Effective CCQs and Elicitation Techniques in the Classroom
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Reflective Questions:
1. How do you know that your students have understood what you’ve just taught them?
2. How do you usually come up with CCQs?
3. Eliciting versus Telling: what are the pros and cons of each?
4. How do you measure your own Teacher Talking Time?1.-Recapping on what has been learnt in class : vocabulary, lexis, grammatical structures, without asking explicitly if they have understood it.
2.-On a regular basis, when new items are introduced and also as a form of revision to refresh concepts already seen.
3.- Eliciting requires an stimulating teaching environment where it is possible to link new learning with items already learnt and where students can reach deeper levels of engagement. Possibly a set back could be to miss out ideas in a group sessions and in some instances people may argue that it is more time consuming than “telling”.
4.- This Has been something I had to learn throughout my teaching years. TTK is under control and I try to keep it this way. Not easy, though.Useful websites for this workshop as mentioned in the input session:
https://galleryteachers.com/elt-workshops/
https://www.teachingenglish.org.uk/article/eliciting
https://www.teach-this.com/ideas/eliciting
https://www.eslactivity.org/eliciting/
https://www.futurelearn.com/info/courses/cambridge-teach-in-english/0/steps/17954Further Recommended Reading:
Elicitation: A Powerful Diagnostic Tool for Actively Involving Learners in the Learning Process
Arab World English Journal (AWEJ)Special Issue: The Dynamics of EFL in Saudi Arabia, December 2019
https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3512512Teachers’ elicitation: Inviting Students to Speak
Bustami Usman, Nour Ayouni, Iskandar Abdul Samad, Siti Sarah Fitriani Vol 3, No 1 (2018) Usman
http://jurnal.unissula.ac.id/index.php/edulite/article/view/2149It has been a very enlightening webinar. I liked the examples a lot. Thank you very much.
Great ideas!
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