Sometimes you say something (or in this case write something) quickly and glibly and only afterwards think, hang on, there is something important in there.
… the more I read about management (which happens more as a result of marking drafts than of actually managing – there is an irony in there somewhere, or perhaps just a realistic take on how reactive a person can become when pushed for time) the more I think it is exactly in parallel with teaching, that when it is done well it can be very useful, but …
The mantra of Delta (my mantra) is that you have to start doing it to understand what you need to know. Then you go back to the knowledge and toggle between the two – the practice and the things that will help you make that practice more effective. You have to try one of the exam practices to know better what to go back to and study,
Continue reading the circle of doing and reading
Ten minutes into a course and it made me want to write things down – that has to be a good sign, right ? I just watched the first video for the first week in ‘connectivism and learning’ by Stephen Downes – this first one was called learning as process. Continue reading learning as a process
I have been sending mails to other organisations to set up distance entry for our Module One candidates. I find signing off those mails hard (I very rarely send unsolicited mail, so this doesn’t often come up). The centres need to see easily that what I am saying is legitimate, so just signing off Sally (as I usually would) doesn’t seem enough. After some faffing around with combinations of Delta … Modules … ITI … and responsibility job title words, I remembered there was an academic staff section on the web site and realised I should probably check what ITI calls me. Continue reading Doing and being
Do we have a mission at ITI ? It seems as though the more permanent members of the team have individual missions that work well in proximity. Is there a name for that ? Is there a model for business that says it is ok as a company to be a group of mavericks following their own passions (which sometimes work synergistically, but often just work alone) ? Is it ok to be this organic and retrofit a model ? Is that our strength or our weakness (or could it be both)? Continue reading Management speak
If you are teaching people you need to provide good models, but what exactly counts as a good model in terms of language ? Maybe a first reaction is that the smaller the number of non-standard elements (is it an error ? is it a feature of ELF ?) there are, surely the better ? But then would it be better to be taught by someone speaking an effective ELF that occasionally has minor elements that might be called non-standard, or to be taught by someone who was a native speaker with a strong regional accent and a wealth of idiomatic language, both of which they were keen to pass on to their learners, but neither of which might serve a second language speaker particularly well in a global English context ?
Continue reading How much language is enough ?
What is the language learning (or teacher training) equivalent of a tennis racket that can teach you to play better tennis ? Continue reading Just in time teaching ?
If you were offered a ‘workbook’ for what you are trying to do with your students, what would you want to be in it ? Not that I have been offered any such thing, but I answered a question by Doug Belshaw about a workbook of digital literacies and as I tried to work out what the difference is between digital literacy, information literacy and academic literacy I came to the conclusion that I had the question the wrong way round. I should start from what is involved in being Delta literate. Continue reading Delta literacies