Overt Teaching: Putting Learners At The Centre Of Their Learn

OVERT TEACHING:PUTTING LEARNERS AT THE CENTRE OF THEIR LEARNING DISCUSSION+DELTA AUGMENTED (DELTA TEACHER DEVELOPMENT)

Overt Teaching argues that successful learning is dependent on learners being actively involved in the learning process. Not only do learners need to be aware of what they are learning and why, but their involvement in the discussion of their own success is critical.

After laying out the case for Overt Teaching, the authors provide practical steps and activities that will take you on the journey from Covert to Overt Teaching. You will be shown what planning, teaching, progress and success look like from the Overt Teacher's point of view.

Part A provides an insightful introduction to Overt Teaching and its effectiveness for learners and teachers alike. Part A looks at:
Where Covert Teaching might come from
The arguments in favour of becoming a more Overt Teacher
Five Principles of Overt Teaching which serve as the basis for the rest of the book.

Part B offers a path for you to move along as you consider becoming a more Overt Teacher. These steps ensure that your learners truly become the centre of their own learning discussion:
Tips and Tasks to encourage you to reflect and develop
Ideas to Try it out and Take it further

Part C considers how the Principles of Overt Teaching can be applied in practice to
A range of teaching situations and modes of delivery
Materials writing and teacher development

This section provides practical examples of how the Principles of Overt Teaching can be put into action.

A pioneering, multi-award-winning series of books for English Language Teachers with professional development in mind, blending theory, practice and development.
The DELTA Teacher Development Series features some of the best and most expert authors in ELT, writing about fundamental areas of professional interest to teachers today. Each title in the series has three distinctive parts – A, B and C, which focus in turn on theory, practice and development:
• A: What do you need to know? What have others in the profession said or written? What is the latest information? How are things changing?
• B: What can you do? What practical activities can you carry out? How can you and your students get the most out of your teaching? How can you help yourself to help them better?
• C: How can you develop from here? What is the next step? How can you go further as a teacher in your own professional development?