In pairs, discuss and answer the questions below:
1) What is Dogme teaching or teaching unplugged? Explain in your own words
2) What are the pros and cons of teaching unplugged?
3) Explain the following statement. Do you agree with it? Why or why not? "Dogme involves a hidden structure which allows the students to become autonomous in their learning and gives them complete control over what they learn and how they learn it".
4) Explore the following link and describe a possible lesson around any topic of your choice. What would be your role? What would be the students' role? How would you agree on the objectives of the lesson? Explain fully. https://olibeddall.wordpress.com/2012/01/31/dogme-cookbook/
Answer the following questions based on the text "What is the history of reading and writing?" 1) Find examples of fixed expressions, semi-fixed expressions and collocations. 2) Think of a possible teaching context and plan three activities to present the new vocabulary. You may use or adapt any of the sample exercises in chapters 6 and 7. 3) Based on your experience wirking with the text proposed, What would you say are the pros and cons of this approach? Do you agree with the following statement by Thornbury (p.11): "Lewis offers us a prospect of a journey, even an exciting one, but it is a journey without maps". Discuss your answers in pairs.
1) What is Dogme teaching or teaching unplugged? Explain in your own words
ReplyDeleteDogme is a philosophy in which teaching is considered to be carried out using only the resources that teachers and students bring to the classroom and whatever happens to be in the classroom.
2) What are the pros and cons of teaching unplugged?
Pros
*From a teaching point of view, it cuts down on preparation time.
*The students feel completely in control of their learning and are therefore so much more motivated.
*It keeps teachers alert and spontaneous.
*Students are constantly aware of the 'why' behind everything they do.
Cons
*Some students may feel uneasy about it at first.
*It might be daunting for a newly trained teacher to work without the security of a textbook.
*Some teachers may be locked into a specific syllabus.
*Some teachers may feel that their role and 'power' is being undermined by this more student-centred approach.
3) Explain the following statement. Do you agree with it? Why or why not? "Dogme involves a hidden structure which allows the students to become autonomous in their learning and gives them complete control over what they learn and how they learn it".
I agree with it but I think it will fully depend on teachers' training and experience since they should provide students with the necessary tools to make the lesson profitable from the learner's point of view.
4) Explore the following link and describe a possible lesson around any topic of your choice. What would be your role? What would be the students' role? How would you agree on the objectives of the lesson?
POSSIBLE LESSON PLAN
To start with, students will be asked to think about the objectives of the lesson in groups and then they will share their thoughts on the board. Finally, they will decide together which one they will pick.
Objective of the lesson: talking about what type of films they enjoy watching.
Grammar focus: like, hate, love + v-ing
Vocabulary focus: adjectives describing feelings or films.
They will be asked to pass a slip of paper back and forth writing a line of dialogue each time to make a conversation. I would get involved too in order to correct and scaffold.
After some minutes, I would pick some excerpts from the dialogues, I would write them on the board and then discuss them from the language point of view, checking grammar and vocabulary items (and providing more complex structures or synonyms as well).
I think this could be a great 60-minute lesson for elementary/ pre-intermediate students at secondary school who want to improve their speaking skills.
Role of the teacher: Facilitator and an active participant.
Students: negotiators and creators of their own material.
1- It's a teaching philosophy that breaks with the original conception of teaching. Dogme is characteristic for not using any materials, textbook or technology. So the main idea is to let students decide on the objectives on the lesson, and from then on, teacher plans activities on the spot, jumping from one activity to the next, trying for them to be interconnected.
ReplyDelete2- Pros
-Fully learner centered
-Almost no planning time
-Keeps you on your toes as regards designing activities on the spot
-You can include lots of changes in classroom dynamics
Cons
-Ss may feel lost at some times due to the lack of structure in the lessons, and may think of you as lazy.
-Technology is not supposed to be used, so teenagers may feel hopeless without their phones, or a beamer, or even a recording
-No use of any type of material (textbooks, for instance) which may enatil complaints from the school board, students or even parents.
-You can't teach dogme lessons every single day.
3- I agree with the statement if we consider the level of the students. In order to have a full-English lesson, Ss level should be pre-intermediate onwards. They need to understand what they are doing and why they are doing it. With the teacher as a facilitator and a negotiator, students then can have full control of their learning experience.
Lesson plan
Topic of the lesson: Last summer holidays
Communicative goal: Retelling about last summer
Grammar focus: Simple past
Vocabulary focus: Travelling - the beach - the mountain.
Objectives: Practicing the simple past - Learning new vocabulary - Speaking about personal experiencies and anechdotes - Listening to peers
Ss will prepare a survey with different questions related to activities done during the holidays.
T will receive those slips of paper and write those questions on the board. Ss then will get in groups of four and will ask those questions to each other. A spokesperon in the group will report the answers to the class.
T then will ask each group to think of a nice place to go on holidays and think of activities to do there. Again, this will be reported.
After this, T tells Ss that the class is going to be divided into two large groups: One that prefers the beack to the mountain, and the other, the opposite. As they discuss T will write reasons on the board so that there is a record.
After each group has presented its own 'for' arguments, it will present its 'against' arguments so as to be impartial. One representative of each group will write down these arguments on the board, so as to make an error analysis after this is done.
To round this off, Ss will be given 30' to write their own anechdotes on a sheet of paper. T will take this home to correct it.
Teacher's role: Facilitator. Language expert. Negotiator.
Students' role: Creator of tasks, active role during the task section, reporters.
1) A teaching philosophy in which the teacher lets students to decide and negotiate what they are going to learn during the lesson.
ReplyDelete2) Pros:
Little amount of time in preparing the lessons.
Students feel in control of their learning.
It keeps the teacher alert.
Cons:
It may be difficult for some teachers not to cling to a syllabus or to a text book. Besides this, the unstructured nature of dogme can make stundents feel uneasy as they would be much freer than in a class that might have already been planned.
Not suitable for overcrowded classes.
Teachers can be regarded as lazy.
3) I agree since the class can be fully learner-centered but it depends on the amount of activities a teacher might have previously prepared in order to adapt them on the spot.
4) Students will focus on describing their last holidays.
Grammar focus: Third conditional.
After telling an anectdote related to your last holidays, students will try to remember it and retell it. A group of students will try to put all the details of the anecdote together and then write their version of the anecdote on the board.
After writing their version on the board, the teacher will ask the students to spot all the possible mistakes they might have made. A corrected version can be written next to the students’ version.
The whiteboard can be divided into three columns so that it can contain the students’ version, the corrected version and the error analysis.
Instead of writing the teacher’s anecdote, any group of students can come up with anecdotes of their own holidays, write them on sheets of paper, swap them among the different groups.
Students should write about 5 activities they would have done during their holidays.
One spokesman is going to read out loud the anecdote of one of their classmates and the rest of the class is going to say if they would have done another activity. The anecdote and the activities proposed by the students will be written on the board.
Students have to guess who told the anecdote at first.
In this activity, the four skills can be integrated.
The roles of the teacher here would be facilitator, negotiator and active participant as he may provide possible activities for their holidays.