ELT Think Tank Home Forums PD Books PD Book – Creativity in English Language Teaching – edited by Daniel Xerri and Odette Vassallo

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  • Tatiana GomezTatiana Gomez
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    When using micro-learning experiences to acquire new skills as a teacher, it’s essential that we not only learn new concepts on teaching and apply them, but that we reflect upon its application and analyze how we can further help our students’ learning process.

    Share your experience throughout this Think Tank by following this model. You don’t have to do this in just one sitting, take your time, reflect and share.

    Before you begin:

    Let us know you’re going to participate in this discussion. Introduce yourself and let us know your expectations of this chapter just by reading the description that was extracted from the website cited below and answer these questions:

    1. Introduce yourself and your goal for this Think Tank. Be sure to write a SMART Goal.
    2. What did you already know about this book’s subject before you read this book?
    3. What other books did this remind you of?

    Description extracted from British Council

    This book presents the views of a group of teachers, trainers and researchers, all of whom share the belief that creativity needs to be an intrinsic aspect of English Language Teaching. The first group of papers by Alan Maley, Chaz Pugliese, Michela Formosa, Sarah Zammit and JJ Wilson underscore the vital importance of creativity’s place in the classroom, especially since it is a fundamental component of a broad range of human activities, foremost amongst which is language use.
    The papers by Antonia Clare, Maria Cutajar, Sarah Cutajar and Stephanie Xerri Agius discuss how a culture of creativity can be cultivated in the classroom through the amalgamation of creative and critical thinking, and the mind shift experienced by teachers when they position themselves as creative practitioners.
    Rebekka Mamo, Alan Marsh, Jean Sciberras, Candy Fresacher and Nicky Hockly illustrate how the use of literature, poetry, art, advertising and mobile devices respectively can act as a means of spurring learners’ creativity.
    The next group of papers by Michael McCarthy, Jeanne McCarten, Kevin Spiteri, William B. Laidlaw, Justyna Rogers and Patricia Vella Briffa explore different language systems and skills, reminding us that language use is perhaps one of the most common creative feats that learners engage in.
    The final set of papers by Jean Theuma, Larissa Attard and Steve Flinders examine two different language learning contexts, both of which require a high level of communicative ability on the part of learners. The value of creative practices in language learning and teaching is applicable to such contexts and many others.

    Now, download the ebook and take notes of the parts that most caught your attention. Let us know what you thought by answering the following questions.

    Read at least 5 papers from the book and then answer the questions (or you can read it all):

    1. Share a favorite quote from the book. Why did this quote stand out?
    2. What new things did you learn from the ebook?
    3. Which paper did you find more interesting and relevant to your teaching environment?


    Now, apply the PTRL (Plan – Teach – Reflect – Learn) model to continue improving your pronunciation teaching competencies. You will now apply what you’ve learned in your lesson planning and share your experience with fellow teachers by following these indications:


    Tell us your goals for this lesson and share your lesson plan. You can upload your sample lesson plans in this Google Drive folder.


    Share how you taught the lesson by uploading some of your students’ outcomes (log, picture, video, etc.). Not sure how to log your students’ outcomes? Here are some ideas. Share your evidence. 


    Now, it’s time to think about your lesson. Read the questions below and take time to reflect on a personal level your answers. Then write one comprehensive answer where you focus on the most relevant ideas and thoughts you’ve come up with.

    • How did my students respond to that lesson?
    • Was there meaningful student involvement?
    • What aspects of the class were positive? Negative?
    • Are my students willing to take risks?
    • What evidence is there of students learning?
    • Are my students working cooperatively with others?
    • Was I giving enough wait time?
    • What should I do differently tomorrow?


    Share with us one lesson you’ve learned from teaching while using these strategies and how they can further improve your teacher quality.

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