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IATEFL CPD 3.0

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IATEFL CPD 3.0

  1. 1. What does good CPD look like in 2020 2021? www.britishcouncil.org Graham Stanley graham.stanley@britishcouncil.org I beg your pardon, but what do you mean by CPD?
  2. 2. www.britishcouncil.org 2 JOIN ME HERE: www.menti.com/7h7s5b94aj or use code: 9559 9011
  3. 3. What is your context? Do you work… A. …as a teacher in public (i.e. state) education? B. …as a teacher in the private sector, at a language academy, etc? C. … as a teacher trainer in public or private sector Education? D. …somewhere else doing something else? Where do you live and work? Which country? Answer the question on Mentimeter www.britishcouncil.org 3 I’m an interpreter. I’m not supposed to know a power socket from a computer terminal. www.menti.com/7h7s5b94aj
  4. 4. ‘Continuing Professional Development (CPD) is a planned, continuous and lifelong process. Through it, teachers develop their personal and profesional qualities, and improve their knowledge, skills and practice. This improves their profesional autonomy, their performance in the classroom and the development of their organisation and learners.’ Adapted from Padwad, Amo; Dixit, Krishna (2011) Continuing Professional Development: An Annotated Bibliography. British Council www.britishcouncil.org 4 https://tinyurl.com/p3drctxa
  5. 5. CPD 0.5 English Language Teacher CPD 1.0 Senior Teacher / Teacher Association Coordinator CPD 2.0 Project Manager CPD 3.0 EES Lead www.britishcouncil.org 5 Remember that I am fluent in over six million forms of com—
  6. 6. CPD 0.5 English Language Teacher CPD 1.0 Senior Teacher / Teacher Association Coordinator CPD 2.0 Project Manager CPD 3.0 EES Lead www.britishcouncil.org 6
  7. 7. What about you? CPD is usually… A. …decided by my institution B. …decided by me and the other teachers I work with C. …something I do unsupported by my institution D. …not something I do much (or any) of Your turn… Answer the question on Mentimeter www.britishcouncil.org 7 If I told you half the things I’ve heard …you’d probably short circuit.. www.menti.com/7h7s5b94aj
  8. 8. The KASA framework Donald Freeman in 1989 Knowledge - what we know about the subject matter, the learners’ background, language level and also context. Awareness – how we can perceive the impact and effectiveness of our actions, and the response of the learners. Skills - teaching kills such as classroom management, etc. Attitude - the way we think about the profession, our learners and the learning process, etc. www.britishcouncil.org 8 www.whatiselt.com/single-post/2017/10/26/What-is-the-KASA-Framework
  9. 9. www.britishcouncil.org 9 www.britishcouncil.org/education/schools/teaching-for-success
  10. 10. "It is increasingly challenging to write a book which can be useful for both researchers and teachers, as those domains are, arguably, now too disparate." Evidence-based second language pedagogy, Masatoshi Sato, Shawn Loewen (Eds.), Routledge, Oxford (2019) www.britishcouncil.org 10
  11. 11. www.britishcouncil.org 11 Smith, R. and Rebolledo, P. A Handbook for Exploratory Action Research, British Council (2018)
  12. 12. www.britishcouncil.org 12 www.teachingenglish.org.uk/article/a-handbook-exploratory-action-research ww.teachingenglish.org.uk/article/champion-teachers- mexico-stories-exploratory-action-research
  13. 13. What about you? When you do CPD do you… A. …use a framework / tool to hep you decide how to develop? B. …just do CPD suggested by the institution I work for? C. …follow my nose / do what I feel like at the moment? D. …have a different approach? Your turn… Answer the question on Mentimeter www.britishcouncil.org 13 It’s against my programming to impersonate a teacher. www.menti.com/7h7s5b94aj
  14. 14. CPD 0.5 English Language Teacher CPD 1.0 Senior Teacher / Teacher Association Coordinator CPD 2.0 Project Manager CPD 3.0 EES Lead www.britishcouncil.org 14
  15. 15. www.britishcouncil.org 15 www.teachingenglish.org.uk/article/professional- development-through-teacher-activity-groups The British Council’s approach to CPD is called Teaching for Success, provides frameworks, resources and support for needs-based and contextualised teacher development. One aim of Teaching for Success is to raise awareness among educational authorities that conventional top-down, short-term, large-scale cascade models of in-service teacher education are not delivering visible and sustained changes in teaching and learning. In recent years the British Council has promoted additional forms of CPD which, in line with international insights into effective teacher learning (Desimone, 2011; Earley & Porritt, 2009; Zepeda, 2019), have sought to provide teachers with opportunities to learn collaboratively, over time, and in a manner which is more teacher-driven and linked to what happens in classrooms.
  16. 16. “Nothing has promised so much and has been so frustratingly wasteful as thousands of workshops and conferences that led to no significant change in practice when teachers returned to the classrooms.” Michael Fullan, 2000 Joyce and Showers (1996) suggest that classroom practice is more likely to change when coaching and mentoring are used to embed ideas learned outside school. www.britishcouncil.org 16
  17. 17. www.britishcouncil.org 17 “When teachers return to their classrooms after attending external conferences or workshops they put less than 10% of what they recall into practice.” Bruce Joyce and Beverley Showers, 2002, Designing Training and Peer Coaching: Our needs for learning, VA, USA, ASCD Ebbinghaus Forgetting Curve
  18. 18. www.britishcouncil.org 18 https://ltsig.iatefl.org
  19. 19. - Have you ever been on a good course? - Do you think your practice will change based on anything you have learned at IATEFL 2021 so far? If so, what? If not, why are you here? - Has your practice significantly and lastingly improved because of a course, presentation or workshop? What was it and how your practice changed. - What about your experience of coaching / mentoring? Your turn… Answer the question on Mentimeter www.britishcouncil.org 19 You should know better than to trust a strange computer.. www.menti.com/7h7s5b94aj https://cpdthreeoh.blogspot.com
  20. 20. CPD 0.5 English Language Teacher CPD 1.0 Senior Teacher / Teacher Association Coordinator CPD 2.0 Project Manager CPD 3.0 EES Lead www.britishcouncil.org 20
  21. 21. www.britishcouncil.org 21 https://www.teachingenglish.org.uk/article/innovations-education-remote-teaching
  22. 22. TEACHING FOR SUCCESS Our vision is that all teachers and teacher educators in the world have high-quality continuing professional development (CPD) opportunities that improve their own practice and their learners’ success. • Teaching for Success is the British Council evidence-based approach to teacher education and CPD​ • The CPD frameworks provide the organisational principle around which we plan and structure all our work​ in teacher education across the four EES thematic components in both state aid and non-state aid activity • These frameworks provide the pathways to achieve improvement in teaching and learning across the whole school, involving all the key practitioners • Teacher for Success CPD models and activity are designed to ensure that investment in teacher development has a positive and measurable impact on teacher’s classroom practice and learning outcomes • We aim to strengthen existing teacher development systems and build sustainably on them through the development of teacher educators, effective use of technology and integration of inclusive practices​ • Our professional development materials for teachers are modular, available as face-to-face workshops, and online self-study and moderated, and are mapped to our CPD frameworks. All online content is accessible from mobile, tablet and laptop devices, and we incorporate social media, video and other platforms into online design. • We build enduring partnerships with ministries, and other education partners www.britishcouncil.org 22 ACTIVITY: CAPACITY BUILDING AND CPD Teacher Education CPD framework Teacher CPD framework
  23. 23. www.britishcouncil.org 23 https://ltsig.iatefl.org/new-research-book/
  24. 24. Making digital devices available and becoming sophisticated in their use is not necessarily learning The scariest part of the new technologies is that it gives people (and those that observe them) a false sense that they are learning something just by using an elegant machine. The solution lies in the concentration of the three forces of pedagogy, technology, and change knowledge www.britishcouncil.org 24 Fullan, M (Pearson, 2013) Stratosphere
  25. 25. What about you and online CPD? A. …I don’t do any CPD online B. …I do some online CPD C. …I frequently engage with online CPD What about before the pandemic? Your turn… Answer the question on Mentimeter www.britishcouncil.org 25 You seem to do an incessant amount of thinking. www.menti.com/7h7s5b94aj
  26. 26. www.britishcouncil.org 26 https://www.futurelearn.com/partners/british-council
  27. 27. • Clear interface • Short videos • Interaction • Progress record • infographics • Summaries • Links to research & further information www.britishcouncil.org 27 https://www.futurelearn.com/partners/british-council
  28. 28. CPD 0.5 English Language Teacher CPD 1.0 Senior Teacher / Teacher Association Coordinator CPD 2.0 Project Manager CPD 3.0 EES Lead www.britishcouncil.org 28
  29. 29. Weaknesses at Policy level – “without correcting these…improving the overall performance of ELL in schools Will remain a challenge.” Lack of sufficient, well-prepared English teachers…a bottleneck in most countries – “need to explore innovative solutions that can yield results over easonable periods of time at an aceptable cost.” Collaborative Expertise – “look beyond formal Education… consider ways of leveraging efforts at the school level with… independent training institutions.” Lack of data – monitoring and evaluation essential www.britishcouncil.org 29 https://www.thedialogue.org/wp-content/uploads/2017/09/English-Language-Learning-in-Latin-America-Final-1.pdf
  30. 30. “Given the common challenges, there is significant room for synergies across countries in Latin America. In particular, countries can learn from the experiences of others to improve. The development of a regional learning community constitutes a promising way to foster this collaboration and knowledge sharing.” “…countries in Latin America share many similarities in the bottlenecks and difficulties they experience in seeking to improve... As this report demonstrates, there is a lot of innovation and change taking place across the region. There is thus high value for countries throughout the region to learn from each other. Many quality strategies, approaches and actions already exist and could readily be applied across multiple country contexts. What is necessary, however, is coming together to share in this learning. A regional learning community to share challenges, experiences, and best practices could make important contributions to ongoing and future efforts to improve…throughout the region…(especially with) joint initiatives, such as in the critical area of teacher training.” www.britishcouncil.org 30 https://www.thedialogue.org/wp-content/uploads/2017/09/English-Language-Learning-in-Latin-America-Final-1.pdf
  31. 31. Countries participating in study included Chile, China, Colombia, Japan, Mexico, Spain, & UK Teachers report that professional development based on collaboration and collaborative approaches to teaching is among the most impactful for them www.britishcouncil.org 31 http://www.oecd.org/education/talis
  32. 32. 32 http://www.oecd.org/education/talis
  33. 33. Have you changed your approach to CPD in the last year? What has been the focus of your CPD in the last year? Your turn… Answer the question on Mentimeter www.britishcouncil.org 33 Don’t blame me. I’m an interpreter. I’m not supposed to know www.menti.com/7h7s5b94aj
  34. 34. www.britishcouncil.org 34 • cpdBE a response to this • workshops / reports • online community of practice • online discussions https://americas.britishcouncil.org
  35. 35. www.britishcouncil.org 35
  36. 36. www.britishcouncil.org 36 https://www.teachingenglish.org.uk/article/new-ways-teaching-skills-cpd-teachers
  37. 37. RASCRA Initiatives that promoted collaboration spaces and the construction of professional learning communities were fundamental for the support and training of teachers. 51% of the teachers interviewed considered that the most important allies in training were their own colleagues. 27% said the school authorities, 7% the government and other. NWOT Teachers’ associations and unions have been a major resource for teacher education and professional support during the Covid pandemic www.britishcouncil.org 37 https://americas.britishcouncil.org
  38. 38. Thank you www.britishcouncil.org 38 Thank you! Any questions? @grahamstanley graham.stanley@britishcouncil.org www.menti.com/7h7s5b94aj Results: https://cpdthreeoh.blogspot.com

Notas do Editor

  • What does best practice in CPD look like in 2021? How can teachers best take advantage of the opportunities that our connected world offers? In this workshop I will look at a range of CPD options, from Collaborative Expertise, to engaging with Artificial Intelligence, through Exploratory Action Research, MOOCs, Online Communities of Practice, Teacher Activity Groups (TAGs), and the British Council’s Teaching for Success. I will also present and discuss some of the findings of the British Council Americas cpdBE project, which launched in 2019. Learn about what works and how you can become involved.

    Graham Stanley is English for Educational Systems Lead for the British Council in the Americas, based in Mexico City. He is Editor of ‘Remote Teaching’ (British Council, 2019), author of Language Learning with Technology (CUP, 2013) and co-author of Digital Play: Computer games and language aims (Delta Publishing, 2011)

    SESSION TYPE: Workshop
    TITLE: CPD-3.0
    SESSION LENGTH: 45 mins
    SESSION DAY: Saturday 19 June 2021
    SESSION NUMBER: 1.9
    SESSION TIME (UK TIME): 17:20-18:05


    Add Mentimeter link
  • I have questions for you to answer during the presentation. I’ll look at the answers / results of these
  • As this workshop is based on my own experience of CPD, I have framed it around the 4 principle roles I have performed during my career and how that related to CPD . I’ll mention them and the CPD I was involved in briefly here, and then Will be going into more detail as the workshop progresses.

    As a newly qualified English teacher
    As a Senior Teacher at the British Council and Coordinator of the IATEFL LTSIG
    As project manager, of a large national project in Uruguay
    As English for Educational Systems lead in the Americas for the British Council.
  • Before we go any further, let’s look at what CPD means. I am using this definition.
  • As this workshop is based on my own experience of CPD, I have framed it around the 4 principle roles I have performed during my career and how that related to CPD . I’ll mention them and the CPD I was involved in briefly here, and then Will be going into more detail as the workshop progresses.

    As a newly qualified English teacher
    As a Senior Teacher at the British Council and Coordinator of the IATEFL LTSIG
    As project manager, of a large national project in Uruguay
    As English for Educational Systems lead in the Americas for the British Council.
  • As a newly qualified English teacher in Barcelona, I participated in INSET (in-service training sessions) that were delivered on a regular basis, the content of which was usually decided by the language school I worked for, although sometimes, the teachers were askekd what they wanted. As time went on, when I started working for the British Council, the teachers were given more say in what training was given. We started using a self-assessment tool so that we could self-evaluate our teaching skills and knowledge. This was used to help the organisation decide what training to offer. At one point, instead of monthly training sessions, a system of teacher activity groups was implemented (more about this later). I also followed my own special interest and started a Master’s degree in ELT and Educational Technology. That led to me becoming an ICT Coordinator and attending and presenting at local, national and international conferences. I joined a teachers association (IATEFL) and then became the coordinator of the Learning Technologies Special Interest Group. I then starting writing articles for teachers and that led to me co-authoring a book, then writing another one on my own.
  • Starting out as a teacher, you quickly realise that your initial training course is only the start of the journey, and that in order to become effective, you need continuous development. Fortunately, there are frameworks for teachers now that enable us to understand what we don’t know, to self-assess and to decide what to focus on.

    Here’s a simple framework - Donald Freeman’s KASA framewwork
  • This is the British Council’s CPD framework, which is part of Teaching for Success, their approach to CPD. The one on the right is for teacher educators. There are 12 profesional practices identified and four stages of development in the teacher framework. Also listed is language proficiency and qualifications. I first started using this as a teacher and found it very useful to raise awareness of what I knew and didn’t know and it helped me make decisions about what direction to go towards as far as my own cpd is concerned. As I’d find out later on it is just as useful when you are responsable for helping cpd with a group of teachers and when you have even larger number of teachers, such as those on a project or in countries or large regions.
  • Using a framework as an individual Teacher helps you reflect on practice and collect evidence for what it is you need to focus on. Used at a larger scale, it helps schools, larger organisations, ministries of education focus on what teachers need most. I’ve always believed that evidence-based practice and pedagogy is important, but as this quotation indicates, it’s not always easy for teachers to know how to use what is explored by researchers. Much of the research that is done is either not aplicable to teachers, or not available to teachers.
  • Some types of research, however, is accessible to teachers. EAR, for example, is very much connected to the professional life of practitioners. The idea is for the teacher to identify something in their classroom they want to better understand, to observe this and collect evidence

    The work that is being done serves also to demystify research and to make teachers feeel that they themselves can do research in their own classrooms.
  • I think EAR is one of the most empowering things you can do as a teacher. This idea of evidence-based CPD can be revealing.

    If you want to find out more about EAR – there are now lots of resources to help you, such as the handbook and examples of stories that have been published under the label Champion Teachers. Progrmmes have been carried out in Chile, Peru, Colombia and Mexico.
  • As this workshop is based on my own experience of CPD, I have framed it around the 4 principle roles I have performed during my career and how that related to CPD . I’ll mention them and the CPD I was involved in briefly here, and then Will be going into more detail as the workshop progresses.

    As a newly qualified English teacher
    As a Senior Teacher at the British Council and Coordinator of the IATEFL LTSIG
    As project manager, of a large national project in Uruguay
    As English for Educational Systems lead in the Americas for the British Council.
  • As a Senior Teacher at the British Council, I was responsible for planning and implementing CPD for the teachers. I gave training sessions and contacted others to give them. I also did this as Coordinator of the LTSIG – we organised events around themes and invited speakers. We also tried out different formats for conferences, such as Open Space Technology and I was involved in presenting webinars online and organising intensive workshops during the summer and online events through the LTSIG and TESOL’s Electronic Village Online.
  • One of the most interesting forms of CPD I was involved with back then is TAGs. Although the term wasn’t around at the time when I was involved, the concept was definitely put into practice. Instead of all teachers coming together for a presentation, teachers split into groups around an area of interest and meet regularly (once a month or more frequently) in order to help each other increase their knowledge and skills.

    So, TAGs then are communities of practice (CoPs) made up of small numbers of teachers who meet around once a month for the purposes of professional development. When CPD, as the findings quoted here show, is more linked to what happens in classrooms, is more teacher-driven and is more collaborative rather than top-down, it is generally more effective.
  • What about other types of CPD. Conferences, for example? Presentations or one-off workshops? The educator, Michael Fullan, is very dismissive of this type of training. Interestingly enough, I’ve seen Fullan talk twice, both times at conferences.

    There’s a certain ring of truth about this, though, but I know from my own experience of courses, conferences and workshops, that it is possible to take ideas from them and to change practice. Not all of them, but some, certainly.
  • The research backs Fullan up. Look, here, at the Forgetting Curve. Hermann Ebbinghaus was a pioneer of memory research and the Forgetting Curve was discovered in 1895.

    People have forgotten about it. No, seriously, what does this mean apart from the fact that I can say anything I want in this presentation because you’re only going to remember 20% of it later?
  • I believe that a conference such as this, with the sheer offer of CPD, allows teachers enough choice to attend sessions they are interested in, it deserves to be considered differently. I think that’s the case of many TAs. And at the heart of IATEFL is the SIGs, similar to TAGS, CoPs that allow teachers to cluster around a common special interest.

    I have been (am) actively involved in TAs now for a number of years and Benefit enormously from the experience. I was approached by Coordinator of the LTSIG (Gary Motteram) and persuaded to become involved, becoming Coordinator. Then, the second time, I applied to be Newsletter Editor.
  • Remember that you can choose to be emailed the results of this later, or look at it on the blog – I’ll share the address of the blog again at the end.
  • I then moved to Uruguay and as project manager, of a large national project to teach children via videoconferencing, my perspective of CPD changed. What marked the main differences was the move from private to public sector education, the responsibility for providing CPD for hundreds of teachers, and finally the new modality – remote teaching, or teaching live online.
  • To try to improve the Project, we surveyed and interviewed teachers and asked experts in different áreas of the complex Project to write about it. We also have case studies – all published in a book that is available to download. It’s a very different type of remote teaching to the one done because of the pandemic, but there are lessons to be learnt from the experience that are relevant.
  • The TfS framework I mentioned before became important / useful to me and the project in a different way when I became responsable for the TD of a large number of teachers. Fortunately, the frameworks can be used as an individual teacher and with groups of teachers.
  • What did we find? The cpd framework was robust and only needed to be changed slightly to accommodate these features that were specific to RT

    Our findings informed everything from recruitment – more important / easier to employ a teacher with experience teaching primary and help them teach remotely tan take a RT and help them teach primary (more difficult – the teaching skills take longer to learn)
  • The introduction of digital into ELT, into Education, however, does have to be approached with caution.
    Michael Fullan again… important for anyone teaching teachers but also for teachers themselves to be aware of.
  • Remember, this question was originally meant to be answered before the pandemic. For many teachers the answer would have been very different before the pandemic.
  • One of the most impressive offers of online, digital CPD at the momento is what used to be called MOOCS. Here, for example, are some of the BC-FutureLearn MOOCs.
  • This is basically micro learning online for busy people. You can sign uop for free and do a Little a day, as Little as 15 minutes. If you’ve nevver tried one, or did, but it was some time, ago I recommend giving them a go. One of the things you can learn from doing one of these is how best to design an experience for online learning – the slide here has some of the features of these courses that you can learn from.
  • Finally, the least 2.5 years, I have been working as the English for Educational Systems lead in the Americas for the British Council. One of the things that requires me to do is to support and advise teams designing CPD programmes for large numbers of English teachers in a region or country. Sometimes those teachers do not have a high level of English. Always, their experience and qualifications, needs and contexts differ.
  • In my new role, I have to have a regional perspective of CPD – we aim to help countries with their Policy by providing insight and research, suggesting models that Will work on a large scale.

    The Inter American Dialogue in a report in 2017 identified a number of weaknesses across the región.
  • It has been interesting for me to see just how much evidence is out there and how much that evidence points to CPD as being the solution to many of the problems that exist in educational systems.
  • I don’t have time to go into details, but you can look later if you are interested. However, the findings of TALIS show that the best CPD is, not surprisingly, adapted to the Teacher’s needs and built on prior knowledge and is very much rooted in helping teachers apply what they learn in a practical way to their own classroom. No surprises there, then.
  • Let’s now look at the present day. Remember, this question was originally meant to be answered before the pandemic. For many teachers the answer would have been very different before the pandemic. This is the last question.
  • Before the world changed, we launched a Project in the Americas as a response to this…but then the pandemic hit and we rethought our plans… However, the reports of the workshops and recordings of Webinars are still available on the website.
  • We have renamed the Project New Ways of Teaching and would like to encourage you to join us to find out more. The first evento Will be held next week, on 24th June – a webinar round table to launch the NWoT Research Report with the ELT Consultants, featuring Wendy Arnold, HaryKucha and Sheila Rixon – questions to be facilitated y Alicia Artusi from Argentina.

    You can either sign up on the Americas web page or…
  • …directly on the TeachingEnglish website. Hope to see some of you there. The report itself can be downloaded from the site.
  • I don’t have time to speak more about this now, but here is a taster of the findings in the NWoT report and the RASCRA report that preceded it. If you want to know more about NWoT then come along to the round table discusión next week. If you want to know more about RASCRA findings, then you can read the report on our website.

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