Beyond One Day Wkshp (post session version): TESOL 2010 (Cona/Moss of REEP program)

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TESOL 2010, March 25, 7:30a.m.
questions: mcona@arlington.k12.va.us

Description:
Presenters share an online reflective practice group model that provides quality, sustained professional development for adult ESOL teachers through the asynchronous exploration of ideas and best practices. Presenters demonstrate the free Web tool they used and discuss issues surrounding online professional development and fostering program cohesion in practice.

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Beyond One Day Wkshp (post session version): TESOL 2010 (Cona/Moss of REEP program)

  1. 1. Beyond the One-Day Workshop <ul><li>“ He who dares to teach must never cease to learn.” ~ Richard Henry Dann </li></ul>Michele Cona, ITC mcona@arlington.k12.va.us Donna Moss, PD Coordinator dmoss@arlington.k12.va.us
  2. 2. Workshop Agenda <ul><ul><li>About the REEP program </li></ul></ul><ul><ul><ul><li>Background </li></ul></ul></ul><ul><ul><ul><li>Professional development </li></ul></ul></ul><ul><ul><li>Project overview </li></ul></ul><ul><ul><ul><li>Content </li></ul></ul></ul><ul><ul><ul><li>Management </li></ul></ul></ul><ul><ul><li>Session discussion </li></ul></ul><ul><ul><ul><li>Your questions about our project </li></ul></ul></ul><ul><ul><ul><li>Your experience with online PD and/or reflective practice </li></ul></ul></ul>
  3. 3. <ul><li>Arlington County, Virginia </li></ul><ul><li>Arlington Public Schools </li></ul><ul><ul><li>Office of Career, Technical and Adult Education </li></ul></ul>Program Background
  4. 4. Goals of the REEP Program <ul><li>Communication and literacy skills </li></ul><ul><li>Social and civic knowledge </li></ul><ul><li>Critical thinking skills </li></ul><ul><li>Independent, lifelong learners </li></ul><ul><li>Technology </li></ul>
  5. 5. REEP Today <ul><li>Intensive & Non-intensive Classes </li></ul><ul><li>General Lifeskills </li></ul><ul><li>Workplace </li></ul><ul><li>Specialty Classes </li></ul><ul><li>Outreach ESL </li></ul><ul><li>Arlington County Detention Center </li></ul>
  6. 6. <ul><li>Integrated on-line ESL curricula: </li></ul><ul><ul><li>8 levels of lifeskills curricula (e.g., health, work, history and government) </li></ul></ul><ul><ul><li>2 advanced levels: Content-based, academic preparation </li></ul></ul><ul><ul><li>Family literacy </li></ul></ul><ul><ul><li>Multi-level technology </li></ul></ul><ul><ul><li>Intermediate levels with writing focus </li></ul></ul><ul><li>Learner-centered, whole language approach </li></ul>REEP’s Adult ESL Curriculum
  7. 7. REEP Students <ul><li>75+ countries (80% Spanish speaking) </li></ul><ul><li>50/50 male/female </li></ul><ul><li>Majority 19-44 years </li></ul><ul><li>0-16+ years of education </li></ul><ul><li>50% ESL Literacy and ESL Beginning </li></ul><ul><li>69% employed full-time </li></ul><ul><li>20% parents of APS children </li></ul>
  8. 8. Reaching our Teachers
  9. 10. PD at REEP <ul><li>Pre-service and orientation (1 st year) </li></ul><ul><li>Mentoring </li></ul><ul><li>In-services </li></ul><ul><ul><li>Series: “Meeting All Learners Needs” </li></ul></ul><ul><li>Workshops </li></ul><ul><ul><li>“ Foundations” (1 st year) </li></ul></ul><ul><ul><li>“ Explorations” </li></ul></ul><ul><ul><li>Brown Bag sessions </li></ul></ul><ul><li>Online Community </li></ul>
  10. 11. Needs Assessment Outcomes <ul><li>Teachers request: </li></ul><ul><ul><li>Connections </li></ul></ul><ul><ul><ul><li>Face time to share and learn from each other </li></ul></ul></ul><ul><ul><ul><li>Special interest sharing </li></ul></ul></ul><ul><ul><li>Follow-up </li></ul></ul><ul><ul><ul><li>Apply what they learn to instruction </li></ul></ul></ul>
  11. 12. A New PD Opportunity “ In reflective practice…teachers become listeners, observers, thinkers, and researchers …” ~ Yu Ren Dong
  12. 13. Project Tasks <ul><li>Preparatory Workshop * </li></ul><ul><li>Teach, Reflect, Peer Review </li></ul><ul><li>Discussions – focused reflection </li></ul><ul><li>Inquiry </li></ul><ul><li>Final Reflections </li></ul><ul><li>Follow-up Meeting * </li></ul>* = face to face
  13. 14. 1. Preparatory Workshop * <ul><li>3 hours </li></ul><ul><li>Face to face </li></ul><ul><li>Get acquainted </li></ul><ul><li>Discuss reflective practice </li></ul><ul><li>Plan weekly tasks </li></ul><ul><li>How to use the Wiki </li></ul>
  14. 15. 2. Teach, Reflect, Peer Review <ul><li>Alternating weeks </li></ul><ul><li>Recently taught lesson </li></ul><ul><li>Guiding reflection questions </li></ul><ul><li>Guiding peer review questions </li></ul>
  15. 16. 3. Discussions – focused reflection <ul><li>Alternating weeks </li></ul><ul><li>Addressed 2-3 prevailing questions </li></ul><ul><li>Asynchronous </li></ul>
  16. 17. Discussion Topic Examples <ul><li>Reflective Practice and Goals </li></ul><ul><li>Differentiating with Materials & Textbooks </li></ul><ul><li>Getting and Using Learner Feedback </li></ul><ul><li>Conversation Practice: Planning and Implementing </li></ul>
  17. 18. 4. Inquiry <ul><li>Good Practice Audit (Brookfield) </li></ul><ul><ul><li>Identify pressing problems and come to consensus on one to discuss. </li></ul></ul><ul><ul><li>Analyze experiences </li></ul></ul><ul><ul><li>Compile suggestions for practice </li></ul></ul><ul><li>Midway point of the project </li></ul>
  18. 19. 5. Final Reflection <ul><li>Survival Advice Memo to a New Teacher </li></ul><ul><ul><li>Outline essential survival advice on meeting all the learners’ needs and addressing individual learning preferences in your class. </li></ul></ul>
  19. 20. 6. Follow-up Meeting * <ul><li>Face to face </li></ul><ul><li>Lessons learned </li></ul><ul><li>Ways forward </li></ul>
  20. 21. Project Management
  21. 22. Project Needs <ul><li>Tasks** </li></ul><ul><li>Timeframe ** </li></ul><ul><li>Budget </li></ul><ul><li>Participants </li></ul><ul><li>Web tool </li></ul>** = see handout
  22. 23. 4. Participants: Teachers wiki
  23. 24. <ul><li>Enthusiastic and able to complete tasks </li></ul><ul><li>Cross-site participation </li></ul><ul><li>Multiple instructional levels </li></ul><ul><li>Varying technological abilities </li></ul><ul><li>Competitively selected </li></ul><ul><li>We had to diversify our outreach strategy – email, personal appeal, flyers, etc. </li></ul><ul><li>Explain responsibilities, timeline, payment, expected outcomes, etc, very clearly! </li></ul>4. Participants: Teachers
  24. 25. Participants: Moderators <ul><li>PD Coordinator and ITC </li></ul><ul><li>Paid from regular hours </li></ul><ul><li>Shared tasks </li></ul><ul><ul><li>Planning, training, moderating online discussions </li></ul></ul><ul><li>Alternating duties </li></ul>
  25. 26. Moderator Tasks <ul><li>Review lesson plans, reflections, and peer reviews </li></ul><ul><li>Create 2 discussion threads </li></ul><ul><li>Offer discussion prompts with rationale </li></ul><ul><li>Monitor and advance discussion </li></ul><ul><li>Participate in discussion when not moderating </li></ul>
  26. 27. 5. Web tool: Wetpaint On Monday’s we posted reminders and suggestions on the frontpage, or Announcements page. GREEN area is all part of the standard Wetpaint template. The white areas are modifiable by the user.
  27. 28. Create all content – admin, tasks explained, netiquette, project timeline (shown here), peer review partnering for each week, etc, BEFORE building out the wiki. When all content is finalized and ready to post, THEN copy and paste to the wiki. You can create however many pages and sublevels as needed. Plan it all first so that the only thing changing from week to week is the content the participants are adding themselves, discussion areas, announcements, and resource pages. Also, plan where you can hyperlink to other relevant sections or to outside resources.
  28. 29. Peer review front page and subpages for each week (according to the alternating partner plan made ahead of time) were posted and linked to before the launch of the project. During initial face to face workshop, participants completed an example peer review activity and discussion to walk through all tasks that would be expected of them each week.
  29. 30. Be sure to register for a free Educators account to increase file attachment limit from 40 to 250 (limit as of 2009, may be more now). Be sure to include in the initial workshop a consensus building activity on standards for lesson plans, reflections, and peer reviews. Include training on using all aspects of the wiki interface!
  30. 31. Be sure to use descriptive subject lines for each discussion thread for better organization. Wetpaint is searchable!
  31. 34. Online Community Tool (cont’d) <ul><li>Why Wetpaint ? </li></ul><ul><ul><li>Free with extended benefits to educators </li></ul></ul><ul><ul><li>Clean design template </li></ul></ul><ul><ul><li>Password protected </li></ul></ul><ul><ul><li>Discussion area </li></ul></ul><ul><ul><li>User-friendly </li></ul></ul><ul><ul><li>Archiving </li></ul></ul>
  32. 35. Outcomes <ul><li>Participants </li></ul><ul><ul><li>“ One Teacher’s Progression: Karli” ** </li></ul></ul><ul><li>Program </li></ul><ul><ul><li>Changes to fiscal year PD plan </li></ul></ul>** = see handout
  33. 36. Lessons Learned <ul><li>Recruitment </li></ul><ul><li>Initial technical training </li></ul><ul><li>Plan for a cushion in budget </li></ul><ul><li>How to keep momentum going? </li></ul><ul><li>How to nurture participants as resource teachers? </li></ul>
  34. 38. Beyond the One-Day Workshop <ul><li>Thank you! </li></ul><ul><li>(See handout for our contact information.) </li></ul>
  35. 39. Resources Brookfield, S. (1995). Becoming a critically reflective teacher . San Francisco: Jossey-Bass Center for Adult English Language Acquisition (CAELA) Network. (2008). Framework for quality professional development for practitioners working with adult English language learners. Washington, DC: Center for Applied Linguistics. http://www.cal.org/caelanetwork/profdev/framework/index.html Dong, Yu Ren, (2000). Learning to see diverse students through reflective teaching portfolios. In Teacher Education, edited by Karen E. Johnson. TESOL. Farrell, T.S. (2008). Reflective practice in the professional development of teachers of adult English language learners. Washington DC. Center for Adult English Language Acquisition. http://www.cal.org/caelanetwork/pd_resources/reflectivepractice.html Florez, MaryAnn C. (2001). Reflective teaching practice in adult ESL settings. Washington, DC. National Center for ESL Literacy Education. http://www.cal.org/caela/esl_resources/digests/reflect.html Richards, J.C., & Lockhart, C. (1996). Reflective teaching in the second language classroom. New York: Cambridge University Press. Schaetzel, K., Peyton, J.K., Burt, M. (2007). Professional development for adult ESL practitioners: Building Capacity . Washington, DC: Center for Applied Linguistics. http://www.cal.org/caela/esl_resources/briefs/profdev.html

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