Resource review presentation draft version very good.compressed
- 1. Professional Development for Language Teachers: Strategies for Teacher Learning
- 2. Overview 1. A description of the most appropriate audience/context 2. An overview of the content 3. The approach to SLTE reflected in the resource 4. The description/demonstration of one activity 5. Our commentary on the value/quality of this resource for SLTE
- 3. Audience/Context Audience: • Teachers (teacher-learners, novice teachers, experts) • Administrators, and coordinators • Teacher-educators, supervisors, teaching mentors Context: Teacher development in their own setting • Novice & Expert • Individual & Institutional • Collaborative & Self-directed
- 4. Activities for Teacher Development Individual Institutional Self-monitoring Workshops Journal writing Action research Critical incidents Teacher support groups Teaching portfolios Action research One-to-one Peer coaching Group-based Peer observation Case studies Critical friendships Action research Action research Journal writing Critical incidents Teacher support groups Team teaching
- 5. Approaches to Learning Teacher learning as skill learning • broken down into skills • modelling skills learned Teacher learning as cognitive process • teaching as a complex cognitive activity • how do our beliefs influence our teaching and learning
- 6. Teacher learning as personal construction • knowledge is actively constructed • we fit new information into our personal framework • focus on self-awareness Teacher learning as reflective process • focused reflection on teaching experiences
- 7. Implementing the Approaches • Mostly driven by self-directed learning • Combination of approaches • Focused on locally-based approches for self-exploration • Taking charge of your own professional development through a variety of individual and collaborative techniques
- 8. Individual Professional Development Activities Self-monitoring • A systematic approach to the observation of a teacher’s behavior • a better understanding and control over this behavior. Teaching Journal • an ongoing written account of observations, reflections, and other thoughts about teaching. • a source of discussion, reflection, or evaluation.
- 9. Individual Professional Development Activities Teaching Portfolio • a collection of documents and other items of a teacher’s work • describe and document the teacher’s performance, to facilitate professional development, and to provide a basis for reflection and review. Analysing Critical Incidents • a critical incident is an unplanned and unanticipated event during a lesson • Its documentation and analysis allow the teacher to learn from it and improve his/her practice.
- 10. Collaborative Professional Development Activities Workshops • an intensive, short-term learning activity designed to provide an opportunity to acquire specific knowledge and skills. • most common and useful forms of professional development activities for teachers. Teacher Support groups • two or more teachers collaborating to achieve either their individual or shared goals or both. • working with a group is usually more effective than working on one’s own.
- 11. Collaborative Professional Development Activities Peer Observation • a teacher or other observer closely watching and monitoring a language lesson or part of a lesson. • gain an understanding of some aspect of teaching, learning, or classroom interaction. Case Analysis • information collected over time about a teaching situation used to help better understand this situation and to derive principles from it. • identification of a particular issue and then a selection of a method for collecting information.
- 12. Collaborative Professional Development Activities Peer Coaching • two teachers collaborating to help one or both teachers improve some aspect of their teaching. • One adopts the role of coach and during and after the process the coach provides feedback and suggestions to the other teacher. Team Teaching • two or more teachers sharing the responsibility for planning a class or course, for teaching it, and for any follow-up work associated with the class such as evaluation and assessment.
- 13. Collaborative Professional Development Activities Action Research • a teacher-conducted classroom research that seeks to clarify and resolve practical teaching issues and problems. • Action research takes place in the teacher’s own classroom and involves a cycle of activities: 1. identifying a problem or issue 2. collecting information about the issue 3. devising a strategy to address the issue 4. trying out the strategy 5. observing its effects
- 14. Demonstration of an Activity Self-Monitoring: Video-recording of a lesson
- 15. Before Video-Recording a Lesson • Who will do the videotaping? • What should be included in the video?
- 16. My Lesson Class: Japanese Level 2 at a university. . I am concerned whether my instruction is student- centered or teacher-centered. • Who will do the videotaping? A teacher-learner. • What should be included in the video? Me during a pre-activity Students doing a presentation.
- 18. After Video-Recording • What questions do you have about your teaching as you watch your students learning in this lesson? • What puzzles you about what you see? What are you unsure of? • What aspects o the students’ learning do you want to better understand? • Why do you think things are happening as they are on the tape? What speculation does this raise about students’ learning and/or your teaching? • What do you know about your teaching or their learning that you are interested in verifying? (Freeman, 1998)
- 19. Implementing 1. Self-affirmation and assurance 2. Identification of problems 3. Areas for improvement • By self-monitoring, teachers can raise awareness and reflect their teaching. • It is a good starting point in planning a personal professional development. • It can be used to identify issues that might later be explored through peer coaching, action research or in a support group.
- 20. Quality of this Resource This book is a great guidebook for any teacher, but especially for new teachers because they usually struggle with the practical part of teaching. All teachers need on-going renewal of professional skills and knowledge. For this purpose, this book is a must-have. It is a reader-friendly book, with language that is accessible to any teacher . In each section, it provides vignettes that help understand the concepts introduced and also provides a practical example with questions for personal consideration. This book (intentionally) does not cover any link to a single theory of teacher learning and it lacks LT discourse. It will be the best to use this book as supplementary material if it is used in a SLTE course.
- 21. Questions for Consideration • How many of these techniques have you yourself used? If any, do you know anyone who has? • Which of these techniques would be the most beneficial for your own teaching practice? Why? In which ways? • How would you implement the technique(s) you most liked? Do you foresee any problems? If so, how would you solve them?
- 22. Thank you! Please visit our Online Survey to provide feedback. Danielle, Sawako and Laura
Editor's Notes
- #4: This book is intended as a practical introduction and guide for teachers, administers, and coordinators who wish to implement a coherent and strategic approach to teacher development. (p. ix)This book will therefore serve as a useful source book for teachers, teacher-educators, supervisors, teaching mentors, and others who are interested in carrying out teacher-development activities in their own settings. (p. viii) This book is about how teachers can continue with their professional development as language teachers once their period of formal training is over. It also examines how supervisors and administrators can provide opportunities for such development to take place. (p.1)This book is intended as a practical introduction and guide for teachers, administers, and coordinators who wish to implement a coherent and strategic approach to teacher development. (p. ix)This book will therefore serve as a useful source book for teachers, teacher-educators, supervisors, teaching mentors, and others who are interested in carrying out teacher-development activities in their own settings. (p. viii) This book is about how teachers can continue with their professional development as language teachers once their period of formal training is over. It also examines how supervisors and administrators can provide opportunities for such development to take place. (p.1)