When wo/men speak up | An evidence-based activity

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It’s international women’s day and I just happened upon some management research into the differences in impact on status and potential leadership position between men and women as a result of speaking up. This research was cited in the latest Harvard Business Review (March-April 2018, p.24) but was originally published in the Academy of Management Journal, 2017 as The Social Consequences of Voice: An Examination of Voice Type and Gender on Status and Subsequent Leader Emergence, by Elizabeth J. McClean et al. It just goes to show that while some progress has been made, we’re still very far from equity and you don’t need to look beyond the article’s title to see what I mean: Men Get Credit for Voicing Ideas, but Not Problems. Women Don’t Get Credit for Either

Here’s an activity for business professionals designed around this text/research


  • Lead in by asking learners what the phrasal verb ‘to speak up’ means and whether there is a culture of ‘speaking up’ in their organisation.
  • Ask learners to then draw this matrix in their notebooks.

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  • Get the learners to individually decide if speaking up in each of the situations helps men and women gain (+)  or lose (-) status in the team or organisation. For example, if a man points out problems, is he likely to gain (+) gain the respect of his colleagues and increase his status or lose status (-). They can also decide that there’s no impact (=).
  • Put them in small groups and have them compare their answers.
  • Ask learners to then access the article on their phones. It’s quite short and the title (Men Get Credit for Voicing Ideas, but Not Problems. Women Don’t Get Credit for Either) says it all. Encourage learners to compare their guesses to the research.
  • Have them read the article again and identify what promotive and prohibitive voice mean and which one they tend to hear in their own team interactions.
  • Finally have them read the last line of the article and discuss what this might mean in terms of team dynamics, diversity, equity, innovation and productivity.

”The researchers say that their findings highlight an impediment to objective, nongendered evaluations of team members’ contributions.”

  • As a follow-up task, learners could come up with suggestions or guidelines for working towards ensuring that everyone’s inputs are valued regardless of who they are.

Photo by rawpixel.com on Unsplash

 

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Free secondary images for Business English materials

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A secondary image is a picture that has a background. I prefer using primary images (which are basically cut-outs on a white or transparent background) in print materials but secondary images can look really good in presentations if used well. Here are some sites that provide free downloads of secondary images under a creative commons license. Note that some images under creative commons require attribution and others don’t – this is usually mentioned next to the image when you’re downloading it.

  • Unsplash: different collections including  Workspaces, It`s business time, Computers, phones & tech, Desk + Work, Work and collaboration, generally no attribution necessary but some individual images may require you to credit the owner under Creative Commons.
  • Pixabay: a huge variety of business images including primary and secondary images as well as illustrations. Some require attribution, others don’t.
  • Picjumbo: Some beautiful shots but the range is limited to hands and laptops on desks unfortunately. No attribution necessary.
  • Gratisography: a limited range but high quality whimsical images including the one I’ve used in this post. After accessing the site, search for key words like business, work, technology etc. No attribution necessary.
  • Pexels: corporate looking images. No attribution necessary.
  • Burst: a nice range of business images with no fuss downloads. A bias for hands on laptops though. No attribution necessary.
  • Stockvault: free business stock photos – quite a large collection with no attribution necessary for their free stock photo collection. You’ll need to be careful on this site though as you could easily end up on Shutterstock signing up for a paid account.
  • Stockphotos: a limited collection of pictures but includes some primary  images, attribution necessary.
  • RGBstock: scroll down to the business categories – there’s a combination of illustrations and photographs. The site requires registration. I have to admit that I’m not completely convinced that the people who’ve uploaded pictures to the site actually own them.
  • Freerangestock: you need to register to download. This is another site where you can quickly end up being asked for your credit card details on Shutterstock. No attributions required.

Do you have any favourite stock photo sites which have a free section for business-related images?

The monsoon | A cultural dictionary of Indian English

Late last year, David Crystal spoke about his priority for the next 50 years – the creation of an online cultural dictionary. He clarified that culture here refers to everything that makes a community unique. He went to discuss the role of a second language within this cultural community.

When a country adopts a language as a local alternative means of communication, it immediately starts adapting it to meet the communicative needs of the region. Words for plants and animals, food and drink, customs and practices, politics, sports and games … accumulate a local word stock that’s unknown outside the country and it environs.

David Crystal

I’ve been contemplating writing a series of posts about Indian English for some time now.  In 2016, I did some audits at a BPO to evaluate the quality of their trainers and their training. I was dismayed at how many of them, usually inadvertently and definitely not maliciously, propagated a belief to their employees that Indian English was an erroneous half-breed that they ought to expunge from their speech.  It’s curious to note that this variety of English spoken by around 125 million Indians (although that’s a drop in the ocean of Indian languages) was consistently minimised by these trainers using the dismissive expression ‘Indianism’.

Sadly, they’re not alone. Many Indians have a poor sense of ownership for a language they’ve been subverting and making their own for over three centuries. English has a long and rich history in India. In fact, the first Indian to write in English, Sheikh Din Muhammed, published his book The Travels of Dean Mahomet in 1793.

It also doesn’t help the Internet is brimming with articles that are either whingeing about how terribly incomprehensible Indian English is or full of inaccuracies like this article by an English teacher who allegedly specialises in phonology (check the undercurrent of irritation in my otherwise polite comment and the inane responses I received).

Indian English is whimsical, plurilingual, dynamic, utilitarian, allusive, idiomatic, and wears its motley history like a badge and I hope to capture some of it in my attempt at a cultural dictionary.


Monsoon Indian English

It’s been a week since the monsoon reached the west coast of India, a natural phenomenon that has literally shaped South Asia and its cultures.  But oddly, for a rain-bearing wind that is so pivotal to life in India, the monsoon has an Arabic name. It came to us from the Arabic word for season ‘mawsim’ via Portuguese. In fact, Hindi speakers (influenced by Urdu) prefer to use ‘mausam’ to describe both seasons and more generally the weather than words perceived as native in chaste Hindi. However, mausam, unlike monsoon, doesn’t describe rain.

The word is overwhelmingly  used in the singular and usually (and surprisingly for a community of English speakers known for their uneasy relationship with articles) with the definite article, i.e., the monsoon. Occasionally, it’s used in its plural form like in this ad – Inspired by the monsoons. But I suspect people are actually thinking of the phrase ‘the rains‘ (which is commonly used to refer to the monsoon) when they talk about the monsoons.

Strictly speaking the monsoon isn’t a season although the phrases monsoon season and rainy season are ubiquitous. India has two monsoons: the summer or south-west monsoon and the winter or north-east monsoon. Much of the rain falls during the south-west monsoon which has two arms: the Bay of Bengal arm and the Arabian Sea arm. 

The onset and progress of the monsoon across the subcontinent is associated with some specific lexis. The monsoon is generally described as arriving in an area. This same news report talks about the monsoon entering and setting in the region. The arrival of the monsoon is usually heralded by pre-monsoon showers.  These are often to referred to as mango showers (a direct translation from the Hindi आमृ वर्षा or aam varsh) because they apparently help in the ripening of mangoes.  The other herald is a bird, the koel whose timely and evocative cries just before the rains made it a favourite of ancient Indian poets (it continues to be favored by contemporary Indian English poets; read this selection of five poems about the rains and this insightful piece on the connection between the two). 

The monsoon can also a hit a region but Google tells me that it has a preference for hitting Kerala, where it first makes landfall. The early days of a monsoon season can be predictive about its performance as we are told in this article about a timely onset which leads the monsoon to make rapid progress as well as progress rapidly, all in the same paragraph. Maps that describe the (gradual) onset of the monsoon are very common in newspapers in June and July of each year.  The monsoon might make a steady advance but it could also race up the west coast which might cause it to push past cities as the leading edge of the monsoon surges over regions.

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A lot of the language associated with the monsoon is evaluative; experts and commoners alike comment on its strength. It’s very common in India to hear people talk about getting good rains or a good amount of rainfall, a situation that’s sometimes described as a normal or a near-normal monsoon. I’ve always been perplexed though by the phrase above-normal monsoon which describes a successful rather than an excessive monsoon, where ideally the phrase ‘normal monsoon’ ought to suffice.

The monsoon is described as having a schedule and like most things on a schedule, the monsoon can be ahead of schedule and behind schedule.  And before you know it, the monsoon covers half of India and many Indians perhaps visualise this monsoon distribution as an inverted triangle half smothered by clouds; I know I do. In years marked by weak monsoons (interestingly the collocation strong monsoon isn’t very common unless it’s used to describe winds), people bandy about words like deficientbelow-normal, and monsoon deficit. While Indians often find small talk about the weather inane (it’s hot – how long can you really talk about the heat?), monsoon time is an exception. A: How are the rains? B: Rains are good this year yah. A: Good no water problem then nah?. 

When the monsoon first bursts on the west coast and in the hinterland of the east (especially Cherrapunji and Mawsynram in the Khasi-Jaintia hills famed solely for their record rainfalls), people begin to nose around their lofts for their gum boots (handy for keeping good old lepto aka leptospirosis at bay) although some prefer rain shoes or sandals perhaps purchased from Bata who helpfully have a monsoon collection. You can’t, however, do without an umbrella and the very best come from Kerala which is lashed first and hardest by the monsoon. In the south of India, everyone knows of the famous rivalry between two cousins, Davis and Joseph Thayyil, that produced a pair of competing umbrella brands, Popy & Johns. I’m a Johns man myself but I know plenty of folks who swear by Popy.

The rains are described as lashing cities and coasts, a phenomenon that might cause waterlogging and chronic flooding, annual urban inundations which are caused more by nepotism and negligence than nature. When corruption is accompanied by cloudbursts, it often results in a deluge that etches itself into collective memory such as the Mumbai floods of 2005 and Mumbaikars continue to ask each other Where were you on 26th July?” (I was at home due to an accident of timetabling and escaped the worst of it). I’m sure the citizens of Chennai and Uttarakhand have a similar way of referring to the floods that visited them in 2015 and 2013 respectively.

The slum dwellers of the big cities cover their tin roofs in blue tarpaulin, almost Jodhpurlike when viewed from a plane, praying for breaks in the monsoon. There’s a popular North Indian proverb which I’m probably going to mangle in translation but it goes something like this: When the Lord gives, he splits open roofs to provide. With rain, it’s usually a case of too much or too little. Delayed monsoons are addressed through quirky rituals including frog weddings and mud baths.

And when it rains relentlessly for weeks on end for up to four months (often caused by cyclonic circulations or depressions in the Bay of Bengal), it’s understandable that some are prone to the monsoon blues. You could soothe those mood swings with a monsoon raga. But if you’re more adventurous and live along a mountain range such as the Western Ghats, you might go trekking to an old hill fort. Or you could stay  high and dry at home with a cup of garam (hot) chai, pakoras (incidentally, this week’s Mint Lounge weekend supplement has an article titled ‘Cloudy with a chance of pakodas and this article from The Hindu explores the correlation between pakoras and rain) and bhajias (fritters), ducking out to get a blistering hot bhuta (chargrilled corn on the cob with chilli and lime) from the bhutawala on a the corner with his wheeled cart and parasol nicked from an insurance salesman. I don’t recommend eating out during the monsoon and I’m cautious about rambling in the hills. The monsoon is also the season of diseases; dengue, malaria, cholera, typhoid, chikungunya and everyone’s favourite leptospirosis prowl the streets and pepper conversations.

But just as quickly as it enveloped the subcontinent, the monsoon begins its retreat back towards the coast. The retreating monsoon dumps the last of its moisture on a fast drying land whose people store away their rich monsoon lexis until they need it again next year.

What words and phrases do you associate with the monsoon? If you were to write a cultural dictionary about the ‘rainy season’ in your own language, what would be the most interesting or unusual entry?

Image attribution: Onset dates and prevailing wind currents of the southwest summer monsoons in India | Saravask | Wikimedia | CC BY-SA 3.0

‘Topless’ images | A bias exploration activity

Topless image

This activity is inspired by something I saw on a project I was on although that particular activity was being used to explore gender roles. Since then I’ve used ‘topless images’ many times with my learners. Whether or not you want to explore biases and stereotypes, it’s a really productive speaking activity that gets everyone talking.


Objective

  • Explore biases, stereotypes and their impact
  • Develop oral fluency in this context

topless photos ELT

Materials

  • You will need to keep an eye out for images that are sure to provoke a discussion on biases.

Preparation

  • Snip the tops of the images and place them on slides or print them out.

Procedure

  • Put learners into small groups.
  • Bring up each image and ask learners to come up with a backstory for the person in the image.
  • Take whole class feedback (Learners will generally suggest that A is a Hindu/Indian woman who is getting married, B is an Asian female model and that C is a Scottish bagpiper).

Debrief 

  • You can either display the original images and tell learners who these people are or ask them to visit the Huffington Post articles they’re taken from and confirm their backstories.
    • A is from http://www.huffingtonpost.in/2016/11/08/heres-theresa-may-looking-gorgeous-in-a-saree/
    • B is from http://www.huffingtonpost.in/2016/11/04/80-year-old-model-crushes-stereotypes-with-his-runway-swagger/
    • C is from http://www.huffingtonpost.in/2016/11/07/indias-first-female-bagpiper-is-a-self-taught-delhi-girl/
  • I usually keep QR codes ready and ask each group to send a representative to scan the QR Code on his or phone, access the article, skim and discuss it with their group members. Alternatively, you could stick the articles up on the walls of your classroom.
  • Ask learners to discuss how similar or different the real stories are from the back stories they came up with. Ask them to consider what this might reveal about their biases and the impact stereotypes have on their thinking. Get them to discuss what kind of impact this might have on their interactions with others, at work and in their personal life.

Here are the original pictures:

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Image attribution –  fair use for educational purposes: 

  1. Here’s Theresa May Looking Gorgeous In A Saree (Link), Huffington Post, 09/11/2016

  2. 80-Year-Old Model Crushes Stereotypes With His Runway Swagger (Link), Huffington Post, Suzy Strutner, 04/11/2016

  3. This Woman, Who Claims To Be India’s First Female Commercial Bagpiper, Has Made Some Really Cool Music (Link), Huffington Post, Anwesha Madhukalya, 07/11/2016

The headless black and white image is in the public domain.

Socrative SAQs | Formative assessments

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Lately, I’ve been using Socrative for formative assessments. While Kahoot is engaging and brings gamification into the classroom, it’s sometimes good to run a quiet student-paced assessment which Socrative enables you to do. The other advantage that Socrative has over Kahoot is that it offers multiple question types within the same test and it’s got multiple choice questions (MCQs), true or false and short answer questions (SAQs).

I like interspersing brief Socrative based interactions through lessons. Students get instant feedback and I can track their progress – and everything is happening on their own devices (using the Socrative Student App). It’s also a useful affordance to have the ability to capture longer responses from the students using the SAQ feature and when coupled with automated assessment, it’s potentially a very powerful tool

I’m going to be focusing on my experiences with using SAQs in this post.

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What really excited me about the SAQ feature was that you could automate grading by feeding in a targeted response. This works well with:

  • Form based gap-fill for grammar items
  • Missing word exercises for vocabulary items such as collocations.

You can add as many correct answers as you’d like but this is where there’s a catch. The responses are case sensitive which you could perhaps proactively address by supplying different permutations like I’ve done in this example. However, if students leave a space before or after the word or have a typo, then they’ll get marked incorrect by the system. These kind of errors are unavoidable when students are typing responses on their mobiles.

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I haven’t really faced an issue with automated validation for gap fills but with exercise types that require students to type an entire sentence, it’s been really challenging. For instance, at a recent Business English lesson where we explored ways of reducing wordiness in emails, students were required to reword a sentence. I had two alternatives for the correct answers ‘We want to successfully implement this initiative’ with/without terminal punctuation. We’d just looked at masked verbs and how to uncover them as a way of reducing wordiness.

Socrative challenges

Here are the responses I got from the students:

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One of the students wrote “we want to successfully implement this initiative” but because the first letter wasn’t capitalised, she got it wrong. The next closest to my targeted response was “we want to implement this initiative successfully” but because I didn’t have it my list, she got it wrong! In a subsequent question, the rubric was really explicit but nevertheless, most of the students got it wrong on the system although their response was possibly correct.

There’s no easy solution to this. Plugging in every single permutation of an answer (including with and without punctuation & capitalisation) is mind-numbing. I could eliminate the correct response option (Socrative lets you do that) and have that question graded manually but that’s something I wanted to avoid and was in fact one of my principal reasons for using Socrative.

Until I figure this out, I’ll have to convert these exercises into MCQs which of course makes them a lot less challenging. The other option is to give feedback in a whole class discussion as I did when I discovered that the whole test was going awry.

Action songs for engaging YLs

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At the weekend, I attended another workshop at Adhyayan. This one was on Action Songs and was facilitated by three students, Becky, Bonnie & Rachel, from the Royal Central School of Speech & Drama in London. One of my CPD goals this year is to develop my ability to work with YLs and Action Songs couldn’t have come at a better time.  I’ve divided the activities we did into warmers & energisers (sans songs!) and ones that used songs.

By the way, if you’re unfamiliar with the term, action songs are as the words suggest, songs that involve actions.

Warmers & energisers

Ball game 

Students stand in a circle and toss three or more balls to each other. In round one, they say their own names while passing the ball. In round two, they say the name of the person they’re passing the ball to and in the final round, they don’t say anything all and indicate they’re about to toss the ball with eye contact.

Ha Ha Yeah 

A tweak of the classic Hee Haw Ho. Students stand in a circle with one in the middle. The student in the middle puts his or her palms together and points to another student while saying “HA”. Students who are pointed at by the one in the middle must raise their hands over their heads, and also say  “Ha”. The two students on either side need to do a chopping gesture and say “Ha yeah”. An additional tweak is to ask students who are out to die the most dramatic death to rejoin the game.

Splat 

A variation of Ha Ha Yeah. The student points an imaginary gun at a student in the circle. This student then ducks. The students who are to the immediate right of the student who ducks must shoot each other with imaginary guns while saying ‘splat’ really loudly.

Counting … eyes closed 

Students sit in a circle with their eyes closed or heads down. The group needs to count to 20 without interrupting each other. The T starts by saying one. Any student can then say two. If students talk on top of each other, the T starts the count again. This is a brilliant activity for teaching the value of listening, being patient and supporting your peers.

Similarities & differences

Students walk around the space and when the T calls out a number, they form a group of that size. They then have a minute to discuss their similarities and present a still image representing these similarities. The other groups try to guess what the similarity might be. Repeat for differences and other variables.

Seven-up

Students stand in a circle and each person says a number in sequence from one to seven. While students say a number, they should also indicate the direction by folding the left or right hand across their chest. They can change directions at any time and their neighbours need to stay alert. The person who says seven places her hand on top of her head and says either seven or seven-up. The direction of the hand indicates whether the person on the right or the left needs to start again at one.

Action songs

Everywhere we go 

T  leads this call and response. Here are the lyrics and here’s a protest march using the same tune.:

Everywhere we go,

People want to know

Who we are

Where we’re from

So we tell them

We’re from <city’s name>

Mighty, mighty <city’s name>

My name is <name>

(and then everyone sings) Her name is <name>

And then it goes around the circle with these last two lines until everyone’s had a chance to share their names.

Number game 

T shows the students how to sing this song after which the students take over. The pitch rises as the numbers ascend and falls as the numbers descend. Many thanks to Anahita from Adhyayan for recording the tune for us.

1

1 2 1

1 2 3 2 1

1 2 3 4 3 2 1

1 2 3 4 5 4 3 2 1

1 2 3 4 5 6 5 4 3 2 1

1 2 3 4 5 6 7 6 5 4 3 2 1

1 2 3 4 5 6 7 8 7 6 5 4 3 2 1

When students have mastered this sequence, ask them to now do it backwards from 8. Then make them put it all together (start at 8 and then when they get to 1, start the ascending sequence).

Number-finger game 

This one’s a bit tough but lots of fun. Get the students to count on their fingers as they sing the numbers. And here’s Anahita with the tune.

1 2 3 4 5

1 2 3 4 5

1 2 3 4

5 1 2 3

4 5 1 2 3

4 5 1 2 3

4 5 1 2 3

4 5 1 2

3 4 5 1

2 3 4 5 1

etc,

The pirate song 

You can get the tune from this YouTube video but the lyrics I experienced were a bit different

When I was one

I broke my thumb

*The day I went to sea

I climbed aboard a pirate ship

and the Captain said to me

We’re going this way, that way

Forward, backwards

Over the Irish Sea

A bottle of rum

To fill my tum

That’s the life for me

Second stanza: When I was two, I broke my shoe (and then repeat from *)

Third stanza: When I was three, I sat on a bee (and then repeat from *)

Fourth stanza: When I was four, I knocked on the door (and then repeat from *)

Fifth stanza: When I was five, I felt alive (and then repeat from *)

After the facilitators got us to sing this as a whole group, they divided us into smaller groups and got us to create our own verses but substituting English numbers for Hindi ones.  For example, when I was ‘ek’, I baked a cake the day I went to sea etc.  and then teach our version to the rest of the group. A lovely little adaptation to bring some multilingualism into the classroom.

Listen & respond

Students listen to a piece of music (in our case, it was by Moby) and respond to it in groups either through a freeze frame, drama or dance.

The grand old duke of York 

Teach the students the lyrics of this song along with some appropriate actions. You can get some inspiration from this YouTube clip.

Oh, The grand old Duke of York,
He had ten thousand men;
He marched them up to the top of the hill,
And he marched them down again.

And when they were up, they were up,
And when they were down, they were down,
And when they were only half-way up,
They were neither up nor down.

When students get a hang of it, ask them to swap actions on up and down. So instead of pointing up when they say up, they should point down. Then ask them to do the actions without saying the words up and down. Finally ask them to do the reverse actions without saying up and down.

Bear hunt

The T starts this off by doing a call and response but students will get a hang of the chorus pretty quickly and after the second stanza, you’ll need to do call and response with just the new stanzas and not the chorus.  You’ll need to add appropriate actions – here’s a great video by the original author of the Bear Hunt, Michael Rosen (lyrics may differ a bit)

We’re goin’ on a bear hunt
We’re going to catch a big one,
I’m not scared
What a beautiful day!

Oh-no Grass!
Long wavy grass.
We can’t go over it.
We can’t go under it.
Oh no!
We’ve got to go through it!
Swishy swashy! Swishy swashy! Swishy swashy!

We’re going on a bear hunt…

Oh-no!
A river!
A deep cold river.
We can’t go over it.
We can’t go under it.
Oh no!
We’ve got to go through it!
Splash splosh! Splash splosh! Splash splosh!

We’re going on a bear hunt…

Oh-no!
Mud!
Thick oozy mud.
We can’t go over it,
We can’t go under it.
Oh no!
We’ve got to go through it!
Squelch squerch! Squelch squerch! Squelch squerch!

We’re going on a bear hunt…

Oh-no!
A forest!
A big dark forest.
We can’t go over it.
We can’t go under it.
Oh no!
We’ve got to go through it!
Stumble trip! Stumble trip! Stumble trip!

We’re going on a bear hunt…

Oh-no!
A snowstorm!
A swirling whirling snowstorm.
We can’t go over it.
We can’t go under it.
Oh no!
We’ve got to go through it!
Hooo wooo! Hooo wooo! Hooo wooo!

We’re going on a bear hunt…

Oh-no!
A cave!
A narrow gloomy cave.
We can’t go over it.
We can’t go under it.
We’ve got to go through it!
Tiptoe! Tiptoe! Tiptoe!
WHAT’S THAT!
One shiny wet nose!
Two big furry ears!
Two big goggly eyes!
IT’S A BEAR!

RUN!
Back through the cave!
Tiptoe! Tiptoe! Tiptoe!
Back through the snowstorm!
Hoooo woooo! Hoooo woooo! Hoooo woooo!
Back through the forest!
Stumble trip! Stumble trip! Stumble trip!
Back through the mud!
Squelch squerch! Squelch squerch! Squelch squerch!
Back through the river!
Splash splosh! Splash splosh! Splash splosh!
Back through the grass!
Swishy swashy! Swishy swashy! Swishy swashy!

Back home!

Now comes the really fun part. Divide students into groups and ask them to come up with their versions. They’ll have to think of something to hunt and six places they will need to travel through and the actions that will accompany their song. As students get their song ready, give them chart paper, colours, glitter and miscellaneous craft supplies and ask them to draw the thing they’re hunting as well as their path through these six places. Each group then teaches their song to the rest of the students.

Living machine 

Students stand in a circle. Tell them that they’re going to construct a living machine.  A student goes into the middle of the circle and performs a repetitive action along with a sound. The other students join this student one by one and construct a living machine. Ask students to construct a new living machine, this time using more expansive gestures and actions.

Heads, shoulders, knees & toes

The facilitators used this classic action song to suggest that content could be taught through action songs. They first got us used to the song along with the actions:

Head, shoulders, knees and toes, knees and toes

Head, shoulders, knees and toes, knees and toes

And eyes and ears and mouth and nose

Head, shoulders, knees and toes, knees and toes

And then taught us the French version.

Tête, épaules, genoux pieds, genoux pieds

They elicited that to a child learning a language, this can sound like gibberish and that it might be important to isolate word and actions within the song. You continue doing the action (for example touching your head) while saying hmmm.

Hmmm, shoulders, knees and toes, knees and toes

Hmmm, shoulders, knees and toes, knees and toes

And eyes and ears and mouth and nose

Hmmm, shoulders, knees and toes, knees and toes

 

Heads, hmmm, knees and toes, knees and toes

Heads, hmmm, knees and toes, knees and toes

And eyes and ears and mouth and nose

Heads, hmmm, knees and toes, knees and toes

etc.

We then practised the French version with the hmmms before the facilitators asked us to come up with a Hindi version we could teach them. It was actually quite catchy – here are the words in Devanagari & IPA.

सर कंधे घुटने पैर घुटने पैर
/sʌɽ kʌnɖheː gʊtneː pɛ:ɽ gʊtneː pɛ:ɽ/

आंख और कान और मुंह और नाक
/aːŋkʰ oːr ka:n oːr mʊʰ oːr na:k/

We had a lot of time on our hands and this being multilingual India, we also tried our hand at heads, shoulders, knees and toes in Marathi and Tamil.

The extension activity involved working with our groups to come up our action song inspired by heads, shoulders, knees and toes to teach the facilitators something about India. We used the same tune to teach Indian states and capitals and pointing to different parts of our body as if it were a map of the country.

I like the flowers

Teach the students this song along with some actions. Here’s a YouTube clip for the tune.

I like the flowers

I like the daffodils

I like the mountains

I like the rolling hills

I like the fireside

When the lights are low

Singing ah doo wopa, doo wopa, doo wopa doo

Singing ah doo wopa, doo wopa, doo wopa doo

Divide the students into three groups and have them start singing in staggered way. As an extension activity, you can ask students to replace the nouns with ones of their own.

Green screen 

Any of the action songs that involve students creating and performing their own version can be coupled with a green screen recording.  Green screens are used in television studios to enable a computer to superimpose a background during production. They’re quite reasonably priced (around ₹500) like this one. Get students to select an image they’d like as a background and load this into an app on your phone or tablet such as Green Screen for iOS and voila you’ll have a video of students performing with an interesting backdrop. If you’d like to know more about using green screens, check out this video and this lovely showcase of what children can do with green screens.

While action songs are meant for YLs, I have a sneaky suspicion that I am going to be trying them out on my unsuspecting adult learners. 

Image attribution: Public domain

 

Open Badges for CPD

digital badges.jpg

I’ve been a bit disingenuous in recommending digital badges for informal learning without properly investigating them. So I was truly surprised to discover that I’d already earned a badge for attending a webinar on speaking assessments.

What are badges? 

Think of them as alternatives to certificates. They’re proof that you’ve completed a learning activity or achieved some kind of outcome (such as a language level). Unlike a certificate which you download and which only sees the light of day when your supervisor demands evidence of CPD, the badge can be displayed in a gallery accessible by others.

I found my badge on speaking assessments at Open Badges passport which Cambridge uses.

Open Badges.png

However, Mozilla Backpack appears to be a lot more popular.

Mozilla backcpack.png

It’s also possible to display the badges in your LinkedIn profile.

How does it work? 

An organisation or institution designs and issues badges. They then allow participants who have completed an activity to add a particular badge. In practice, anyone can design badges using a site like Openbadges.me or Open Badge Factory. There is ostensibly some kind of quality control in place because the badge links back to the organisation or person who issued it.  Here’s a worksheet with some interesting questions for badge issuers to think through.

Badges for CPD 

Is there value in displaying the CPD activities you’ve completed or achieved? I think there might be. Beyond the obvious ‘feeling proud of yourself’, they can be useful in work contexts where performance appraisal systems require evidence of having completed a certain number of hours of professional development. I also think they provide an opportunity to members of a community of practice to check in on what other practitioners are doing and perhaps think about doing similar activities .

Badges in teacher training 

I was thinking about how badges might work for pre-service teacher training courses. Would we give badges (scout-like) for discrete skills like giving instructions or for achieving a certain number of hours of training practice or accomplishing criteria related to assignment? Or would that dilute the goals of a criterion-referenced course? It would be interesting to introduce new teachers to badges in a session like ICT where they could receive a badge on ‘Starting a class Wiki’ and encourage them to get more badges when they kick start their CPD plans.  Here’s a useful presentation on creating badges for your own course.

Badges & informal learning 

We know that a lot of learning happens informally through classroom practice, peer interactions among others. Digital badges perhaps imply that these informal learning activities don’t hold as much value because you can only earn badges for activities endorsed by someone else. I do see a link for ‘Apply for a badge’ in Open Badges Passport but I’m not sure why Cambridge or any other provider would let you have one of their badges if didn’t attend their event. And there’s always that danger of a learning provider subverting the system to serve its own interest which one major publisher has allegedly attempted.

Do you issue badges for your teachers or students? What has been your experience with using badges to promote CPD and learner autonomy?