Teachers’ self directed development slideshare
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- 2. Teachers’ Self-Directed Development: Blended Learning an Opportunity to Move from a Fixed to a Growth Mindset 2
- 3. Why Teachers’ PD Matters?
- 4. Why Self-Directed Development? Every teacher has his own teaching style / Every student has his own learning style Trying out new ideas and having an exploratory attitude towards teaching prevent the feeling of being stuck in a rut Teachers need to be active participants in their development construction tailoring programs to their needs and motivations taking into account their strengths, weaknesses, and learners. 4
- 5. SDPD Challenge Perceptions Who Dares to Teach Must Never Cease to Learn (John Cotton Dana, 1912 ) Persist despite obstacles See effort as a path to mastery Embrace challenges Learn from criticism / inspired by others’ success Fixed Mindset I “can” attitude I “cannot” attitude 5
- 6. Self-Directed Development Engagement Input • Conferences • Seminars • Webinars / Blogs • Teaching Websites • MOOCS • Social Networks • Reading Classroom Experimentation Discussions / Meetings Observations Reflection Journal 6
- 7. The Move towards a Growth-Mindset Current Reality Desired Reality Obstacles
- 8. An Opportunity to Move from a Fixed to a Growth-Mindset “Once a new technology rolls over you, if you’ re not part of the steamroller , you’re part of the road.” Stewart Brand
- 9. Flipped Classroom: Worth Trying!!! The flipped classroom inverts traditional teaching methods by delivering instruction online outside of classroom and moving homework and practice into the classroom. 1- Students watch instructional videos at home. 2- Complete assessments / quizzes about the instruction explored through the videos. 3- In-classroom time is devoted to discussions interactions and practice. 4- Post-classroom activity: students use different electronic resources to do an assignment and post their answers in an online discussion group. Assets •Increased students’ motivation, engagement and autonomy. • More time for discussions and high-order thinking activities during face-to-face interaction. •Enhanced collaborative learning by urging students to find and exchange resources / ideas in the online environment. • Possibility to offer one-on-one help and personalize instruction for handling different paces / styles of learning. 9
- 10. The Journey from a Traditional to a Flipped classroom 10 Current Reality Desired Reality Reflection: ………………………..……………. Obstacles: ……………………………………… Bridging the gap: ……………………………...
- 11. Activity for Practice Make a lesson plan for a course within a Flipped Classroom model Learners Business Students of intermediate level In-Class Time 2 Hours Topic Business Communication Objectives By the end of the course students would be able to understand and identify: • The types of business communication. • The importance of communication for companies. • Business communication problems / obstacles and solutions. • The appropriate use of polite requests. 11
- 12. Pre-Classroom Activity • Divide the class into teams to work together online • Students are asked to watch 2 videos: a- A video dealing with an internal communication problem. b- A video dealing with an external communication problem. (one of the interlocutors is not a native English speaker who does not know how to make a polite request in English …..) • Students are to respond to a quiz about the types, the importance and the problems of communication and about the polite request. Classroom Activities • Discussions about business communication and about the appropriate use of polite request. • Practice / problem solving activity (Group-Work): Students are asked to find solutions to communication problems (Some groups will focus on internal communication, others on external communication) Post-classroom Assignment Each student has to write an essay about the factors that enhance effective business communication and post it in the class online discussion group. 12
- 13. References Allais, C. (2015). Innovations in the Continuing Professional Development of English Language Teachers. System, 52, 151-152. Borg, S. ( 2015). In Teaching for Success Contemporary perspectives on continuing professional development. UK: British Council. Brenda R. B. (2000). Teachers leading their own professional growth: self-directed reflection and collaboration and changes in perception of self and work in secondary school teachers. In-Service Education, 26(1), 73-97. doi: 10.1080/13674580000200102 Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2010). Teacher technology change: How knowledge, confidence, beliefs, and culture intersect. Journal of research on Technology in Education, 42(3), 255-284. Grootenboer, P. ( 1999). Self-directed Teacher Professional Development. Retrieved from http://www.aare.edu.au/publications-database.php/2470/self-directed-teacher-professional-development Nunan, D., & Lamb, C. (1996). The self-directed teacher: Managing the learning process. Cambridge: Cambridge University Press. Tribble, C. (Ed.). (2012). Managing change in English language teaching: Lessons from experience. British Council. 13