Creative Discussion using Plain Pair Groups |
Creative Discussion – a key to insight and change
|
Plain
Pair Group Teaching (Plain PGT)
- for universities and schools Plain Pair Group Discussion (Plain PGD) - for decision making and staff development - for informal or community creative discussion |
A flash of insight is the spark of cosmic intelligence.
|
Home page |
Résumé – William PlainHistory
2011
Emeritus Professor,
Nagoya University of Foreign Studies 1998-2011 Nagoya
University of Foreign Studies, professor, Educational
Linguistics 1993–98
University of Tsukuba, Japan, professor, Educational
Linguistics 1990-93
Niigata University, Japan, professor, ELT 1986-90
University of Torino, Italy, lecturer 1989
Teacher Trainers course at Pilgrims English Language
Courses, University of Canterbury (Great Britain) 1987-89
MA
TEFL from the University of Reading (thesis: 'Awareness
Training in the MA TEFL classroom') 1988
University of Reading, Great Britain, teaching on EAP
summer course 1985-88
Bank of San Paolo, Torino, Italy, teacher 1980-85
Independent Teaching Service, Geneva, director 1980
Development studies course at the Institut
Universitaire des études de développement, University of
Geneva (Switzerland) 1978-80
Certificat
en français moderne, University of Lausanne (Switzerland) 1978-80
Cours Commerciaux de Genève, Switzerland, teacher 1976-78
University of Minho, Braga, Portugal, lecturer 1977
TEFL course by Pilgrims English Language Courses,
University of Canterbury (Great Britain) 1975-78
British Institute, Guimarães, Portugal,
teacher-in-charge 1974-75
British Institute, Bologna, Italy, teacher 1972-75
Diplomas (4) in areas of natural medicine from
British colleges 1971-73
Export consultancy concerned with SE Asian -
Australian trade 1969-70
Australian Department of Trade and Industry, export
research 1965-69
BA (major in English Language and Political Science),
University of Sydney (Australia)
Conferences
Pair Group Teaching for
communication and autonomy, JACET conference 1993 research
into classroom methodology based on permanent groups Teaching the Awareness
Dimension, JACET conference 1994 methods
for developing awareness in the student and in the teacher.
Co-operative Counselling for
Teacher Development, JALT conference 1995 reflective
method for improving teaching skills by university teachers
Pair
Group Teaching, JALT Teacher Education, 1996 an awareness method for teaching large classes in Japan Awareness, Paradigms and
Pair Group Teaching, JALT Teacher Education, 1996 a holistic method for consciousness raising and choice of
content Group
Formation in the Communicative Language Class, Japanese
Teachers’ Symposium, Foreign Language Centre, University of
Tsukuba, 1997 creating group cohesion for enhanced communication Process
Thinking through Paradigms and Pair Group Teaching, Foreign
Language Center (University of Tsukuba)/JALT, 1997 creativity in teacher developed content classes The
Hidden Curriculum, University of Adelaide, Centre for European
Studies and General Linguistics and the Centre for Asian
Studies, staff seminar, 1999 Plain
Pair Group Teaching methodology and ‘hidden curriculum’ in
classroom management ELT
and Global Responsibility, National University of Singapore,
Centre for English Language Communication, staff seminar, 2003
the role of teaching methodology and learning theory in
causing/resolving global problems of power and individual
responsibility Creative
Discussion in Learning and Surviving, Japanese Studies
Association of Australia Conference, 2005 A
system of creative discussion for education, organisations and
private use, responding to a need for ‘mental proprioception’
in human evolution The
Role of Education for a Global Species, University of
Adelaide, Centre for Asian Studies, staff seminar, 2006 Student
centred teaching in universities to facilitate creativity and
deep learning Content-based
Language Learning, University of Adelaide, Department of
Linguistics, post-graduate seminar, 2006 The
use of appropriate content to develop communicative competence
and critical awareness ‘Intelligence
and communication, Plain Pair Group Teaching’, teaching
demonstration, Ogaki Technical High School, 2006 Small
group discussion for students, teaching demonstration for
teachers ‘Teacher
as educational theorist’, National Taichung University,
Taiwan, seminar, 2006 How
we teach is as important as what we teach: promoting ‘natural
learning’ ‘Evaluation
and responsibility in the student-centred classroom’, National
Taiwan Normal University, seminar, 2006 How
to give a student a grade which does not interfere with
learning ‘Language
Education, Creativity or Conditioning’, National Chengchi
University, Taiwan, seminar, 2006 The
main challenge to university teaching is the development of
creativity ‘Peace
and Proprioception, peace as a global language’, Peace
Conference at Kyoto University of Foreign Studies, 2007 Insight as the key to an evolution in social
and organisational dynamics
Kakenhi research1994-97,
Japanese Ministry of Education Grant-in-Aid for Scientific
Research, individual project, ‘Adapting Traditional Language
Teaching Methods for a New Communicative Curriculum in
Japanese Universities’. 1995-97,
Japanese Ministry of Education B2 Kakenhi fund, senior
member of University of Tsukuba 3 year group project,
‘Developing Integrated English Language Education’. 1999-2002, Japanese Ministry of Education Grant-in-Aid for Scientific Research, individual project, ‘A New Theory of Language Learning to Encourage the Adoption of a Communicative Curriculum in Japanese Universities’.
PublicationsBooks1.
Awareness Training in Learning and Teaching the
role of awareness and paradigms in learning theory and an
analysis of awareness training methods in the post-graduate
university classroom - research based on interviews with
university lecturers and teacher trainers 1991, Edizioni il
Capitello, Torino,
xiii plus 189 pp. 2.
Teaching Abroad: an adventure in culture and curriculum a
look at aid projects in EFL with particular emphasis on
autonomy and its implications for curriculum development 1991, Edizioni il
Capitello, Torino,
xi plus 52 pp. 3.
Adapting Traditional Language Teaching Methods for a New
Communicative Curriculum in Japanese Universities the
practice and theory of a new language teaching method
developed by the author, called “Plain Pair Group Teaching”
1998, Japanese Ministry of
Education Grant-in-Aid for Scientific Research, Project
number: 11680285, individual project report, 89 pp. 4.
A New Theory of Language Learning to Encourage the Adoption
of a Communicative Curriculum in Japanese Universities —
Silence in the Classroom a
theory of learning based on the ‘participation paradigm’ and
a new understanding of first language learning as a basis
for the “Plain Pair Group Teaching” method 2003, (research project
1999-2003) Japanese Ministry of Education Grant-in-Aid for
Scientific Research, Project number: 07680252, individual
project report, 155 pp. Articles1.
‘Pair Group Learning’ using
supportive groups as an approach to large class teaching in
Japanese universities 1993 Niigata
University Kyoyobu Journal, Vol. 24, pp. 57-70. 2.
‘The Management of Silence: awareness in taught language
learning’ ‘taught
learning’ as opposed to ‘natural learning’ and use of
awareness as a means to teacher development 1995,
Studies in Languages
and Cultures (University of Tsukuba), Vol. 41 pp. 81-97.
3.
‘Learning through Silence: awareness in natural language
learning’ language
acquisition in L1 or later language learning offers insights
into the learning process 1995,
Studies in Languages
and Cultures (University of Tsukuba), Vol. 40 pp. 177-194.
4.
‘Paradigms, Groups and Power: the practice of Pair Group
Teaching’ looking
at the role of power in the classroom as a means of
understanding the importance of awareness and learning
through freedom 1997,
Studies in Languages
and Cultures (University of Tsukuba), Vol.
45 pp. 75-89. 5,
‘Content in University Language
Classes: future directions in language learning teaching
English through content based materials 1997,
Foreign Language
Center Journal (University of Tsukuba), 6pp.
6.
‘A Teaching Method for “Content” Classes: Pair Group
Teaching’, IN University-based Perspectives on English
Curriculum Development a
practical outline of ‘Pair Group Teaching’ 1998,
Japanese Ministry of
Education Grant-in-Aid for Scientific Research, group
project report (Foreign Language Center, University
of Tsukuba), pp.
19-27.
7,
‘Visiting a ‘Plain Pair Group Teaching’ classroom use
of ‘insight group’ and ‘plain pair group’ in the
student-centred classroom 2005, web
site www.creativediscussion.org, c. 5pp. 8.
‘The Awakeness Paradigm’ the
role of creative social dialogue in correcting dysfunctional
perceptions 2006,
c 12 pp. 9.
‘Active Education: a report on Campus Creative Discussion at
Nagoya University of Foreign Studies’ 2007, web
site www.creativediscussion.org, c. 12 pp. student
perceptions of weekly small group academic discussion
meetings outside of class 10.
‘Insight to Earthsight’ 2008,
web site
www.creativediscussion.org, c. 6 pp. the
evolutionary dynamics of change: from the individual to the
planetary 11. ‘Bringing Wisdom into Planetary
Leadership: creativity in collective deliberation’ 2009,
web site
www.creativediscussion.org, c. 5 pp. a
decision-making process which facilitates individual
creativity 12.‘Creativity in the Organisation: a
new paradigm for corporate creativity’ 2009,
web site
www.creativediscussion.org, c. 5 pp. multiple
individual creativity as the basis of organisational
intelligence
13. ‘NUFS Creative Campus’ 2010,
web site
www.creativediscussion.org, c. 18 pp. a
detailed guide to university-wide transformation of
teaching, campus learning, teacher development and
university management 14. ‘Teaching and Testing, the Terrible
Twins’ 2011,
web site
www.creativediscussion.org, c. 5 pp. quantity
as a measure of improvement, avoiding conditioning in
education
Other publications1.
‘A Glimpse inside the Teacher Development Classroom’ analysis
of a training session and discussion of principles guiding
choice of methods 1988,
University of Torino, 8pp. 2.
‘“Put him in the Sac”: setting up a self-access centre in a
major Italian bank’ implications
of autonomous learning for teaching methodology and theory
of management 1988,
Istituto
Bancario San Paolo di Torino, 10pp.
3.
‘An ABC of PGT’ detailed
guidelines for Plain Pair Group Teaching in the university
classroom 2005,
web site
www.creativediscussion.org, c. 6 pp. 4.
‘Creative Discussion Groups’ principles
and rules for creative discussion: academic, professional,
corporate 2006,
web site
www.creativediscussion.org, c. 6 pp. 5.
‘Campus Creative Discussion, Plain Pair Groups’ invitation
to creative discussion on the university campus 2007,
web site
www.creativediscussion.org, c. 2 pp. 6.
‘Toyota Solar Today: collective corporate responsibility and
awareness raising’ a
possible example of corporate creativity: an open letter 2008,
web site
www.creativediscussion.org, c. 2 pp. 7.
‘Creative Potential: accessing the creative potential of
each member of an organisation’ corporate
awareness raising and the ‘insight network’ 2009,
web site
www.creativediscussion.org, c. 2 pp. 8.
'The Key to Creativity is Insight' Practical
exercises: awareness of insight leads to creativity 2010,
web site
www.creativediscussion.org, c. 2 pp. 9.
‘Power enabling Profit at the expense of the People
('PePeP')' the
role of administration in assuring that decisions are made
in the interests of power 2012,
web site
www.creativediscussion.org, c. 2 pp. 10.
'Discuss Avaaz & Discuss GetUp: support your community,
your country, your planet' individual
potential for producing change through Creative Discussion 2013,
campaign on Avaaz and
GetUp web sites, c. 2 pp. 11.
'The Perfect People Planet' change
can be easy, even pleasant and ultimately profitable
2014,
web site www.earthsight.org, 1 p. 12.
'Futurecide’ Arctic
methane, precursor to Permian extinction and possibly to an
‘Anthropocene event’ – the ‘wise wise man’? 2014, Australian Senate enquiry submission on climate policy No. 69, 10 pp; supplementary submission 2 pp. Also on web site www.earthsight.org. 13.
The Planet and Me’ Living
in a perfect ‘people-world’ 2014, web site www.earthsight.org, 1 p. 14.
'5º + 5º = 10º GW and 20-30 years to human Permian’ promoting
community awareness for abrupt irreversible climate change 2014
Renewable Energy Target Review submission
on global warming and Arctic methane, 4 pp. 15.
'Arctic methane: a global warming emergency’ Methane
timeline and responsible leadership 2014,
web site www.earthsight.org, c. 2 pp. 16.
'Not just our grandchildren’ Responsibility
and creativity facing futurecide in our lifetime 2015, submission to Climate change strategy for South Australia available
on web site www.earthsight.org, 1 p. 17.
'Nuclear Charades’ nuclear
energy with false facts, nuclear winter with global warming
2015, Open letter to SA Nuclear Fuel Cycle Royal Commission web
site www.earthsight.org, 4 pp 18.
'Wasted Australia: say No to nuclear waste in Australia’ Protecting
Australia and future generations by refusing an
international high level nuclear waste dump 2016, campaign on GetUp (CommunityRun) web site also
on web site www.earthsight.org, 4 pp. 19.
'Questions for SA Nuclear Debate’ basis
for reflection: global warming makes anything nuclear a risk
for possible 'futurecide' 2016,
Open letter to all citizens concerned with their future web site www.earthsight.org, 2 pp 20.
'Nuclear Means Futurecide' A
nuclear South Australia: facts, responsibility, managing
change, alternatives 2016,
submission to SA Nuclear Fuel Cycle Royal
Commission and Parliament of South Australia Joint
Committee on Findings of the Nuclear Fuel Cycle Royal
Commission available
on web site www.earthsight.org, 30 pp. 21.
'Alternative Paradigms in Planetary Management’ what creative role can the individual play in an organisation responsible for counter-intuitive decision-making 2018,
Letter to ABC (board, management and staff) web site www.earthsight.org, 3 pp 22.
'Anthropocene Warming: responsible risk management’ fundamental
responsibility for risk management by all those involved in
decision-making 2018,
Information accompanyiing representation to various
organisations web site www.earthsight.org, 2 pp
23.
'Decimillennial Australia’ The
Australian civilisation over 100,000 years is tbe best
example and source of advice for a sustainable future 2019,
Open letter to Australian First Peoples web site www.earthsight.org, 2 pp
24.
'Climate Action’ Creativity
can assist us as we find ourselves responsible for the 6th
major extinction 2019,
Information for the Ausutralian Climate Strike web site www.earthsight.org, 2 pp
25.
'I am Earthsight’ A
way in which each of us can join with the Earth in
responding to a planetary crisis 2019,
A message for 7 billion people, each one a responsible part
of the Earth web
site www.earthsight.org, 1 p 26.
'Nuclear Means Futurecide (updated)' Nuclear
impacts, the interaction of 'nuclear' with global warming,
correcting erroneous paradigms and policies. 2020, submission to Senate Committee No. 32: National Radioactive Waste Management (Kimba, Eyre Peninsula)
available
on web site www.earthsight.org, 36 pp 27.
'Act on Climate' What can "I" (me! this reader!) do to make a difference? 2020, submission to Parliamentary Committee: Climate Change (National Framework for Adaptation and Mitigation; Consequential and Transitional Provisions) Bill 2020 (page size 500 - 5 - No. 2018) available on web site www.earthsight.org, 2 pp
|
|
|
© William Plain 1990-2024 (print); 2005 - 2024 (website)
|