Chris Farrel: The practicalities of integrating research based Teacher Development
- 1. The practicalities of integrating research based Teacher Development Chris Farrell Head of Teacher Development CES
- 2. 1. Where we were 2. Where we want to be 3. How do we get there? Our ‘situation’
- 3. 1. First step of TD: What is ‘good teaching’ 2. Inputs and considerations 3. Why? Why Research? 4. Type of event 5. The Process What will we talk about?
- 4. 1. First step of TD: ‘What is good teaching?’
- 5. ▸Where do we get our definitions from? ▸How does management create a bespoke ‘best practice’? Considering our context? ▸What do we need? How do we analyse deficiencies in current practice? ▸What options for development are available to us? What’s best for us? ▸How do we assess the success of our events?
- 7. ▸External bodies: CEFR, EPG, and Accreditation bodies ▸Internal actions: Observations, appraisals, Student feedback/focus groups ▸Market needs ▸Institutional/other limitations
- 9. Bottom-up approach to TD ▸What do teachers bring to the table: • Motivations • Pre-conceptions • Auxiliary skills • Study/research skills (or lack of) • Self awareness (of lack of)
- 10. 3. Why Research?
- 11. “Important as a way of understanding and disseminating what teachers can demonstrate about good practice” Burns (2010)
- 12. ‘Promote an ethos of enquiry in staffroom’ ▸Moving from Service providers to Academics ▸Intangible value of TD ▸Encouraging ‘Deliberate intervention’ (Burns)
- 14. 1. Action Research/Supported Experiment Practicalities! ▹ Small manageable groups ▹ Defined period of time with set deliverables and ‘end point’ Essentials! ▹ Supported self reflection creating actionable target sentences (“to investigate/experiment/develop…”) ▹ Regular support meetings
- 16. ‘Wedding cake’ workshops ▹Tiered Workshops 1. Focus on theoretical groundwork 2. 3-4 week ‘trial’ periods 3. Second tier of practicalities 4. Further checks 5. 3rd tier if necessary ▹Exams, Diagnosing, Paperless Lessons
- 17. PROVISOS! ▸ Paperlight ▸ Easy to implement ▸ ‘Sold’ differently to different people ▸ Aimed at creating a degree of reciprocal vulnerability ▸ Practical
- 20. Based around: Classroom Management, Effective Planning, Content Knowledge Meeting One: Reflection task ▸ Targeted research ▸ Observation (live and videoed) ▸ Student surveys ▸ Practical results
- 22. To promote language recycling and skill development through homework tasks ▸Reflection, Observation, Learner (B2) survey. ▸Research on h/w tasks (ETp, research meetings, staffroom interviews) ▸End of week reflection on variety ▸Students ‘language passport’ ▸End of research cycle presentation on ‘10 tips for making homework more effective’
- 23. Sample Content Knowledge Project: Emma: Reading
- 24. To push learners from ‘language knowledge’ to ‘language use’ ▸Self reflection, testing learners (B1), observation ▸Issue with use outside classroom, exposure to authentic language ▸ Research led to experimentation with extensive reading. ▸Trial and error ▸Workshop on findings
- 25. 6. Lessons and follow up: What’s next?
- 26. 1. Issues with lack of detail/focus in reflection 2. Cultural issues 3. Differing levels of teacher ‘buy in’ 4. Issues with managing, timetabling 5. Still too bottom up
- 27. “Signs Vs Evidence: Developing A Diagnosis Radar Take Home One:
- 28. ““help teachers systematically draw conclusions about their teaching and share them with other teachers who are asking similar questions” Salto-Stehberger (2004) Take Home Two
- 30. So… 1. Research is the way forward in TD 2. Consider your inputs and context 3. Focus on justification and evidence 4. Take the little victories!
- 31. THANKS! Any questions? Chris Farrell Head of Teacher Development Centre of English Studies M: cpd@ces-schools.com T: @ChrisPatrickF
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