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Implemen ng Demand-High ELT

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Inspired by Jim Scrivener & Adrian Underhill

This session created by Steve Brown

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Presentation on theme: "Implementing Demand-High ELT

Inspired by Jim Scrivener & Adrian Underhill This session
created by Steve Brown."— Presentation transcript:

1 Implementing Demand-High ELT Inspired by Jim Scrivener & Adrian

Underhill This session created by Steve Brown

2 Possible aims of this session Lower Demand Higher Demand To

change the face of ELT as we know it To convince participants of low
demand in current ELT practice To make participants re ect on their own
teaching To stir things up a bit To motivate participants to demand more
highly of students To expose participants to alternative teaching
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powerpoint slides
3 Questions raised by
Demand-High ELT Are our 
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learners capable of more, much
more? Have the tasks and
teaching activities techniques we use in the class
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your in in any social
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presentationsystem. themselves?
slides Share buttons are a littleHow can we
bit lower. stop you!
Thank
“covering” material and focus
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powerpoint template on the potential for deep
learning? How can we shift the
whole focus of our teaching
towards getting that engine of
learning going? 4

4 Good teaching practice?

The teacher writes a lesson
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plan. The teacher gives equal
attention to all students. The
teacher uses whole class
feedback to ensure all students
have achieved the previous
task. Lessons have a lively pace
with lots of student- student
interaction. One of the teacher’s
roles is to provide correct
models of the language.
Teachers are there to provide
support to students when
asked.

5 Good practice or Demand-low? The teacher writes a lesson plan.

The teacher gives equal attention to all students. The teacher uses whole
class feedback to ensure all students have achieved the previous task.
Lessons have a lively pace with lots of student- student interaction. One
of the teacher’s roles is to provide correct models of the language.
Teachers are there to provide support to students when asked.

6 The teacher focuses on one student for a period of 2-3 minutes

during open-class. “Working one-to-one can be very precise…but you can
harvest that learning yield for all the others in a group.” (Adrian Underhill)
7 Students sit in silence, working alone, for up to 20 minutes. The
many bene ts of silence: – Pre-task preparation. – Writing tasks (when do
people ever write in groups?). – Post-task re ection.

8 The teacher doesn’t plan a lesson. Stops the teacher focusing on a

pre-set agenda. Teachers can then focus on responding to learning
moments as they are happening. What actually happens is more /
important that what the teacher wants to happen.

9 The teacher deliberately writes the wrong answer on the

whiteboard. Stops students merely waiting for the right answers. 
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Students have to convince the teacher, thereby justifying their answers.

10 A student provides the you

We think correct
haveanswer. Thepresentation.
liked this teacher asks Ifthe
you wish to
student to improve ondownload
it. A “correct” answer
it, please is not necessarily
recommend the
it to your best in any social
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answer. How much more is that
system. student
Share capable
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11 The teacher gets the students to manage whole class feedback.
Taking the teacher out of the equation forces the answers out of the
students. Students have to justify their answers to each other. Promotes
authentic, meaningful interaction.
4

12 An activity designed to take 15 minutes lasts for 90 minutes.

Avoids “skimming the surface”. Materials can be fully exploited. Activities
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may have additional aims to those they were intended for.

13 The teacher leaves the room. Sends out a message of trust.

Enforces learner autonomy. They aren’t going to wreck the place (are
your expectations of them so low?)

14 Post-task, the teacher only focuses on wrong answers. Mistakes

are key to learning. Students need to understand why they are getting
something wrong to help them to get it right.

15 Students start asking questions unrelated to the lesson. The

teacher answers them and the lesson goes o in a completely di erent
direction. It’s their lesson, not yours. If this is what they are ready to learn,
this is what you need to teach. Critical learning moments should be
exploited, not brushed aside.

16 (Which) Aims Achieved? Lower Demand Higher Demand To

change the face of ELT as we know it To convince participants of low
demand in current ELT practice To make participants re ect on their own
teaching To stir things up a bit To motivate participants to demand more
highly of students To expose participants to alternative teaching
techniques

17 Further reading http://demandhighelt.wordpress.com

http://stevebrown70.wordpress.com

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