27. Designing a Worksheet: Teachers’ Trials


Designing a Worksheet: Teachers’ Trials

Further to my post on designing a worksheet, I’ve now had a feedback from my four lovely volunteer teachers who were able to try out the text and worksheet I’d created. (I started off with five teachers but the fifth wasn’t able to work it into her exam course).

On Friday I sat down with three of the four volunteers – Stuart, Fiona and Scott – for an informal chat about how they had used the material, and later had a chat with my fourth volunteer – Emily.  Teachers’ feedback raised some very interesting points about:

  • the relationship between topic, level and maturity
  • the ordering of tasks within the material

Here’s the audio recording of our discussion, followed by the visual of my notes on the feedback and reflection.

Teachers Trials Notes on Feedback & Reflection-page-001

I also asked the teachers to fill out an evaluation form for the materials, using the evaluation framework that Rachel, Mohammed and I created earlier in the course:

Based on three responses, here’s an average of the scores for each of the criteria:


Numbers 6 and 7 clearly leave some room for improvement and I think both the spoken feedback session and workshop feedback (which I come to below) give pointers as to how this can be achieved.  My interpretation is that point 6 suggests that more consideration should be given to the sequence of tasks and point 7 could be addressed through further development of the writing task.

As well as feedback from my teachers at ELC, we also had a workshop session on the Dip course with Barbara last Thursday, during which we shared and had space to comment on each other’s worksheets.  Some very positive comments here (see image below), the most useful for how I now develop the worksheet being Barbara’s questions about the writing task:

Dip Teachers Feedback-page-001 Dip Teachers Feedback-page-002


Moving Forward

While feedback was largely extremely positive , there are clearly some points that warrant further consideration, so (after a little time to process and digest everything) I’d like to go back and further develop the materials.  I also think the evaluation framework could be adapted to be more suited to stand alone materials (as opposed to coursebooks) and this type of (flexible) approach.

At this point, it just remains for me to say an enormous thank you to my colleagues, Stuart, Fiona, Emily and Scott for taking the time and interest in this little experiment.  I’m honoured to have such support from my colleagues and am so fortunate to be able to experiment and reflect in collaboration with other teachers and share a dialogue about teaching practices.  Undertaking these studies in isolation would be a very different – and, I imagine, far less stimulating – experience.

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