#CELTAchat 02/04/2020 Moving existing and future CELTA courses online

Here are the collated tweets for our #CELTAchat on Thursday 02/04/2020 Moving existing and future CELTA courses online. If anyone can volunteer to write a summary for our blog it would be great...https://t.co/cEn2L9wvy1 pic.twitter.com/vZqLQqveWQ

— Fiona Price (@fionaljp) April 4, 2020

#CELTAchat Thursday 6 March: Prescriptive Approaches

Here’s the transcript for #CELTAchat on Thursday 6 March. A great read if you missed it like me. We need a volunteer summary writer if anyone would like to have a go...https://t.co/DxoiKryZDM

— Fiona Price (@fionaljp) March 7, 2020

#CELTAchat Thursday 6 February: Trainees using TBL in TP

#CELTAchat Transcript for Thursday 6 February 2020: Trainees Using TBL in TP. We need a summary writer please. Any volunteers? 🙏 https://t.co/7ib0L3uqK1 pic.twitter.com/dTFM3akND9

— #CELTAchat (@AchatCelt) February 8, 2020

#CELTAchat Thursday 9 January 2020: Supporting emotions and mental health on CELTAs

We are looking for a volunteer summary writer to summarise our first chat of the new year.  Could it be you?  Let us know in the comments below or post a tweet using #CELTAchat hashtag. We'd be so grateful!

                                                                                        Photo by Hans M on Unsplash
Transcript

#CELTAchat Monday 4 November 2019: Flipping CELTA

A quick summary of #CELTAchat on Flipping CELTA: 

Benefits, Questions and Concerns

Benefits

An innovative idea

Intrigued by the idea of spending more time on practice and reflection than input

Trainee led

Trainees watch/do sessions at the point of need

Questions

Are the input sessions shorter?

How long are they?

You could vary how flipped they are according to trainees needs. Would you say? 

Some sessions may be better f2f?

Is hybrid the way to go with flexibility – flipped/f2f input?

Does flipping CELTA not mean setting learning outside class, followed by sessions to practice/clarify/deal with questions?

Are cultural implications taken into consideration? e.g. a context where teacher-led support is expected at first.

How do trainees take to it?

How do they get good demos of boardwork in context?

Is flipped CELTA the best of both worlds?

Does the pressure of an intensive course mean they skimp on reading/viewing input?

If input need to be online, it means initially someone needs to write it. Who?

Are input sessions shared? Created collaboratively? How does it work?

How do centres get  trainees to understand and buy into the approach?

How are new trainers trained up for flipping? Is flipped CELTA for experienced tutors?

How is the course presented at interview if so many things: hybrid /flipped / f2f?

Concerns

We can’t just take f2f CELTA and flip it.

One of my misgivings – trainees often say a good thing about sessions is that we use techniques and general classroom management in them…

Other concerns (as a freelancer), getting paid for the time spent writing input  and ownership of materials...

                                                                        collated by @fionaljp

 Transcript

#CELTAchat Monday 9 September: Reflecting on CETA2019 in Edinburgh

#CELTAchat transcript for Monday 9 September: Reflecting on CETA2019. Do we have a volunteer summary writer please? https://t.co/H9PvCls4Jl pic.twitter.com/vPlx9m2GNb

— Fiona Price (@fionaljp) September 11, 2019

#CELTAchat Summary writers needed for June and July

Looking for volunteers to write #CELTAchat summaries for:

June: Ensuring To Standard Lessons

July:  What to do when there are Assessor problems / How to build trainees ability to set up and maintain relevant contexts / Is this a relevant topic for updating input? 

Please respond in the comments below if you can volunteer to write one for us!

                                                                                Photo by Patrick Fore on Unsplash