Unit 4 summary
McGrath’s article: Feeding, showing, leading, throwing. Process choices in teacher training and trainer training
Feeding: Transmission of knowledge. Input.
Leading: Guiding, facilitating learning.
Showing: Demonstrating, modeling.
Throwing: Opportunity to do, practise.
Order: Doesn’t have to be predictable. A possible sequence: Showing , feeding, throwing.
Showing must be done in a subtle manner. Showing, not showing off.
Showing after throwing can turn the leading stage to an evaluative comparison.
Feeding can be done by the trainees.
It is a trainer-centric model.
Leading: Don’t play the “‘guess what’s in the trainer’s head” game! Don’t ask teachers to spend time brainstorming and exploring only to give them a list of pre-written answers.
To reflect on: Maybe skip a process? Throwing, leading, feeding? The feeding being what participants noticed/learned during the process?
We looked at two textbooks and designed some tasks for teachers. Starting from lower order thinking (e.g listing) to higher order thinking (e.g. improving). Objective noticing to subjective evaluation.
Here are my tasks:
|1. Listing||Look at the speaking tasks in both textbooks. List the ones that reflect real-life situations.|
|2. Rearranging||Choose any sequence from either of the materials and rearrange the activities to suit your learners’ needs or preferences. Justify your choices.|
|3. Comparing||Compare the way in which grammar is presented in both materials. What is the difference?|
|4. Ranking||Look at page .. page 6. Rank the activities in order of usefulness, starting from the most useful in your opinion. Justify your choice.|
|5. Selecting||Look at … , page 7. Select any activity that you would skip/assign for homework if you ran out of time. Justify your choice.|
|6. Adding / completing||Choose one of the two materials and add a writing activity.|
|7. Adapting||Look at ……, page 5. How would you adapt exercise 3 for an online class of 10 teenagers?|
|8. Preparing||Look at …. page 4. Prepare a list of 5 errors your learners might make in that lesson and think of the most effective way to address each of them.|
|9. Evaluating||Evaluate the visual component and layout of ….(Teachers create a list of criteria)|
|10. Improving||How would you improve the pronunciation activities, where the focus is only on listen and repeat? What kind of pronunciation activities do you think are missing in different stages?|