 OK, so, good morning. This little, this is my little transition routine. It's very necessary to get students' attention between different types of activities. So sometimes the focus will be on me. Sometimes the focus will be on you. And when I want to get your attention again, what I'm going to do is. And the good thing about this is it means it's a call and response routine, right? So it means that you have to put down your phones or your pens or whatever in order to be able to respond. So that means I kind of get your full attention. So it's a little technique that I use in. I'm Matthew Johnson. I teach in Magisterio, in Centro Universitario, Cardinal Fisneros, in Alcalá de Náez. And this is a teacher training college. I also have psychology degrees and degrees in social education as well. And it's affiliated to the University of Alcalá. And I coordinate the bilingual project there. So I'm involved in the training of future bilingual teachers. We have a bilingual itinerary. And those students have about 50% of their credits taught through English using the CLIL methodological approach. And the philosophy that we have really is that we don't tell them how to teach using CLIL. The group of teachers in the bilingual project, we actually use the CLIL approach with them so they get to experience it themselves. And we get them to reflect on the things that we're doing and the approach that we're using and the different techniques and so on. So that's the way I work and that's the way I'm going to work today. When I say that's the way I'm going to work today, that's not exactly true. It's the 12th of July. Friday is my last day working. I'm kind of in relax mode. So today you are going to work a lot and I'm not going to work very much really. My work happened before when I prepared the presentation and I prepared the session. So today you'll be doing the work and I'll be taking it easy. So the flip classroom or flip learning is something which is kind of fashionable at the moment. It's on everybody's lips, right? But I'm interested not just in how we do these things but why. The kind of thing that my students hate when in exams you know when you say Justificatura swesta, no? Well today I'm going to justify my answer. I'm going to kind of argue why I think this is a good thing and why it's appropriate for CLIL. So it's not just how but also why. So these are the three things we're going to do. We're going to look at some opportunities and also the challenges because I have done a very similar session to this one before and we had no internet. It didn't really work quite so well. So I know there are challenges but we got through it and it was fine in the end. We're going to look at some activities and you're going to do a few activities and use a few of the tools. We'll look at some of those tools but I'm not a fan of those presentations on technology where the presenter gives you a list of here's a tool you can use and here's another tool you can use and here's another tool. Have you seen this for making cartoons? There are many tools which can achieve the same objectives. So what we need to look at really is the objective. I can show you an example of a tool but more exists which you might actually prefer. So let's get started and I'm going to put the focus on you. I want to reflect first of all. I want to think about this. This is my question. Think about your time in class as a teacher and how your time is divided proportionately. How much time do you spend doing different things in class? What I'd like you to do on a piece of paper, I'm going to give you a moment of quiet individual time about a minute to think about this and I want you to draw a pie chart like this and I want you to divide it between the different activities that you as a teacher carry out in class. Now this is mine and it looks great on here but it doesn't look so good on there. Monitoring, that's one of the things I do a lot of. I spend 50% of my time walking around the class and watching what the students are doing. More or less I think. Guiding them, helping them. Sometimes I monitor and I say nothing. Sometimes I monitor and they ask me questions. Sometimes I monitor and I notice things and I want to intervene. So that's kind of 29% of my time. The smallest proportion here is time spent explaining. I don't really spend very much time doing this at all. The other one is extending and giving feedback and feeding back to the group and so on. So what I'd like you to do and you've got a minute, first of all, is to draw your pie chart, think of the things you do in class and kind of make it proportionate. Ready, steady, go. Your categories don't have to be the same as mine. You teach in primary, I teach at university. I'm sure we do very different things on some occasions. Thank you, that's working very well. Now, what I'd like you to do is to share your pie chart with somebody or some people sitting close to you. I'd also like you to reflect a little bit. Are there any surprises here now that you've stopped and thought about this? Are there any things you spend too much time doing or any things that maybe you think you don't spend enough time doing? So what I'd like you to do really is to share your pie chart and what you do and what you wrote and why with your partner. I'll give you a couple of minutes to do that. Go. Thank you. What about some of the categories or some of the activities or some of the things that you do in class? Mine were monitoring and guiding, explaining and so on. You probably wrote some different things. What other things did you write? I saw some interesting ones. I saw somebody who wrote control. Controlling the crowd, I guess. Of course, this happens. I saw somebody wrote something like inventing new activities which was a surprise for me in the class. Inventing new activities, but... We invent them because we have autism children and to attract attention, we use ICT tools, design flash cars or a list of words and chairs with the schools around us. Sounds great, right? Of course. We spend some time improvising. It's true. Improvising sounds like a bad thing, but really it's adaptive teaching. It's adapting to the necessities on the spot. Must be a good thing. Doesn't mean you didn't prepare. It means that things happen and you need to adapt. What other things do you do apart from controlling and adapting and evaluating? What does evaluating mean? Define that, please. So it's not just giving tests. Okay, good. Observing, of course, which is a part of evaluation. Anything else? Expand, please. So not necessarily problems with their learning, but with cohabiting. Anything else? How do you do that? There's a lot of social work going on here as well as teaching. Did anybody put up your hand if you wrote down explaining? Good. Put up your hand if you wrote more than 50% of the time explaining. More than 40%? 40. More than 30? More than 20? I mean, I guess we spend at least 20% of the time explaining, right? Did anyone write down giving input? That's a nice way of saying explaining, isn't it, or not? No, not. Good. Justify your answer. I think explaining is more like playing grammar. But giving input, although you can use it to explaining grammar as well, maybe it's more because I used to teach younger students from 6 to 8 years old, so they need more input, more orders, skills, more listening. So I say give input because they need the first input to get the output. And they need more passive input in order to, in the future, in the future, even they are in fifth year, sixth year, produce more, so they need more input. So this is like exposure, not giving them exposure to the language. Okay, good, good. Well, what I'm interested in doing now is taking a risk, taking a chance, no? I really hope that some of you or most of you have QR code readers. However, I'm going to ask you to work in groups. I don't need everybody to have one. So if you can work in a group of the people that are in the same line as you, and if one person in that group has a tablet or a phone with a QR code reader, that would be great. And what I'd like to do now is to, I mean, let's go here and we'll see what it looks like. Have any of you used a tablet? Have you used it? Let's have a look. Fingers crossed. Don't worry, I'll go back to the QR code in a moment. I just want you to see what you'll see first. So, give me one second. Okay, so I'll bring the QR card back in a moment. This is, I'll bring it back. This is what you're going to see. Padlet is a great sharing tool, okay? And as you can see, I put a little post on here. The question was, what do you like doing in class? And if you, on your phone or on your tablet, if you click on here, or if you click on the add button, then you will get a little box in which you can write your responses as well, okay? So, what I'd like you to do is just one person in each group to talk together and to respond to the question. And let's go back to this. Why do you like teaching and what do you enjoy doing in class? Because I'm sure some of the things like the disciplining and maybe even the explaining of grammar are not necessary of things which you most enjoy doing, right? Yeah, that's fine. We can have a cue at the front of people trying to focus from closer. That's fine. Even if the Wi-Fi is a bit problematic, even with your Dados, you're not going to use very much. So, if the Wi-Fi is not going very well, then you'll be fine to use Dados to write one little message. While some of you are in, I can see some activity. So, just to make my instructions clear, if you're in, you have to answer the question, why do you like teaching and what things do you like doing in class? Okay, so, of course we could go on and spend more time doing this. But we have a selection of a few comments here. And you see, obviously this works better on a tablet or a computer than it does on a mobile phone because you have a much bigger screen to play with. But the idea of this is it's a collaborative tool that you can use in real time or not. So, it's the kind of thing that you could use in the classroom but also the kind of thing that works very well outside the classroom if they have access to the technology so that they can cooperate, collaborate and communicate really, because it's a different medium. So, it's good that you... I mean, I noticed some things on here that having fun, I think that's a great one. You love having fun in class. Do you have fun in class when you're explaining grammar and maybe you do? It's not impossible. I love grammar. But quite often when it's teacher-centred and the teacher is like the fountain of knowledge and it's the teacher giving the input, neither the teacher nor the students are having that much fun, right? And there's one key idea here and it's kind of what I'm doing at the moment. And this idea is lockstep. Have you heard of this expression before, lockstep? What does it mean? Tell us. Kind of. It's like... Exactly. It's what soldiers do when they march, no? When soldiers march, it's the wrong pace for most of them because some of them are shorter and some of them are taller and their leg lengths are different but they have to go at the same pace. And the same thing in the classroom is that some of the students are doing the same thing at the same time. Quite often that's in a situation where it's the teacher explaining and for some of the students, the teacher's explanation is too quick and they get lost. And for some of the students, the teacher's explanation is too slow and they get bored. But we insist on doing this, now having them all doing the same thing following our explanation at the same time. And one of the ideas about the classroom is that element of teaching which is the teacher's transmission and verbal explanations can be done in other ways and we can spend more time in the classroom doing things that maybe we enjoy more and that perhaps they enjoy more and that is at the right pace for them as well. So, let me just go back to the... Let me just go back to the presentation. We could go back to the Padlet and do it again but it's being in a little bit time consuming. The idea of this is what do they enjoy or not enjoy doing in class? And I think the question really is if we think about it, how would those two lists compare? So, if you asked your students what they like doing in class, what do you think they would say? A give you 30 seconds to talk to someone near to you. What would your students say if you asked them that question? I said 30 seconds, I wasn't lying. Well, what would they say that they enjoy doing in class? Games, dancing, computers, singing, working in groups. PE, okay. Quizzes and things. I guess everybody's using cahooth, right? Yeah, since cahooth was discovered I've never met a teacher in the last five years who's not using cahooth. They love this kind of thing, right? Do the lists coincide? Do you like doing the same things you like doing? More or less, no? Do you like singing and dancing? Is this a group of it? Are these infant teachers here? It's a very different mindset, definitely. Okay. Some of the messages I saw up here I thought, sounds like infant teachers. Yeah, very good. So, the thing is I think we often insist on doing things in class which we don't like doing, but we continue doing them which begs the question, why? And what can we do about it? And the thing is, is I think these often, the songs and the games these are often the rewards for them behaving well during the boring stuff. Okay. It's quite often the case. It's a big generalisation. I'm sure that's not always true. But in many situations I think that can be that can be a reality, right? So, if we can make all the fun stuff really worthwhile, useful, the focus, the main focus of the class and kind of do the boring stuff outside the class, then that sounds like a win-win situation to me. Now, I have a little question. Every now and then I'm going to stop and I'm going to stop and ask you this question. The question is, how was it for you? So, from this session so far the things we've talked at that you've done, which was compare your ideas with your partners, draw the graph, use Padlet. How was the experience? And be critical. Think about it on practical and pedagogical levels, okay? Talk to your partners 30 seconds and then you can tell me. How has the experience of the session been so far? And don't just tell me nice things to make me feel happy. I'm very receptive to constructive criticism. So, don't worry. So, what do you think? Okay. Any thoughts to share? No? Okay. Anything to share? Thanks. Yeah, that's a bad... Yeah. But that's a very good point. You don't want to teach in the way that you were taught. From my experience in Magisterio it doesn't matter how much stuff we teach them when they get into their practicum sometimes they revert to teaching the way they were taught. It's the biggest influence on them and we have to fight against this. I think you're right. Anything else to share? All the other speakers, Elena and everybody else has been telling me that what a great participative group you are all eager to see? And I come along and I kill it. Okay. So, a couple of ideas. I'm not going to read it. You read it. This is the key question. When deciding what we're doing class for me and of course nobody... It's true. We don't. But keeping it in mind I think we should only be doing things in class that the students can't do without us. And I quite often find that they do stuff in class then they go home and it's the parents who help them to do certain things that they weren't really clear about in the classroom. I remember I used to spend when I taught English as a foreign language years ago there was a lot of time doing listening in class. And it suddenly came to me that this was a waste of time because they could do listening that they didn't need me to press play on the CD recorder. So I reduced, I didn't eliminate but I reduced the amount of time spent on listening and I worked on listening in a different way because I realized lots of the things they could do at home. Do you know the think-pair-share technique? Does anyone use this with you so far? It's a scaffolding technique to promote oral output and also cognitive processes as well. If I ask you this question now let's do a little demonstration. So what can the teacher or students doing class that they can't do at home? Stay with the friends. See, I'm disappointed now because she was prepared with the answer. I was expecting shock and silence because I gave her no time to think so think-pair-share is a very nice strategy for getting students to think not only about the question and the idea, but also how they're going to express themselves. So this is what we're going to do. That's the question and I am going to insist on 30 seconds of silence which is thinking individually. Can we achieve this? Can we do 30 seconds? Yeah, I'm sure we can. Then the second step is share and in this case what you do is you talk to the person sitting next to you and you compare your ideas. Sorry, this is pair. And share is the third step where if you wish you can share it with the whole group. Now why does this work? First, you have time to think. Second, you have time maybe to generate more ideas with your partner to confirm that your ideas are quite good because if they think the same as you then and if they think something different then maybe you learn. And then because you're talking about it you're also practicing for the moment when you might have to speak in front of the whole class. So that's the idea with this. It's a very easy stage. Teachers often ask questions ask a student wait for two seconds when they get no response they ask a different student not going to help students to respond to questions, right? So, can we do 30 seconds? What can the students and the teacher do in class that they can't do at home? 30 seconds starting. See, impossible! You did 4 seconds of silence. Never mind.