- I like hand-written materials. Maybe I was born a bit too late – meant to be a hippy ELT materials writer of that bygone era when coursebooks were full of calligraphic fonts, fun (if sometimes loaded) cartoons, and often creative presentations sans sophisticated corporate editorship.
- So…teachers I work with sometimes get pic-snaps of stuff like the below, which is just a snippet of a 4-pager about some conventional basic technique-options when teaching a new vocabulary item.
- I’m post-CELTA (hopefully not terminally) but not “post-CELTA”; here I go suggesting so-called “CCQs”, the bread-n’-butter ITT course ubermove.
- This snippet is less sketch-notey than other bits. I think it’s a combination of being vaguely bored (?), enjoying doodling, and having some sense that in the absence of hand-on demonstration, illustration at least gives some life to this stuff for a teacher who might find acronym-laden directives a bit dry that leads me to that kind of thing. Trainees in the past have given some positive feedback about it.
- On the previous page of the note below I wrote out an imagined T-Ss elicitation that leads to nobody knowing, and the teacher asking if they know the L1 word (seen here), and then telling them that in English, it’s “ingredient”. I thought this was pretty realistic. I’m hypersensitive about the over-extension of “eliciting” as a teaching tool. I usually call it an effective engagement technique.
- I also like the idea that CCQing isn’t just for checking and confirming comprehension but also a kind of ‘cognitive classroom management’ move that helps assess (and sustain, if they’re not boring) attention levels.
- I never want to suggest CCQs are the *one and only* way we should wrap up a focus on an item’s semantic meaning in lessons. Always automatic CCQing? Nobody does that, and they really shouldn’t! So here it’s #1 (ask CCQs) but followed by other ideas.
EDIT: Just glanced at twitter and saw someone liked a tweet from last year where I shared this pic of a training-room poster I made:
…which, looking at it there, I guess is clear further evidence of my interest in ‘illustrated text’ in educative materials.
I’ll try to find and post more examples of this when I can.