Kate Lister’s design representations review - 4Ts and e-Design
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3 April 2015
I found this model very readable and expressive. It set its parametres and stuck to them clearly. Personally, I liked how it diagrammed the class in straight lines (or “swim lanes”) because my style of thinking tends to be very linear and I struggle with spacial representations.
Having said that, I wouldn’t personally find it useful. I don’t think it focuses on the right elements of the classroom - there is nothing about the stage or focus of the class (unless you count ‘Task’, which mixed stage, focus and activity in a rather confusing and repetitive way) or on the objectives of each stage or of the class. Additionally, the teacher and student activity is bundled together in ‘Team’, which I find to be terrible terminology and an inadequate expression of the classroom activity, and the timings are vague and I would not find them useful in a classroom setting. I quite liked the way they expressed the technology lanes, though, and I could find this to be beneficial.
The e-Design template
I found this model readable and expressive. I liked the principles of the model set out at the top, with the focus on an active induction, followed by a guided exploration and then a more free investigation, leading to a self-organised learner. This relates closely to typical TESOL methodologies such as CRA , ARC or OHE/III (Harmer, 2001)
This model could be quite useful in some ways - again, I liked the linear grid pattern, and also how you can see at a glance what portion of the lesson is dedicated to what type of activities, and the general goal of the activities is implicit in their placement in the table. The downside of this was that a lot of paper was wasted and not a lot of information was recorded - in the lesson plans I we had to do in my teacher training, the stage (or principle) was just one column and you wrote a letter to signify if this was the introduction, etc.
So, in summary, I quite like the principles and I could find these beneficial, but I dislike the way the lesson is mapped.
Harmer, J. (2001) The Practice of English Language Teaching, 3rd edition, p82-84, Longman)