Pre- and Post Speaking: what goes on in your mind?
Yesterday was Day 3 at Iatefl, well Day4 for those of is who were here for the PCE as well. , added to which I was speaking today but not until 5.25 pm so the tension gradually built during the day and I had to do something to take my mind off it. I find that when I’m giving a talk, even though I’ve done it before, I rehearse it continually in the hours running up to it, taking bits out here and adding comments there in my mind and, of course, the actual event was different again, when we got to it. I had opted for a 30 minute slot, which in hindsight was much too short for what I wanted to say, but in any case it worked quite well and there was a lovely atmosphere in the group. When I actually arrived at my room, though, I discovered that Iatefl had decided to reinvent me and had given me a completely new name, as you can see in the photo. This was a bit confusing for some people who had been looking for the “old Sharon Hartle” instead of which the notice proudly procliamed a talk by Shanon Harper! Apart from that there were very few little hitches though. What is undeniable however is that, for some reason, no matter how many presentations you give you always feel nervous on the day of the event. I decided in the morning that , because of this continual rehearsal process of my own talk, that goes on all day in my mind, I probably couldn’t focus on taking in a lot of new ideas, so I throught it would be a good opportunity to “do other things” like interview a few people at the conference or do things that were a bit different from simply going to a series of presentations.
So how did I set about “doing something different”? Well, I started bright and early in the morning by going to the 8.15 pre-plenary session on writing for ELT Journal. These are “How to…” sessions that deal with various aspects of conferences and are often related to things like writing for Conference Selections, the Iatefl publication, or could be sessions to help those who are new to the conference. This talk was very interesting as we went through the mechanics of peer review and Graham Hall gave is all a series of useful tips for publishing articles in various journals. He was generally extremely encouraging, urging us not to “give up” even if we have our articles rejected as this happens to everyone. Even though this had meant starting the day with no breakfast, I was glad I’d made the effort to go.
Then I gravitated to the exhibition centre where I looked in at the TELC stand. They were giving anti stress Telc men away (see photo) which I thought that was quite timely for me with my pre-speaker nerves. I used it all day, in fact. I talked to a few people who were relatively new to Iatefl and there were two main themes from these “interviews”. One or two said that they had been struck by the international flavour of the conference, one, in fact, saying that she had expected native speakers and that it was incredible to be able to speak to professionals from all over the world, from Latin America to Nepal. Others said something that I found interesting which was that they would prefer generally not to do pairwork in talks, as they had come here to learn from the experts. I had been intending to a short pairwork slot in my own talk, but after this I decided to cut that, especially since my talk was at 5pm so people are generally quite tired by that stage. Anyway, it’s an interesting point which has come up before, so I was wondering what you think. Here is a short poll for people to vote on this:
Forum on Online Learning Platforms
I normally avoid events which last for more than one session as it means you miss all the parallel sessions from other speakers in two slots, but there was a very interesting forum on Moocs (Massive open online courses) which had come to my attention. This format included three speakers who spoke for 15 minutes each before taking questions which led to even more discussion. Peter Davidson gave us a short background of Moocs, Tam Connors-Sadek talked about managing a summer course from the administrational viewpoint using Google, and then Chris Cavey talked about the British Council Mooc “Exploring English:language and culture”. I have done quite a few Moocs, and I know that the quality varies considerably. One of the main questions is how to manage feedback and interactivity between intrusctors or moderators and the thousands of participants. Chris talked about how the participants supported each other showing examples of peer support in forums and the positive overall response that this had. This is something I have found too. On a good Mooc, if you ask a question in a forum the response comes from other participants and there are often varying degrees of expertise, so we all learn from each other, with the moderators interveining when they can. One of the questions from the audience was about feedback and peer reviews for writing skills on Moocs, and there again experiences vary, but it can be very rewarding for participants to beome reviewers, looking at each others’ writing from a different viewpoint and having their own work reviewed.
Designing Moocs is an ongoing learning process, though, and the downside is that it needs considerable motivation and drive to complete a Mooc so there is an enormous dropout rate. Gavin Dudeney raised the point that some are saying Moocs should become smaller and better moderator so could we not simply go back to calling them “online courses”? I don’t know that this is what matters particularly to me but what I think could be a good spin off effect is that universities may have to rethink their distance learning approaches and can learn a lot from some of the more successful Moocs.
An Open Space event at Iatefl is a sort of “conference within the conference”. I had intended to go to this last year, but it lasts for two hours, which means that you miss other things, such as a session on lexis that I wanted to attend. This year, however, I decided to take the plunge and go for it. This was also because I was wondering if we could use this format in the local TESOL Italy group we’ve set up for the Val d’Adige. It is a self organisation approach to conferencing, developed by Harrison Owen, and in our format the participants organised themselves into groups and each person selected an ELT related theme that was “on their mind” and that they were particularly interested in knowing more about. Of these two were voted as being of most interest to the small group and then a list was compiled. This process continued until everyone in the group could see a topic that was of great interest to them. The groups then reformed according to the topic they had chosen (as long as there were enough people to make it viable) and then discussed it together for 25 minutes coming up with a short summary at the end which was then presented and further crystalised into one question. The discussion was held not as experts exchanging their ideas but rather with a spirit of inquiry so that we could start to ask questions and push our boundaries of knowledge further. Adrian Underhill, who was moderating with Susan Bardhun and Ros Wright, emphasised this aspect and said it should be something that you feel you are “on the edge of”. I chose lexis and we discussed ways of introducing vocabulary to learners of all levels asking “Whatever happened to Michael Lewis?” since we had the impression that lexis is often a poor relation to grammar, even now in the C21 and this it is a fuzzy area that coursebook writers and educators have difficulty organising and that the clarification exercises available in coursebooks are often more akin to tests than teaching tasks. Our final question was how it can be systematically taught going beyond the single word to help learners “put it all together”.
This was an enlightening experience because it is, as Adrian Underhill stressed and “emergent form” where what happens is that the content comes from the participants and the discussion is transformational rather than transactional. Everyone takes part in a discussion that is of vital importance to them and the topics ranged from “Should we intervene in fluency? If so when?” to “Social Justice: what is the role of the teacher?”. By choosing the topic and then speaking to likeminded professionals about it, you can transform (or at any rate get the cogs turning) your own thought. It is an interesting approach that I will definitely come back to.
And finally, lexis again!
After my own talk there was still what the graveyard slot and I went to Jane Templeton’s talk on bringing coprora activities into the classroom. She described her own process of transformation from being initially very enthusiastic about data driven learning to an increasing awarness of its difficulty for learners. She then moved towards developing corpus investigation skills for learners where the corpus is used as a reference tool. This is much easier nowadays than it was in the past with tools like the popular wordsandphrases tool, part of the bigger American Corpus (COCA), created by Mark Davies. Learners can easily use this tool to search for collocations, as well as lexical grammar , register and connotations. Incidentally, Mark Davies has just introduced a new tool based on the general world of Wikipedia which I think is worth investigating for all those interested and I am very excited about the SkeLL tool, part of Sketch Engine, which has been developed with English language learners in mind and actually provides collocates in useful grammatical categories. I heard about this one last Friday in James Thomas’ talk and it is one of my Iatefl “discoveries”.
So, another packed day at Iatefl rounded off by a glass of red wine with a few friends.