About

The aim of this project is to get teachers thinking about how they teach and what happens in their classroom. I would like to encourage teacher exploration, research and reflection by experimenting with unplugged teaching. I hope this will lead to teachers researching other methods and approaches, allowing them to leave the course book at the class room door and push themselves and their students into new areas to improve themselves and make them better teachers and learners.

This project is not a back lash against course books, course book writers or the publishing companies. The point is to raise awareness in teachers of alternative ways of teaching and in this particular case, teaching unplugged.

The premise is quite simple. Teachers commit to teaching unplugged with a class for at least two lessons and then submit their thoughts and reflections, before, during and after the experience. The thoughts of the students and feedback from them is equally as important and can be collected formally or informally, the choice is the teachers.

All of the experiences will be documented and posted here on the blog for all to see and comment on. Teachers can remain anonymous if they wish or write about their personal teaching situation and include personal details (name, twitter account, blog address etc)

The other service of the blog is to act as a support to teachers who are unsure of what Dogme/Unplugged teaching is. Experienced teachers from around the world have contributed posts, advice and lesson ideas to help point other teachers in the right direction. You will also be able to find out who these contributors are by visiting the contributors page, where you will find links to their blogs and other helpful links.

I can’t guarantee that the experiment will work for everyone. It might be the best thing to ever happen to your teaching, it might simply make a nice change, it could become a regular thing in your teaching or it may be a disappointment. The whole idea is simply to try. Take a leap of faith.

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4 thoughts on “About

  1. Great idea and great blog!

    I often think I have no option but to teach with dogme. Few if no resources, very limited or no copying and quite often, no information apart from the name.of the client. In other situations, I prepare some things for a certain level only to turn up and a completely different level or students with completely different wants. I then have to stick my dogme hat on.

    Good luck with this. I will pop by as much as I can.

    • Hi Phil,

      Great to hear from you and thanks a lot for stopping by and commenting. Would love it if you could contribute to the blog in some way. You are one of the original Dogme Avengers! 😉

      Take care,

      Adam

  2. Hi Adam,

    2 of my pet dogme projects are dogme worksheets are dogme resources.

    The first I make with the students in the lesson and then email them a version for review. For instance, I always get A1/2 students are after a short verbal diagnosis chat, we review and work on numbers, the alphabet, dates, times, work verbs, to have, to be etc by creating personalised structures which I write down. Then, when we extend it, I add more and the student uses it as a basis for spoken practice and finally revision. I like colours so it gets messy. I also like daft drawings.

    My other thing is doing less or no prep but using my dogme resources. I have got fed up of spending time thinking about what to do only to turn up and find things have been done Lready or things need reviewing so I am building up apps and online links to cover typical stuff from a book i.e. pron, grammar, vocab, topical stuff, listening etc. As before, after a quick chat, I chose whT needs to be covered in the time we have for them to solidify what they have or to push them further and then select suitable resources if I think they can help.

    Last week I was asked to discuss a 4 page news article so I read it, underlined interesting bits and that was it. The following 2 hours ended up including a chat, a debate, business/psychology theory, applications, a bit of writing, a video, a short paragraph reading activity and some specif vocab/grammar work.

    I have ditched talking about grammar as it just ends up being tenses. I much prefer structures focused on meaning and result and then adapting them.

  3. Brilliant project! I’ll be reading the results with interest. Currently looking at trying to get this going over here in KL which will be a challenge, but if it sparks a debate I’ll consider it a success. Hopefully we’ll be able to make a contribution. Best of luck with it either way!

    Matt

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