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CPD

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Delta Module 2 LSA Title

Deciding on a title for the LSA is the most important thing because you would know your focus area and narrow it to be able to cover it in 2000-2500 words. Once you know what your title is, the rest is easy (I’m just kidding, nothing is easy :D) but you would know what your focus is.
Don’t go back and forth between systems and skills, or a system and another. Once you start the process of going back and forth between options, you’ll be frustrated and probably won’t know what to write and how to write. Just stick with the first idea you get, ask for your tutor feedback, and start writing.
It is a good idea to pick a system  or a receptive skill for the first LSA, or even the first two LSAs, and leave the productive skill till the third or fourth LSA.

So, what does an LSA title look like?

The titles of LSAs in Delta are long and might be up to 20 words! Depending on what you’re analyzing, for whom, and using what. Some sample titles (thanks for my friends Romina, Basak, Duygu, Nastya, Maria, Ebru, and Saoirse for providing me with some of their titles) :
Skills Titles
Helping Low Level Learners to Develop Scanning and Skimming Reading Subskills to Find Information Online about University Courses
Helping lower level learners (A1, A2, B1) develop skimming and scanning subskills for reading advertisements
Developing lower level learners’ (A1, A2, B1) speaking subskills (turn-taking and adjacency pairs) in transactional situations
Helping Higher Level Learners to Develop Speaking Sub-skills to Participate in Conversations.
Helping lower level learners to write a cover letter for a job application.
Helping lower level learners develop their intensive reading skills.
helping lower level learners to listen to video travel guides.
helping lower level learners write a job application email.
Helping lower level learners to develop skimmimg and scanning sub- skills.
Helping lower level learners write text messages.
Developing lower level learners’ speaking sub skills in conversations.
Developing lower level learners’ informal email writing sub-skills.
Developing lower level learners’ skimming and scanning reading sub-skills.
Systems Titles
Helping Turkish Speakers to Notice and Produce Intelligible Pronunciation of Dental and Labiodental Sounds
Helping lower level learners to use the simple past
Helping learners of lower levels (A1, A2, B1) recognize and use modal verbs of obligation.
Helping lower level learners (A1, A2, B1) recognize and use functional language to offer and request help.
Enabling lower level (CEFR a1,A2) learners to use be going to for future plans and present progressive for arrangements.
Introducing lower level learners to phrasal verbs within the theme of friendship.
Helping lower level learners recognize and used adjective+ noun collocations
Helping lower level learners to understand and use verb noun collocations
Helping lower level learners recognize and use Type 1 Conditionals for future possible results
Helping A2 level learners use polite requests in transactional contexts.
Helping lower level learners use the Past Simple to describe past events.
Enable lower level learners to recognise and use phrasal verbs.

 

What does an LSA title contain?

  • The word used to introduce the learners
  • The level of the learners
  • The Skill/System you’re analyzing
  • The genre/context

 

The word used to introduce the learners:

Avoid using the word ‘teaching’ it entails that the lesson is teacher-centered and the focus is on teaching rather than learning. Use words like enabling, helping,  and developing, these words shifts the attention to the learners. To add, developing or helping the learners is what actually is going to happen in the lesson, since the learners won’t be able to be introduced to a system/skill, practice, and become experts at it in one lesson, right?

 

The level of the learners:

Mentioning the level of the learners, like lower-level or higher-level learners, in your titles narrows your focus to that level. It would help you when writing the issues and suggestions section(s) in your LSA. Picking a specific level means that your issues will be about that level. Sometimes, it is a good idea to narrow down to a level since some areas come with numerous learning issues and you need to keep the number to four or five issues due to the word count.

 

The Skill/System you’re Analyzing:

Obviously, you will need to write the system or the skills your LSA is about. be careful though not to choose something that can’t be covered in 2500 words. When I wanted to write a grammar LSA I thought about the past tense and past aspects. After pondering on the decision for like half an hour, I realized that I would need like 10,000 words to cover the topic. Instead, I went for used to and would for expressing past habits.

 

The genre/context:

You don’t have to write a specific genre, but sometimes you need to. Like if your LSA is about scanning and skimming it might help to add the genre or the context that these sub-skills will be practiced. Be careful though, if you include the genre in your title, you need to analyze the genre in your LSA. One of my LSAs (my first actually) was about developing scanning and skimming in reading, and I added the genre to the title. My tutor read my LSA and asked me about the genre analysis, and I was like “do I need to add it?!!!!” I had to spend a whole evening researching the genre to include an analysis in the LSA (I don’t need to talk about how frustrated and upset I was, and how I felt I was going to fail the assignment. But I didn’t!!)

 

So, that’s all I have to say about titles. Remember, pick an area quickly to avoid frustration, and then give a careful thought about the wording of the title. Of course, your tutor will provide support, but it’s HIGHLY recommended to have an idea in mind before going to your tutor.

The idea of a sharing board first came to me when I saw the bulletin board at my school, and thought we could use it for sharing stuff. However, the idea as it is, came from reading the informative book, The Developing Teacher by Duncan Foord, where he talks about creating a sharing board, its benefits for teachers, and how it can be used effectively.
The board is a very effective way to share and develop with teachers at your institution. It costs nothing other than 2 sheets. It doesn’t take time to maintain since many teachers will be working on it.

Sharing Board

The Sharing Board that I’ve created is two A3 sheets with spaces for websites, YouTube channels,  webinars, seminars, books, articles, blogs, activities, games, materials and worksheets, rules, and thanks. You can download the sheets and print them on A3 or A4. However, A3 is recommended to have some space for what is going to be written.
If you don’t like the layout, or some of the sections, you can use some labels to cover  the sections’ titles, and write above them the section you want. Or you can design or draw your own, it is practically some squares/rectangles, but I thought a colorful one would make it a bit attractive. If you have suggestions for other sections, please write them in the comments so I can add them to the current design.

 

The Rules

These are the rules that I’ve written on the board. You can add/remove as appropriate:
• Post one idea at a time.
• Leave space for others.
• Put your name on the material, or near it so that people will know who posted it.
• If you post something, make sure it is clear how to use it.
• If you use something, thank the person who posted it.
•use a pencil to write so we can erase the old posts to make place for new ones.

Gamification

To make the experience fun, and to add an element of competition to it, I’ve created a point chart. The teachers can be in team a (Awesome) or team b (Brilliant). For each thing shared by a team member, the team get a point.They can circle a star. Every 25th star is golden to make it easier to keep track of points. The team that reaches 200 points (the big star) is the winner. If you like, you can make a small party for the winning team where the team that lost gets a cake and some juice, or something else! Then you can reprint/erase the point chart, and start over.
This is my first attempt to gamify a learning experience. If you have a suggestion to enhance the experience, please let me know so I can add it to the point chart, or change the design altogether. Having said that, I tried to keep the gamification experience to minimum so it won’t take time to track since we’re already busy teaching.

Extra Stuff

I have added two plastic sleeves next to the board. The first is going to be used for ‘Article of the Week’. Each week I will print out (or one of my colleagues will) an interesting ELT article that I’ve read to share with my coworkers. The other is for the materials and worksheets, so teachers can provide a sample copy for other teachers to photocopy.

Download

These ones are the same as the first, but I’ve added ‘online courses‘ with seminars and webinars. The second has ‘YouTube Channels‘, and the third one has ‘Games and Activities‘ in the same box. Pick the ones that you like most.

Photos

The board one day after sticking it on a wall in our teachers’ room:

You can access the page behind this post here, and if you like you can read the post too 🙂

There are many forms of continuing professional development, one that I just love is webinars. They’re held regularly, and tackle different issues in ELT. I always learn new things from webinars, that’s why I keep attending them. So far, I’ve attended more than 30 certified webinars, and half as much of recorded webinars.
Before going any further, I’d like to say that this is why I’ve decided to create The ELT Webinars Calendar. I’ll add the webinars that I know so you can check them and attend those who interest you. You can also find a form beneath the calendar which you can use to add an event or a webinar which is not already on the list. And beneath the form you can find links for recorded webinars in case you wanna watch some.
So, back to the track, here’s my list of reasons why you should attend webinars:
-You can access them on your desktop, laptop, tablet, and cellphone.
-They don’t take a lot of your schedule. Usually they are 40-80 minutes.
-You can gain certificates to prove your CPD (continuing professional development) to your (potential) employer.
-In case you miss one, you can watch the recording when it’s convenient for you.
-They keep you up-to-date with what’s new in the ELT world.
-You learn about an area that is new to you OR you deepen your knowledge in an are that you already know.
Jack Richards give these reasons for attending a workshop (workshops and webinars are practically the same thing) in his book Professional Development for Language Teachers, on page 25:
Attending workshops can provide input from experts.
Workshops offer teachers practical classroom applications.
Attending workshops can raise teachers’ motivation.
Workshops develop collegiality.
Participating in workshops can support innovations.
Workshops are short-term.
Workshops are flexible in organization.
I can’t stress the importance of attending webinars enough. If you are new to them, try them a couple of times, and you’ll become addictive.
Over to you: what is your take on webinars?