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Mirela Cristina Manea: Embrace the Change

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Mirela Cristina Manea: Embrace the Change

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Mirela Cristina Manea: Embrace the Change

  1. 1. EMBRACE THE CHANGE Mirela Cristina Manea Gaziantep College Foundation Turkey,2019 ©Eaquals Eaquals International Conference | Madrid | 11-13 April 2019 #eaquals19madrid
  2. 2. Gaziantep, Turkey ©Eaquals #eaquals19madrid This Photo by Unknown Author is licensed under CC BY-SA
  3. 3. Eaquals International Conference, Riga, 27 – 29 April 2017 Gaziantep College Foundation ©Eaquals #eaquals19madrid This Photo by Unknown Author is licensed under CC BY-SA
  4. 4. Eaquals International Conference, Riga, 27 – 29 April 2017 Gaziantep College Foundation ©Eaquals #eaquals19madrid This Photo by Unknown Author is licensed under CC BY-SA
  5. 5. Nothing is harder than the change ©Eaquals #eaquals19madrid This Photo by Unknown Author is licensed under CC BY-SA
  6. 6. Intelligence & change ©Eaquals #eaquals19madrid This Photo by Unknown Author is licensed under CC BY-SA
  7. 7. © Cambridge University Press Teacherus Resistantis
  8. 8. © Cambridge University Press How does it spread?  Airborne • Frequencies through air (Gossiping, Whining, Moaning)  Contact with infected teachers  Contact with administrators who suffer from the DicD virus (Disempowerment & I can’t Delegate)  Contact with trainers who dominate and even tyrannize the training program
  9. 9. © Cambridge University Press Who is susceptible?  Teachers working in state schools • Job security • Lack of PD tradition  Teachers working at institutions with no CPD unit and CPD tradition  Teachers infected by the BOT virus (Burnis Outis Total)  Teachers who do not attend CPD activities and lead a secluded professional life  Teachers who do not visit rehabilitation groups like BA (Burned out Anonymous) or IHmBA (I Hate my Boss Anonymous) etc.
  10. 10. © Cambridge University Press Symptoms  Lack of motivation,  Lack of joy for learning,  Lack of curiosity,  Doing things just for the sake of doing it,  Creating excuses for not attending training events “My dog ate the e-mail you sent announcing the event”,  Thinking that you are too experienced to get involved,  Thinking that you are too qualified to attend “I have a PhD for God’s sake!”,  Lack of communication “keeping a low profile”,  If forced, fake interest in PD but mind own business in class,  Take refuge in passive resistance,  Being content and happy with the status quo (a very sinister characteristic of the virus) etc.
  11. 11. © Cambridge University Press Attempts to Cure  Meetings explaining the benefits of CPD,  Organizing social events for team building,  Inviting experts from outside the institution,  Keeping a low profile (not forcing things without the ideal circumstances),  Conducting needs analysis.
  12. 12. Talk to your colleague:1 min. CPD unit:  Types of activities  Participants’interest  Evaluation ©Eaquals Eaquals International Conference, Riga, 27 – 29 April 2017 www.eaquals.org 12
  13. 13. Features of effective CPD • I IMPACT • NNEEDS • SSUSTAINED • PPEER-COLLABORATION • IIN-PRACTICE • RREFLECTION • EEVALUATED Silvana Richardson, Better Learning Leadership Summit,Cambridge, 2018. ©Eaquals Eaquals International Conference, Riga, 27 – 29 April 2017 www.eaquals.org 13
  14. 14. 1st Approach ©Eaquals Eaquals International Conference, Riga, 27 – 29 April 2017 www.eaquals.org 14 CPD DIRECTED • Aimed at raising standards of teaching and learning • Aligned to strategic priorities • Not negotiable • Knowledge and skills all teachers need to do their job effectively in our context
  15. 15. 2nd Approach ©Eaquals Eaquals International Conference, Riga, 27 – 29 April 2017 www.eaquals.org 15 • CPD • CHOICE • Aimed at putting teachers in the driving seat of their professional development • Shaped by individual teachers’ interests and goals • Negotiable • Knowledge and skills that might be beneficial or enhance practice
  16. 16. CPD Directed Gaziantep College Foundation K12 school 35 English teachers Peer observations-change of pairs In- service trainings(methodology,Erasmus, eTwinning) ELT conferences(GKV 14th ELT) ©Eaquals Eaquals International Conference, Riga, 27 – 29 April 2017 www.eaquals.org 16
  17. 17. CPD CHOICE Focus Groups Educational Technology: 4 teachers(KG&Primary): Raz Plus, Picaro,Kahoot, Achieve3000. Action/Exploratory Research: 2-6 teachers(KG&Primary&Secondary) Reading strategies, Group work, Differentiated instruction, Vocabulary Acquisition in Preschool. Methodology:2 teachers(Primary) Games, icebreakers, warmers, fillers. ©Eaquals Eaquals International Conference, Riga, 27 – 29 April 2017 www.eaquals.org 17
  18. 18. ©Eaquals Eaquals International Conference, Riga, 27 – 29 April 2017 www.eaquals.org 18
  19. 19. IB students-Learner profile ©Eaquals Eaquals International Conference, Riga, 27 – 29 April 2017 www.eaquals.org 19
  20. 20. ITU School İstanbul ©Eaquals Eaquals International Conference, Riga, 27 – 29 April 2017 www.eaquals.org 20
  21. 21. Ahmed&Ömer ©Eaquals Eaquals International Conference, Riga, 27 – 29 April 2017 www.eaquals.org 21
  22. 22. © Cambridge University Press
  23. 23. Conclusions: For myself and the participants, the change in conducting CPD at GKV was an illuminating one. Planning ELT professional development programs should start from the needs and outcomes of direct beneficiaries, teachers as well as indirect beneficiaries, students. Teachers are the ones who will tell through feedback that the program would work or not. Action research groups benefited more than the usual groups. ©Eaquals Eaquals International Conference, Riga, 27 – 29 April 2017 www.eaquals.org 23
  24. 24. Paula Rebolledo ©Eaquals Eaquals International Conference, Riga, 27 – 29 April 2017 www.eaquals.org 24
  25. 25. Research tools and processes • Questionnaires and surveys: in the research setting, outside the research setting in the informant’s own time, via mail, on-line • Interviews: individual, focus group, informal/ conversational, interview guide, standardized open-ended, closed quantitative • Observations: self, peer, learner observations, three-way, four- way, unseen observations, team-teaching • Document/ Content analysis feedback forms, written accounts/ descriptions, lesson plans, transcripts, case studies, corpora • Reflection-focused diaries: individual, interactive, task-focused; journals, FB forms, letters, teaching logs, think aloud protocols • Classroom Tasks/ Exploratory Teaching: discussion/debate, roleplay, simulation, stories, games, diagrams(e.g. sociograms), drawings, text-based tasks • A combination of tools and Not-yet-discovered tools ©Eaquals Eaquals International Conference, Riga, 27 – 29 April 2017 www.eaquals.org 25
  26. 26. © Cambridge University Press Students' Name Female Male Liked Didn't like Comments on Group Work Project (Elicited in Students' L1) Mustafa Emir Yılmaz X X Her şeyi sevdim ama Beril ile Memik Efe onu yapma,bunu yapma diyodu bunu sevmedim.Ayrıca kesmeyi sevdim. Elif Özkoçak X X En çok sevdiğim şey paylaşmaktı,Nazenin ile ben iş birliği yaparken Rüzgar da yapıştırma işini yaptığı için daha kolay oldu. Onur Özkoçak X X Hep birlikte bir şekil oluşturmamızı sevdim.Sevmediğim bişey yok. Yiğit Yağcı X X En çok arkadaşlarımın şekilleri birbirleriyle paylaşmalarınıiş birliği içinde çalışmaları hoşuma gitti. Fatma Melike Dağdelen X X Ali Rıza uçurtmamızı çizince ,yapacağımız şeyi daha kolay yaptık.Çünkü biz çizememiştik. Mirza Darı X X En çok hoşums giden şey tren yapmaktı.Tekerleğe ihtiyacımız vardı yani daire şekline ama ondan fazla yoktu. Beril Özsönmez X X Daire şeklinden bir tane vardı.Bu yüzden o şekli bir yere koyamadım. Rüzgar Aslan X X Şekiller yetmedi,istediğim şeyi yapamadık.Diğer şeyleri hep kalemle çizmeye çalıştık.Grup şeklinde çalışmamızı sevdim. Muhammed Ali Toy X X İş birliğini sevdim.Beni mutsuz eden bişey olmadı. Can Hüseyin Toy X X En sevdiğim şey arkadaşlarımla yaptığım şeyi güzel bulmaktı.Sevmediğim şey ise Berra'nın hep bana kızmasıydı. Memik Efe Yılmaz X X Benim en çok sevdiğim şey,sevdiğim arkadaşlarımla grup çalışması yapmamdı. Ayşe Berra Dayıoğlu X X Arkadaşlarımın yardım etmesi beni mutlu etti.Ama kareden daha fazla olsaydı şeklimiz daha güzel olabilirdi. Ali Rıza Can X X Melike ile paylaşmayı sevmedim.Çünkü her şeyi kral gibi söylüyordu. Nazenin Rengin Yoldaş X X En çok arkadaşlarımla birlikte yapmayı sevdim . İsmet Arıkan X X Arkadaşlarımla çalışmayı sevdim ama daireyi yapıştırmak istediğimde arkadaşlarımın hayır demesi yüzünden onu iyi yapıştıramadım. Yağmur Orhan X X Kesmeyi,yapıştırmayı sevdim bir de kağıda istediğimiz resimleri çizmeyi sevdim. Aymina Elboğa X X Şekilleri kestikten sonra onlarla ilgili ingilizce cümle kurmayı sevdim.Çıkardığımız şekilden mutlu oldum. Deniz Yener X X Sevdiğim şey süslü olmasıydı.Sevmediğim şey yok.
  27. 27. Evaluation of the CPDU • Teacher Survey • Student Survey • Chats with teachers • Observations • More... ©Eaquals Eaquals International Conference, Riga, 27 – 29 April 2017 www.eaquals.org 27
  28. 28. Back to you....questions? ©Eaquals Eaquals International Conference, Riga, 27 – 29 April 2017 www.eaquals.org 28
  29. 29. © Cambridge University Press Still a long way to go…
  30. 30. © Cambridge University Press References • Lynn Wright, FTLA, January 27, 2010 • Deniz Kurtoğlu Eken, SLTEP Training course, June, 2017 • Silvana Richardson, Impactful CPD, January, 2018
  31. 31. Thankyou!!! mcristina.gultekin@gmail.com elt.gkv.k12.tr www.gkv.k12.tr ©Eaquals Eaquals International Conference, Riga, 27 – 29 April 2017 www.eaquals.org 31

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