innovation through continuing professional development
TRANSCRIPT
Innovation through continuing professional development in English Language Education
Peter Beech
Participant Profile
60 teachers
48 schools
SJKC / SJKT / SMK
Rural and urban areas
Participant Profile
Aged 25 – 30: 12 Aged 31 – 35: 12 Aged 36 – 40: 12 Aged 41 – 45: 5 Aged 46 – 50: 10 Aged 51 – 55: 9
Participant Profile
1 – 5 years’ experience 11 6 – 10 years’ experience 14 11 – 15 years’ experience 12 16 – 20 years’ experience 5 21 – 25 years’ experience 8 26 – 30 years’ experience 10
Participant Profile
B.Ed. TESL 28 Diploma in Education 17 Other 15
participant data.xlsx
Interview Questions
During B.Ed.Observing experienced teachersBeing observedObserving peers
Now Observing experienced teachersBeing observedObserving peers
interview questions.docx
Observing experienced teachers
School visits for observation Teachers didn’t want to be observed Most student teachers had no
opportunity to observe
Focus for observation
Teaching approaches Classroom management Teacher language
Observation of Student Teachers
Six-month practicum Teaching every day Observed by:
LecturerMentor-teacher at the school
Observed only 2 – 4 times
Feedback to Student Teachers
Feedback focused on:ObjectivesMaterialsActivitiesSteps and stagesTeaching techniquesTime allocationClass controlLanguage use
Peer Observation as Student Teachers
Prepared and sometimes rehearsed together
Didn’t observe each other’s actual lessons
Observation of Experienced Teachers
headmaster / senior teacher / head of English panel
PPD officer
Observation of Experienced Teachers
Lesson plans Teaching techniques
Advice on how to teach better Improvement from one year to the
next.
Observation of Experienced Teachers
http://www.eltc.edu.my/what-we-do/gtpppm/ops/
Observation of Experienced Teachers
Stressful Not usually informed in advance Must get grade over 80%
Observation of Experienced Teachers
Feedback is often unhelpful Feedback is poorly received Feedback can cause distress
Observation of Experienced Teachers
Chris Thorn, MELTA 2015
Observers have their own preconceptions and beliefs.
Observation of Experienced Teachers
Feedback can be positive and motivating
Feedback can be include useful suggestions
Feedback is sometimes unrealistic
Peer Observation by Experienced Teachers
Most teachers never observe their peers
They believe that it would be useful to observe each other
Existing Initiatives
LET (Learn English Together)
http://www.moe.gov.my/en/peluang-kerjaya-view?id=1104&
Existing Initiatives
Existing Initiatives
Buddy Support
Conclusions from the research
Teachers want to observe and be observed
very few chances to do this during initial training
Observation for evaluation is very stressful
Peer observation would be very useful for continuing professional development.
Development Needs
Training / Development
Peer Peer
Trainer
Trainee
Cooperative Development
Training / Development
Pradip Kumar Mishra, MELTA 2015
Teachers are like gardeners.
Academic & Practical
A programme of development could:
•Close the gap between research and classroom practice
•Promote action research
Discussion Group
ICT
Schedule
Theory into Practice
Sharing Best Practice
Teachers can: Conduct classroom research Examine their own teaching Explore ideas of best practice in their
own context Share experience with peers
The Reflective Practitioner
The Reflective Journal
Lesson Observation
Observation of yourself Observation of peers Observation by peers
Observation of yourself
“How can teachers move beyond the level of automatic or routinised responses to classroom situations and achieve a higher level of awareness of how they teach, of the kinds of decisions they make as they teach, and of the value and consequences of particular instructional decisions?”
>>>
Observation of yourself
“One way of doing this is through observing and reflecting on one’s own teaching, and using observation and reflection as a way of bringing about change.”
Towards Reflective Teaching
Jack C. Richardshttp://www.tttjournal.co.uk/back33.htm
Observing Peers
“Peer observation is the observation of teachers by teachers, usually, though not always, on a reciprocal basis.
[…]the objective is to provide opportunities for experienced teachers to reflect on their teaching in a calm and private environment.”
Peer observationGraham White
http://www.teachingenglish.org.uk/think/methodology/peer_observation.shtml
Observing Peers
Share varying methodological approaches to the syllabus and materials used in the institution.
Observing Peers
Not aiming at an abstract ideal of the perfect teacher.
Observed teacher can choose to focus on specific areas of weakness – and set personal aims for next observed lesson
Observing Peers
“Peer observation can provide opportunities for teachers to view each other’s teaching in order to expose them to different teaching styles and to provide opportunities for critical reflection on their own teaching.”
Towards Reflective Teaching
Jack C. Richardshttp://www.tttjournal.co.uk/back33.htm
Observation Feedback
Avoid being judgmental Give objective statements of WHAT
happened Get teachers to consider the HOW
and the WHY
Development Cycle
Training / Development
The difference between the teachers
“with twenty years experience and those with one year’s experience repeated twenty times”
Ur, 1996, p. 317
Discussion
How has your teaching changed over the years?
Is it still changing? In what ways?
Discussion
What forms of continuing professional development do you engage in?
Discussion
What is your experience of observing and being observed?
Would peer observation be useful in your context?
Discussion
Kevin Balchin, MELTA 2015
Reflection is often descriptive, shallow, bland, aimless, unguided.
Discussion
How can we promote reflection that isn’t
“shallow and bland”?
Discussion
What aspects of a lesson do observation and feedback focus on?
Discussion
Teacher languageInstructionsExplanationsQuestionsElicitationChecking understanding
Stages / timing Monitoring – feedback – error correction
Discussion
What aspects would it be useful to focus on for more experienced teachers?
Discussion
Interaction patterns Engaging all learners Catering for MI / VAK Differentiated tasks for mixed abilities
Discussion
What aspects of your teaching would you like to focus on?