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Implementing Demand- High ELT Inspired by Jim Scrivener & Adrian Underhill This session created by Steve Brown

Implementing Demand-High ELT Inspired by Jim Scrivener & Adrian Underhill This session created by Steve Brown

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Questions raised by Demand-High ELT Are our learners capable of more, much more? Have the tasks and techniques we use in the class become rituals and ends in themselves? How can we stop “covering” material and focus on the potential for deep learning? How can we shift the whole focus of our teaching towards getting that engine of learning going?

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Page 1: Implementing Demand-High ELT Inspired by Jim Scrivener & Adrian Underhill This session created by Steve Brown

Implementing Demand-High ELT

Inspired by Jim Scrivener & Adrian UnderhillThis session created by Steve Brown

Page 2: Implementing Demand-High ELT Inspired by Jim Scrivener & Adrian Underhill This session created by Steve Brown

Possible aims of this session

Lower Demand

Higher DemandTo change the face of ELT as we know it

To convince participants of low demand in

current ELT practice

To make participants

reflect on their own teaching

To stir things up a bit

To motivate participants to demand more highly of students

To expose participants to

alternative teaching

techniques

Page 3: Implementing Demand-High ELT Inspired by Jim Scrivener & Adrian Underhill This session created by Steve Brown

Questions raised by Demand-High ELT

• Are our learners capable of more, much more?• Have the tasks and techniques we use in the

class become rituals and ends in themselves?• How can we stop “covering” material and focus

on the potential for deep learning?• How can we shift the whole focus of our

teaching towards getting that engine of learning going?

Page 4: Implementing Demand-High ELT Inspired by Jim Scrivener & Adrian Underhill This session created by Steve Brown

Good teaching practice?

• The teacher writes a lesson plan.• The teacher gives equal attention to all students.• The teacher uses whole class feedback to ensure all

students have achieved the previous task.• Lessons have a lively pace with lots of student-student

interaction.• One of the teacher’s roles is to provide correct models of

the language.• Teachers are there to provide support to students when

asked.

Page 5: Implementing Demand-High ELT Inspired by Jim Scrivener & Adrian Underhill This session created by Steve Brown

Good practice or Demand-low?

• The teacher writes a lesson plan.• The teacher gives equal attention to all students.• The teacher uses whole class feedback to ensure all

students have achieved the previous task.• Lessons have a lively pace with lots of student-student

interaction.• One of the teacher’s roles is to provide correct models

of the language.• Teachers are there to provide support to students when

asked.

Page 6: Implementing Demand-High ELT Inspired by Jim Scrivener & Adrian Underhill This session created by Steve Brown

The teacher focuses on one student for a period of 2-3 minutes during open-class.

• “Working one-to-one can be very precise…but you can harvest that learning yield for all the others in a group.” (Adrian Underhill)

Page 7: Implementing Demand-High ELT Inspired by Jim Scrivener & Adrian Underhill This session created by Steve Brown

Students sit in silence, working alone, for up to 20 minutes.

• The many benefits of silence:– Pre-task preparation.– Writing tasks (when do people ever write in

groups?).– Post-task reflection.

Page 8: Implementing Demand-High ELT Inspired by Jim Scrivener & Adrian Underhill This session created by Steve Brown

The teacher doesn’t plan a lesson.

• Stops the teacher focusing on a pre-set agenda.

• Teachers can then focus on responding to learning moments as they are happening.

• What actually happens is more important that what the teacher wants to happen.

Page 9: Implementing Demand-High ELT Inspired by Jim Scrivener & Adrian Underhill This session created by Steve Brown

The teacher deliberately writes the wrong answer on the whiteboard.

• Stops students merely waiting for the right answers.

• Students have to convince the teacher, thereby justifying their answers.

Page 10: Implementing Demand-High ELT Inspired by Jim Scrivener & Adrian Underhill This session created by Steve Brown

A student provides the correct answer. The teacher asks the student to improve on it.

• A “correct” answer is not necessarily the best answer.

• How much more is that student capable of?

Page 11: Implementing Demand-High ELT Inspired by Jim Scrivener & Adrian Underhill This session created by Steve Brown

The teacher gets the students to manage whole class feedback.

• Taking the teacher out of the equation forces the answers out of the students.

• Students have to justify their answers to each other.

• Promotes authentic, meaningful interaction.

Page 12: Implementing Demand-High ELT Inspired by Jim Scrivener & Adrian Underhill This session created by Steve Brown

An activity designed to take 15 minutes lasts for 90 minutes.

• Avoids “skimming the surface”.

• Materials can be fully exploited.

• Activities may have additional aims to those they were intended for.

Page 13: Implementing Demand-High ELT Inspired by Jim Scrivener & Adrian Underhill This session created by Steve Brown

The teacher leaves the room.

• Sends out a message of trust.

• Enforces learner autonomy.

• They aren’t going to wreck the place (are your expectations of them so low?)

Page 14: Implementing Demand-High ELT Inspired by Jim Scrivener & Adrian Underhill This session created by Steve Brown

Post-task, the teacher only focuses on wrong answers.

• Mistakes are key to learning.

• Students need to understand why they are getting something wrong to help them to get it right.

Page 15: Implementing Demand-High ELT Inspired by Jim Scrivener & Adrian Underhill This session created by Steve Brown

Students start asking questions unrelated to the lesson. The teacher answers them and the lesson goes off in a completely different direction.

• It’s their lesson, not yours.

• If this is what they are ready to learn, this is what you need to teach.

• Critical learning moments should be exploited, not brushed aside.

Page 16: Implementing Demand-High ELT Inspired by Jim Scrivener & Adrian Underhill This session created by Steve Brown

(Which) Aims Achieved?To change the face of ELT as we know it

To convince participants of low demand in current

ELT practiceTo make participa

nts reflect

on their own

teaching

To stir things

up a bit

To motivate participants to demand more

highly of students

To expose participants to

alternative teaching

techniques

Higher Demand

Lower Demand

Page 17: Implementing Demand-High ELT Inspired by Jim Scrivener & Adrian Underhill This session created by Steve Brown

Further reading

• http://demandhighelt.wordpress.com

• http://stevebrown70.wordpress.com