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Improving teachers skills (tim herdon)

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Improving teachers skills (tim herdon)

  1. 1. Improving teachers’ skills through online professional development Tim Herdon https://app.box.com/s/slhkzepnbgob7dpcnfo2
  2. 2. • mediated - self-study • synchronous - asynchronous • communitized - non-communitized • mediated self-study • synchronous asynchronous communitized non-communitized Options & permutations
  3. 3. • mediated self-study • synchronous asynchronous • communitized non-communitized OUP’s permutation
  4. 4. 8th August 1988 8 . 8 . 88
  5. 5. impact engagement value Climbing a mountain
  6. 6. VALUE … of the material … of the outcome
  7. 7. Value: … of the material • Experts, teacher trainers, teachers • Native and non-native • Excerpts from OUP PD books & the ELTJ • Videos
  8. 8. Balanced perspectives
  9. 9. Value: … of the outcome
  10. 10. ENGAGEMENT • Clear frames of reference • Activating interest • Sustaining interest
  11. 11. Engagement First you will need to provide support above the usual level. Before doing this you should loosen the critical contact points and then, having utilized the elevation device to the necessary extent, you can complete the rotation of these points until disengagement is achieved. Then it will be necessary to exchange the impacted element with the replacement element provided, re-engage the critical contact points by rotating them in the contrary direction and, finally, remove the elevation device.
  12. 12. Engagement
  13. 13. Engagement: clear frames of reference
  14. 14. Engagement: clear frames of reference
  15. 15. images short quizzes ranking activities quotes attention grabber humour ACTIVATE
  16. 16. Engagement: activating interest
  17. 17. Engagement: sustaining interest The rider and the elephant
  18. 18. Jean Piaget believed that children construct knowledge for themselves by actively making sense of their environment. He referred to this active learning as constructivism. For example, a young child might know that a baby bird comes from an egg. When the child goes to a farm and sees a piglet, he may also assume that the piglet comes from an egg too. The child is assimilating information to fit his idea of the world. Later, maybe in a conversation about animals, a parent may explain that piglets are not hatched from eggs. At this point the child will adapt their way of thinking to accommodate this new idea. In this way children are active constructors of their knowledge of the world. Engagement: sustaining interest
  19. 19. Jean Piaget believed that children construct knowledge for themselves by actively making sense of their environment. He referred to this active learning as CONSTRUCTIVISM. (Animation of child building with bricks). For example, a young child might know that a baby bird comes from an egg. (Animation of bird hatching from egg). When the child goes to a farm and sees a piglet, he may also assume that the piglet comes from an egg too. (Animation of piglet hatching from egg). The child is assimilating (ASSIMILATION – over the piglet and egg) information to fit his idea of the world. Later, maybe in a conversation about animals, a parent may explain that piglets are not hatched from eggs (image of piglet and egg disappears). At this point the child will adapt their way of thinking to accommodate this new idea (ACCOMMODATION). In this way children are active constructors of their knowledge of the world. Engagement: sustaining interest
  20. 20. video clips interactive tasks infographics texts DISCOVER main content animations downloadable book excerpts links
  21. 21. Engagement: sustaining interest
  22. 22. Engagement: sustaining interest
  23. 23. … not forgetting the interface …
  24. 24. … or succinct rubrics
  25. 25. IMPACT • levels of change • reflection and application
  26. 26. Impact: Different levels of change
  27. 27. Impact: Different levels of change
  28. 28. Impact: different levels of change New ideas for classroom activities New strategies and skills Ability to make choices based on skills and underlying theoretical knowledge Fundamental shift in educational outlook
  29. 29. Impact: different levels of change New classroom activities New strategies and skills Skills and underlying theory Fundamental shift How deep?
  30. 30. main task analyze research plan try out TRY OUT
  31. 31. reflection & application report on further research report on classroom experimentation EVIDENCE OF LEARNING lesson plan
  32. 32. OTA session structure Session aims Activate
  33. 33. OTA session structure Session aims Activate Discover Try Out
  34. 34. OTA session structure Session aims Activate Discover Try Out Evidence of learning Session resources
  35. 35. Autumn 2014 • Teaching Young Learners • Teaching Teenagers • Teaching with Technology 2015 • Teaching EAP • Teaching Business English • Teaching English to Adults 2015, 2016 and 2017… 24 more courses covering: • age groups (e.g Teaching English to Adults) • specialist areas (e.g. CLIL for Primary Teachers) • specific areas (e.g. Teaching Vocabulary to YLs) • 3 levels (Introduction / Development / Extension)
  36. 36. References: • Julie Dirken - Design for how people learn • Angi Malderez - Teaching Teachers • Steve Krug - Don’t make me think
  37. 37. Thank-you! References: • Julie Dirken - Design for how people learn • Angi Malderez - Teaching Teachers • Steve Krug - Don’t make me think https://app.box.com/s/slhkzepnbgob7dpcnfo2

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