Heads down = “real” work
We had a wonderful professional development session yesterday by Ceri Jones on coursebooks. It was a wonderful moment of querying the role of coursebooks in our classes and really thinking about how we use them.
We discussed what the coursebook means to us individually and the content of an ideal coursebook, looking at how our ideals compare to what the majority currently offer. Then we went on to look at a specific two-page spread and talked about how we would teach that lesson – how we would Select, Adapt and Supplement the material (a healthy dose of SAS is important for every page of the coursebook!).
At this point, Ceri introduced us to Lindsay Clandfield‘s idea of “Heads Up, Heads Down and Heads Together” as a way of categorising the interaction patterns and activity types. After the session, I was thinking further about this: about the variety within the class and, more importantly, what learners respond to. We said during the session that as EFL teachers using a communicative methodology, we instinctively aim for more “heads together” activities as these encourage STT and really get the learners using the target language. However, something that we’ve found, certainly in the extra-curricular classes we give in a local state school, is that learners respond particularly well to “heads down” activities. Younger learners who are taught in a fairly strict, structured, “heads down” environment often struggle to recognise the boundaries of a more communicative “heads together” class, leading to classroom management issues because of noise, high energy levels and over-use of L1. I wonder whether as well, because of their learning experience, they see more benefit in “heads down” activities or whether it’s simply a case of habit and expectations.
As always, it’s essential to have a balance of activities in every lesson. But also, it’s important to keep those “heads down” moments to appeal to all our learners – those intrapersonal learners probably appreciate the chance to do an activity quietly and it may perhaps be their moment to shine as well.
hi t. Nice post! Have you seen the Ted talk on recognising the role and strengths of the introvert and making more space for them. tis intetesting.
Amazing stuff, so inspirational for me as a beginner in teaching. What does SPRE stand for, please? Thank you, thank you, thank you.
I’m glad you find it useful – it started as a space for me to store all the ideas I was picking up as a new-ish teacher.
SPRE stands for Situation – Problem – Response – Evaluation/Ending and is the typical formula for many stories. You can find more about it in this post; https://viewsfromthewhiteboard.edublogs.org/2015/02/25/pet-writing-part-3-a-story/