What is Demand High Teaching?
I first heard of Demand High Teaching in March 2012, when Jim Scrivener and Adrian Underhill launched a low-key, no-frills blog containing a brief introduction to the concept. In their words:
“Demand High asks:
Are our learners capable of more, much more?
Have the tasks and techniques we use in class become rituals and ends in themselves?
How can we stop “covering material” and start focusing on the potential for deep learning?
What small tweaks and adjustments can we make to shift the whole focus of our teaching towards getting that engine of learning going?
Demand High is not a method and it is not anti any method. We are not anti-Communicative Approach. We are not anti-dogme. We are not anti-Task Based Learning. We are simply suggesting adjustments to whatever it is you are already doing in class – ways of getting much greater depth of tangible engagement and learning.”
A few months later, I attended a lively plenary by Scrivener himself in which he managed to pull off the nearly impossible: get me truly excited about yet another ELT trend – except that Demand High is not really a trend, but essentially a way of looking at teachers’ / learners’ roles and classroom processes, as he makes clear in this video. Continue reading In defense of Demand High Teaching
I don’t think I have ever taught or observed an advanced lesson that went seriously wrong. I mean cringe-worthy wrong. Which is hardly surprising.
After all, advanced students have been in the game long enough and know enough English to ensure that most of our lessons run – at worst – relatively smoothly.
But I have often walked out of lively, fun, seemingly trouble-free C1 lessons, wondering deep down how much learning had really taken place. And this has bothered me at least since 1996, which is when I began to take a hard look at advanced students and their ever-so-overlooked needs. Here are some of the things I’ve learned:
Click here for more: http://www.richmondshare.com.br/?p=565
Internet memes are all around us these days. Whether you like them or not, you are bombarded with them 24/7 through social media. And so are your learners – kids, teens and adults who sometimes find learning about grammar difficult… or just dead boring! So how can you take advantage of internet memes to help your learners understand grammar? In other words, how can you use internet memes for checking key grammar concepts? Read on and find out. Continue reading Internet memes & concept checking, by Marcelo de Cristo
A lot of what we do in class tends to be related to grammar in one way or another. This post, which won the British Council Blog of the Month Award in Feb 2013, examines some of the questions that we should ask ourselves before planning a grammar lesson.
Continue reading 4 questions to help you plan your next grammar lesson