Tag: Webinars

Upcoming webinars for ELT educators | Nov – Dec 2015

Stop snoozin … start learnin

Webinar snooze

I was a little caught up and missed creating a list for October but here are all the free webinars I found trawling the net and should keep us engaged till Christmas. There’s an exciting line up of IATEFL SIG webinars in November as well as the Macmillan Online Conference. I’m really looking forward to Laura Patsko’s webinar on helping learners understand a variety of native and non-native accents.

NB: An * means that you need to register for the webinar. A # indicates that it’s a plug for a coursebook or online platform or some such. Both the Tutela & Cambridge English Teacher sites require users to sign up for accounts. Not all Cambridge English Teacher webinars are available to free users. So even though you’ve registered, if you don’t pay an annual subscription, it won’t allow you to register your interest for a particular webinar. 

Let me know if I’ve missed any. 

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Novembe

December 

Happy webinaring!

Upcoming webinars for ELT educators | Aug – Sep 2015

People have been asking me how I get time to attend as many online events as I do. Lately though, I’ve hardly attended any. It might be a case of ‘nazar’ (evil eye) as we say in Hindi or just that I am currently (and happily) preoccupied with interesting work assignments and projects.

There doesn’t seem to be much happening with the usual ELT webinar hosts over the next two months. Do let me know if you spot any other events that ought to be included in this list. Happy learning!

An asterisk (*) indicates that the event requires prior registration. A (+) means that it’s probably a plug for a coursebook or some such.

August

September

iTDi summer intensive sessions

  • Being Affective is Truly Effective! | Juan Uribe | Jul 31, 0800 GMT
  • Correct Me If I’m Wrong | Scott Thornbury | Aug 1, 1400 GMT
  • Teaching for the 21st Century, and beyond | Barbara Sakamoto, Aug 2, 1300 GMT
  • A Journey into the World of ELT Methods | Alexandra Chistyakova, Aug 2, 1500 GMT
  • Fake it till you Make it | Barbi Bujtas | Aug 3, 1300 GMT
  • Be Different! | Theodora Papapanagiotou | Aug 3, 1500 GMT

and many, many more all the way till Aug 10!

Image attribution: Introducción al SEO para tiendas online en CAMON Alicante – Obra Social CAM by CAMON | CC BY-NC-SA 2.0

Narrative Seeding | Videotelling activities from Jamie Keddie

Jamie KeddieEach time I hear Jamie Keddie speak, I get fantastic, practical ideas that I can use with my learners. I must confess that while I’ve been using his video exploitation ideas for storytelling lessons focused either on storytelling as a skill or spoken fluency … I still haven’t been able to work out how to focus on planned target language as opposed to emerging language which is something he also seems to be using videotelling activities for.

In a webinar titled ‘Video in the Classroom’, Jamie described narrative seeding, a type of activity where you seed the Ss with elements from a video, while withholding others and then ask them reconstruct the narrative collaboratively. In a sense, narrative seeding is what we call a frame game in business training – a template that allows you to easily load and reload content – in this case videos of your choice.

Here are the three variations of narrative seeding that he spoke about:

Variation 1: Audio but no video

Play a video from YouTube without letting Ss see the visual. Get Ss to work collaboratively on reconstructing the narrative underlying the sound. Depending on the video you use, identify target language or feature that you want to draw Ss’ attention to.

Example: Play the famous sneezing panda video allowing Ss to only hear the audio not the video. Ask them to work in pairs and speculate as to what might be happening. Jaime suggests that the the sudden noise in the audio might be a good way of demonstrating the difference between present simple and continuous in narration (insects are making noise and then something happens etc.). A variation on the sneezing panda video is to play this video of a couple of girls watching the sneezing panda video and ask Ss to work out what the girls are watching.

Variation 2: Video but no audio

Play a video without audio. Jamie suggests taking screenshots of the video instead of showing Ss the video because this allows you to have greater control over how things play out. For each screenshot, you need to plan a series of questions that will prompt Ss to flesh out the narrative.

Example: Take screenshots from the short film Conversation Piece that establish the setting and convey the action.

T: This video is called conversation piece and the story involves a man, a woman and an object in which you put flowers in.  What is that object?

Ss: Vase

T:  This story involves a man, a woman, a vase and a problem.

Picture 1

What is this man doing?

Where is he sitting?

Guess what time it is.

Why is it the morning?

How do you know?

What day do you think it is?

Picture 2

What do you think the relationship of this woman is with the man?

Where is she?

Which room is she in?

What do you think she’s doing in the kitchen?

Picture 3

Where is she now?

Picture 4

She notices something.

What does she notice?

Picture 5

She notices the vase is broken.

What is she going to do?

Picture 6

When she notices the vase is broken, she says something to her husband.

By the way, her name is Linda. And his name is Jeff.

Linda says something to Jeff. What does she say?

Picture 7

To which Jeff replies … ?

Picture 8

Linda says something back to Jeff.

Picture 9

Then Jeff says something back.

Picture 10

Linda walks over and puts the vase in front of Jeff.

Picture 11-12

… and says something. What does she say?

Picture 13

Jeff says something back.

Narrative seeding

Ask Ss to work in pairs and create a dialogue (3 turns each for Jeff & Linda) and have them think about how they would continue or end their dialogue. Invite Ss to perform their dialogue for the class while you play the video and they provide a sort of imperfect dubbing.

3. Variation 3: No video, no audio

Dictate or show the following phrases to the Ss.

Two Japanese girls dressed up as tourists

Two elderly Japanese men also dressed up as tourists

Several hidden cameras

An unsuspecting passer-by (the victim)

A van to create a distraction

A Polaroid camera

If you run it as a dictogloss, show them the actual phrases on the board and correct errors if required. Tell the Ss that these six things appear in a video. Ask them a genre question: what type of video do these items come from? Elicit that these videos are called prank videos and the people who make the video play practical jokes on unsuspecting people.

Ss get into pairs and use these clues to create a narrative. They have to say what they think happens in the video from beginning to end.  They can ask questions of the teacher. This also involves narrative seeding.

Jamie’s recommendations

  • Avoiding winging the questions. Instead plan them carefully so they are targeted at getting Ss to explore something specific.
  • As in his session at TEC in Hyderabad and his webinar for IATEFL, Jamie suggested having Ss video record the narration that they have reconstructed and using these videos later for in-class feedback.

Additional resources 

Personalised learning programmes | A BESIG workshop summary in 3 activities

Last weekend’s BESIG workshop, facilitated by David Petrie, was titled Personalised learning programmes – a pick and choose approach. David touched on issues such as personalised learning, differentiated instruction and teaching the student instead of the lesson. Towards the end of the webinar, he shared three activities for using students as resources and offering personalised learning:

1. Office modals 

Ask Ss to make three lists:

  • Things my boss makes me do
  • Things I think it’s important to do
  • Things it would be a good idea to do around here.

Personalised learning

Ss explore the items in these lists by reframing them using some suggested modals.

2. Office gossip

Ask Ss to work in pairs to share some hopefully innocuous gossip. Then put Ss into new pairs and have them share the gossip they heard using reported speech.

3. The meatloaf game 

Ask Ss to write down ten things that are a part of their job role that they like doing and ten things that they hate. They should write each item on separate piece of paper. I think ten’s a bit much for even a medium sized class – five might be more manageable. 

Have Ss crumple the chits and play snowball fight with each other. Call time after a minute and have them collect chits so they are all equally distributed. Ss spend a couple of minutes reading through the chits – there’ll probably be some items that they dislike doing. They should negotiate with other Ss to trade job responsibilities so they have a list of things that they more or less like doing.

Techtip: Appgesyer 

David, like many of us, uses Google Forms to collect data during the needs analysis phase. He suggests distributing the form through a web app so it can be accessed easily on mobiles using a tool called Appgeyser which reformulates your web-content for the mobile device (Here’s an example he’s created). I’m not sure I see the point of doing this. Google Forms accessed via a normal mobile browser seems to display content fairly well and it makes sense to pin a web-app to the user’s mobile screen only if you want her to repeatedly access the link. David uses QR codes to share the Appgeyser URL (but you could do this with a normal URL as well) and Appgeyser offers a short URL. I see two issues with this: QR codes cause more problems than they solve especially when Ss are expected to use their own devices (and they’ve really not taken off in India); and the Appgeyser short URL is really not very short and would benefit from additional shortening using Goo.gl.  Appgeyser is worth exploring but I think there are far simpler and more efficient ways of distributing surveys created in Google Forms.

References

7 creative grammar activities | IATEFL webinar summary

Last week’s IATEFL webinar saw the legendary Charles Hadfield sharing some creative grammar activities. He did say he would share seven although my notes seem to indicate it was only six. I wrote to him but it seems he couldn’t find the mystery seventh activity either.
Activity 1: Platform 1
What?  Collaborative pattern poem describing people.

Language focus: Present continuous, describing people

Procedure: Use a picture prompt of a train station platform with people on it (Check Flickr for images). Ask Ss to use the following pattern to create a poem. You may need to demo an example.

Poem pattern

Line 1: Where are they? (is s/he)

Line 2: A (adjective) (woman/man) with (clothes or physical features)

Line 3: What are they (is s/he) doing?

Line 4: … and thinking of?

Example

Sitting on the bench

a sad woman with a long nose

staring into space

and thinking of wasted time

Charles Hadfield webinar 1 Image attribution: Platform 4 by Brett Davies | Flikr | CC BY-NC-SA 2.0

Activity 2. Preposition painting

What? A pattern for describing a picture

Language focus: prepositions

Procedure: Show Ss the picture and ask them to identify the different things in it. Then give them a decision tree like this one and have them craft a description of the picture.  They should create 5 lines plus an extra one starting with “lies a” which they don’t write but have their peers guess.

Pattern

In                          table

On                        chairs

Near           a         sofa

Beside                   bookshelf

Under         the      fireplace                 lies a …

Next to                   tree

lake

mountain

beach                     is a

grass

bench

moon etc.

Example

On the bench

next to a tree

beside a lake

beneath the mountains

under a sunset sky

lies a …

Charles Hadfield Webinar 2 Image attribution: Peaceful mind by Peter Thoeny | Flickr | CC BY-NC-SA 2.0

Activity 3. Maternal Advice

What? Advice from a mother animal to its baby.

Language focus: imperatives, infinitives & gerunds; remember, try to take care, don’t forget, be careful + full infinitive, avoid beware of, forget about, refrain from, resist + ing

Procedure: Do you recognize this passage? Listen carefully. Who is talking? To whom? Listen and then compare ideas with a partner.

“When in doubt, any kind of doubt, Wash!” That is Rule No. I,’ said Jennie … `If you have committed any kind of an error and anyone scolds you—wash,’ she was saying. `If you slip and fall off something and somebody laughs at you—wash. If you are getting the worst of an argument and want to break off hostilities until you have composed yourself, start washing … That’s our first rule of social deportment, and you must also observe it.

`Whatever the situation, whatever difficulty you may be in you can’t go wrong if you wash. If you come into a room full of people you do not know, and who are confusing to you, sit right down in the midst of them and start washing. They’ll end up by quieting down and watching you. Some noise frightens you into a jump, and somebody you know saw you were frightened—begin washing immediately … `If somebody calls you and you don’t care to come and still you don’t wish to make it a direct insult— wash. If you’ve started off to go somewhere and suddenly can’t remember where it was you wanted to go, sit right down and begin brushing up a little. It will come back to you. Something hurt you? Wash it. Tired of playing with someone who has been kind enough to take time and trouble and you want to break off without hurting his or her feelings—start washing …

Any time, anyhow, in any manner, for whatever purpose, wherever you are, whenever and why ever that you want to clear the air, or get a moment’s respite or think things over—WASH! `And,’ concluded Jennie, drawing a long breath, `of course you also wash to get clean and to keep clean.’ `Goodness!’ said Peter, quite worried, `I don’t see how I could possibly remember them all.’ `You don’t have to remember any of it, actually,’ Jennie explained. All that you have to remember is Rule 1: “When in doubt—WASH!” ‘

Jennie by Paul Gallico

Elicit that Jennie is a cat giving advice to Peter, a kitten. How many animals can you think of? Ask Ss to brainstorm. Then, ask Ss to choose one of the animals they brainstormed and write maternal advice from a mama animal to its baby.

Activity 4. Overheard in a cafe

What? Reporting on imaginary conversations.

Language focus: Reported speech, said, replied, denied, asked

Procedure: Show pics of people and ask Ss to select two and think of the conversation they might have. Ss then uses reported speech to describe the conversation the two people might have. Charlie had some paintings in this mix including Van Gogh’s self-portrait and some quirky ones such as a dog and a cat looking at each other.

Activity 5: The house that Jack built

What? Build progressively longer sentences.

Language focus: Relative clauses

Procedure: Show the Ss the following sentence pattern.

This is the house that Jack built. This is the malt that lay in the house that Jack built This is the rat, that ate the malt that lay in the house that Jack built.

webinar grammar Then ask Ss to construct their own from this photo. So their sentence would beging with “This is the photo that Jack took”. You may also want to to supply  words:

Man fish girl boat wind wave whale rod camera rock beach shark cook friend chips cat

Image attribution: Bass fishing by Eileen Jones | Flickr | CC BY-NC-SA 2.0

Activity 6: How it’s done

What: Instructions for various topics

Language focus: Imperatives and sequencing words

Procedure: Run Ss through an example of how something is done.

Example

How to make a cup of tea

Firstly, boil some water in a kettle

When it’s hot, pour a little in a teapot to warm it

Then throw out the water and put in two spoonfuls of tea leaves

Bring the water back to boil

Pour the boiling water on tea leaves in the pot

Leave to stand for two minutes

Serve in two cups

Ask Ss to use this template to write instructions for one of the following:

  • Eating spaghetti
  • Falling in love
  • Getting promotion
  • Bathing a dog
  • Going to a wedding
  • Looking after a two year old
  • Taking an exam
  • Having a relaxing evening

Charlie recommended using these activities in conjunction with the following:

  • Sharing session: Choose the best piece you wrote during the lesson and share it with others in a small group.
  • Student control: After doing a couple of these activities, hand over control to the Ss. Give them a particular grammar concept and ask them to come up with their own creative exercise around it.
  • Student ideas: Dialogues, sketches, poems, nonsense sentences, sabotaging the coursebook (playing around with sentences from the coursebook)

References

He had many other references in his list which had to do with the importance of creativity. Here’s a truncated list of language teaching references:

  • Nematis, A. 2009. Memory Vocabulary Learning Strategies and Long Term Retention. International Journal of Vocational and Technical Education 1 (2), pp. 14-24
  • Oxford, R. 1990. Language Learning Strategies. Newbury House
  • Schmitt, N. 2000. Vocabulary in Language Teaching. CUP

Upcoming webinars for ELT educators | Jun – Jul 2015

It’s been an insanely hot summer in India this year with temperatures hitting a roasting 48 in parts of the north. Thankfully, things are a bit more reasonable where I live on the coast although the humidity is still suffocating. And what better way to bring in the monsoon than with a nice little bunch of webinars. Do let me know if you spot any online events that ought to be included in this list. Happy webinaring!

An asterisk (*) indicates that the event requires prior registration. A (+) means that it’s probably a plug for a coursebook or some such.

elt WEBINARS

1. Cambridge English Empower: bringing learning-oriented assessment into the classroom | Stephanie Dimond-Bayir & Sarah Unsworth | Cambridge English Language Assessment | June 3, 1000 & 1400 BST*+

2. Personalised Learning Programs – a pick and choose approach | David Petrie | IATEFL BEsig | Jun 7, 1500 BST

3. #FlashmobELT: activities from classrooms around the world | Anna Loseva | BELTA | Jun 7, 1600 CET

4. An introduction to the Oxford Young Learners Placement Test | Hannah Ball | Oxford | Jun 9, 1000 & 1500 BST*+

5. Peer observation – how can we make it work? | Andy Hockley | IATEFL LAMSIG | Jun 10, 1200 BST

6. Exam classes: creating order out of chaos | Roy Norris | Macmillan | Jun 10, 1500 BST*

7. Where have all our textbooks gone? | Maria J Garcia San Martin | IATEFL YLT | Jun 10, 1600 BST

8. Tackling Native Speaker Favouritism Head On – PD and Classroom Ideas | BrazTESOL | June 12, 1200 EDT 

9. Planning a successful blended ESP course | Jeremy Day | IATEFL ESP | Jun 13, 1500 BST

10. Nativeness – a feather in your cap for language teaching? | James Beddington | TEFL Equity Advocates | Jun 14, 1700 CET

11. Developing functional language skills for Cambridge English: Key for Schools | Rachel Harding & Coreen Doherty | Cambridge English Language Assessment | Jun 15, 1400 & Jun 17, 1000 BST*+

12. Creating Creative Teachers | Marisa Constantinides | British Council | Jun 17 1900 EEST (2030 IST)*

13. Children’s apps you can trust | Tracy Dumais | British Council | Jun 18, 1200 BST

14. Teaching with Technology | EnglishOnline | Jun 19, 1900 CDT or Jun 20, 1000 CDT

15. Peer Interaction in the Foreign Language Classroom | Jenefer Philp | Oxford | Jun 24, 1530 BST & Jun 25, 1130 BST

16. Creativity in Teaching and Learning | British Council Seminars | Jun 24, 1730 – 2030 BST*

17. Self-publishing ELT Materials | Dorothy Zemach | IATEFL | Jun 27, 1500 BST

18. Life Skills Special | Emma Sue Prince| Macmillan | Jul 1, 1500 BST*

19. Business storytelling: Helping learners to create memorable stories | Dana Poklepovic | IATEFL BEsig | Jul 5,1500 BST

20. Issues and dilemmas in designing assessments and marking criteria for a module on MA in Professional Language and Intercultural Studies | Judith Hanks | IATEFL Testing Evaluation & Assessment | Jul 8, 1700 BST

21. Assessing reading comprehension with tips for classroom practice | Ivana Vidakovic & Nancy Sneddon | Cambridge English Language Assessment | Jul 13, 1400 & Jul 15, 1000 BST*

22. Creativity in the language classroom | Nik Peachey | British Council | Jul 16, 2100 BST*

23. Published Resources vs. Teaching Unplugged | Andrew Dilger | Oxford | Jul 23, 1100 & 1430 BST*

24. Managing YL Centres – essential training and preparation | Lou McLaughlin | IATEFL YLT | Jul 26, 1500 BST

Image attribution: I’m A Mac by Alec Couros | Flickr | CC BY-NC-SA 2.0

Action Research | What does yours look like?

Divya Madhavan has been inspiring teachers around the world through her personal action research journey for several years now. I first experienced Divya (and action research) for the first time a couple of years ago while watching a livecast talk from the ISTEK conference in Istanbul. Her talk, punctuated by incisive quotes, really struck a chord with me and I’ve been interested in action research (AR) ever since. While Divya’s talk in Istanbul was largely focused on the ‘why’ of AR, she facilitated a webinar for BELTA in early March which explored the ‘how’.

Diyva and I co-wrote this post, and it’s based on the ideas, questions and steps that were explored in the webinar – Action Research – what does yours look like? I’m guilty of dawdling and not publishing this post when it was ready to go online. The webinar this post is based on might be slightly old but the ideas and questions Divya laid out are fresh, relevant and practical for any teaching professional who is interested in starting their own AR journey. You might also want to check out Divya’s blog – Unwrapping the Education Box, an extraordinary collection of critical reflections about our profession. My favourites include What if teaching became a prestigious profession? and How do you draw a line so fine?

action research

Written with Divya Madhavan. 

What does Action Research look like?

 Where is the book in which we can read what teaching is. The children themselves are this book. We should not learn how to teach through any other book other than the one lying open before us and consisting of the children themselves. In order to read this book, however, we need the widest possible interest in each individual child and nothing must divert us from this.

 – Rudolf Steiner     

This is a useful quote for framing an exploration of Action research and we can unpack three ideas from it:

  1. -“the one lying open before us”- The most important source of improving our practice is the one we physically engage with every day… this goes all the way back to the work of John Dewey, who said things like, education is a process of living and not a preparation for future living – we have, before us, in classrooms every day, what we call our practice, what we do, how we do it, our moments of requisitioning why we do it, this is a process that’s very alive and constantly changing in very organic ways. It’s about rolling up your sleeves, getting involved, getting messy and learning within and with a community, this doesn’t just happen with books, it happens by doing, being and living.
  2. -“In order to read this book”: Connectedness is a not given, not something automatic. Being a teacher doesn’t automatically put you in a position to research your practice, there is a whole mental make-up that goes with having a research mindset, understanding what you’re looking for, and it is something that requires a certain amount of preparation.
  3. -“widest possible interest, nothing must divert us from this”: AR is quite dependent on the amount of discipline and rigour we apply to it, and so not being distracted when we’re in ‘research mode’ is fairly important. One of the most important conditions for research is the attempt to understand and document everything that the scope of research demands.

Questions to consider in your Action Research journey

  1. Research question
  • What sort of a critical lens do you have?
  • What’s happening in your classroom?
  1. Plan, plan, plan: You don’t need a hypothesis, but you do need a plan. Your plan comes from your research agenda and from your world view.
  • What kind of information are you going to get or excavate from the context?
  • How do you see this information as being available to you?
  • Do you have a very scientific mindset? Do you think this information will be black & white or testable?
  • Are you of a much more a participative mindset? Do you prefer to engage with the social reality of the classroom, finding out things as they emerge?

It’s not that you can’t ever have a hypothesis in action research, but that’s just not where your thinking starts.

  1. Action & observation
  • How will you document? Will you keep a journal? Will you use Evernote where you can capture both audio and written notes?
  • What exactly are you going to do?
    • You’ll find that once you start, everything happens quite quickly because you’re right there in the classroom with both your teacher and researcher hats on and the multi-tasking is quite overwhelming if you don’t have enough clarity with what you are doing.
  • When will you reflect?
    • Reflection time is something that we might initially cut back on. However, it’s important to give yourself more time before re-engaging with the context. Practically speaking, you could time it so that your project would end just before the holidays if you teach in an educational institution so you would have some time to digest how it happened.
  • What are you trying to change?
    • What are the individual changes?
    • What are the social changes?
    • What are you trying to deal with?
    • Are you comfortable with talking about these changes?
    • Are you comfortable with doing so in academically responsible language free of unnecessary hyperbole?
  • How will you report?
    • Are you comfortable with going public with what you’ve done, flaws and everything?
      • It’s quite rare for research projects to be perfectly flawless but what matters is how responsibly we report it. When you report something as inadequate, you explain how you would do it differently the next time round and then apply it in the next cycle.

Don’t we plan, act, observe and reflect in our everyday lives as teachers?

The difference is the rigour we impose on our documentation and analysis. We might test drive new things in the classroom all the time. However, we wouldn’t necessarily document, analyse and look up theory.

“Action research is a form of collective self-reflective enquiry undertaken by participants in social situations in order to improve the rationality and justice of their own social or educational practices, as well as their understanding of these practices and the situations in which these practices are carried out … The approach is only action research when it is collaborative, though it is important to realise that the action research of the group is achieved through the critically examined actions of the individual group members.”

– Kemmis and McTaggart

Three important attributes

1. Reflexive

Give yourself adequate time for self-reflection where you have opportunities to think through what’s happening at each stage. The reflexive critique also requires an awareness of your own biases, cultural, linguistic and administrative, in perception. The important thing is not the absence of bias but how you take ownership for them and report them. You recognize who you are as a researcher and are aware of how you are about to engage with the context. Therefore, you take responsibility for the impact you create in that context and how that in turn has an impact on your thinking

2. Dialectical

These are dimensions of thinking where you notice the relationship between all the different phenomena in the structure and the context. Upon analysing the data, you can infer that X relates Y because Z happened or identify single events that might have changed the course of the project.

3. Plural structures

It’s crucial to get a rich description of your data so you can analyze several threads from it. You will have a problem when you document your data from just one perspective and then reconstruct inefficiently it from memory. One way to overcome this is to video students or use a dictaphone, after having them sign consent forms. In this way, you can take your time with analysing the interaction. Additionally, while writing up parts of subsequent cycles, you may want to revisit what happened before. Instead of going back to your notes which represent just one version, you study the original in the form of audio or audiovisual media

Demystifying research

Research is a powerful tool.

     Research is a tool of power

                         Research says

Research is used as a tool of power in everyday discourse and  the phrase “research says” skews the general opinion of what research is.

Research becomes the yardstick by which we measure all professional practice with often insufficient regard to context. Throwing in a comment about research shuts up a conversation because we perceive research as the outcome of hard academic labour and many of us don’t have access to it as it might sit behind pay-walls as is the case with most journals.

Research becomes a tool of intimidation however well-meaning. It raises a barrier between those who can and those who can’t. While this might distance academic practice from teaching practice, action research is very elegantly situated between the two. To tell a teacher who is in a classroom every day that they must do research in order to become a better teacher is patronizing. It reduces research to yet another badge on your CV. Not every teacher needs to do research and many teachers have perfectly happy and fulfilled careers without being researchers. However, certain reflective processes in a lot of teaching practice could benefit from research.

We often perceive research as a tool but the only limitation with this line of thinking is that we see it as a fairly nuts and bolts process. So, it becomes quite dull and therefore untenable whereas you could be doing far more interesting things with your time. If we start with the view that research is an end defined by data collection, we miss the wider complex structures of research being a means through which we understand our scientific, social and critical realities.

Resources

Image attribution: Teaching Assistant Orientation (TAO) 2012 by Center for Teaching Vanderbilt University | CC BY-NC 2.0