Design and Evaluation of Training Programs - Week 11 - Designing an Effective Workshop

Introduction: Hello and welcome to Week 11 of the course Design and Evaluation of Teacher Training Programs and Workshops for the Master's in English Teaching at ULACIT. Today we will do several activities to explore the topics of narrative frames for class and teacher development, teacher talking time, and characteristics of effective teacher training workshops.

Today's Goals:

• Participate in a narrative frame activity and propse ways this technique can be used with students and trainees.
• Consider practical ways to research the topic ot teacher and student talking time.
• Apply concpets from the reading to the design of your teacher training workshop.

Guiding Questions:

• What are the possible uses of narrative frames to help promote reflection among students and trainees?
• How can I measure my teacher talking time and my classroom action zone?
• What are my principles for designing an effective teacher training workshop?

Warm Up: Writing my Thoughts

Click the link below and find your place in the document. Take the time you have to write brief but thoughtful responses to the prompts.

• Group Worksheet: CLICK HERE

• What similarities do you notice between the experiences of the students in this course?
• What differences do you notice?
• What are some possible applications of this kind of activity as a professional development strategy?
• Remember that we learned that training can address a gap in knowledge or skill. However, attitudes and awareness are also important to address in teacher training and development. How might activities like these be used to measure trainee attitudes and promote reflection on their growing awareness regarding the topic of training?

Task 1: Sharing your PD Journal

Let's take a moment to share one of the entries you made in your PD Journal in Week 10. As you share your highlight, let's think about how this tip connects to how we as individual teachers can develop in our practice and how we as trainers can use these techniques to support teacher growth with teachers we work with.

• Research Your Own Teaching
• Use narrative frames to explore teaching
• Use narrative writing
• Monitor your teacher talking time (TTT)
• Monitor your action zone
• Use a case study to explore teaching and learning

Click to view full size image.

Task 2: Exploring Narrative Frames

In your reading this week from Richards (2017), the author suggests several tips for professional development that involve writing and narrative. Let's look deeper at the topic of writing from a teaching perspective and from a professional development standpoint.

• In your experience, what is challenging about incorporating writing in an English course?
• What do students tend to struggle with? What strategies have you used to help them?
• In your opinion, how does the process of writing benefit a student's thinking and language development? How is the process (and benefits) of writing different than the process of speaking?

• From a teacher perspective, how often have you written about your teaching and for what purpose did you do the writing?
• In what ways is writing about a teaching experience, belief, problem, or success story different than simply having a conversation about it?
• What are the benefits of writing about personal teaching experiences for a teacher's professional development?

What are narrative frames?

Burkhuizen and Wette (2008) discuss the use of narrative frames as a tool to encourage teacher reflection and processing of experience as a part of a teacher education program or ongoing professional development initiative. They list the following strengths.

• They reduce teachers' anxiety about writing reflectively and avoid concerns about whether or not they are doing it correctly. 
• They provide flexibility in terms of what teachers write but are designed in a way to elicit specific kinds of thoughts and reflections. "Frames dictate the topics that they cover by channelling the responses (p. 381)."
• They can be helpful data collection instruments for qualitative research.

One of the biggest benefits of using narrative frames with a group of teachers is that it ensures that each writing will be personalized and unique why still maintaining a similar structure and length. This makes it much easier to do activities in which teachers read each others' narratives, compare and contrast them, identify recurring themes and patterns, react to them and draw conclusions.

• What are some training and ongoing professional development contexts in which this kind of writing might be useful?

Task 3: Researching Your Teaching

Richards (2017) also mentions two other areas that teachers can research in the classroom, their Teacher Talking Time (TTT) and their Action Zone. The need to reduce TTT is a common issue in many language teaching contexts but before it can be properly addressed, the concept of TTT needs to be clearly explored with teachers. Simply telling teachers to talk less, is not likely to have a big effect.

• What functions (if any) does TTT have in the learning process?
• Are there different kinds of teacher talk? If so, are some forms of teacher talk more beneficial than others?
• If there are different forms of teacher talk, are there differnt forms of student talk? Is all Student Talking Time (STT) the same?
• Are certain forms of STT more beneficial than others?
• In your teaching context, what is the ideal ratio of TTT to STT? How could you measure this?

Richards says "We unconsciously tend to interact more with some students than with others, and the interaction pattern that we typically make use of is known as the teacher's action zone (2017, p. 87)." In face to face classes, your action zone has a physical component.

• Where do you typically stand when interacting with students?
• How often do you move from this spot? 
• If you had to create a kind of "heat map" or track your foot path through the classroom, what would it look like?

Of course, the more important aspect of the action zone is which students are involved in the activities and speaking opportunities and to what degree they participate. An important project for professional development could be having teachers investigate their action zone, who is most clearly in the zone and who is out and then seek to define the factors (teacher, student, environmental, etc.) that lead to this configuration.

• What strategies could you suggest to help teachers carry out this kind of research and reflective analysis?
• What are some particular challenges related to the topic of the teacher action zone in an online teacing context?

Task 4: Avoid the Sun Ray Approach

In my experience, most teachers (myself included) are quite unaware of the actual amount of TTT and STT in their classes and their calculations are rough and based more on gut feelings than actual numbers. 

• What strategies can teachers use to measure and monitor their TTT?

I've used two strategies with teachers I have trained. The first is to have them estimate the opportunities for STT by categorizing activities in their lesson plan as being high STT or low STT. Another strategy has been to have them review a recording of their lesson and complete THIS FORM. Once teachers become aware of their actual TTT/STT ratio, they can work to improve it. Richards provides a great list of reflection questions for teachers on page 86.

Task 5: What Makes an Workshop Effective?

In your reading response for this week your read a a chapter in Nation & Macalister (2010) about the design of in-service workshops. Let's review some key content from the study guide and see how they can be applied in our training workshop:

• Group 1: CLICK HERE
• Group 2: CLICK HERE
• Group 3: CLICK HERE

What's coming? 

• Ongoing PD Program Propsal: CLICK HERE

References:

Burkhuizen, G & Wette, R. (2008). Narrative frames for exploring the experiences of language teachers. System36(), 327-387.

Nation, I.S.P., & Macalister, J. (2010) Language Curriculum Design. Routledge.

Richards, J. (2017). Jack C Richard's 50 Tips for Teacher Development. Cambridge University Press.

 Teaching Grammar - Week 11 - Noticing Grammar

Introduction: Hello and welcome to Week 11 of the course Teaching Grammar for the Licenciatura in English Teaching at ULACIT. In this class we will do several activities to explore the topics of noticing and consciousness raising activities in grammar acquisition. 

Today's Goals:

• Explore the collaborative grammar study guide activity type and articulate the challenges and strengths of using it.
• Discuss the power of noticing and describe strategies to help raise students' awareness of the form and meaning relationships.
• Begin planning your grammar textbook review assignment. 

Guiding Questions:

• What role does noticing play in the acquisition of grammar items?
• How can teachers help students notice salient features of the target language?

Task 1: Grammar Review Study Guides

Let's explore another grammar activity type, Mark's collaborative grammar review study guides. These documents require students require students to complete a number of tasks to explore the form, meaning, and use of a particular grammar topic in a student-centered way. Click your group link below to get started. 

• Group 1: CLICK HERE
• Group 2: CLICK HERE
• Group 3: CLICK HERE

•   Now Discuss:
• What did you think of the activity?
• How challenging was this activity for you?
• How would you describe the way the document was written and what you were asked to do?
• This document was created for future teachers in a university level grammar course. How do you think this activity could be modifed for lower level language learners?

Task 2: Consciousness Raising Activities

As you just learned, many scholars say it essential for learners to notice the important grammar features in the language the hear and read. Teachers can help students with this noticing by creating consciousness raising tasks that require students to pay attention to how different forms are used in context. Click your group link below.

• Group 1: CLICK HERE
• Group 2: CLICK HERE
• Group 3: CLICK HERE

Task 3: Your Upcoming Assignments

On the last day of class, you and your group members will give a 20-30 minute presentation to review the way a sample textbook addresses grammar. Read the instructions for the activity below. Then click the link to the virtual library to select a book.

• Assignment Guidelines: CLICK HERE
• Virtual Library: CLICK HERE

References: 

Thornbury, S. (2001). Uncovering Grammar. Macmillan Education.

  Diseño de Materiales - Week 10 - Working with Authentic Materials

Introduction: Hello and welcome to Week 10 of the course Diseño de Materiales for the Licenciatura in English Teaching program at ULACIT. In this class we will talk about the concept of task authenticity and we will discuss some practical strategies to create your own authentic listenings and explore a framework for designing class activities with them. 

Today's Goals:

• Deliver an elevator pitch regarding the topic of materials and speaking skills.
• Explore the concept of task authenticity and propose task ideas for sample texts.
• Create a semi-structured interview recording and propose an activity sequence for students to follow.
• Clarify instructions regarding the didactic materials file and presentation.

Guiding Questions:

• What is task authenticity and why is it important?
• What are the benefits and challenges of using semi-structured interviews as a material design technique?

Task 1: Speaking Skill Elevator Pitch

This week you submitted your Materials and Macroskills Paper. Let's take a moment to share the highlights of your research in the form of an elevator pitch. You will have 3 minutes to prepare your pitch and 90 seconds to deliver it. Use the prompts below to organize your pitch. 

• Second language speaking involves...
• Speaking games involve... They are effective because ... 
• Problem-solving activities involve ... They are effective because ...
• Roleplays involve... They are effective because ... 

Task 2: Demo Activity

In this activity you will experience a demonstration of an activity sequence using an authentic text. This was originally designed for a group of intermediate adult learners. The topic of their unit was "People and Places" and it discussed reasons why people live where they do and why people move. Click your group link below and follow the instructions.

• Group Link: CLICK HERE

Task 3: Demo Activity Processing

Now look back at the demo sequence and discuss the following questions from a teacher perspective.

• Describe the characteristics of the text (video).

• Was it an example of an authentic material? Why or why not?

• What were some potential or real strengths and challenges of using the video with intermediate learners?

• Describe the tasks that you were asked to do 

• What aspects of the activities facilitated the comprehension of the text?

• Brian Tomlinson says that learning materials should serve one or more of the following four functions. Did these texts and tasks serve any of these functions?

• Instructional: They inform learners about the language.
• Experiential: They provide exposure to the langauage in use.
• Elicitative: They stimulate students to use language.
• Exploratory: They faciliate discoveries about language use.

Principles for Working with Authentic Texts: 

Read the list of principles from chapter 6 of McGrath. How can you relate them to the previous activity? Can you give an example from your own teaching context?

• Help Comprehension: Students will find it easier to cope with "real life" listening/reading if they are exposed to authentic texts in class.

• Put the Learner in the Picture: In most real life listening and reading scenarios, we have context to help us. We are interacting in a conversation and understand the purpose. We are listening to two people talk in line behind us and we the situation informs what is happening, Learners listening to recording in the classroom are at a disadvantage because they are hearing the audio out of context. Before playing the audio, give the learners all the contextual information they would have if they were really there.

• Focus on Meaning: Natural (real life) text processing involves a primary focus on meaning.

• The meanings that we ask students to extract should be related to the meanings the intended reader or listener is expected to derive from the text.

• Give students support: If you want learners to cope with the challenges of the text, give them help.

• Focus on Language: After meaningful processing of the text has occured, you can then draw students' attention to language features, not before.

Task 4: Creating Your Own "Authentic" Materials

It can be extremely difficult to find an authentic video or audio file about the topic of the lesson that perfectly fits your students' needs, interests, proficiency level. You can save yourself the trouble by creating your own by using the technique of semi-structured interviews. 

• Readiness Tasks: Questions to put students in the right frame of mind to experience the audio.

• What was the last snack you ate?
• Why do you like that snack?

• Experience Tasks: Questions or tasks for students to do while they listen to help them connect with the audio and process what they are hearing.

• CLICK HERE to access the Jamboard.

• Personal Response Tasks: Questions to elicit a personal response from students after they hear the audio. These are not comprehension questions. Instead, they should be focused on eliciting students' thoughts and feelings about what they just heard.

• What do you think about the combinations the speakers mentioned? 
• Do any of them sound good to you?
• Have you tried any of the combinations mentioned by the speakers?

• Extension Tasks: Production activities that are inspired by the content of the audio. These can be discussions, debates, role-plays, writing prompts, etc. 

• Task 1: Tell your partners about your own weird food combination. 

• What is the combination?
• Why do you like it?
• How did you discover this combination?

• Task 2: Role-Play - Imagine you work for a fast food restaurant or snack food company. Create a marketing plan for a unique new combination that will catch people's attention, build their curiosity, and make them want to try it. Create your sales pitch and be ready to share with the group.

• Language Tasks: Bring students' attention to specific features of the audio by playing segments or showing quotes to help them make discoveries about the language or reinforce some linguistic aspect (grammar, vocab, pronunciation, etc.). Here are some sample quotes from the text you heard. What are some possible language tasks you could do with them?

• "I guess I just came up with it myself.
• "I've heard it's really good for hangovers."
• "He would drizzle honey all over the scrambled eggs."

• "You were telling us earlier about something weird your brother used to do." 
• "Yeah my brother used to eat this disgusting thing. He would make... or my mom would make scrambled eggs and he would drizzle honey all over the scrambled eggs." 

• "I'll start off with a food combination that I've always liked since I was a kid. 
• "I've been doing that for a long time. 

• Mark's Inverview Archive: CLICK HERE to access a playlist of semi-structured interviews your teacher has created over the years for use in the classroom. 

Task 5: Task Authenticity

Penny Ur in her book "A Course in Language Teaching" makes a very important point about authenticity in reading and listening. If we are using authentic texts, we should also consider whether we are asking our students to carry out authentic tasks! Reading the following extracts. After each one, summarize what you read and tell your partners what you think about it. 

• Authenticity of Text and Task: "With less proficient learners, we usually use simplified texts in order to make the appropriate in level for our learners; and tasks also may not represent any kind of real-life reading purpose. This is because such materials on the whole are more effective at earlier stages of learning; indeed, the use of ‘authentic’ texts with less proficient learners is often frustrating and counter-productive."

• "However, ultimately we want our learners to be able to cope with the same kinds of reading that are encountered by native speakers of the target language. As they become more advanced, therefore, it would seem sensible to start basing their reading practice on a wide variety of authentic (or near-authentic) texts, and on tasks that represent the kinds of things a reader would do with them in real life rather than on conventional comprehension exercises. Answering multiple choice questions on a poem, for example, or filling in words missing from a letter would seem a fairly irrelevant response to these types of discourse: discussing the interpretation of the poem or writing an answer to the letter would be more appropriate. Obviously completely authentic performance cannot always be provided for – we are not going to turn out classroom into a kitchen, for example, in order to respond authentically to a recipe! – but we can, and should make some attempt to select tasks that approximate to those we might do in real life." 

• Beyond Understanding: Our aims in (real-life) reading usually go beyond mere understanding. We may wish to understand something in order to learn from it (in a course of study, for example), in order to find out how to act (instructions, directions), in order to express an opinion about it (a letter requesting advice), or for many other purposes. Other pieces of writing, into which the writer has invested thought and care (literature, for example) demand a personal response from the reader to the ideas in the text, such as interpretation, application to other contexts, criticism or evaluation. Advanced reading activities should therefore see the understanding of a text only as a preliminary step on the way to further learning or other personal purposes. 

• Combining Skills: Tasks that are based on more complex thinking are likely to involve a more complex process. Also, in general, more advanced language work of any kind tends to involve longer, multi-stage activities, in order to explore to the full the opportunities to engage with the language in different ways. It is therefore very likely that activity before, during and after the reading itself will entail extended speaking, listening and writing. 

CLICK HERE to view a collection of authentic texts. What authentic tasks could you have your students do with them?

References

McGrath, I. (2016). Materials Evaluation & Design for Language Teaching. Edinburg University Press.

   TOEIC Preparation: Week 10

Warm Up: Making Predictions

Spin the wheel and look at the option. On a scale of 1 to 10, how likely are you to do this in the next 48 hours? Why?

Task 2: Meaning from Context

Work with partners to read the text and sentences. Use context clues to guess the meanings of the words in bold. They are nonsense words that take the place of real words in English. 

• Sample Text: "Scientists say that ningles and humans are in trouble because high bazootas are fruming polar cridlington causing the levels of ocean narg to rise. The high bazootas are caused in large part by the firtling of fossil fuels and smoke from forest fires. Oceanographers have been frizing sea narg levels for the past decade and noticed a steady increase."

• The sentence was written on a piece of drurb.
• Most drurb, like snow, is osgrave.
• Cats are domestic ningles.
• Polar bears, which are osgrave ningles, live where there is cridlington.
• If you set fire to drurb, it firtles.
• If you pour narg on firtling drurb, the flames go out.
• If you put cridlington into hot narg, it frumes.
• Cridlington frumes at a bazoota over 0° C.
• Narg boobles  at a bazoota of 100° C.
• We frize bazootas with a nast.

What do you think the following non-sense words mean?

• Drurb
• Osgrave
• Ningle
• Cridlington
• Firtle
• Narg
• Frume
• Bazoota
• Booble
• Frize
• Nast

Task 2: Vocabulary Questions

Work with your partners to complete the task below. In each reading you will find one or more vocabulary words. Read the words in the context of the sentence and make a guess about what they mean. How could you state these terms in other words?

• Text 1: Restate the highlighted term in your own words.

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• Text 2: Restate the highlighted terms in your own words.

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• Text 3: Restate the highlighted terms in your own words.

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Now CLICK HERE to see your answer choices for each of the items above. Work with your partners to decide which option has the closest meaning to the highlighted words.

Task 3: Focused Practice

One of the challenges of Part 7 are the multi-passage texts where you need to read two or three related texts and answer questions about them. In this group mini-test you will work with your partners to complete two double passage sets and one triple passage sets.

• Multi-Passage Sets: CLICK HERE

Task 4: Focused Practice - Text Message Chains

One of the new text types that you will find on the TOEIC reading exam involves text messaging chains or chat messages between colleagues or friends. To practice this text type, take the group quiz below. The quiz was split into two parts for your convenience.

• Chat Conversations 1: CLICK HERE
• Chat Conversations 2: CLICK HERE

  Teaching Grammar - Week 10 - Communicative Tasks in Grammar Teaching

Introduction: Hello and welcome to Week 10 of the course Teaching Grammar for the Licenciatura in English Teaching at ULACIT. In this class we will do several activities to explore the topics of tasks in grammar teaching and the use of corpus data to help students make discoveries about language. 

Today's Goals:

• Explore one of three task gap types (information, opinion, and reasoning) and share the logic, strengths, and challenges of your assigned task type with your partners.
• Search corpus data to make discoveries about how words and phrases are actually used. 
• Begin sequencing your syllabus content for your Grammar Syllabus Proposal.

Guiding Questions:

• What are the features of a communicative task?
• What are the benefits of using tasks to develop students' ability to use grammar communicatively.
• How can corpus linguistics help us make discoveries about how language is actually used?

Task 1: Exploring Task Types

Click on your assigned link below to expore your task type. Be ready to explain what you learned to your partners when we return to the main room. 

• Group 1 - Information Gap Tasks - CLICK HERE
• Group 2 - Opinion Gap Tasks - CLICK HERE
• Group 3 - Reasoning Gap Tasks - CLICK HERE

Task 2: Using COCA

The Corpus of Contemporary American English (COCA) is the world's largest collection of spoken and written English texts containing over a billion words. You can search the corpus to learn lots of interesting things about how words and phrases work. It's free, but you need an account. 

• Sign up: CLICK HERE or copy/paste this link into your internet browser. 
• https://www.english-corpora.org/register.asp?n=y

• Try it out: CLICK HERE or copy/paste the link into your internet browser to go to the search page. Type in your favorite English word or short phrase.
• https://www.english-corpora.org/coca/

• Options: Try using the following options to see what you can learn.
• Word: Definition, Topics, Collocates

Task 3: Using Corpus Data

Now you will continue working with COCA to complete some tasks with your partners. Click your group link below and follow the instructions.

• Group 1: CLICK HERE
• Group 2: CLICK HERE

Task 4: Grammar Syllabus Proposal Project

Last week you worked with your partners to select CEFR can-do statements. From those statements you extracted specific communicative aims. Then you brainstormed specific grammar structures, useful phrases, and vocabulary words to achieve the aims as well as some possible learning activities for students.

Now it is time to put the pieces together. You need to arrange your course into 3 distinct units. Each with at least two communicative aims and all of the language points and suggested learning tasks. For homework you will write a brief paper describing your syllabus proposal and justifying the choices that you made when designing the course. Get started now!

• Assignment Guidelines: CLICK HERE

• Group 1: CLICK HERE
• Group 2: CLICK HERE

 Design and Evaluation of Training Programs - Week 10 - Training All Kinds of People

Introduction: Hello and welcome to Week 10 of the course Design and Evaluation of Teacher Training Programs and Workshops for the Master's in English Teaching at ULACIT. Today we will do several activities to explore the topics of loop input, the experiential learning cycle, and personality profiles of trainees.

Today's Goals:

• Experience an example of loop input and explore its benefits and challenges for teacher training.
• Discuss the personality characteristics of trainees and propose strategies to incorporate all trainees into the workshop activities.
• Review a sample Teacher Training Proposal that fullfills all of the requirements of the assignment.

Guiding Questions:

• How can the experiential learning cycle and the concept of loop input be applied in the context of a teacher training workshop?
• How do personality facotrs influence the development of a workshop?
• What strategies can I use to make my training inclusive for everyone?

Warm Up: My Teacher Personality

In this activity you will explore the Big 5 Personality Model, a well established model of five personality characteristics from the field of psychology. One partner should share the screen and then click the three dots at the bottom of the presentation to enter full-screen mode. Follow the instructions in the presentation.

...

Task 1: Sharing your PD Journal

Let's take a moment to share one of the entries you made in your PD Journal in Week 9. As you share your highlight, let's think about how this tip connects to how we as individual teachers can develop in our practice and how we as trainers can use these techniques to support teacher growth with teachers we work with.

• Expand Your Teaching Skills
• Experience classroom activities
• Watch videos of teaching
• Use wikis for collaborative teacher development
• Take part in micro-teaching
• Be creative

Click to view full size image.

Task 2: Experiential Learning Cycle and Looped Input

In your reading this week from Richards (2017), the author suggests several tips for professional development that allow the teacher to have a learning "experience". Discuss the following questions.

• What comes to mind when you read the phrases "experiential learning" or "learning through experience"?
• What kinds of experiences provide meaningful learning opportunities for teachers?
• What are the benefits of thanking and "experiential" approach to teacher training?

Click to view full sized image.

One way to give teachers a powerful learning experience is to do a "demo" teaching activity or lesson in which trainee teachers play the role of language learners and the trainer acts as the teacher. After the demo lesson, the trainees take off their "student hats" and consider the activity from a teacher perspective before creating their own activity or lesson based on the previous model.

• What experience have you had using demo lessons and activities as a trainer or as a trainee?
• Was the experience successful?
• What was challenging about it? 
• Does this technique have any limitations?

Click to view full sized image.

Let's try a variation on the demo activity using a technique called "loop input". Click the link below and follow the teacher's instructions.

• Dictation Worksheet: CLICK HERE

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Training involves "content" (what is to be learned) and "process" (how it is to be learned). According to Tessa Woodward, the creator of loop input, this technique is "a specific type of experiential teacher training process that involves an alignment of the process and content of learning" (Woodward, 2003, p. 301). This means that the content of the demonstration activity is related to the specific teaching technique to be learned. In this example, a demonstration of a dictation activity included a text about how to give dictations. This concept can be applied to many other teaching techniques that you may want to train your teachers on. 

As Woodward (2003) says, "the advantages of loop input are that it is multi-sensory, in just the same ways as experiential learning, but with the added advantage of involving self-descriptivity and recursion...[and]...some participants thus learn more deeply as a result of this reverberation between process and content" (p. 303). 

What are some ways that you might teach the following techniques to a group of trainee teachers using a loop input technique?

• PPP - Presentation, Practice, Production
• Pre-While-Post activities for listening or reading
• Flipped Learning
• Jigsaw Reading/Listening
• Use of some particular educational technology
• Other training topics

Does loop input have its limitations? What might they be?

Task 3: The Personality Parade - Training All Kinds of People

This week you read a chapter from Jolles (2005) about 8 personality types that you are likely to encounter as a trainer. Many of these personality types will be familar to you already from your experience working with students over the years. Click the gtroup worksheet below and follow the instructions.

• Group Worksheet: CLICK HERE

Task 4: Project Check-in

Your Training Program Proposal is due next week. To prepare for this assignment, it will be helpful for you to review a sample project from a pervious academic term that completely fulfilled the requirements. This will give you a good idea of what is expected of you.

• Sample Training Proposal: CLICK HERE
• Training Program Proposal Guidelines: CLICK HERE

References:

Huges, J. (2010, May 28). Do you still use loop input? John Hughes ELT. 

https://johnhugheselt.com/2010/05/28/do-we-still-use-loop-input-these-days/#:~:text=Loop%20input%20appears%20to%20have,of%20the%20process%20and%20content.

Jolles, R. (2005). How to Run Seminars and Workshops (2nd ed.). John Wiley & Sons, Inc.

Richards, J. (2017). Jack C Richard's 50 Tips for Teacher Development. Cambridge University Press.

Woodward, T. (2003). Loop Input. ELT Journal 57(3), 301-304.