chris farrel: the practicalities of integrating research based teacher development
TRANSCRIPT
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The practicalities of integrating research based Teacher Development
Chris FarrellHead of Teacher DevelopmentCES
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1. Where we were2. Where we want to be3. How do we get there?
Our ‘situation’
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1. First step of TD: What is ‘good teaching’
2. Inputs and considerations3. Why? Why Research?4. Type of event5. The Process6. What’s next?
What will we talk about?
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1.First step of TD: ‘What is good teaching?’
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▸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?
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2.Inputs and Considerations into our TD
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▸External bodies: CEFR, EPG, and Accreditation bodies
▸ Internal actions: Observations, appraisals, Student feedback/focus groups
▸Market needs▸ Institutional/other limitations
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Considering the TEACHER
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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)
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3.Why Research?
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“Important as a way of understanding and
disseminating what teachers can demonstrate about good
practice”Burns (2010)
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‘Promote an ethos of enquiry in staffroom’
▸ Moving from Service providers to Academics
▸ Intangible value of TD▸ Encouraging ‘Deliberate
intervention’ (Burns)
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4.Types of ‘Research based’ event
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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
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Wedding Cake Workshops
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‘Wedding cake’ workshops
▹ Tiered Workshops1. Focus on theoretical groundwork2. 3-4 week ‘trial’ periods3. Second tier of practicalities4. Further checks5. 3rd tier if necessary
▹ Exams, Diagnosing, Paperless Lessons
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PROVISOS!▸ Paperlight▸ Easy to implement▸ ‘Sold’ differently to
different people▸ Aimed at creating a
degree of reciprocal vulnerability
▸ Practical
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5.The Action Research Process
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The ‘Why-What-How’ Process
Justification
Event
Evidence
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Based around: Classroom Management, Effective Planning,
Content Knowledge
Meeting One: Reflection task
▸ Targeted research▸ Observation (live and videoed)▸ Student surveys▸ Practical results
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Sample Effective Planning Project:Aisling: Homework
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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’
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Sample Content Knowledge Project:Emma: Reading
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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
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6.Lessons and follow up: What’s next?
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1. Issues with lack of detail/focus in reflection
2. Cultural issues3. Differing levels of
teacher ‘buy in’ 4. Issues with managing,
timetabling5. Still too bottom up
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“Signs Vs Evidence:Developing A Diagnosis Radar
Take Home One:
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““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
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Justification
Action
Evidence
Reflection
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So…1. Research is the way
forward in TD2. Consider your inputs and
context3. Focus on justification and
evidence4. Take the little victories!
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THANKS!Any questions?Chris FarrellHead of Teacher Development Centre of English StudiesM: [email protected] T: @ChrisPatrickF
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