Thank you so much Dr. Shady for allowing us to see you in action with your students. That was incredibly helpful to understand how the method works in a real class environment.
Since it can be risky and jeopardize T's proficiency level in the eyes of his/her students, I think we can tweak it and give Ss some topics to choose from a day or two before the session using the poll station as you mentioned. We can also make good use of ChatGPT or any AI website to help the students and us on the spot. This was a fruitful session. And you giving the chance for the TEFL candidates to see such advanced approaches is a privilege, I believe, no one else on level 5 courses would present. Thank you, my friend and mentor ❤️
Very interesting presention that l was really involved in this incredible which is presented by Dr.shady. Thanks alot for your efforts l follow you from lraq country.
A superb exploration of Dogme, and a sound rationale for a generative framework. Really appreciated the "successful" & "less successful" language focus which takes the negativity out of "errors". Also loved how you accepted a potentially delicate topic and ran with it since that is what your learners voted for, whilst at the same time remaining neutral and communicative in the content feedback. The way you set up this lesson clearly provoked a number of rich group discussions. One other major tip that I picked up on was your technique of pausing to allow students to finish some of your sentences (seen an acronym for this somewhere...). I noticed that they were well-versed in this, so you must have got them doing it in an earlier class? You're also making use of voice-recordings/mobile tech & enabling recycling/reformatting of language through the writing tasks at the end. Thank you so much for sharing this!
Thanks for letting us see this approach in action. And the framework you provided makes Dogme easy for us to apply. For me, I've decided to experiment with this approach as I started to experience burnout from lesson planning (very exhausting). So I thought maybe going material-light would help me cut down on prep time. Let's see how it goes. Thanks again🥰
Very interesting approach to ELT. One of the critisisms of dogme is the apparent lack of language input. I am wondering if what we as teachers should take as emergent is the ideas that the learners are trying to express rather than the language? or is it the attempts at language output? Would this be similar to a post task phase in TBLT? I am wonderng if you could comment on that. Thanks very much
I agree emergent language can be tricky in this approach for two reasons: what if they repeat the same mistakes, do we teach over and over again? What if they are level is high and they speak without errors, does that mean we do not teach them more complicated structures?
Dogme is not totally against coursebooks or material. I t is mainly against the heavy dependence on materials. A deep-end dogme will be free of coursebooks while a shallow-end dogme will take a text from a coursebook and build spontanious activities and discussions around it.
Hello Mr. Shady. I think this framework is based on the Community Language Learning approach (CLL), isn't it? On this ground, I believe that students at a low level might need much support from the teacher in the useful language stage. I mean, the teacher is the counselor in this lesson and they might not be able to express the vocabulary or ideas they need for the speaking task in English. Accordingly, could I allow them to use L1 in this stage, then translate the vocabulary/ ideas into English on the board?
@@Britishey thanks a lot for replying. Previously I have watched one amazing episode about ECRIF framework from which I couldn’t distinguish PPP framework.For instance, encounter and clarify are equal to presentation? I’m really grateful if you could reply my question
There are some features of TBL for sure but not exactly the same. In TBL, the free task comes in earlier and there is usually a presentation stage afterwards.
Hi Mr Shady, kikikkkkk, this approach is so risky because delegating your authority to learners would put your reputation on the line if they opted a challenging language item where you cannot approach it in any way. Frankly speaking, this approach would not be my cup of tea at all as a novice teacher. Hahahhh
Thank you so much Dr. Shady for allowing us to see you in action with your students. That was incredibly helpful to understand how the method works in a real class environment.
Always welcome dear.
I come back to this video again and again. A brilliant framework and demonstration.
Thank you my friend. I appreciate it.
Since it can be risky and jeopardize T's proficiency level in the eyes of his/her students, I think we can tweak it and give Ss some topics to choose from a day or two before the session using the poll station as you mentioned. We can also make good use of ChatGPT or any AI website to help the students and us on the spot.
This was a fruitful session. And you giving the chance for the TEFL candidates to see such advanced approaches is a privilege, I believe, no one else on level 5 courses would present.
Thank you, my friend and mentor ❤️
Thanks and the idea you proposed is really good.
I did dogme today with my students and they were so excited and happy. I am so glad for that. Thank u so much sir for all your amazing videos
Great job!
Dogme is my preferred framework for teaching because it allows me to use my creativity, which following a textbook does not.😊
I love it too.
Excellent class!!! Everybody....
Thanks
Very interesting presention that l was really involved in this incredible which is presented by Dr.shady.
Thanks alot for your efforts l follow you from lraq country.
My greetings to the wonderful Iraqi people.. all the love
A superb exploration of Dogme, and a sound rationale for a generative framework. Really appreciated the "successful" & "less successful" language focus which takes the negativity out of "errors". Also loved how you accepted a potentially delicate topic and ran with it since that is what your learners voted for, whilst at the same time remaining neutral and communicative in the content feedback. The way you set up this lesson clearly provoked a number of rich group discussions. One other major tip that I picked up on was your technique of pausing to allow students to finish some of your sentences (seen an acronym for this somewhere...). I noticed that they were well-versed in this, so you must have got them doing it in an earlier class? You're also making use of voice-recordings/mobile tech & enabling recycling/reformatting of language through the writing tasks at the end. Thank you so much for sharing this!
ّIt is so heartening hearing this from you indeed. Thank you so much for the wonderful analysis.
That's how the modern teaching should look like. Anyways, amazing as usual.💙
Thanks my friend for your heartening words.
Most welcome.
Wonderful Dr. Shady.
Thank you so much.
Thanks my friend
Thanks Mr. Shady
This series helped me a lot
Thanks for the motivating words.
Thanks for letting us see this approach in action. And the framework you provided makes Dogme easy for us to apply. For me, I've decided to experiment with this approach as I started to experience burnout from lesson planning (very exhausting). So I thought maybe going material-light would help me cut down on prep time. Let's see how it goes. Thanks again🥰
Always welcome and this book will support you: Teaching Unplugged
You are the best! I found your lesson very helpful! Thank you so much!!!
Always welcome my friend. Thank you for your motivating comment.
Very useful. Thank you.
Always welcome. Thanks.
Thanks so much
Always welcome my friend.
Thank u for this useful video
Always welcome dear
Amazing
Thanks
Thanks
Always welcome.
Very interesting approach to ELT. One of the critisisms of dogme is the apparent lack of language input. I am wondering if what we as teachers should take as emergent is the ideas that the learners are trying to express rather than the language? or is it the attempts at language output? Would this be similar to a post task phase in TBLT? I am wonderng if you could comment on that. Thanks very much
I agree emergent language can be tricky in this approach for two reasons: what if they repeat the same mistakes, do we teach over and over again? What if they are level is high and they speak without errors, does that mean we do not teach them more complicated structures?
Thank you, this lesson has been so helpful. Question: Which approach from the Dogme language teaching requires that teachers don't use textbooks?
Dogme is not totally against coursebooks or material. I t is mainly against the heavy dependence on materials. A deep-end dogme will be free of coursebooks while a shallow-end dogme will take a text from a coursebook and build spontanious activities and discussions around it.
If I choose the main topic from the 5extbook like describing people then I practice dogma with so, is it OK? Or I ll face problems
It is a shallow end to it but worth experimenting, why not?
Hello Mr. Shady.
I think this framework is based on the Community Language Learning approach (CLL), isn't it? On this ground, I believe that students at a low level might need much support from the teacher in the useful language stage. I mean, the teacher is the counselor in this lesson and they might not be able to express the vocabulary or ideas they need for the speaking task in English. Accordingly, could I allow them to use L1 in this stage, then translate the vocabulary/ ideas into English on the board?
I was about to say that the use of L1 is a main feature of CLL.
Another point, dogme is more conversational.
@@Britishey thanks a million👌
Thanks for this useful presentation, yet, what's meant by teaching unplugged?
This is suitable for advanced level students right?
I use it myself with higher levels.
@@Britishey thanks a lot for replying. Previously I have watched one amazing episode about ECRIF framework from which I couldn’t distinguish PPP framework.For instance, encounter and clarify are equal to presentation? I’m really grateful if you could reply my question
It's the same idea as TBL strategy
There are some features of TBL for sure but not exactly the same. In TBL, the free task comes in earlier and there is usually a presentation stage afterwards.
Thank you, Mr. Shady
@@ibrahimsaud8743 always welcome my friend
Hi Mr Shady, kikikkkkk, this approach is so risky because delegating your authority to learners would put your reputation on the line if they opted a challenging language item where you cannot approach it in any way. Frankly speaking, this approach would not be my cup of tea at all as a novice teacher. Hahahhh
Well-said my friend. This is one of the disadvantages of dogme.
Is it Dog ma or Dog me???😁😁😁😁
Dogme but it can be pronounced as both 😂😂
@@Britishey thank u sir