Structuring input sessions

Topic Focus

To consider how we can structure effective input sessions.

30 minutes

In this topic we will look at some examples of different ways of structuring input sessions. Although the different models exemplify sessions focusing on certain areas of teaching, they can be adapted for use in sessions dealing with a variety of different topics.

Task 1: Using video observations (Model 1)

This model is for an input session on teaching grammar. Click on each title to read more about the stage. Then put the suggested stages into what you consider to be the most logical order. Finally, compare with our suggested sequence.

Task 2: A trainer-led demonstration (Model 2)

In this session on teaching reading the trainer acts as the model for teaching.

Task 3: Using texts (Model 3)

This is a session on teaching writing.

Task 4: A workshop approach (Model 4)

This is a suggested sequence for a workshop on classroom management.

Task 5: Flipped input (Model 5)

How would you structure input on teaching vocabulary taking a flipped approach? Draw on your experience where possible. Make some notes. Then compare your ideas with ours. Again, what similarities and differences are there?

Before the input session: Trainees watch a vocabulary lesson and read about how to teach vocabulary. They make a note of different techniques and what it means to know a word.

Lead-in: Trainees discuss their answers to the pre-input session tasks producing a list of good practice for teaching vocabulary. 

Planning: Working in pairs, teachers are given a list of words and have to produce a context and plan how to teach their words.

Discussion: Trainees are regrouped and either describe their ideas or peer teach their vocabulary presentation. 

Reflection: Trainees give feedback to each other on the good aspects of their vocabulary presentations as well as some suggestions for improvement. The trainer also feeds in further advice. 

Task 6: Reflection

Make some notes in your journal. 

Which of these approaches would be (un)suitable in your context?
How could they be adapted to make them more relevant for the  teachers you work with?
Can you think of any other way(s) of structuring a workshop that have worked/would work well in your context?