Well, it's back to the grind once more. I arrived back at work on the third for a day of speeches and workshops and Working Stuff Out On Flipchart Paper. Reading College is actually not bad at delivering lots of CPD - there's quite a variety, although it does tend to be aimed at newer teachers, I find. In fact, I have delivered CPD sessions myself, something I quite enjoy. It's always nice to do the teacher equivakent of a Show and Tell, and have your work recognised.
Doing one of the training sessions last week, however, I was a little surprised to see a worksheet with something a bit familiar on it. A web of some kind.
'Right, we've got these here', said the CPD leader in our room, 'Now, what I think you've got to do with these is draw a little spider on them, showing where you think your department are in relation to one of these key criteria....'
I looked at the diagram. There was no doubt about it - it was MY idea. The trouble was, it was a poor imitation of it, and the person leading the exercise didn't understand it!
What a bloody cheek.
Now, I wouldn't mind if they'd acknowledged my name somewhere - I feel ideas should be shared, within reason. I also wouldn't have minded so much if they'd deployed it correctly, which they didn't. It was the combination of using the idea poorly and no acknowledgement which really narked me.
So, I hear you cry, what is this idea then?
Simple: It's a Web Profile, or a GLAW (Global Language/Learning Ability Web) Profile, and I'm going to share with you how it works.
The idea came out of a problem I'd been toying with during tutorial sessions with my students - how do you show a learner's ability and progress in the different areas of skills and systems (Reading, Writing, Listening, Speaking, Vocabulary and Grammar) in relation to each other?
I began by toying with circles and blocks - the idea being that the bigger the circle or block, the greater the learner's knowledge of the skill or system represented. Then I reasoned that learning a language is all about expanding knowledge - that is, it is a holistic experience: In order to represent this, you need something that expands from a middle point.
After toying with circles and different gradients of colour, I then thought about segments to represent the different skills and systems we expect a learner to become proficient in, and suddenly, this was born:
We then add the levels of knowledge. In the diagram below, I've used the CEFR scales from A1 to B2 as an example, with A1 representing the centre of the web and so on outwards:
So, how do we use it? Simplicity itself: You just colour in the segments. So, you might have a learner who you judge to be at B1 as a speaker, but hasn't reached that level in writing. You just shade in the appropriate level. What immediately becomes apparent is the relationship between the different skills and systems - for example, someone who is poor in reading is likely to also have poor vocabulary, while someone else may have excellent grammar knowledge but finds it difficult to be productive.
We can also use two or more colours, to represent whether a learner's use of a particular area is weak, emergent or consolidated. In the (slightly exaggerated) example below, I've used a two-colour system (basically two flourescent markers ):
The beauty of this system is that it visually represents the learner's global, holistic use of a language. I have given these to students to complete themselves, then got them to compare their ideas with my own. During tutorials, it really allows the learner to understand which areas they need to focus on, and the relationships between the different areas that make up language.
However, it doesn't stop there: this profiling system can easily be adapted to other learning areas as well - indeed, several teachers in my college are looking how it can be used to help their students in areas such as Maths, Digital Photography and Plumbing!
We can also make it even more complex - for example, I did play around with adding all the key 'Can Do' statements for CEFR on it seeking to highlight specific targets, but keeping it simple seems to work better.
And THAT is how this is meant to work!
Feel free to experiment with it and use it - all I ask is a little acknowledgement :)
ESOL (11) Motivation (11) Methodology (7) Acquisition (6) Learning (6) Portfolios (5) Dip TESOL (4) dogme (4) EFL (3) FE (3) blended learning (3) language citizens (3) language commuters (3) language denizens (3) language tourists (3) linguistic hierarchy (3) marking (3) #eltchat (2) English (2) Hierarchy of needs (2) L1 (2) Maslow (2) Natural Approach (2) SATs (2) SLA (2) Silent Way (2) Speaker and listener roles (2) The Language City (2) Turkish (2) VLEs (2) attitudes (2) differentiation (2) elt (2) handling and manipulating (2) iPad (2) language and depression (2) language at intermediate level (2) language city model (2) learner attitudes (2) lesson (2) lesson planning (2) moodle (2) phonology and phonetics (2) smart phones (2) speaking (2) teaching (2) technology (2) ALTE (1) Arabic (1) CEFR (1) CLL (1) Cadbury's Creme Eggs (1) Classroom activity (1) Communication (1) DTLLS (1) ELT Unplugged (1) ETS (1) French As An Evil Language (1) GLAW profilies (1) Higher level students (1) L1 context (1) Language Interaction (1) Observations (1) P4C (1) Steve Krashen (1) Syllabus (1) TPR (1) actuive vocabulary (1) advice (1) ambiguous language (1) approaches (1) apps (1) articulator (1) aspect (1) blockbuster (1) boardwork (1) bullying (1) childhood acquisition (1) citizen (1) citizenship (1) city guide (1) classroom techniques (1) cognitive tasks (1) conjunctions (1) copyright (1) creating content (1) curating content (1) diagram (1) digital literacy (1) dimension (1) disruption (1) distance learning (1) e-learning (1) easter (1) encoding (1) english uk (1) examiner (1) experiments (1) failure (1) fossilization (1) future forms (1) grade scales (1) grading (1) grammar (1) group work (1) handedness (1) holistic learning (1) integration (1) interlanguage (1) l2 (1) lesson ideas (1) lexis (1) listening (1) literacy (1) manager (1) meaningful interaction (1) mindfulness (1) mondays (1) neologism (1) online content (1) page o rama (1) passive grammar (1) passive vocabulary (1) podcast (1) politics (1) power law distributions (1) presentation (1) problem solving (1) provider (1) register (1) research (1) resolutions (1) routine (1) sentence structure (1) silent running (1) skills and systems (1) stereotypes (1) style (1) suggestopedia (1) teacher talk time (1) tense (1) tenses (1) total bloody genius (1) tutorial aids (1) tutors (1) twitter (1) using IT (1) validity (1) varieties of English (1) web profiles (1) world englishes (1)