The Distance Delta

Experimental
Practice
Guidelines
The Distance Delta

The Experimental Practice Assignment 1

©International House London and the British Council
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Guidelines for Writing the EP Assignment

Introduction and Overview
In this assignment you will be researching and writing about a particular lesson type, teaching
procedure or technique which is new to you, and one that you are interested in. You should relate it
to an area of language or skill of relevance to your learners. The assignment is 1500 – 2000 in length
and consists of:

 A commentary (1000 – 1600 words) which provides a rationale for the focus of the assignment
and explores the theory behind it whilst relating this to your teaching context and own
professional development.

 The lesson outline (not included in word count and attached as appendices) which includes
experiment and lesson objectives, the procedure and your methods of gathering data.

 A post-lesson evaluation of the experiment including a future action plan (400 – 500 words).

Please note that this is a very different kind of assignment from the Language Systems and Skills
Assignments. It is a piece of structured Action Research and therefore the content and approach is
different: you are focusing on the process and evaluation of the experiment, hence the word count
weighting towards the evaluation and action plan, and so, for example, even if the lesson is not
successful this does not matter as long as you are able to draw conclusions about the approach or
procedure from the experiment.

Contents
1. Areas for Experimentation

2. Template for the Assignment

Appendices

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1. Areas for the Experiment

Here are some suggestions:

 TBL (Task-Based Learning)  a grammaticisation activity

 using the Lexical Approach  using dictation or dictogloss

 TPR (Total Physical Response)  using storytelling

 CLL (Community Language Learning)  building a dialogue

 a Suggestopaedia technique  a ‘live listening’ activity

 a Silent Way approach  using a process writing activity

 NLP (Neuro-Linguistic Programming)  content teaching

 using a learner-training activity  using decoding in a listening lesson

 using a ‘Dogme’ approach other: consult the Course Coordinator

The Experimental Practice (EP) is part of the Professional Development Assignment (PDA) and is
designed to contribute to your learning and to other parts of Module 2. Therefore, choose
something that will aid your professional development, perhaps based on Stage 1 of the Reflection
and Action (RA) assignment. For example, if you see yourself as an ‘entertainer’, or have been told
this, and as someone who perhaps talks too much or whose lessons are overly teacher-fronted, you
could investigate those aspects of the Silent Way. Gattegno talks about the subordination of
teaching to learning, and design a genuinely learner-centred lesson. Alternatively, If you feel your
grammar lessons lack variety, you could try a grammaticisation activity such as a text reconstruction
or a dictogloss to extend your repertoire. The Methods and Trends in ELT input will give you other
ideas of what you could usefully explore. If you want to talk through your choice of topic or need
some advice, please contact the Course Coordinator. Please note that Course Tutors are available for
consultation after they join the course in the third week of Unit 2.

2. Template for the Assignment

Below is an overview of how the EP is scheduled:

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Course Participant Activity Tutor Support

Research and write draft assignment Course Coordinator answers questions

(1600 words max) in the forums

Submit draft Course Tutor (who has now joined the

course) marks draft

Make necessary amendments and Course Tutor answers questions in the

produce final draft forums

Produce lesson outline and teach Optional observation by Local Tutor or

lesson (Appendices) colleague

Evaluate lesson and write final post- Optional discussion with Local Tutor
lesson stage (500 words max) about the lesson

Submit completed assignment Course Tutor marks final draft and

provides feedback report

There is tutor support for all stages of the EP but most importantly we advise that you take
advantage of the draft facility offered by the Distance Delta, the deadline for this is in the course
calendar. Your Course Tutor can then give you individual feedback on your draft assignment before
you submit the final version. We recommend submitting the draft before you have taught the
lesson, though if owing to local constraints you have already taught it then including it in your draft
submit is also possible. After you have submitted the draft, your Course Tutor will give you formal
written feedback within one week.

It is important to note how this assignment differs in content from the assignment and lesson plan
you produced on the Orientation Course. Although Cambridge English use the term ‘commentary’,
this term will mean something slightly different in an LSA. Think of the EP as a 1500 – 2000 word
assignment which accompanies an unassessed, (usually) unobserved 40 – 60 minute lesson and
which has a much reduced lesson plan in the appendices. As with an LSA, there needs to be a
minimum of five learners present.

Below is a breakdown of what you are expected to include and we recommend using these headings
in your assignment. There is a recommended word count where appropriate. Cambridge assessment
criteria are listed in brackets and are as follows:

Successful candidates can focus on the topic of the assignment by:

 Demonstrating understanding of selected approaches/procedures/techniques/materials with

reference to any underlying theory (3a)

 Justifying the selected approaches/procedures/techniques/materials (3a) with reference to the

teaching context, the specific group of learners and their own professional development. (3b)

 Evaluating the success or otherwise of the experiment with reference to the planned aims and
outcomes for both the learners and the teacher (3c).

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Cover Page (Not in word count)

Including a title, list of contents (headings with page numbers and any appendices of materials) and
the word count (1500 – 2000 words)

Commentary: Introduction: (+/-250)

State your interest in the topic you have chosen. You can refer to classroom experience, your
learners, feedback from your Diagnostic Assignment in the RA, general professional development as
well as your reading. (3b)


Commentary: Description of the Approach / Procedure / Technique / Material (+/-750)
Explain what it is and the theory behind it and its practice. To do this you will need to research
several relevant reference books and/or articles, and refer to sources in the text. (3a)

Commentary: Teaching Context and Learners (+/-500)

Why have you selected this approach / procedure / technique / material as the basis of your
experiment? Explain its relevance to your teaching context and the specific group of learners in your
class as well as your own professional development (3b)


Post-Lesson Evaluation: Experiment Evaluation (+/-300)
Evaluate the strengths and weaknesses of the experiment in relation to the objectives and drawing
on information from data collected. Remember to attach any observation sheets or learner
questionnaires as appendices. (3c)

Post-Lesson Evaluation: Action Plan for Future Professional Development (+/-200)

Briefly identify ways in which this area could be adapted for inclusion in future work or
consideration of why this area is not worth further extension or adaptation. You can refer to
different levels and different uses of the approach / procedure / technique / material. Make sure
your action points are concrete and measurable. (3c)




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Bibliography
Provide a bibliography of key sources consulted. Ensure you have referenced these in the text. Your
bibliography should follow this example ‘White, G. 1998 Listening Oxford University Press’ and be
arranged in alphabetical order of the authors (1d, 1e).

Appendices: Lesson Outline (Not in word count)

Experiment Objectives (suggested +/-150)

Identify objectives for the experiment, e.g. ‘Find out what the learners’ reactions to TPR are.’ ‘Does
it aid their memory of the target language?’ Make sure your objectives are specific and measurable.

Methods of Evaluation (suggested +/-350)

Describe how you plan to evaluate the experimental approach / procedure / technique / material
and its effectiveness. You need to refer here directly to your objectives, showing how you will
evaluate them. Look back to the PDA Overview document for some ideas and the principles of
classroom-based research. If a colleague is observing you, you could give them specific observation
points relating to the experiment. You could also get feedback from the students, either at the end
of the lesson or afterwards from interviews or a questionnaire (samples of these plus observation
points should be added as appendices).

Lesson Aims

Even though your experiment is, for example, on the Lexical Approach there are still specific lesson
language/skills aims, the same as there would be for an LSA e.g. ‘By the end of the lesson the
students will be better able to understand and use 8 phrasal verbs in the context of travel’. These
aims should be relevant and useful to the learners.

Lesson Procedure

Re-read the section in the Course Guide which gives information and advice on writing lesson
procedures but include a full ‘reconstructable’ lesson procedure with timing, stage labels and stage
aims as well as description of teacher and learner activity. It should be between 40 and 60 minutes
in length.

Lesson Materials

Include sourced copies of any materials used in the lesson.

Other Appendices

Include collated data, your sample observation sheets, video/audio transcripts, learner feedback
questionnaires etc.

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Task 1: Examples of Good Practice from Previous Candidates (10mins)

Referring to the grid above, look at the following EP extracts taken from past strong assignments. Decide which section the extract comes from and what
the candidate has done well. See Appendix 1 for answers. Use this appendix as a checklist when drafting and checking your own assignment.

1. In Poland my students had a high exposure to English and 2. I chose… as the focus for my experimental practice 3. The most tangible language gain made by students
a great deal of interest in learning ‘real English.’ because I wanted to find out more about the principles during the lesson appeared to be in terms of their
Furthermore, coming from a western educational and rationale behind an approach gaining more currency personal vocabularies. The colleague who observed
background, they were already familiar with… In Thailand in my workplace. Also, until recently, I have been a very my lesson noted that students who took most
students have very little exposure to authentic English ‘grammar focused’ teacher and have started to realise the advantage of the opportunity to ask questions while
outside the classroom and so... Their own language is so limitations of this and the need to look for new preparing their stories used more accurate and natural
different from English that…There is a much higher approaches. language during the task. The new language was
exposure to English in Penang… My class also come from a ‘personalised’ – students had asked for it to express
very teacher-centred background… their own experiences, and they had an immediate
opportunity to put this language to use.

4. I collected 12 'Before the class' questionnaires. All said 5. My… are as follows: 6. I intend to take the following action with reference
they needed to learn grammar to speak more correctly… 9 to:
did not like it because it was difficult. …Even most of the  To see whether contextualising examples of the
ones who claimed to like grammar felt frustrated and bored. passive form improves learners' understanding of its  Experiment with the… approach at lowers levels.
This confirms my perception that they had a negative meaning and use.
attitude to grammar. …We have to assume that their  Set up a contrast between a PPP lesson and
understanding of the word 'grammar' is probably the  To see whether learners enjoy the activity. a…lesson and get learner feedback as to which
decontextualised exercises that they do in their books and approach they felt was most useful.
possibly the grammar transformation exercises that they  To see whether it changes their negative attitude to
learning grammar.  Plan… lessons with more well defined planning
practise for their FCE exam.
and reporting stages and investigate the degree
 To evaluate whether the activity gives greater of difference in type and level of language
opportunities to learners to draw on their language students use in the more formal reporting stage
resources and activate their knowledge in student- compared to the task stage.
centred tasks, and to see if the students see the
benefit of this more learner-centred approach.

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Task 2: Examples of Unsatisfactory Practice from Previous Candidates (15mins)

Look at following EP extracts taken from past assignments and decide where candidates have fallen short. See Appendix 2 for Course Tutors’ comments.
Use this appendix as a checklist when drafting and checking your own assignment.

1. Commentary: Introduction 2. Commentary: Introduction 3. Commentary: Introduction

For many teachers keeping the students quiet can be a …which is disappointing because the aim of EFL teaching To begin with, choosing Learner Training was a process of
relief or even an objective with the later example of is to produce an ability to communicate. elimination.
instructions in mind but silence so it can be useful
when we learn to apply it correctly.

4. Commentary: Description of the Procedure 5. Commentary: Description of the Procedure 6. Commentary: Teaching Context and Learners

TPR could be used with a variety of language areas: Asher details several principles in relation to language I have taught grammar using formal methods in the
present continuous, phrasal verbs and idioms to name learning theories: classroom as this seems to suit Arabic learners.
but a few.

7. Commentary: Description of the Procedure 8. Lesson Outline: Experiment Objectives 9. Post-lesson Evaluation: Experiment Evaluation

Although arguments for and against have been batted To teach a 50 minute TPR lesson to a group of 12 One of my peers will observe the lesson and I have designed
about for some time, more and more teachers are students an observation schedule (Appendix 1) from which I will use
turning back to… as a testing device. the information to evaluate how the students have
To enable students to use a number of simple phrasal responded to my instructions, see if they can produce the
Listening should develop before speaking, which is verbs connected with clothing, e.g. to put on, to take up, target language and whether my instructions were clearly
how children learn from a very young age; to do up. given at the start of each activity. I have asked questions
relevant to each activity.
Once listening comprehension has been developed, To evaluate by way of a student feedback sheet how the
speech then develops naturally and effortlessly; students felt about the class

Learning a second language is equal to learning a first To evaluate the TPR method by way of an observation
language. schedule

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10. Post-lesson Evaluation: Experiment Evaluation 11. Post-lesson Evaluation: Experiment Evaluation 12. Post-lesson Evaluation: Action Plan for Future
Professional Development
In order to measure the effectiveness of the lesson, The lesson seemed to go well in terms of relevance to
I’ve prepared a short ‘Comments sheet’ to be handed their needs and in the smooth running of the activities – As a response to my lack of experience in this area, I intend
out at the end, asking whether or not the students everyone was challenged at some point, whether it was to:
found it useful and why / why not. speaking, grammar or vocab. I got the full complement
of 12 students and they split into groups more or less  observe colleagues who are focusing on Learner
evenly, so classroom management wasn’t a problem. Training
They especially enjoyed the tape recorded segment of
the lesson, appreciating the chance to hear themselves  read more widely on the subject
speak. I left more room in my lesson plan than in PA1, so
time wasn’t an issue.  devote at least an hour in each 48 hour course to
Learner Training between now and December

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Appendices
Appendix 1
Task 1: Examples of Good Practice from Previous Candidates
1. Commentary Introduction: State your Interest - Referring to current and other teaching
contexts: influence of mother tongue, culture, previous learning experiences.

2. Commentary Introduction: State your Interest - Clearly specified and realistic criteria for
selection of experiment.

3. Post-Lesson Evaluation: Experiment Evaluation - Detailed insights clearly related to the approach
being experimented with, referring to colleague’s observations.

4. Commentary: Teaching Context and Learners - Involving learners in the chosen approach via a
questionnaire and close evaluation of results data prior to the experiment.

5. Lesson Outline: Experiment Objectives - Clearly focused objectives for assessing the experiment,
and clearly distinct from the lesson objectives.

6. Post-lesson Evaluation: Action Plan for Future Professional Development - Reflecting on the
experiment rather than just the lesson, showing evidence of research and a personal evaluation
of this reference.

Appendix 2
Task 2: Examples of Unsatisfactory Practice from Previous Candidates
1. Commentary: Introduction

This sentence is confusing. You also need to make more use of commas, to help clarity in these
sentences, and others.

2. Commentary: Introduction

Is it? This is a very sweeping statement.

3. Commentary: Introduction

Not the best reason to choose a particular approach.

4. Commentary: Description of the Procedure

Give specific language examples to support your point, showing how it would work.

5. Commentary: Description of the Procedure

You need to go beyond summarizing what authors have written and evaluate their opinions in the
light of your teaching experience and teaching contexts.

6. Commentary: Teaching Contexts and Learners

You need to clarify what you mean by these.

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7. Commentary: Description of the Procedure

Be wary of making sweeping statements and make your points specific and supported by clear
references to your background research.

8. Lesson Outline: Experiment Objectives

You need to make sure you are listing specific objectives rather than describing the experiment itself,
or talking about your tools of evaluation. You should not include the aims of the lesson itself (systems
or skills) here.

9. Post-lesson Evaluation: Experiment Evaluation

Careful to ensure your task includes means of evaluating your experiment and not just your teaching.

10. Post-lesson Evaluation: Experiment Evaluation

This is a very general comment sheet. It would have been appropriate to have done a ‘before and
after’ questionnaire, asking your learners about different ways of approaching skills work, their
preferred ways, ways familiar to them before the tasks, and then another questionnaire focussing on
what different or new ways of approaching skills work they had discovered, which was the most
interesting, suitable for them and why etc. This would have given you valuable insight into the
learning experience as a whole.

11. Post-lesson Evaluation: Experiment Evaluation

You have limited your comments to very general observations on the lesson itself. It would be more
useful to concentrate on what was achieved in terms of your experiment. What did you gain from this
experience? How would you conduct it differently on another occasion? Were the objectives of the
experiment met? Why? Why not?

12. Post-lesson Evaluation: Action Plan for Future Professional Development

These are very vague action points. You need to detail your rationale for choice of each one much
more here more clearly and ensure they are realistic (c.f. your last point).

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