Teaching Unplugged is led by Luke Meddings, award-winning author, international speaker and co-founder of Dogme ELT.
Who is this course for?
This is a course for anyone who wants to teach more responsively, focus on language at the point of need, and collaborate with their students on content creation.
To follow the course teachers need an English level of C1 Advanced and above
What will you achieve?
You will do some classic unplugged tasks and work on the emergent language; you’ll see how meaningful, motivating classroom content can be derived from everyday life; you’ll work on your own unplugged tasks and lesson design, and have the chance to try them out with your peers; and explore how unplugged practice can co-exist and flourish in the wider teaching context.
Led by Luke Meddings, award-winning author, international speaker and co-founder of Dogme ELT. Luke co-wrote Teaching Unplugged with Scott Thornbury (2009), and has trained extensively on the approach since then. Dogme in Practice, another collaboration with Scott Thornbury, appeared in 2025.
– Experience, understand and use ELT materials for different teaching contexts
-Build your confidence in using a variety of techniques and approaches for teaching language and skills
-Explore ways to motivate and engage learners
-Share teaching experiences with other professionals
View the Sample Timetable nowWhat will Teaching Unplugged cover?
Click the boxes below to find out more.
Experimental Teaching Approach
Together trainiees will trace the trajectory of ELT methodology over the past 50 years, including the role of Dogme and other ‘experimental’ approaches; consider how learning needs have evolved; and explore the benefits and the challenges of unplugging in our own teaching contexts.
Responsive Teaching
Trainiees will discuss their experiences of responsive teaching at different times, in different schools and in different classes; they will consider where the space for unplugged is in their own practice, and how to make the most of it.
Trainiees will do some classic unplugged tasks together and work on the emergent language; they will see how meaningful, motivating classroom content can be derived from everyday life; trainiees willwork on their own unplugged tasks and lesson design, and have the chance to try them out with their peers; and we’ll explore how unplugged practice can co-exist and flourish in the wider teaching context.
About Luke Meddings
Luke Meddings was born in London in 1965, and grew up in East Sussex, England. He graduated from Oxford University in 1987 and trained as an ELT teacher at International House, Piccadilly, before working at Frances King School of English.
After a two-year spell as Deputy Editor of the EL Gazette he co-founded Lilian Bishop School of English, an experimental language school in London where he was able to put ideas derived from his teaching and journalism into practice – in particular the realisation that most people were now coming to the UK not ‘for’ English, to learn it from scratch, but ‘with’ English, to use and improve it.
Luke has trained extensively giving talks and short courses in Algeria, Austria, Belgium, Brazil, Canada, France, Germany, Ireland, Italy, Mexico, Poland, Serbia, Slovakia, Slovenia, Spain, Turkey and the UK.
In 2000 he co-founded the Dogme in ELT movement with Scott Thornbury, and contributed a column and blog on the subject for the Guardian news.
Luke and Scott published Teaching Unplugged with Delta in 2009, and the book won a British Council ELTon Award for Innovation in 2010.
Dogme in Practice, another collaboration with Scott Thornbury compiling teacher narratives from around the world, was published by iTDi in 2025.
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Here is a Sample Timetable. Please note, this only gives an indication of what you will learn on the course.
| 2 weeks | Monday | Tuesday | Wednesday | Thursday | Friday |
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Week 1
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Why
What trends shape our expectations of effective teaching across time? What role do ‘experimental’ approaches such as TBL and Dogme play in this – and why are they still seen as experimental? What ‘gaps’ are left in learning and the student experience by linear, delivery-style teaching? How is Dogme different, where does it fit in, and how can it help? |
How (1)
How do we teach Dogme – moving from principles to practice? What is the thinking behind the three practical ‘pillars’ (conversation-driven, materials-light and focused on emergent language) – and how do they combine in practice? How does it feel to be taught in Dogme mode? |
How (2)
How do we respond proactively to Dogme ‘moments’? How do we work effectively with emergent language? How do we shape Dogme tasks, so we aren’t reliant on ‘moments’? How does it feel to teach in Dogme mode? We’ll workshop ideas and try them out together |
How (3)
How do we create momentum beyond ‘moments’ and tasks? How can we work with emergent themes to link one lesson to another? How can we make emergent language the ‘glue’ that connects Dogme activity from lesson to lesson, week to week? How can we use both themes and emergent language as a bridge to the syllabus? |
When
When in our careers have we taught with more or less freedom – and why? When is Dogme best applied in our current context? When do stakeholder concerns come into play, and how can we address them? How do we work in tandem with the curriculum? What does it mean to ‘mode-switch’ in class? |
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Learning outcomes |
Reflect on the broader trends and contextual factors, from publishing and methodology to tech, that shape our teaching practice Compare perceptions of Dogme with peers Identify the foundational thinking behind Dogme – and the tradition it belongs to Co-create a top-level rationale for using Dogme as a learner-focused approach |
Examine the three ‘pillars’ of Dogme (conversation-driven, materials-light and focused on emergent language)
Recognise how they relate to each other in effective task design Experience trainer-led Dogme tasks as a group Reflect on what it means to use the students as a primary resource |
Identify opportunities to work spontaneously
Assess how best to respond – including capturing emergent language Recognise and evaluate Dogme triggers Design Dogme tasks with peers, and teach them to the group Reflect on best practice and optimisation strategies Build confidence and resourcefulness for more responsive teaching |
Explore Dogme as an intentional approach, not just an ad hoc solution
Derive follow-up material from yesterday’s task-share, focusing on themes and emergent language Lead the group in follow-up activities and share feedback Plot possible development paths for the material that has emerged so far Identify ways to establish and reinforce links to the syllabus |
Use the Quadrant Map to visualise participant teaching experience to date
Define ‘delivery’ and ‘response’ teaching modes for effective mode-switching Deliberate how Dogme can flourish alongside the curriculum – including coursebook use and exams Co-create a decision tree for intentional Dogme practice in different contexts |
Trainee Accommodation
Homestays & Residences
We want your time in London to be super comfortable! Live with a welcoming host family to immerse yourself in British culture or stay at a modern student residence within Zone 1/2 of London.
Homestays ResidencesAny questions? Ask our Sales team
Get in touch
Book a Calendly consultation to speak with a course advisor on the phone or over a video call. Alternatively, you can complete our online Enquiry Form and our team will contact you via email or a phone call.
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