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Scenarios as they are currently formatted for the Manual.

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Scenarios as they are currently formatted for the Manual.

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This document contains the template for format the scenarios for publication.

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Web word processing, presentations and spreadsheets

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The top 4 types of coaching questions to ask

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The top 4 types of coaching questions to ask

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20 Qs for discussing homework

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Slip swapping

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I thought I'd put a few questions/answers up here that have come up about the PPS assignments . Hope this is helpful - Emma Sue:

Q1) What exactly is the PPS assignment?
A: It's an opportunity for you to try out something that you may later deliver to either teachers or inspectors.
Q2) What is "micro training'?
A: It's delivering a little bit of a full training session to a group and getting feedback.
Q3) Who is the group we are delivering to in March?
A: It's your fellow inspectors along with one of us. So your fellow inspectors will be "acting" as your target audience. That is why you need to plan for that in your preparation.
Q4) What is the best way to prepare?
A: The best way to prepare is to use the PLANNING guidance notes below. Most of you have started this - if you haven't - well, you only have about a week!
Q5) How do we deliver the PPS?
A: You will have a slot in the middle of one of the training days in March. You'll either be doing the micro training together in your pairs OR split the session up. Each pair has ONE HOUR IN TOTAL - that has to include setting up and giving feedback so realistically if you were splitting the session up each of you might be delivering 20 minutes or so.

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If you are planning to sign up for this elective with Emma Sue in March PLEASE bring your FULLY COMPLETED personal SWOT with you to get the most out of this session! :)

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REMEMBER!

Each pair has 1 hour in total with feedback to a “trainee” audience i.e. 20 minutes EACH

Time limit will be very tight and very strict!

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1.Clearly state your overall training aim

2.Clarify assumptions about your audience

3.Anticipate problems and their solutions

4.Write up a step-by-step procedure

5.Write learning outcomes “ by the end of the sessions inspectors/teachers will be able to….”

6.Manage your time

7.Include experiential learning tasks

8.Decide if you are co-delivering or splitting session up

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If you want to share learning journal extracts...

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If you want to share learning journal extracts...

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Use this link: http://bit.ly/alg18_reflections
This is purely for those who WANT to share learning journal extracts anonymously with each other and with us.

Simple photograph the pages you want to share and upload them via the link above.

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This is a zip file with all the resources from our sessions - models, slides and the case studies.

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Handout for February session. There is no ppt.

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Worksheet to accompany ppt.

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Mounir Benali, one of the BC assistants, has kindly agreed to receive your Pecha Kucha ppts. Please submit them ASAP so that he can organise them into the folders. And please make sure that you have (a) set the timing as Dorothy requested and (b) in the email subject write Pecha Kucha. Mounirl's email is in FB (I don't want to publish it here).

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This has a few changes to Monday only.

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1. Pecha Kucha presentation: see the Pecha Kucha timetable, a Word document below.
2. Coaching reflection:  bring to the course
3. Mentoring reflection:  bring to the course
4. Scenario write-up: share your Google doc with James using this email address: texttools@gmail.com.
5. CPD plan: on Google drive (more details to come)

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These texts will be used in another online tool I hope to be able to demonstrate in February. Let us hope for
superior internet :-)

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Here are questions to help you when using the GROW model - remember you may use more than one or two at each stage and you may also go in and out of stages during your coaching session. The key? ACTIVE LISTENING and ASKIN QUESTIONS!

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https://englishagenda.britishcouncil.org/continuing-professional-development

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Isabella, 46, is the HR superintendent at the Nzoia Sugar Company in western Kenya. Jamal, 11, is her third and youngest child. For years, malaria made their lives a nightmare. Jamal was born a weak child, and was allergic to milk from the beginning. He was six months old when he suffered his first malaria attack, and from then on, was frequently ill with the mosquito-borne fever. Jamal was a very playful child. But right in the middle of a game, he would suddenly start to have a stomach ache and then a headache, Isabella says. The malaria attacked him every two weeks so he often had to go into hospital. This went on for a number of years.

But one day when Jamal was nine, a doctor told Isabella about mosquito nets. Mosquitos are dangerous especially at night so sleeping under bed nets is very effective. Isabella says I bought the nets, followed the instructions carefully, and Jamal’s problems with malaria are now history. I have even sent him to a boarding school. It was a big step for Isabella because before this, she watched Jamal carefully every day. And it’s much cheaper to buy nets than to pay the doctors, she adds.

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BSE: it's not over yet    Mad mutton could be as big a threat as mad cows        THOUSANDS more people could die from the human equivalent of mad cow disease if Britain's sheep turn out to be infected with the disease, epidemiologists warn this week. They say that sheep offal, and sheep older than six months, should be banned from human consumption to ensure that any such infection cannot pass to people in the future.        But British authorities have still not managed to establish whether sheep are carrying BSE. Until they do, any further restrictions on an already stricken meat industry seem unlikely.        Sheep can catch BSE by eating infected feed, and they carry the infection in more of the edible tissues than cattle do. This makes sheep potentially much riskier for human consumers. Worse, while cattle get BSE almost exclusively from feed, sheep can spread such prion diseases to each other, by nibbling on afterbirths for instance. That means BSE could still be spreading among sheep despite controls on feed.                British sheep are known to have eaten infected feed, but no one knows whether they actually got BSE because its symptoms look exactly like those of scrapie, an existing disease of sheep thought not to affect humans. Government efforts to detect BSE in sheep that apparently died of scrapie were ignominiously abandoned last year, when the sheep brains being tested were found to have been contaminated with cattle tissue (New Scientist, 27 October 2001, p 14).        So Neil Ferguson and a team at Imperial College, London, modelled what would happen if BSE did infect British sheep. So far, 180 sheep that showed symptoms of scrapie have been tested for BSE in Britain, and all were BSE-free. This means that the prevalence of BSE in sheep is not likely to be more than 2 per cent that of scrapie, which is endemic, the researchers at Imperial calculated. But this would still mean that sheep are now the main source of human exposure to BSE in Britain.        If some sheep do have BSE, the degree of risk to humans depends on how readily it spreads. If it is not infectious enough in sheep to pass from flock to flock, the team predicts that the numbers of infected carcasses entering the human food supply should now be falling. But if BSE spreads between flocks, the problems would just be beginning. The team's model shows that the number of infected sheep entering the British food supply would start rising steeply. This explosion of infected mutton would start about now, and increase fivefold by 2020.        Ferguson and his colleagues estimate that, at worst, 40,000 to 100,000 people could die by 2080 of vCJD acquired from cattle. If BSE is in sheep, and spreading between flocks, the maximum number of deaths could rise to 150,000. Yet the team found that nearly all these extra cases would be prevented if more precautions are taken with slaughtered sheep now.

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A book about using Sketch Engine, about corpora and about language teaching/learning by James Thomas - note that the Sketch Engine interface is changing dramatically, so the book will be out-of-date in the next few months.
http://www.versatile.pub/deske

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kahoot.com. Not a "Corpus resource" but used in the session "I'd rather ask a 1000 native speakers" to predict answers to language questions.

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30 day free trial for the full program: https://the.sketchengine.co.uk/register/trial

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http://folk.uib.no/nfylk/concordle2

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Sketch Engine for Language Learning
http://skell.sketchengine.co.uk
There are two presentations about using SKELL here:
http://bit.ly/maelt_skell

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1. Lack of materials for inspectors

2. Teacher’s language errors, eg in worksheets they share

3. Strategies for teachers who are working in low resource environments

4. Lack of induction for new inspectors

5. Making teachers aware of weaknesses and modes of follow-up

6. Inspectors working in isolation

7. Relationships between headmasters and inspectors - areas for collaboration

8. Enforcing and following up any recommendations (that inspectors give teachers)

9. Co-operating with in-school teacher trainers

10. Choosing topics for workshops

11. Your accountability to the ministry

12. School visits - challenges

13. The tyranny of distance: dealing with remote schools

14. Transitioning: advising schools on the issues that arise when children move from middle to secondary school.

Group PPT: http://bit.ly/Alg_Insp_Scenarios