CPD(ContinuousProfessionalDevelopment) MEETING #4

Operacijo delno financira Evropska unija iz Evropskega socialnega sklada ter Ministrstvo za izobraževanje, znanost in šport. Operacija se izvaja v okviru Operativnega programa razvoja človeških virov v obdobju 2007-2013, razvojne prioritete: Razvoj človeških virov in vseživljenjsko učenje; prednostne usmeritve: Izboljšanje kakovosti in učinkovitosti sistemov

izobraževanja in usposabljanja.

CURRENT TOPICS: Value-added FLT; Authenticity in/of FLT

Zavod RS za šolstvo, February 11, 2014Katja Pavlič Škerjanc, katja.pavlic@zrss.si

Projekt OBOGATENO UČENJE TUJIH JEZIKOV 2013-15Enriched Foreign Language Learning PROJECT 2013-15

Foreign/EFLL Teachers‘ Monthy CPD Meeting

CPD Meeting AGENDA

Time Content Performers & Format

09:30 - 11.00

Re-planning VALUE-ADDED FL TEACHING for school year 2013/14: Re-selection of learning objectives and instructional strategies KNOWING YOURSELF AS A TEACHER

Katja Pavlič ŠkerjancTuji učitelji / FTs 

Plenary presentation WORKSHOP with plenary presentations of results

11:00 - 11.30 Coffee break  

11:30 - 13.00

AUTHENTICITY of learning goals and objectives, learning situations, learning activities and assessment of learning outcomesValue-added FLT: Extension & enrichment courses and/or activities - AUTHENTIC LEARNING & DIFFERENTIATED INSTRUCTION

Katja Pavlič ŠkerjancTuji učitelji / FTs 

Plenary presentation WORKSHOP with plenary presentations of results

13.00 - 14.00 Individual consultations NEI-PT members

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Value-added FLT: OVERVIEW – KEY POINTS (10 min)

FT‘s PARTICIPATION in school curriculum

Foreign/EFLL Teacher as a „constant“

• Specific academic background

• Specific experiences (work & life)

• Specific personality traits

School and SLO teachers as „variables“

• Many teachers (as selection options)

• A lot of selection options for meaningful goals, participating students, efficient forms of work …Limitations („invaribales“):

• limited number of teachers, ready to particiate and/or capable of performing well

• space-time and other constraints• a pre-set school time schedule for

the current year that might be difficult to change …

To be „alleviated“ by:• openness to novelty & diversity,

readiness to learn• ability to seek (constructive)

compromise• …

What ADDED VALUE does a FT (directly or indirectly) create/contribute to FLT?

GENERICALLY

(as a native speaker)

• PROFESSIONAL characteristics (KNOWLEDGE and skills)?

SPECIFICALLY(as a unique individual)

• PROFESSIONAL characteristics (KNOWLEDGE and skills)?

• other competences• PERSONALITY

DUE TO COOPERATION & TEAM TEACHING (mainly interactive

)• purpose and goals of

interactive team teaching

„Knowledge“ of the SLOVENE FL teacher

(non-native speaker of target language)

Explicit knowledge (of target language & culture/-s)Situational knowledge (of the country‘s school system, national and school curricula and syllabi, students …)

Implicit knowledge

(of target language and culture/-s):

- tacit knowledge, - intuitive knowledge, - personal knowledge

Partial knowledge!

„Knowledge“ of the FOREIGN FL teacher

(native speaker of target language)

Implicit knowledge (of target language & culture/-s)- tacit knowledge, - intuitive knowledge, - personal knowledge

Explicit knowledge (of target language & culture/-s) ?

Situational knowledge (of a/the country‘‘s school system, national and school curricula and syllabi, students …)

Explicit knowledge (of target language & culture/-s) ?

Partial knowledge!

SHALLOWKnowledg

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DEEPKnowledg

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From PROCEDURAL to EPISODIC knowledge

Procedural Knowledge Knowledge of how to do a task that is essentially motor in nature; the same knowledge is used over and over again.

Declarative KnowledgeSurface-type information that is available in short-termmemory and easily verbalized; useful in early stagesof knowledge capture but less so in later stages.

Semantic KnowledgeHierarchically organized knowledge of concepts, facts, and relationships among facts.

Episodic KnowledgeKnowledge that is organized by temporal spatial means, not by concepts or relations; experiential information that is chunked by episodes. This knowledge is highly compiled and autobiographical and is not easy to extract or capture.

KNOWLEDGE ATTRIBUTES

ModeUtility

ValidityVelocityViscosityVolatilitySource

MeasurabilityImportance

Domain

AgeApplicability

ClarityMeaningfulness

ActionabilityType

UsabilityRelevance

SourceState

Knowledge MODES- EXPLICIT knowledge- TACIT knowledge

Tacit knowledge

• Knowledge residing in the minds (of teachers, employees ..) employees that has not been documented

• embedded (in the human mind through experience)

• = knowing HOW

Explicit knowledge

• Knowledge residing in the minds (of teachers, employees ..) employees that has been documented

• = codified (and digitized in books, documents, reports, memos, etc.)

• = knowing THAT

TACIT & EXPLICIT KNOWLEDGE

TACIT TO TACIT(SOCIALIZATION)

 e.g., individual and/or team

discussions 

TACIT TO EXPLICIT(EXTERNALIZATION)

 e.g., documenting

a team meeting

EXPLICIT TO TACIT(INTERNALIZATION)

 e.g., learn from a report and

deduce new ideas

EXPLICIT TO EXPLICIT(COMBINATION)

 e.g., create a website from

some form of explicit knowledge; email a report

Nonaka’s Model of KNOWLEDGE Creation and

Transformation

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Ice-breaker activity: WHO AM I ? (15 min)

The first four words (adj.) you see describe you.

1. What do you think of of this activity? What are, in your opinion, its advanatages and disadvantages?• Would you use it or not? • If yes, for what purpose and to what end?

With what students? Where and when? How? …

• If you have doubts, what are the constraints and limitations that are holding you back?

Reflection prompts

Language games: Pros and cons

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Teacher professionalism, teacher characteristics, teacher identity: WHO AM I AS A TEACHER?

WHO AM I (AS A TEACHER?)

Teaching Portofolio (2014/15)

Reflective Diaries/Logs (2013/14)

Teaching Philosophy Statement (by end of March 2014)

WARMING-UP

Perception(s) of YOURSELF

as a TEACHER

What metaphors would you use to describe yourself as a teacher?

a sage (on the stage)? a guide (on the side)? a tip of the spear? a shepherd ? a conductor ? …

Your turn now … (3 min?)Ready to share or not?

TEACHING PHILOSOPHY (Statement)

This statement of reflection is a philosophical framework

of your personal approach to teaching and

the rationale behind what guides your practice

It may be written for a variety of purposes: • reflective (personal or

professional)• promotional, • pedagogical or political …

Whatever your motivation, it should achieve the following:• Provide evidence of

your sincerely-held beliefs

• Codify your pedagogical thinking at a particular time

• Examine your teaching practices

• Monitor your development as a teacher

TEACHING PHILOSOPHY STATEMENT: Some possible guiding questions

1. What do I believe about teaching? 2. What do I believe about learning? Why?

How is that played out in my classroom? 3. What are my goals as a teacher?4. What demonstrates my desire to grow as a

teacher?5. What do I still struggle with in terms of

teaching and student learning? 6. What motivates me to learn about this

subject? 7. What are the opportunities and constraints

under which I learn and others learn? 8. What do I expect to be the outcomes of my

teaching? 9. What is the student-teacher relationship I

strive to achieve? 10. How do I know when I have taught

successfully? 11. What habits, attitudes, or methods mark my

most successful teaching achievements?

12. What values do I impart to my students? 13. Has my approach to teaching changed?14. What role do my students play in the

classroom (listeners? Co-discoverers? Peer teachers?)

15. What have I learned about myself as a teacher?

16. What excites me about my discipline?17. How has my research influenced my

teaching?18. What does teaching mean to me

(coaching, leading, guiding, telling, showing, mentoring?)

19. What teaching practices do I use and prefer (lecture, lead discussions, guide problem solving, provide demonstrations?)

20. What are my plans for developing or improving my teaching? (learn new skills, try our new approaches?)

• How long should it be? This depends on the purpose of your statement but ideally no longer than 1-2 pages (400-800 words)

• A teaching philosophy statement should provide scholarly evidence of your sincerely held-beliefs. – Avoid empty statements without backing them up.

(So, e.g., if you say, “I run a learner-centred classroom”, make sure you show how you do this.)

TEACHING PHILOSOPHY (Statement)

Teaching philosophy - scholarly evidence

of sincerely held-beliefs …

http://marcbergerportfolio.files.wordpress.com/2011/06/teachphilosophy6.jpg

Teaching philosophy_Sample

REFLECTION: The Concept

Reflection is an

evaluation process to help verify

if current practice is effective and if not,

how to adapt and modify it.

• When we use the word 'reflection' we usually want to describe a process of thought that is active and careful. It is an activity in which people 'recapture experience' and evaluate it.

It involves three aspects: Returning to experience:• recalling or detailing salient events. Connecting with feelings - this has two

aspects: • using helpful feelings and • removing or containing obstructive ones. Evaluating experience: • re-examining experience in the light of one's

aims and knowledge;• integrating this new knowledge into one's

conceptual framework.

Two types of reflection Reflection on action: • This type of reflection is at a distance from the actual events that

required reflection.  It is situated on an abstract level, it can be generalized, and it is possible to express it. This is reflection after the event. Consciously undertaken, and often documented.

• It involves descriptions, analysis and evaluation of occurred events, decisions made etc.

• Reflection on action gives the reflective individual an opportunity to get wiser.

Reflection in action: • Reflection-in-action is defined by Schön as the ability of

professionals to ‘think what they are doing while they are doing it’. He regards this as a key skill.

• This is the kind of reflection that occurs whilst a problem is being addressed. It is a response to a surprise – where the expected outcome is outside of our knowing-in-action. The reflective process is at least to some degree conscious, but may not be verbalised.

• The reflection has a tendency to appear as implicit knowledge/tacit knowledge.  

Three directions of reflectionAlsop and Ryan (1996) offer a useful metaphor to help us understand reflection it better:

1. Looking forward: prospective reflection

Reflecting by looking forward is like looking at a holiday brochure before we go away. We get ideas about what the location might be like, what we might do and whom we might meet.

2. Looking at what we are doing now: spective reflection

Reflecting by looking at what we are doing now is like looking at ourselves in a pool of water or a mirror; it shows us as we are at that point in time.

3. Looking back: retrospective reflection

Reflecting by looking back is like looking at a photograph or video when we return from our holiday. It tells us about where we went and what we did and whom we met.

How does RETROSPECTIVE REFLECTION take place?

Stage 1

The event itself

The starting point is an actual teaching episode, such as a lesson or other instructional event. While the focus of critical reflection is usually the teacher‘s own teaching, self-reflection can also be stimulated by observation of another person‘s teaching.

Stage 2

Recollection of the event

The next stage in reflective examination of an experience is an account of what happened, without explanation or evaluation. Several different procedures are available during the recollection phase, including written descriptions of an event, a video or audio recording of an event, or the use of check lists or coding systems to capture details of the event.

Stage 3

Review and response to the event

Following a focus on an objective desription of the event, the participant returns to the event and reviews it. The event is now processed at a deeper level, and questions are asked about the experience.

Keeping reflective teaching notes

• starting with general impressions and observations: What worked? What didn‘t? Which parts of the lesson

did the students seem to particularly enjoy or relate to?

• then writing down any specific concerns that emerged during your reflection,

• and including any reminder or follow up notes you would like to bear in mind the next time you teach (that class or others); these could include: activities to be avoided,

adopted or utilized more,problematic students, ordifficult sections of the

teaching materials used,etc.

The teacher should try to fill out the entries immediately after classes or at the end of the teaching day,

Lesson: GENERAL NOTES about class/lesson:

Class time:

Room/Location:

Teacher SELF-EVALUATION

Planning 1 2 3 4 5Preparation 1 2 3 4 5Teaching activities 1 2 3 4 5Assessment 1 2 3 4 5

Success 1 2 3 4 5Student enjoyment 1 2 3 4 5Teacher enjoyment 1 2 3 4 5

SPECIFIC concerns or problems:

Notes for FOLLOW-UP:

Keeping reflective teaching notes

Other reflection diary templates

Date Incident /Issue Problem Lesson(s)

learnedAction plan

Critical incident technique

What have you LEARNED?

What are you going to DO about it?

Structured reflection on a lesson

1. What were the essential strengths and weaknesses of the lesson? 2. What specifically might have been changed to improve the delivery

of the lesson? 3. What specifically might have been changed to improve the learning

outcomes? 4. What were the unintended and unanticipated learning outcomes of

the lesson? 5. What factors negatively or positively affected the success of the

lesson? 6. What specifically was learned as a result of developing, planning

and teaching this lesson? 7. Why is this experience significant in order to become an effective

teacher?

This type of analysis requires in-depth, honest self-appraisal and focused introspection.

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Value-added FLT:EXTENSION & ENRICHMENT COURSES/ACTIVITIES

DEFINING ENRICHMENT

The Oxford English Dictionary defines ‘enrichment’ as • ‘the action or process of enriching, in various

senses’ and • ‘the condition of being enriched’, • where to ‘enrich’ means to ‘make “richer” in quality’

and to ‘enhance excellences’.

The Collins English Dictionary defines enrichment similarly, associating it with that which adorns, fertilises, or endows with fine or desirable qualities.

DEFINING ENRICHMENT in FLT based on Wai Yi feng, University of Cambridge

Applied to the educational context and/or FLT, these definitions are inadequate because they fail to define:

1. what could be classified as ‘rich’ learning experiences or ‘rich’ learning environments, i.e. what we might refer to as educational ‘excellences’;

2. how rich learning experiences could be brought about, how rich learning environments could be established, and how already-established educational excellences could be ‘enhanced’, i.e. the relationship between rich learning experiences, rich learning environments, and the practices of teaching and learning;

3. how educational ‘enhancements’ could be measured, or otherwise assessed, i.e. how we might know that ‘enhancements’ have been made and how we might determine the nature and extent of these ‘enhancements’;

4. the purpose of such ‘enhancements’.

1. What could be classified as rich learning experiences and ‘rich learning environments in FLT for your school/students?

2. How can you design and set up the rich learning experiences for your students?

3. How can you (help) establish rich learning environments at your school/for your students?

4. How can you (help) enhance the already-established educational excellences?

5. How can/will be the educational ‘enhancements’ could be measured or otherwise assessed?

Reflection prompts

Value-added FLT: Extension and Enrichment

Value-added FLT:Differentiated instruction & authentic learning

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• SCAMPER is an acronym for a list of words that can help you and your students think differently about a problem area and enhance creativity.

http://resources.prufrock.com/GiftedEducationBlog/tabid/56/articleType/ArticleView/articleId/260/SCAMPER-Your-Way-to-Creativity.aspx

S Substitute

What or who can be used instead? What other ingredients, place, or time? Other material? Other process? Other power? Other place? Other approach? Other sounds?

C Combine What materials, features, processes, people, products, or components can be combined?

A Adapt Is there anything that can be changed? What else is like this? What could be copied?

MModify,

Magnify, or Minify

Can you change the meaning, color, motion, sound, smell, form, or shape? Can you distort it?

P Put to Other Uses

Are there new ways to use or reuse it? Is there another market?

E Eliminate Can you reduce time, effort, or cost? Can you remove part of it?

R RearrangeCan you interchange components or patterns? Can you change the pace or schedule? Can it be reversed?

SCAMPER Your Way to Creativity

Just a few possible ways to use SCAMPER.1. Read a simple story. What elements of SCAMPER could be

used to rewrite the story? If you get stuck on a writing assignment, will the ideas from SCAMPER help you to keep going?

2. Create your own invention. Take any common object and think about how it might be changed or improved upon. Think about the history of some common invention, such as the telephone. Go back to the earliest phone you can find and see how the elements of SCAMPER were used to improve each generation of the communication device.

3. Take a current social or political problem and discuss how elements of SCAMPER might be applied to come up with possible solutions.

4. Use SCMAPER to analyze a Web site or a brochure. Can you find ways that the Web site or brochure might be improved?

5. Take any common object - a penny, a shoe, a table. How can you apply the elements of SCAMPER to come up with a new and creative use of the object?

Lesson Planning (Tool): SCAMPER

• Discuss the activity, concentrating on the pros and cons – advantages and disadvantages.

• Work individually first, then share and discuss in groups.

• Be prepared to give brief plenary reports.

Reflection prompts

Differentiated instruction: Catering for gifted students

Value-added FL teaching & learning

Differentiated instruction

= Multilevel instruction

EFLL and FT‘s role:• Catering for the gifted

students?• Helping students with

learning defficiencies?

Authentic learning

• learning which emphasizes “meaningful activities that help the learner to construct understandings and develop skills relevant to problem solving”

• learning activities that closely resemble the ways that students will be expected to use their knowledge and skills in the real world

Which? Where? When? How? …

Pros and cons?

AUTHENTIC LEARNING / TEACHING)

1. Real-world relevance2. Ill-defined problem3. Sustained investigation4. Multiple sources and

perspectives5. Collaboration6. Reflection

(metacognition)7. Interdisciplinary

perspective8. Integrated assessment9. Polished product10.Multiple interpretations

and outcomes

10 design elements of AUTHENTIC LEARNING

Authentic Learning for the 21st Century, An Overview (Marilyn M. Lombardi, ELI Paper 2007)

http://net.educause.edu/ir/library/pdf/ELI3009.pdf

DIFFERENTIATED INSTRUCTION

1. What is your definition of Differentiated Instruction?

2. Share your definitions with others in your home school project team. Discuss ways and means of differentiated instruction at your school.

3. After sharing and discussion create one joint definition of Differentiated Instruction to guide you in your EFLL teaching.

4. Be prepared to share & discuss at your next CPD meeting (March 11, 2014).

Reflection prompts for

FTs & PTsDIFFERENTIATED INSTRUCTION