teaching for success - teachingenglish | british council | … · teaching for success ... cpd...
TRANSCRIPT
Teaching for Success Providing the expertise to transform teaching and learning in education systems
Education systems
2
‘An education system is only as good as its teachers’ McKinsey,2007
https://mckinseyonsociety.com/how-the-worlds-best-performing-schools-come-out-on-top/
Education systems
3
‘An education system is only as good as its teaching’ Husbands, 2013
https://ioelondonblog.wordpress.com/2013/10/10/great-teachers-or-great-teaching-why-mckinsey-got-it-wrong/
Changes
4
• tothewaywelearn
• totheskillslearnersneed
• totheiden7tyofourlearners
• tothetoolsavailableforlearning
h=ps://ioelondonblog.wordpress.com/2013/10/10/great-teachers-or-great-teaching-why-mckinsey-got-it-wrong/
Professional development
The professional development that makes the most difference to teachers
5
Source:Whatprofessionaldevelopmentmakesthemostdifferencetoteachers|CatherineWalterandJessicaBriggs|March2012
The professional development that makes the most difference to teachers…
6
…is concrete and classroom-based
The professional development that makes the most difference to teachers…
…brings in expertise from outside the school.
7
is concrete and classroom-based
The professional development that makes the most difference to teachers…
8
…involves teachers in the choice of areas to develop and activities to undertake.
is concrete and classroom-based
brings in expertise from outside the school.
The professional development that makes the most difference to teachers…
9
…enables teachers to work collaboratively with peers.
is concrete and classroom-based brings in expertise from outside the school.
involves teachers in the choice of areas to develop and activities to undertake.
The professional development that makes the most difference to teachers…
10
…provides opportunities for mentoring and coaching
is concrete and classroom-based brings in expertise from outside the school.
involves teachers in the choice of areas to develop and activities to undertake. enables teachers to work collaboratively with peers.
The professional development that makes the most difference to teachers…
…is sustained over time.
11
is concrete and classroom-based brings in expertise from outside the school.
involves teachers in the choice of areas to develop and activities to undertake. enables teachers to work collaboratively with peers.
provides opportunities for mentoring and coaching
The professional development that makes the most difference to teachers…
…is supported by effective school leadership.
12
is concrete and classroom-based brings in expertise from outside the school.
involves teachers in the choice of areas to develop and activities to undertake.
enables teachers to work collaboratively with peers.
provides opportunities for mentoring and coaching
is sustained over time.
The benefits of CPD
13
‘Its benefits extend from individuals to groups and institutions, and ultimately to the quality of education
in the classroom… some commentators have argued that improving student outcomes is the
primary purpose of CPD.'
Source:Contemporaryperspec7vesoncon7nuingprofessionaldevelopment|SimonBorg|April2015
The professional development that makes the most difference to teachers…
14
…is concrete and classroom-based
…is supported by effective school leadership
…brings in expertise from outside the school
…involves teachers in the choice of areas to develop and activities to undertake
…enables teachers to work collaboratively with peers
…provides opportunities for mentoring and coaching
…is sustained over time
Source:Whatprofessionaldevelopmentmakesthemostdifferencetoteachers|CatherineWalterandJessicaBriggs|March2012
British Council CPD Framework
15
12 Professional practices
• Understanding learners • Planning lessons and courses • Managing the lesson • Knowing the subject • Managing resources • Taking responsibility for your professional development • Assessing learning • Using inclusive practices • Integrating ICT • Using multilingual approaches • Promoting 21st century skills • Understanding educational policies and practices
16
17
Understanding learners involves:
• Making decisions about teaching and assessment by applying an understanding of the following learner characteristics: their level of attainment; age; interests; preferred ways of learning; group dynamics; their motivation to learn, educational, social, cultural and linguistic background; any special educational needs; level of autonomy; personality
• Exploring theories of learning and applying them to your context and learners
• Conducting needs analyses and applying the result
• Applying an understanding of the impact of the learning environment on learners
Stages of development
18
19
Self-evaluation tool
h=ps://www.surveymonkey.co.uk/r/MOOCSET
20
Website resources
Modular English language teacher training resources
21
Online CPD conference 5 – 9 October 2016
22
Practical and theoretical talks Debates Panel discussions Discussion forums Q&A with speakers http://www.teachingenglish.org.uk/teaching-success-web-conference
www.teachingenglish.org.uk
Anne Burns
CPD activities
Divya Madhavan
Willy CardosoThomas Farrell
Simon Borg Andy Hockley
John Dewey
Action research!
Reflective practice !
Teacher research!
Observation!
Action research!
Reflective practice !
Teacher research!
Observation!
www.teachingenglish.org.uk
Anne Burns
Divya Madhavan
Willy CardosoThomas Farrell
Simon Borg Andy Hockley
John Dewey
Collaborative action researchhttp://www.professoranneburns.com/arvideo.htm
Institutional and organisational researchhttp://ihjournal.com/doing-action-
research-%E2%80%93-what%E2%80%99s-in-it-for-teachers-and-
institutions-by-anne-burns
www.teachingenglish.org.uk
Anne BurnsDivya MadhavanWilly Cardoso
Thomas Farrell
Simon Borg
Andy Hockley
John Dewey
Divya Madhavan’s blog http://divyamadhavan.com/
Willy Cardoso’s bloghttps://authenticteaching.wordpress.com/
www.teachingenglish.org.uk
Anne Burns
Divya MadhavanWilly Cardoso
Thomas Farrell
Simon Borg
Andy Hockley
John Dewey
Simon Borg’s websitehttp://simon-borg.co.uk/category/
professional-development/
ELTDP Symposium talkhttps://www.youtube.com/watch?
v=7DrXaP7x06E)
www.teachingenglish.org.uk
Anne Burns
Divya Madhavan
Willy CardosoThomas Farrell
Simon BorgAndy Hockley
John Dewey
What makes teachers tick?http://lamsig.iatefl.org/wp-content/
uploads/2013/05/2-Hockley-Wt-makes-a-good-tcr-tick.pdf
Peer observation, career developmenthttp://lamsig.iatefl.org/news-and-
events/archived-articles
www.teachingenglish.org.uk
Anne BurnsDivya MadhavanWilly Cardoso
Thomas Farrell
Simon Borg
Andy Hockley
John Dewey
Thomas Farrell’s websitehttp://www.reflectiveinquiry.ca/
Interview with Thomas Farrellhttp://www.livesofteachers.com/
2015/02/24/an-interview-with-thomas-farrell/
www.teachingenglish.org.uk
Anne Burns
Divya MadhavanWilly Cardoso
Thomas Farrell
Simon Borg
Andy Hockley
John Dewey
“Therearescholarswhohave[theknowledge]inamarkeddegreebutwholackenthusiasmforimpartingit.Tothe
‘naturalborn’teacherlearningisincompleteunlessitisshared”
www.teachingenglish.org.uk
Thank you
www.teachingenglish.org.uk/teacher-development
http://www.slideshare.net/secret/6mZSEBdofhr7Fe
www.englishagenda.britishcouncil.org