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10 Secrets That No One Ever Tells You About Materials Writing

Join John Hughes for an online interactive talk on Wednesday 17th February at 4pm GMT.

Like many teachers, John Hughes loves writing his own materials. In fact, as soon as he started teaching thirty years ago, he tried writing his own quizzes, making worksheets for students, and creating classroom questionnaires. But, it also meant that he spent more time preparing lessons than teaching them and they didn’t always work! Looking back, he wishes he’d known the answers to questions such as: Why are black and white photos sometimes better than colour? How do I know if a worksheet will work or fail? Why don’t they understand the instructions? How do I check the level of my texts? And, isn’t there an online tool that will write this faster?

​​​​​​​In this interactive talk, these are just some of the questions we’ll be answering as John shares ten (and possibly more) secrets of writing ELT materials, drawing upon ideas that are in ETpedia Materials Writing, to use in live online classes, face-to-face classes or a mix of the two (hybrid classes).

You can find out more about ETpedia Materials Writing, by John Hughes and Lindsay Clandfield, here.

Tickets cost £5, and for your £5 ticket, you will also receive a £10 discount on copies of ETpedia Materials Writing during the event, so you can get even more fantastic ideas for creating your own materials.

Excellence in Fire and Emergency Awards 2019

Event - Fire and Emergency Awards 2019

Every year emergency service chiefs, their teams and services, suppliers and industry supporters get together at the prestigious One Great George Street, London, to recognise and celebrate the achievements of the fire and emergency services. The Excellence in Fire & Emergency Awards applaud innovative working practices, influential leadership, forward-thinking projects and commitment to the values of the fire and emergency services.

Resources for Pavilion ELT Live 2019

Pavilion ELT Live! Challenges and change in ELT

eve 2019 logo for the Pavilion ELT Live event

 

Date: 22 June 2019
Venue: ORT House, London

⇩ Download full event guide (PDF)
View on-screen fill event guide in a page turner

Pavilion ELT Live, London was our 4th Live! event – a one-day conference packed with seminars, interactive workshops, lively debate and networking opportunities. The conference gave delegates the opportunity to evaluate their own teaching practice, discuss the latest teaching trends and advances, and learn about new ways to incorporate different teaching techniques and methodology into their teaching.

The one-day programme consisted of three strands, to fit a variety of teaching contexts:

  1. Experiential professional development
  2. Debunking the myths
  3. At the chalkface – what really works in practice.

Please find slides from the presentations below.

Downloadable presentations

Talk Number Theme Title of Talk Presenter
Introduction Conference delegate participation The Solution Room Kirsten Holt Download
An interactive session of participation, peer learning and targeted problem solving.
1.1 Experiential professional development Becoming a Teacher-Researcher Chris Farrell Download
This talk looked at some of the first steps a teacher can take towards becoming a teacher-researcher. We looked at the role of reflective inquiry and how this can be structured both by individual teachers and the institution. We also looked at the role of creating a clear structure in lessons through the use of learning outcomes, success criteria, and different assessment techniques, in order to better frame the evidence gathering from your lesson. This session was designed to appeal to teachers interested in learning more about their own teaching, or getting involved in action research.
1.2 Debunking the myth Ten rule breaks to teach vocabulary to the many not the few Fiona Mauchline Download1
Download2
When looking at vocabulary teaching, training courses and teacher development tend to focus on lexical forms, rules, and effective but generic methodology. Don’t translate; Drills and ‘listen & repeat’ are ineffective; Use coloured images and so on. But, truly effective vocabulary teaching also needs to be inclusive, and consider the diverse spectrum of students you might have in the room. In this participative session, we bent the ‘rules’ a little to look at 10 tips for maximising vocabulary learning with multilingual students, students with hearing or sight impairment, colour-blind, and dyslexic students. Because one-size doesn’t fit all.
1.3 At the chalkface (what works in practice) Letting the Students Choose Kate Smook Download
The standard pattern of English language summer schools for teenagers is English lessons in the morning and the ‘fun’ activities in the afternoon. For teachers this can mean that keeping students engaged and motivated can be a challenge. This presentation gave participants the chance to explore the potential benefits of letting students choose when and how they study English through the introduction of a flexible student-centred timetable.
Plenary 1 Debunking the myth Fact or myth? Using the brain in ELT practice Carol Lethaby Download
This interactive plenary considered some common beliefs about the brain and language teaching that neuroscientists consider to be ‘neuromyths’. There were some surprises! We looked at how common misconceptions about the brain and how it works may be affecting classroom practice and student learning. Using teaching examples, it was argued that the latest neuroscientific research can help teachers: firstly, to recognize and avoid classroom practices based on mistaken ideas about how we learn; and secondly, to apply recent findings about the brain in order to enhance and validate good teaching practice.
Plenary 2 Debunking the myth Break the Mould! Adapting and Innovating in the Face of Change Jacqueline Kassteen Download
Human behaviour has changed drastically in the last few decades, and critics are quick to point out that the education industry isn’t keeping up. As pressure mounts and enrolments teeter, it becomes crucial to innovate in order to not only survive, but thrive. In this plenary, Jacqueline shared tips, techniques and various strategies participants could use to overcome the challenges of today and position their brand for growth in 2020 and beyond. She gave compelling examples of brands who had restructured their business, introduced new products or services, changed the student experience, and used powerful marketing methods – all as a response to their changing environment as well as standing out in a competitive market. Participants went away with ideas of how to apply a new way of thinking to their brand; educational offering; marketing; and even their relationships with students, partners, staff, and academics.
2.1 Experiential professional development Ten steps to CPD success Fiona Dunlop & Keith Harding Download1
Download2
When it comes to professional development are you a gong-gatherer, a guru-groupie, a lone star, a team-player or just a brick? There are many different ways of developing in ELT. In this workshop participants explored some of them together and discussed the contexts in which they can flourish and the support systems required to make CPD successful, sustainable and satisfying for all.
2.2a Debunking the myth Why teaching skills means teaching nothing Hugh Dellar Download
The idea of that English-language teachers should be attempting to teach receptive skills is both widely accepted and deeply embedded in our profession. However, research offers little in support of the concept of skills training – and neither classroom experience nor students’ own needs add any further weight to the idea that skills are useful, teachable or even possible to define. In this short talk, Hugh argued that we need to re-consider the purpose of listening and reading texts in the classroom and re-connect so-called skills-based lessons to language teaching.
2.2b Debunking the myth Why the grammar syllabus at low levels makes no sense Andrew Walkley Download
The syllabus at beginner and elementary levels is incredibly standardised across different global general English coursebooks. In this talk Andrew explained why that is, the principles that underlie the syllabus and why both those principles and the syllabus should be challenged and changed. He also drew on some examples from his teaching and writing that point to an alternative approach.
2.3 At the chalkface (what works in practice) Teaching interpersonal skills for better communication Chia Suan Chong Download
Have you ever met the kind of student who might have excellent grammar and vocabulary but simply can’t communicate well? Perhaps they’re not good at building rapport, struggle with disagreement or find teamwork difficult. While many coursebooks offer functional language for disagreeing or starting conversations, what they don’t address, however, is the communication skills they need. How much do they know about their communication style? How do they persuade and influence people? How do they break the ice at a first meeting? This workshop explored how we can help students reflect and become better at communicating in English.
3.1 Experiential professional development Materials: from ideas to reality – and beyond Susan Holden Download
Most teachers use some form of materials: their own, adapted, or provided by a publisher. And yet the ways in which those materials come about, how they are influenced and shaped, and how the original idea may be adapted and modified during the creative and productive processes, are often little known. Using practical examples and participants’ own experiences, this workshop discussed the role of colleagues and editors – as well as market forces – in materials development, and went on to explore ways in which materials evaluation can form part of training programmes.
3.2 Debunking the myth Putting the human centre stage in the classroom Mark Almond Download
This practical workshop looked beyond mainstream language teaching methodology and enquired how and why teachers can apply a number of principles found in certain other practices and theories and adopt a more multi-disciplinary approach in the classroom. These areas include: Flow Theory (Csikszentmihalyi), Politeness and Face Theory (Brown and Levinson; Goffman) and Neuro Linguistic Programming (Grinder). Through a range of theatre-based activities, participants considered how educators working in any sector can practically apply these to the art of teaching, thereby helping them to improve classroom climate, group dynamics, teacher presence and rapport.
3.3 At the chalkface (what works in practice) 21st century skills. Have we been doing them right all along? Christopher Graham Download
21st century skills are increasingly appearing in ELT course books and syllabuses around the world, in some cases to the concern of the teachers that need to deliver them. In this talk participants explored how 21st century skills can be developed and supported not only by teaching them through integration with the language work, but also by putting them into practice through our classroom methodology. And that by doing this, participants felt better about the role of 21 century skills in their classes.

Parental Mental Health and Child Welfare Work Volume 1

Cover of the book - Parental Mental Health and Child Welfare Work Volume 1 - A pavilion Annual 2016

Learning from success series
Improving practice and working together across health and social care

Research has established the potential direct and indirect impacts of mental illness on parenting, the parent-child relationship, and the child, and the extent to which this poses a public health challenge. Problems with how adult and children’s services understand and deliver support to parents with mental health problems and their children have also been identified. In contrast, far less is known about how parents with mental health difficulties and their children can be supported successfully.

The primary aim of Parental Mental Health and Child Welfare Work Volume 1: A Pavilion Annual 2016 is to begin to address this gap in research by capturing different perspectives (policy, research, professional and family) about what constitutes success and the contributions that lead to success. The annual will, share this information, tools and resources, in ways that are accessible, useful, and usable by, the broad range of professional groups involved in this complex area of practice.

Parental Mental Health and Child Welfare Work Volume 1 forms the first volume of Pavilion’s new Annual series, which act as a yearly update on key research, policy developments and practice innovations, in the UK and elsewhere.

 

 

 

Interprofessional Staff Supervision in Adult Health and Social Care Services Volume 1

Cover of the book - Interprofessional Staff Supervision in Adult Health and Social Care Services Volume 1

Learning from success: The Pavilion Annuals
Improving practice and working together across health and social care

Health and social care services are increasingly delivered in integrated settings, but what does this mean for staff supervision?

Supervising staff from a variety of backgrounds can be challenging. Yet it is an area where practice is ahead of the research, few studies have investigated how best to deliver effective supervision in integrated settings or multi-disciplinary teams. What evidence exists tends to focus on services for children, and there is a dearth of information on supervising staff working in adult services.

This annual volume looks at different models of supervision within adult services, addressing a gap in research and practice about what works when supervising staff from across different professional backgrounds, including social work, nursing, health visiting, clinical psychology, community mental health and addiction services.

But what do we mean by successful supervision within integrated and multidisciplinary settings?

How is it conducted and how do we know that it makes a difference?

Does it matter if supervisors are from a different professional background to supervisees, if the key ingredients are the same?

If we agree that supervision is important, answering such questions is crucial if we are to get supervision right for practitioners working in a range of settings and ultimately, people who use services. Interprofessional Staff Supervision in Adult Health and Social Care Services Volume 1: A Pavilion Annual 2016 will support successful supervisory practice by providing readers with a toolkit for supervision in multi-disciplinary teams based on research, practice and unusually, service user perspectives.

 

 

The Diploma in Child Health Volume 1 – POD

Cover of the book - The Diploma in Child Health Volume 1 - A practical study guide

The Royal College of Paediatrics and Child Health’s (RCPCH) Diploma in Child Health is intended to recognise a doctor’s special knowledge and experience in the medical care of children, and to contribute to their continued professional development.

This practical study guide, written by a member of the RCPCH and a senior examiner for the diploma, is essential reading for anyone taking the examination and provide advice and step-by-step guidance to steer postgraduate trainees towards success.

Also available: Volume 2.

Autism and Intellectual Disability in Adults Volume 1

Cover of the book - Autism and Intellectual Disability in Adults - Learning from success The Pavilion Annuals

Autism and Intellectual Disability in Adults: Volume 1 explores issues and practice affecting the support of adults with intellectual disabilities who are on the autism spectrum. This title explores potential key moments in the lives of adults with intellectual disabilities who are on the autism spectrum, covering a breadth of subjects including; policy, health, economics, wellbeing and equality, as well as a wealth of practical information and advocacy-related material.

The first volume in this series has been brought to you by a highly creative group of people, many of whom are either on the autism spectrum or have close family ties to autistic people. The focus of this publication is not on the causes of autism; our interest instead lies in considering ways in which autistic people (focusing here on those with additional intellectual impairments) can have the best possible quality of life, on their own terms. Common themes emerge between authors, including the fundamental requirement to acknowledge, respect and facilitate autistic expertise as being central to the production of research, policy and practice.

Autism and Intellectual Disability in Adults: Volume 1 will inform and benefit health, social care, and education professionals, families, students, support staff in learning disability services and many others. This title shares information, tools and resources in ways that are accessible, useful and usable by the broad range of professional groups involved in this area of practice.

Autism Arts Level 1

Cover of the book - Autism Arts (Level 1) - A drama syllabus for children on the autism spectrum

Autism Arts Level 1 reflects the increasing use of creative arts and drama-therapy to help people with special educational needs to explore, reflect and develop when linguistic ability or intellectual functioning restricts their self-expression.

This drama syllabus, for use by facilitators with and without drama experience, encourages children on the autistic spectrum to learn, interact and develop. Through storytelling, group activities and arts and crafts, students can improve their social skills, self-expression, vocal and physical skills, and imagination.

During the course, children are encouraged to take part in fun and imaginative activities, including singing, dancing, making sock puppets, and acting in the interactive stories Sandy’s Jungle Adventure and The Land of Smilealot!

The syllabus covers three levels, from low to high functioning. Each is level is one year long and comprises three terms with 12 lessons per term. Level 1 focuses on the body and sensory experience. The content is aimed at children and young people from five to fifteen.

Includes CD-rom with supplementary material.

“Abigail Barragry’s wonderful new drama syllabus for children on the autism spectrum offers a three tier course that is easily accessible by both newcomers to the field and also experienced practitioners. At its heart is a belief that drama can be a powerful tool for teaching and learning, even in connection with this very challenging group of children. The courses takes Sue Jennings’ embodiment-projection-role paradigm as one of its underpinning themes, and challenges us to move away from ‘contain and train’ approach to working with autistic children. The documentation is packed with easily accessible practical exercises, which are strongly supported with tips for trainers. I shall be dipping into these materials for many years to come.”

Professor Fraser Brown PhD, Playwork Team, Leeds Metropolitan University

These manuals make up a drama syllabus to help children on the autism spectrum develop their communication skills, life skills and self-confidence.

Autism Arts Level 2: Intermediate functioning autistic children and young people.

Autism Arts Level 3: High functioning autistic children and young people

Compartment Firefighting Series, books 1, 2, 3

Cover of the books - FIRE Compartment series volume 1, 2 and 3 - Firefighters and practitioners at all levels

Save more than 20% on list prices.

Volume 1, Fire Dynamics for Firefighters, simplifies the science of fire dynamics for all frontline and trainee firefighters. It aims to empower firefighters with crucial knowledge around how fires start, spread and develop that will keep themselves and others safe. This allows them to make life saving decisions quickly, based upon the science of fire dynamics.

Volume 2, Reading Fire, focuses on the information that can be collected upon arrival at an incident. The book takes the reader step-by-step through each critical area of the ‘BE-SAHF’ model of assessment, from building, construction and environmental factors, to understanding and reading smoke, airflow, heat and flames. It explores each of these in depth, alongside detailed discussions of the ‘clues’ that need to be deciphered before making a diagnosis and formulating an effective tactical plan.

Volume 3, Fighting Fire, uses this information to consider the most appropriate tools and techniques at your disposal. It examines the selection of appropriate tactics for the stages of fire development and burning profiles as well as a detailed comparison of techniques, including Tactical Ventilation, Transitional Attack, Water Application and Nozzle Techniques. It also concludes with consideration of the STAR Model of Decision Making and an evaluation of Basic Incident Command Principles.