classifications some of you may know
01:43
Bloom's taxonomy of thinking skills
01:48
cognitive fact what he calls it cognate
01:51
of cognition cognitive skills or
01:53
something like that and then there's the
01:57
definition of convergent Meyers fair vs.
02:01
divergent thinking convergent thinking
02:03
coming to one right conclusion divergent
02:06
thinking thinking of many possible
02:08
different solutions or ideas associated
02:11
ideas as you can critical thinking is
02:15
I mean used a lot recently and I'll be
02:18
focusing quite a lot on that in this
02:20
talk a the ability to judge really
02:25
critically whether something is true or
02:27
untrue good bad and so on so it involves
02:30
some kind of value judgment and creative
02:34
thinking I'm going to focus mainly on
02:37
the last two critical thinking versus
02:40
creative thinking critical thinking
02:42
being the process of thinking that
02:44
questions assumptions this is Wikipedia
02:47
that I first found on wikipedia really
02:49
really helpful whether something is true
02:52
false sometimes 2 sometimes false
02:55
thinking critically thinking for
02:57
yourself not just taking things for
02:59
granted or less elegantly and I really
03:02
like this phrase crap detecting crap
03:05
detecting is is a phrase I got from a
03:08
book by postman and vine Gartner called
03:11
teaching as a subversive activity which
03:15
is a really interesting title basically
03:18
the authors are saying one of the
03:20
important functions of teaching is to
03:22
get your students to think for
03:23
themselves and one of the most important
03:27
skills involved in that is what they
03:28
call crap detecting checking out if
03:31
something is rubbish or whether it is
03:33
true and worthwhile I picked this up in
03:37
an article of my own a critical thinking
03:39
entails all sorts of sub skills of
03:43
thinking so it entails the ability of
03:47
being able to distinguish it in
03:50
categories to analyze things to think
03:52
analytically to be precise to be wary of
04:01
being vague or over general to identify
04:05
things which actually contradict or are
04:08
inconsistent or otologist autologous
04:11
meaning saying the same thing twice
04:12
unnecessarily logic really really
04:17
important
04:19
criticism and being able to apply
04:21
criteria into in order to judge whether
04:25
something is right wrong worthwhile not
04:29
creative thinking on the other hand is
04:32
thinking of original solutions to
04:34
problems or creating new constructs of
04:38
some kind of weather whether they are
04:40
artistic or any other kind of work and
04:44
it includes two basic categories I'm
04:47
going to look at one is general creative
04:49
divergent thinking to have as many
04:51
different kinds of solutions to a
04:54
problem or responses to a cue as you can
04:57
and the other is usually associated with
05:00
a name of Edward de Bono
05:02
is what's called lateral thinking which
05:04
doesn't mean thinking about as many as
05:06
you possibly can but thinking up
05:08
original solutions thinking as it were
05:12
outside the box and coming up with new
05:15
ideas and both these kinds of divergent
05:18
thinking I think we can include in our
05:21
teaching why I think there are four main
05:28
reasons here one is language learning
05:31
students will simply learn better if
05:34
they're also thinking while they're
05:35
learning second is intellectual
05:38
development most of us will not most us
05:41
but a lot of us are teaching teenagers
05:44
and young learners where we are one of a
05:47
number of educators we're not just
05:49
teachers of English were also educators
05:51
and one of our functions is to assist
05:54
our students in their general
05:56
intellectual development not just
05:58
learning the language educational values
06:00
same thing I'm also an educator and
06:03
finally interests all things being equal
06:06
an activity which gets students to think
06:09
of it it's likely to be a lot more
06:11
interesting I'll give you some examples
06:13
in a moment than one that does not
06:15
language learning new language bytom's
06:19
are better imprinted on a memory if we
06:22
use deep protesting I mentioned this in
06:25
my previous talk thinking about things a
06:28
bit more deeply not just the surface but
06:32
associating them generalizing
06:34
exemplifying analyzing prioritizing all
06:37
these things to do with higher-order
06:38
thinking
06:40
dealing with the new items with the
06:42
language in this way is likely to make
06:46
the new language memorable and therefore
06:48
it's good for learning relating the item
06:52
to its various means to other items that
06:54
learnt before and obviously a
06:57
higher-order thinking skills general
07:01
intellectual development I've heard
07:05
someone saying the other day oh we don't
07:10
need to teach facts anymore we just need
07:12
to teach students how to think but you
07:14
can't teach people how to think if
07:16
they've got nothing to think about
07:17
and in order to have to give them
07:19
something to think about you also need
07:21
to teach some facts I think that the
07:23
teaching of facts not and information is
07:27
as important now as it ever was even
07:30
though you can look things up on the
07:32
Internet you can't begin to look things
07:34
up on the Internet unless you have a
07:35
basic body of knowledge yourself to
07:38
start off from a jumping off board if
07:40
you like a springboard and so the
07:42
learning of facts and concepts is
07:45
absolutely essential in education plus
07:49
the ability to relate these to one
07:52
another to criticize to draw conclusions
07:56
and so on and so on and these so you
07:59
need both of these you need the basic
08:01
facts which in language is just the
08:03
vocabulary and the grammar but you also
08:05
need to be able to combine them to make
08:07
interesting ideas and communications and
08:13
then as the educational values and this
08:17
is really important in a country which
08:20
is a democracy in in a culture which
08:24
encourages individual thinking and
08:28
creativity the import ability importance
08:31
to think for yourself as opposed to the
08:35
unthinking acceptance of something that
08:37
someone else has told you encouraging
08:40
our students as they're okay and
08:41
authority told me this but I'm going to
08:44
check it out myself as well and I think
08:46
we need to encourage this it's part of
08:48
my own
08:49
educational belief that one of our
08:52
functions is to help our students to to
08:56
think for themselves and evaluate what
08:58
they're told not just accept things
09:00
unthinkingly so the willingness to
09:04
approach input critically and I'll give
09:07
you some examples later not just accept
09:10
something because it appears in a text
09:13
finally just interest it's just a lot
09:16
more interesting to do things that
09:18
involve higher-order thinking than it is
09:21
to do ones that do not okay let's start
09:26
with a language teaching bit higher
09:28
order thinking skills in language
09:29
teaching look at the critical thinking
09:32
let's look at a conventional vocabulary
09:35
exercise like this this is lower order
09:43
thinking / excellence all they need to
09:45
do is identify which word goes with
09:47
which picture and in any almost any
09:50
matching exercise is likely to be lower
09:53
order thinking I'm not saying it's not
09:56
useful it is useful lower order thinking
09:57
in general is essential before you get
09:59
to higher-order thinking but
10:01
nevertheless firstly it's very very
10:05
basic secondly it's not terribly
10:06
interesting the pictures are quite nice
10:09
but I don't think it scores very high on
10:11
interest have a look at this
10:14
in contrast
10:25
here first of all there's a lot more
10:29
words but they are asked not only to
10:35
identify what the word means but also to
10:38
categorize it to say what class of
10:40
things it belongs to it's just a little
10:43
bit more processing little higher higher
10:46
order thinking skills and quite a lot
10:48
more interesting to do so that's an
10:51
example of a very very basic level Anna
10:54
point I want to make quite early on is
10:57
that higher order thinking skills are
10:58
not limited to upper school or to
11:01
advanced learners they can be used at a
11:03
very basic level like this grammar and I
11:09
say with the Cabarita so I haven't got
11:11
the grammar yet another matching
11:13
exercise but at a much higher level
11:14
we've moved on now to upper intermediate
11:17
if you like b1 b2 level matching little
11:27
bit more tricky this one but the fact
11:28
that it is tricky doesn't necessarily
11:30
mean that it's higher-order thinking
11:31
it's still lower order thinking it's
11:33
just matching to a definition rather
11:35
than matching to a picture okay so one
11:38
goes with angry goes with D yeah D no a
11:48
is three jealous right so it's not it's
11:53
not necessarily that the order thinking
11:56
feels are easy that sometimes a bit
11:59
tricky like this one but doesn't mean to
12:01
say it's higher order thinking is
12:02
definitely not very interesting now this
12:05
is a review exercise we assume that if
12:08
the students are able to do this that
12:09
means that they've already taken the
12:12
word at least into short term memory
12:13
they know what it means if they didn't
12:14
know what it means they couldn't do it
12:15
and they're just practicing so they're
12:17
using words which they already know and
12:20
consolidating their knowledge of their
12:22
meanings contrast that with this
12:38
plus there's a little bit of choice
12:40
which I'll come back to and I'm talking
12:43
about teaching mixed classes because
12:44
that's really really relevant there it
12:47
says complete any three but what they
12:49
are asked to do here is contextualize
12:55
the words in their own experience I'm
12:57
asking them to write or to say a
13:00
sentence which relates to their own
13:02
experience of putting the word into the
13:05
context of an actual situation so it's I
13:09
felt angry because I'm thinking of when
13:13
I felt angry and giving a reason for it
13:15
and notice the conjunctions which are
13:18
asking them to think about cause or
13:21
effect or time in other words they're
13:25
also thinking logically about the
13:27
connections between the two events I
13:30
felt confident so and so on and this I
13:35
would say not only leads to better
13:37
learning it's activating higher-order
13:40
thinking skills and that was also a lot
13:42
more interesting to do a lot more fun to
13:44
do what actually do in the classroom as
13:46
I say I'm going to give you three or
13:49
four minutes fill in as many as you can
13:51
you don't have to do them in the order
13:53
they're given you can fill in as many as
13:55
you can with but it must be a sentence
13:59
saying something just true for you it
14:02
actually happened okay I felt doubtful
14:05
because and you have to say when why you
14:08
felt doubtful and it has to be a real
14:10
event and then after I see that most of
14:13
them have filled in at least three ask
14:14
them to share with each other and
14:16
they're getting a lot of practice using
14:20
the new word in different context of
14:22
their hearings and all sorts of
14:23
different contexts whereas the previous
14:25
one just gave one definition for each
14:28
and that was it so this is altogether a
14:30
richer exercise and the key difference
14:34
is the amount of thinking and thinking
14:36
skills that are going on here
14:39
generalizing what classes do the
14:44
following belong to this is rather like
14:46
the first one where you had to you
14:48
remember put put
14:50
the words in people things colors and so
14:53
on and this is also putting things of
14:56
two countries but you have to sell at
14:57
the categories this is about sort of
14:59
intermediate level so a hammer is a tool
15:04
sadness is an emotion a feeling there's
15:12
not one right answer to each which is
15:14
also interesting if the family is
15:15
clearly a tool but sadness could be an
15:17
emotion or a feeling or any other a mood
15:21
right a table is furniture or a thing or
15:27
an object so you've got all sorts of
15:30
things but the thinking skill which is
15:32
going on here again is putting things
15:35
into a generalized category so
15:38
identifying where something is in the
15:43
range of possible categories they could
15:45
fit into I'll come back to this amount
15:47
and show how use it for a particular
15:51
grammatical structure but let's go on to
15:54
Gramp conventional grammar exercise
15:56
here's another lower order thinking one
16:09
again it's not that easy you really need
16:12
to know your grammar in order to be able
16:14
to do it Stratford is the town you have
16:24
to read to the end of the sentence to
16:25
see that it's in fact not where it's
16:27
which because it was an in there the
16:31
town which Shakespeare was born in if
16:33
there was no in and then it would be
16:34
where so that's why I say it's it's
16:36
tricky it's it's setting traps actually
16:38
I don't like this one because it sets a
16:40
trap which you some of you fell into it
16:42
I think it's bad designed to have traps
16:45
like that but in any case it's it's
16:49
lower or to think he is just filling in
16:50
the right form and they don't
16:52
necessarily need to know what it means
16:54
even some of them can be done without an
16:56
understanding meaning lower order
16:58
thinking I want to practice relative
17:02
clauses and I want to do it in a more
17:05
interesting way and one way I can do it
17:08
is like this a hammer is a tool remember
17:12
but it's a tool which what which is
17:18
heavy okay which we use to hit nails
17:21
which we use in building all sorts of
17:24
things like that we just used for
17:26
mending a cow how would they work how
17:32
would I want them to finish that a cow
17:35
is
17:37
an animal first of all they have to say
17:39
the category is an animal which gives
17:44
milk eats grass they all begin with a C
17:55
I'll tell you why in a moment but this
17:58
is this is a lovely exercise of
18:00
practicing relative clauses it gets some
18:04
practice the relative clauses identify
18:06
what width first all they have to decide
18:07
which relative pronoun or adverb they're
18:10
going to use our cow which but a
18:12
carpenter who and Canada a place where
18:16
perhaps so they have to decide which
18:18
into it and then they have to say what
18:21
specifies it so what you're asked them
18:23
to do here from the point of view of
18:25
higher-order thinking is you're asked
18:28
them first of all to generalize for what
18:30
to categorize what category does this
18:32
belong to and then to specify what sets
18:36
it apart from other things in the same
18:38
category so cars an animal which gives
18:42
milk say a carpenter is a person who
18:47
makes furniture works with wood whatever
18:50
but they need to specify what kind of a
18:53
person it is so it's a nice one this is
18:57
um an activity which I came up with
18:59
years ago and I've done it repeatedly I
19:02
give each group one of these little
19:06
lists divided the class into six groups
19:09
ok its group gets a list and has to
19:12
write a definition for this but without
19:17
actually writing the act the item itself
19:21
so the list one for example they might
19:24
say a place in the southern peasant
19:27
hemisphere or a country in the southern
19:29
hemisphere which is in the southern
19:31
hemisphere sorry for the second apples
19:34
they might say a food which grows on
19:37
trees or a fruit which grows on trees
19:40
and then each group has this set of
19:44
definitions using the category which who
19:48
where where
19:49
and the definition they pass it on to
19:52
another group which has to guess what
19:54
the word was and the reason why the
19:57
lists are all the same beginning with
19:59
the same letter means that they they
20:00
already since they guess the first one
20:02
or two they already have a clue which
20:05
will help them get the rest of them
20:06
right because some of the definitions
20:07
are sometimes not specific enough so
20:12
it's a nice group activity for
20:15
practicing relative clauses using higher
20:19
order thinking skills a generalization
20:21
specification here's a list of sentences
20:28
and at the bottom it says when do you
20:31
use since and when do you use for in
20:34
grammar this is what's called inductive
20:36
learning of a grammar rule instead of
20:39
telling them you use since when you use
20:42
for when you say okay here's some
20:45
examples work it out for yourself
20:47
generalizing from the specific that's
20:52
another way of using higher order
20:54
thinking cells in the teaching of
20:55
grammar come on now to higher-order
21:02
thinking skills in reading and writing
21:04
in general and in fluency I want my
21:08
students to be aware that in the text
21:11
they read they need to pick up things
21:13
like inherent contra contradiction
21:15
repetition vagueness the things I was
21:18
talking about before and I think it's
21:20
really useful to give them exercises
21:21
like these do these make sense
21:32
and they're not just pick them up out of
21:35
the air these are actual general actual
21:37
mistakes that students make the larger
21:40
half can there be a larger half it's a
21:43
contradiction write an objective opinion
21:46
can there be objective opinion people
21:49
say it but if you think about it any
21:51
opinion is an opinion how can it be
21:55
objective I'm asking them to think here
21:58
I'm asking to think about whether
22:00
something is true possible so definite
22:04
may be an exact estimate whether it's
22:08
exact or it's an estimate you can't have
22:10
both tautology the same sort of thing
22:17
I'm going to ask to be critical in their
22:19
reading tautology is when you say the
22:22
same thing twice but it's unnecessary
22:25
like this these ones
22:56
they all clear why there why that's
22:59
autologous number seven for example they
23:03
need to know that commute means going
23:05
back and forth so you don't need back
23:08
and forth or meet together meet means
23:11
meet you know you can't meet not
23:13
together how else could you eat pure
23:16
undiluted you come across things like
23:18
that in advertisements where they're
23:19
using the tautology to try and make a
23:22
point but we want our students to detect
23:24
that actually they're being manipulated
23:27
a little bit it's gone underlying
23:30
assumptions I want my students to think
23:32
logically I want them to be aware when
23:34
they're being manipulated I want them to
23:35
be aware when they read statements that
23:38
are assuming that the students believe
23:42
something which may not in fact be true
23:45
and for which there is no proof have a
23:47
look at these perhaps discuss them with
23:50
your neighbor what assumptions or
23:51
emotive implications underlie these
23:54
statements
24:07
okay I'm taking a break now and leaving
24:09
you to look at this for a couple of
24:11
minutes and then tell me what's wrong
24:13
with these statements
24:59
okay what's wrong with the first whatsit
25:03
assuming which is not the solution right
25:05
sorry sorry
25:06
[Music]
25:11
well it might be true that it's entirely
25:14
no to agreements but what what is the
25:16
belief underlying the statement which is
25:19
not necessarily true it ain't
25:21
necessarily so yes can't hear sorry okay
25:30
the why but why is this so not logical
25:33
what's illogical about the soul
25:49
so the delicious is not healthy sorry
26:06
should be good for you and delicious
26:09
it's assuming that natural is good but I
26:15
can think of a lot of natural things
26:17
that are not good at all natural
26:22
disaster here the there is an assumption
26:26
you'll come across it and I really want
26:27
my students to be aware when they're
26:29
reading advertisements the word natural
26:31
is often misused to mean good natural
26:35
does not necessarily mean good and this
26:38
what this statement is um is assuming
26:41
that you believe that natural is good
26:43
and it's taken in quite a lot of you
26:47
okay so we need to need to be careful
26:50
and we to race students awareness of
26:52
this the second one is scientifically
26:57
proven the word scientific and
26:59
scientifically is bandied around but
27:01
unless they actually give you solid
27:04
research to back it up it's got no
27:05
meaning at all what about number three
27:10
thousands of people have already said
27:12
come across this all the time lots and
27:14
lots of people do this do it too what
27:17
are they what are they appealing to hear
27:21
the majority is right is the majority
27:25
right well not necessarily it's again
27:29
it's I want the students to think for
27:30
themselves not go to the herd instinct
27:32
because everybody else does it therefore
27:34
I got a dude and the same that's the
27:39
same two is five yes everybody knows
27:41
that everybody knows that it's not
27:43
evidence everybody knows that is the
27:46
herd instinct just because everybody
27:47
thinks something does not necessarily
27:49
mean it's true and what about number
27:51
four
27:56
outdated is sorry guess what's what's
28:04
wrong with outdated and old nothing is
28:09
wrong with outdated - no but this
28:10
statement that implies that you
28:13
shouldn't use it only in the only reason
28:15
they give us because it's outdated and
28:17
old
28:17
in other words old is bad and I take
28:21
personal offense of that because I'm
28:22
pretty old myself but I don't think I'm
28:24
bad I don't think that old Ernest or old
28:28
fashioned Ernest or something that was
28:31
invented or written years ago is
28:34
necessarily bad just because it's just
28:38
because it's old old-fashioned can be
28:40
good and it's it but it you'll find it
28:43
all over the place this is an updated
28:46
old-fashioned thing don't do it but I
28:49
want my student to say I want more
28:51
evidence if it's old
28:52
I will also want to know why it's bad
28:54
not just the result
28:58
similarly we come across reasoning
29:01
premise and conclusion they give a
29:03
premise a basic fact and say therefore
29:06
the result is this what's wrong with
29:09
these
29:30
anyone want to comment on any of them
29:32
[Music]
29:35
sorry
29:38
can't hear
29:45
have few that so they don't have many
29:48
okay so drinking red wine is good for
29:53
your heart is that does that prove it no
29:58
but maybe all sorts of other things we
30:00
don't know there's no proof here what
30:03
about the other ones what about a number
30:06
four for example it doesn't prove cause
30:12
of defect this is a problem with a lot
30:15
of correlation studies you say this
30:17
happens and this happens as well they
30:20
both happen therefore one causes the
30:22
other
30:22
but it's ain't necessarily so if the
30:25
causation may go the other way or they
30:27
may both be caused by something else we
30:29
don't know in this case she spends a lot
30:32
of time reading so she reads very well
30:34
it could be the other way around she
30:35
reads very well so she spends a lot of
30:38
time reading or they could be mutual
30:41
could a mutual effect but the reasoning
30:45
is not reliable and the number three I
30:48
just checked this this morning by the
30:49
way and it's it's totally untrue the
30:53
fact that the the etymology comes from a
30:56
word the original word in Latin means to
30:59
lead or to to draw but there's no
31:03
evidence whatsoever that the basic
31:05
meaning of education is to draw out that
31:08
comes from an old word in Latin a dakari
31:11
which actually meant to educate so it's
31:14
got nothing to do with the idea that one
31:17
should you that education is to draw out
31:19
people's potential this is just
31:23
theorizing nothing to do with true
31:25
etymology and number two someone saying
31:30
something untrue is not necessarily a
31:32
lie it may be a mistake
31:33
an honest mistake or whatever so I want
31:37
students to look at these carefully if
31:39
they get them they get them if they
31:41
don't have help them to get them I want
31:43
them to look at statements critically
31:47
and examine their truth and this last
31:50
one is just for fun and bigger tea let's
31:54
have a look at these
32:38
some of the quite quite funny enraged
32:41
cow injures farmer with axe who had the
32:45
axe well yes it was meant but the farmer
32:51
but it looks funny and what I want them
32:54
to do with ambiguous sentences like this
32:57
is work out why their own biggest look
33:00
at the meanings of words the the order
33:02
of words this is actually a language
33:04
exercise and I want to make sure that
33:07
their own language is is unambiguous
33:13
okay I want to look now at evidence
33:17
evidence-based conclusions moving on to
33:19
oh and do you any more testing I'll show
33:21
you still things which are useful for
33:23
basing classroom activities on evidence
33:27
I want my students to base their
33:31
conclusions on evidence that they know
33:34
that something is true because there is
33:37
evidence for it and similarly to be able
33:40
to use evidence to draw conclusions and
33:43
this is just a rather nice oral fluency
33:46
activity what would be your conclusion
33:50
from this evidence
34:00
anybody she is what she's a doctor
34:05
simple as that
34:06
she's a doctor she must be a doctor I
34:10
used this one actually for you for
34:13
practicing must be can be could be can't
34:16
be the modal's of logical logical
34:22
evidence this one he never smiles we
34:28
sometimes see him cry the funniest joke
34:29
on make him laugh he stays at home all
34:31
the time he can't be very happy well he
34:34
must be unhappy and the classroom
34:37
activity based on this is a whole set of
34:42
situations and what I do is take this
34:47
page duplicate it cut it in half one
34:50
partner gets one half the other partner
34:52
gets the other half and they don't show
34:53
them to each other and they have to
34:56
choose one partner chooses any item they
34:59
like and provides evidence for this
35:04
situation and the other partner has to
35:07
guess what the situation is so you get
35:10
there must be a party at their house so
35:13
I have that on my card so I say to my
35:17
partner there's a lot of music coming
35:19
from that house and those people coming
35:21
and going all the time and their weight
35:22
wearing nice clothes and and so on and
35:25
so on and so on and hopefully my partner
35:28
will guess there must be a party there
35:30
and so on and it's a really really nice
35:32
activity to do but it's based on logical
35:35
thinking about evidence leading to
35:39
conclusions
35:44
here's another one using conjunctions
35:49
teaching conjunctions language exercise
35:52
on conjunctions and in order to do this
35:56
exercise successfully they need to
35:59
understand the logical connection
36:02
between the first parts of the sentence
36:04
and the second part of the sentence
36:06
whether the second part of the sentence
36:07
is a result or a purpose or linked
36:12
thoroughly temporarily or a condition or
36:17
whatever so for example number five he
36:24
is a good boss has a good sense of humor
36:27
they're both positive so it's going to
36:29
be some kind of positive link in
36:32
addition or moreover or something like
36:34
that what about number 10 it seems
36:45
there's plenty of time we need to get
36:48
started immediately no I would say
36:55
there's not much time we need to get
36:57
started a bit immediately but if there's
36:59
plenty of time I would say that there's
37:07
a contrast here nevertheless even so we
37:11
still need to get started but you need
37:14
to see the connection between the two
37:16
events or two situations creative
37:22
thinking divergent thinking all sorts of
37:25
brain storms and these are lovely bases
37:27
for for oral fluency how many things can
37:31
you think to say about this picture I'll
37:32
come back to this tomorrow how many ways
37:35
can you think of to solve this dilemma
37:36
how many ways can you think of to
37:39
compare a train with a car with using
37:46
comparatives so I want this is a grammar
37:49
exercise a train is longer than a car
37:52
right a train is faster than a car yes
37:56
maybe which is more comfortable a train
38:00
is more comfortable so you ask them to
38:02
brainstorm all sorts of things there how
38:04
many endings can you think of for the
38:06
sentence if I have a million dollars and
38:11
I'm going to elicit sentences with wood
38:14
so it's grammar but it's divergent
38:17
thinking it's creative thinking what can
38:19
you think of
38:23
how many ways can you think of to use a
38:27
pen and you put them into groups and get
38:30
them to think of different ways and then
38:31
pull them all through this really nice
38:33
exercise so it's so well known
38:35
creativity exercise exercising creative
38:38
thinking come up with some very
38:40
disgusting ideas but they're fun and
38:43
they have a good time and they had do a
38:46
lot of talking
38:46
how many adjectives can you think of to
38:50
describe the noun were this is
38:51
vocabulary collocation so they come up
38:55
with things like wide narrow busy bumpy
38:59
all the words they can think of to
39:01
describe roads and you use the
39:04
opportunity perhaps to teach some new
39:05
words as well and the same thing how
39:08
many nouns can you think of that could
39:10
be described by the adjective clear
39:15
nouns can be described by the adjective
39:17
clear can't hear sorry Sheldon whether
39:25
clear whether a noun which could be
39:31
described by clear idea question window
39:40
what sky clear sky okay good and lateral
39:48
thinking as thinking outside the box
39:50
they're going to give them questions
39:52
which are a bit challenging not expected
39:58
that fairly conventional ones like in a
40:02
normal brain storm so think of ways to
40:04
compare a computer with a piece of
40:06
spaghetti what's the connection no
40:09
connection but it makes them think and
40:11
when you first say to this like I'm
40:13
saying it to you now you get expressions
40:16
like this well what's the teacher asking
40:18
is this silly question for and then they
40:20
start working on it and it's really
40:22
quite challenging and fun can you think
40:25
of a comparative sentence compare
40:27
a computer to a piece of spaghetti what
40:34
is more delicious spaghetti is more
40:37
delicious than a computer exactly what
40:39
else a computer is more expensive right
40:42
and so and you you come up with all
40:45
these things and it's fun I can see you
40:46
smiling it's fun but it's practicing
40:50
comparative of adjectives and making
40:54
them think outside the box what else
40:57
outside the box find questions to which
40:59
the answer is well usually you're given
41:03
a question and asked to find the answers
41:05
is doing it the other way around
41:07
suggest at least three advantages of
41:11
things which are normally seen as
41:13
disadvantages as a as disadvantages okay
41:17
three advantages of not having a
41:19
cellphone can you think of any quarter
41:26
life many ten things you have never done
41:31
and share them present perfect with ever
41:37
never name set ten things you can't
41:40
touch and why modal can cloud and speech
41:46
say some negative things about and
41:49
finally say some nice things about your
41:52
friend using a negative sentence so I'm
41:55
practicing negative sentences but I'm
41:56
thinking a little bit more than you so
42:01
say a nice thing about your friend using
42:03
a negative sentence somebody she doesn't
42:06
smoke okay it's a good start she's not
42:12
selfish okay she doesn't say doesn't
42:14
give away my secrets she she doesn't
42:18
waste her time
42:21
she's not a liar she's what she is not
42:28
unfriendly yes
42:32
she's never what she's never short of
42:35
money that's really useful okay and the
42:40
last part of this talk I'd like to look
42:42
at using critical thinking not for
42:46
language learning directly but for using
42:49
internet resources increasingly we send
42:53
our students to the internet to find out
42:54
things and use it for language teaching
42:58
and education in general and it's really
43:00
important for them to be able to use
43:03
these internet sources critically
43:06
carefully cautiously not just assuming
43:10
that everything is written up there is
43:12
true because it isn't new vocabulary of
43:16
the English language over the last few
43:18
years
43:18
fake news heard about that lot right
43:21
there's a lot of fake news up there
43:24
truthiness you heard this word
43:26
truthiness
43:27
new to you truthfulness means something
43:30
which appears to be true but is not
43:34
necessarily it just has the outward
43:36
appearance of truth so it has the
43:38
quality of truth in us but maybe not
43:40
truth the post truth era or post truth
43:46
politics politics of being convincing
43:51
without necessarily saying the truth and
43:54
something called advertorials very very
43:57
common on the Internet where something
44:00
which purports to be an informative
44:03
piece of writing is in fact an
44:06
advertisement for something and you
44:09
allure to read it because you're getting
44:11
the information and suddenly you find
44:13
you're actually being persuaded by the
44:15
writer to buy something okay this
44:22
statement is one which our students need
44:24
to be very aware of but how do you know
44:28
when you're being taken in and this is
44:30
where I as a teacher want to make sure
44:33
that I help my student
44:34
to get the critical thinking tools they
44:36
need to be able to distinguish who did
44:38
something which is truth something which
44:40
is fake have a look at this one it looks
44:45
like an informative piece of writing
44:51
helpfully for the positive should you
44:54
accept a pension buyout offer giving
44:56
advice to the reader about financial
44:59
matters and then you see it's written in
45:03
small print or so it's difficult to see
45:04
but it's actually advertising a service
45:08
which the writer is giving and at the
45:11
top it says hire me that's one of the
45:13
options at the top and on the first page
45:15
you already see a hint that this is
45:17
actually a guy trying to sell his
45:20
services for financial advice to the
45:24
reader so it's not just innocent
45:28
information fake news here's two
45:35
examples of fake news NASA wants Planet
45:39
X is hidden Spade for Earth permanent
45:43
closure at Walt Disney due to American
45:45
heiresses is a while ago and here's
45:49
another one which again is it went the
45:52
rounds of the internet a lot of people
45:54
were taken in by it Pizza Hut coupons
45:56
print or show your coupon on your mobile
45:58
device three large pizzas free now
46:02
really is that likely the pizza is going
46:06
to give away lots and lots of pizzas
46:08
just to someone who prints out something
46:09
but a lot of people were taken in and
46:11
went to Pizza Hut and were very
46:13
disappointed not to get the pieces get
46:17
suspicious I tell my students if the
46:20
content is unlikely like this planet
46:24
illustrate for earth and sensational if
46:27
it arouses a strong positive or negative
46:32
reaction other words I'd really like
46:33
this to be true I'd really hate this to
46:34
be true if it's trying to persuade you
46:39
to spend money if you saw it on a
46:42
website you have
46:44
met before and are not familiar with and
46:46
don't know that it's reliable if it
46:48
reached you through social media
46:50
if the headline is very big capitalized
46:55
exclamation marks if it has no date or
46:59
acknowledged author if it provides no
47:04
evidence really important so what I want
47:08
to do and what I want my students to do
47:10
when they come I'll give you an example
47:11
in the moment is I want them to check
47:13
out any such item not just take it at
47:18
face value and say because it's printed
47:20
on the internet it's true no not
47:23
necessarily I want them to evaluate
47:25
critically using all these criteria is
47:29
it likely is it anniversary is it
47:30
logical this is why I do the the
47:33
exercises of logic in my normal classes
47:36
is it logical is it a or is it appealing
47:39
to emotion does it have some kind of
47:40
underlying assumption is there evidence
47:42
for it or is it just statement who wrote
47:47
it is it someone I can rely on is it
47:49
someone I can refer back to is the
47:52
journal or the website like you to be
47:55
objective or does it have commercial or
47:57
political interests here's an example I
48:03
read about a year or two ago an OECD
48:07
report entitled students computers and
48:10
learning and led me to wonder whether
48:16
students in the States or in any place
48:19
where they're sort of digital natives
48:21
already and not digital immigrants
48:23
whether they prefer textbooks that are
48:26
print or textbooks that are digital the
48:29
this report that you see on the screen
48:32
near a CD report which you can get it
48:34
online it's really easy to access but
48:38
what they showed they looked at the
48:42
top-scoring Pisa countries not pieces
48:44
that the international exams on reading
48:48
comprehension and mathematics and so on
48:50
the top scoring countries the OECD come
48:54
are these and what the survey found was
49:03
that these countries use computers in
49:06
education less than the average early
49:09
sydney country so in other words that
49:13
seem to be either no correlation or a
49:15
negative one between ICT use and
49:19
academic achievement and it's very
49:22
surprising me to read but the very solid
49:25
research one of these destabilizing
49:27
things right computers are not
49:29
necessarily good but it led me to ask
49:32
myself do students on the whole prefer
49:34
print books or digital I went to the
49:37
Internet to try and found if there's any
49:39
research on whether students prefer
49:41
print or prefer digital plenty of
49:44
research on the Internet
49:45
but the trouble is that it's
49:47
contradictory you find into a research
49:53
which says yes researcher says no so who
49:58
is right okay here's one which says
50:04
57.8% of United States students prefer
50:08
digital textbooks here's another one
50:14
seventy-eight of students preferred
50:16
digital here's another one 92% of
50:21
preferred print right so so I'm in a
50:28
quandary here I've got evidence for a
50:30
good evidence against how do I decide
50:33
here's the the rest of the Los Angeles
50:35
Times article saying they prefer print
50:38
so I checked on I looked how likely it
50:42
was well I have no real way of knowing
50:45
what's the website
50:47
what's the sorcerer author what's the
50:49
evidence now I looked at this one this
50:52
was the first one which said 57% which I
50:56
already showed you and I said right book
50:58
Budin blog so what's a book moon I need
51:02
to check it out so I went to
51:05
Wikipedia I think or somewhere I found
51:07
out what book book and it turns out that
51:09
it's a company which publishes digital
51:13
materials so they have a vested interest
51:19
in showing that students use digital
51:23
materials let's look at the next one
51:26
this was 78% of students prefer digital
51:31
course material the author is Michael
51:35
SRAM from the University of Michigan now
51:37
what would you assume from that that he
51:39
is a professor researcher right and the
51:46
infor what's it what's the name of the
51:49
firm vital source technologies that's
51:52
beginning to look suspicious anyway I
51:54
checked out Michael SRAM and in 2015
51:58
which is when this was published he was
51:59
actually a student earning some extra
52:03
money by writing things like this but
52:07
the heading leads you to believe as as
52:09
you said quite naturally lets you to
52:11
believe that if it says Michael's from
52:13
University of Michigan he must be at
52:15
least a professor and he isn't
52:18
vitalSource technologies is an
52:25
e-textbook company so already I'm saying
52:32
wait a minute these are not quite as
52:34
reliable as they are saying there and
52:37
then I went to the third one Los Angeles
52:39
Times firstly the Los Angeles Times
52:41
itself is a very reputable one of the
52:44
top newspapers in the in the I said
52:46
they're not going to publish stuff which
52:48
is not reliable so already the source
52:53
looks a lot more reliable I then checked
52:56
out nan LeBaron and found that she was a
52:59
bona fide and professor with lots of
53:00
research to her name this
53:04
particular one is on a Google Scholar
53:08
so she's genuine so my conclusion is
53:11
that probably the Los Angeles Times
53:13
report is more reliable than the other
53:17
two reports and I draw my conclusions
53:19
accordingly but it takes a little while
53:21
to check out and you need to check out
53:23
the sources conclusions then use of
53:30
higher-order thinking skills in language
53:31
learning materials contribute to good
53:33
learning and are important however they
53:38
can only be activated if the students
53:40
know facts first I need to stress this
53:43
higher order thinking skills are not in
53:45
a vacuum you need your facts you need
53:47
your lower order thinking skills and I
53:50
think we can encourage students in
53:53
exercise and language exercise all sorts
53:56
of kinds to use higher order thinking
53:58
skills and to have use a critical
54:03
approach to reading or listening text
54:05
from word level upwards and from the
54:07
very early stages this means checking
54:11
for logic and consistency and so on and
54:15
critical thinking is crucial when
54:18
approaching material access from the
54:20
internet we want students to be critical
54:22
when they're looking at internet sources
54:24
and to be encouraged to be on the
54:27
lookout for distortions and so on
54:37
thank you
54:39
[Applause]
54:49
okay any questions over here
55:24
okay oops
55:43
any other question or comment logicians
55:49
protests thank you so much everyone so
55:55
this is it for the second day thank you
55:57
so much for coming today
55:59
you ready to meet tomorrow at 11 o clock
56:01
and the registration opens up so you can
56:05
come early if you want to thank you so
56:07
much nice
56:10
[Applause]