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Personal Study Programme

Personal Study Programme. Rationale and Marketing. Personal Study Polemic. Rationale and Marketing. Outline. Industry background Methodological background Rationale for the change Marketing and differentiating Results?. Industry - Historical Background.

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Personal Study Programme

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  1. Personal Study Programme Rationale and Marketing

  2. Personal Study Polemic Rationale and Marketing

  3. Outline • Industry background • Methodological background • Rationale for the change • Marketing and differentiating • Results?

  4. Industry - Historical Background • 80s-90s one cassette per class (had to have a counter) • Language laboratories very expensive • Lock step teaching • T.E.N.O.R (apart from holidays, films, music) • Bigger schools offer ESP courses twice a year

  5. Methodology BackgroundProblems with traditional listening lessons? – Ron White 1985 • Not much time actually spent listening • Product not process (…to answer Qs in the book) • Little freedom to develop strategies • Cannot control medium or ask for repetition • No listening to speaking links • Teacher or course-book writer decides what will be listened to and when • Student is powerless in decision making

  6. Possible solutions? Allow students to: • reflect on issues with comprehension • reflect on links between listening and speaking • become active participants in listening process • have control of the equipment • design the tasks • Choose what they listen to

  7. Conclusion on possible solutions? ‘The listening lesson becomes less predictable…it does take some getting used to, but it pays off in terms of motivation, development of listening skills and preparation for real life listening’

  8. OK for listening what about reading? Top Ten Tips for Teaching Reading Ray Williams ELT Journal Jan 1986

  9. 9/10 tips • In the absence of interesting texts, very little is possible • The primary activity of a reading lesson should be learners reading texts – not listening to the teacher • Practise recognition/knowledge of commonly occurring sentence patterns…. • Classroom procedure should reflect the purposeful task-based interactive nature of real reading • Teachers must learn to be quiet

  10. 9/10 tips 5. Exercise types should …..approximate to cognitive reality (authentic, appropriate tasks) 6. It doesn’t matter very much what learners read…., as long as they enjoy doing it 7. Reading ….also involves contributing (attitudes, experience etc.) – schemata? 8. Progress…requires learners to use their ears as well as their eyes,…learners should be encouraged also to listen to texts… AND FINALLY……….

  11. 9/10 tips 9/10. When the learners reach the stage when they no longer need our help, that is success: as teachers of reading our professional objective is to make ourselves redundant

  12. Academic RationaleWhat areas does PSP address? • Do students get control of media, content, tasks? • Can they get speaking practice? • Is one hour practice really one hour practice? • Does it allow for different learning styles, skills priorities to be addressed for the individual learner? • Does it help encourage learner autonomy? • Can it be on topics relevant to each learner?

  13. Control of Media and Content

  14. Harvard Managementor 1 Control of Media Learner Autonomy – How shall I approach this? What is MY learning style?

  15. AUDIO

  16. LearnDirect - Video Arts

  17. Netlanguages Control of content and media

  18. Summary of PSP Rationale • Students control media, content, tasks • 1 hour listening practice = 1 hour listening • Allows 1:1 speaking slots • Allows for different learning styles, educational background, skills priorities to be addressed for the individual learner • Encourages learner autonomy • Learner choice of topics • More detailed recording and reporting

  19. Marketing Rationale • Industry standard model out-dated? • Differentiation important • Geographical and transport issues • Profile raising to agents (IHN alone(?) can do much more at short notice) • USP • Preparation for internships • Allows flexibility in intensity and start dates and course duration • Any Monday-any special purposes (?)

  20. How Do We Market PSP? • Alternative to closed ESP courses • More flexible dates than ESP courses • Post-course reporting is much more comprehensive • Real time reporting is possible • German and Saudi students are not the same • The course can adapted to individual’s progress, preferences/needs, educational background and learning styles

  21. Defining features of IH Newcastle Marketing • High academic and welfare standards • Flexibility of course type • Flexibility of course intensity • Flexibility of course adaptability • Flexibility of homestay hosts(over 200 rooms) • Flexibility of choice with apartments and homestay and executive apartments and summer apartments • We are a joy to work with! (Agents’ thought AND ours!) • Great location and social and cultural programme • We go one step further – so you can too!

  22. Conclusion • If you want to be treated like Student ‘A’… • If you have no individual learning needs or style… • If your cultural and educational background don’t matter… • If you are happy with a paragraph of clichés after spending £5k on your course… • If you want to practise your own language… • If you really think ‘one size fits all’… • ….then you have a very wide choice of schools that give you little or no choice • If you don’t…. …you have International House Newcastle

  23. New Acronym • T.R.E.V.O.R

  24. New Acronym - T.R.E.V.O.R • Teaching • Relevant • English for • Very • Obvious • Reasons

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