Making the language syllabus visible when not using a coursebook

A week or so in, managed to wean an adult class off the designated coursebook.   I think some of them were being polite when they answered that, but still I think it was fair to pull away from the book. Didn't want to completely cut and run though, so continued creating materials (and gradually … Continue reading Making the language syllabus visible when not using a coursebook


Scholarship Circles

Scholarship Circles: teacher-led PD groups

Lizzie Pinard

In this post, I’m going to write about something that I had no knowledge of until I started working at Sheffield University this year: Scholarship Circles (SC). “Er, what is an SC?” I hear you say. (Well, at any rate, that was my first question when met with the term for the first time!) Don’t worry, just read on and all will become clear!


This is a form of teacher development.

Up till now, for me, CPD has mostly meant either something I do myself, in my own time – for example, seeking out opportunities to be published (materials writing, article writing etc), blogging, reading ELT-related literature, using Twitter and so on – or attending (and occasionally delivering) workshops at work. Of course it has also entailed being observed and being given feedback on that. IHPA had a good CPD programme, with regular workshops for teachers and encouragement to do…

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Reconstruction for Noticing and (therefore?) Learning

Preamble Group of 11 Vietnamese adults who work at the same university. Previously: we'd looked at telling anecdotes, with a model and analysis of some useful language as well as spoken discourse markers. What I'm aiming for, syllabus-wise Something important to me at the moment with these general English classes is: How to make better … Continue reading Reconstruction for Noticing and (therefore?) Learning