teaching 'unplugged' twenty-five years on

Over the years, these pages have looked at 'teaching unplugged', the last time some six years ago:

Jay Doubleyou: the 'dogme' approach or 'teaching unplugged':

In fact, the idea started some twenty-five years ago:

Scott Thornbury came up with this approach in 2000, following on from an article he wrote questioning the reliance on coursebooks and other classroom staples.

What is the Dogme ELT approach or Teaching Unplugged? - English Lessons Brighton

Teaching Unplugged is the term used for a teaching method and philosophy which has three primary aims: teaching through conversation, taking out external input such as course book and technology and letting the lesson content be driven by the students rather than being pre-planned by the teacher. Based on the ‘Dogme ELT’ approach to teaching, its origins lie in an article written in 2001 by Scott Thornbury and Luke Meddings called ‘The roaring in the chimney’. They later wrote ‘Teaching Unplugged’, a comprehensive guide to this type of teaching and winner of the British Council ELTons award for Innovation in 2010.The ‘Teaching Unplugged’ or ‘Dogme ELT’ movement has a very strong following amongst teachers. In fact, Dogme ELT discussion list, which was originally set up in March 2000 by Scott Thornbury to help bring this style of teaching to the fore, has now been disbanded, not due to lack of interest but because he felt the support had become so strong the method was ready to stand alone.

The main reason it’s become so popular is that the main focus is one hundred per cent on the students’ actual language needs. Take for example the elementary student who comes into class and says excitedly ‘See..friend..no see….fifteen years!’ Instead of saying ‘Oh, that’s nice! Now open your book at page twenty seven, we’re looking at the past simple’, the teacher constructs the sentence on the board: ‘I’ve just seen a friend I haven’t seen for fifteen years!’ The beauty is that, even if this use of the present perfect doesn’t come up in your course until pre-intermediate, you’re confident that the student knows exactly what this means as it is her own sentence and you’re absolutely sure you’ve just taught her something new as she definitely couldn’t say it before. The teacher then encourages other questions if students take an interest. ‘How.. you…know?’ ‘Where…you..meet?’ ‘What..he ..do..fifteen years?’ ‘ He change?’ The teacher now has a board full of great questions and a topic which can then be used as the basis for the class.

Teaching Unplugged | TeachingEnglish | British Council

Here's the original piece:

USING THE RAW MATERIALS THORNBURY MEDDINGS 2001 - Google Search

With a different aspect on the whole approach given in 2012:

A dogme based approach from the learners’ perspective.

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