Approaches To Professional Developmentv2
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This document discusses strategies for effective professional development of staff. It recommends determining the categories of staff and their learning needs, and providing induction and continuous learning opportunities. Learning is most effective when it is experiential, embedded in work practices, and allows for peer learning and learning on the job. Approaches can include workshops, online resources, and communities of practice. Learning must be tailored to staff's schedules and contexts, and focus on essential skills first before attempting to learn everything at once.
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1.Grammar Translation
Grammar rules are presented with examples.
Monitoring is actively promoted.
Exercises are designed to provide practice of grammatical rules and vocabulary.
2.Audio- Lingualism
New vocabulary and structural patterns are presented through dialogs.
Dialogs are learned through imitation and repetition.
Drills are conducted based upon the patterns present in the dialog.
Learning process is inductive.
3.Cognitive - code
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Exercises are followed by activities labelled "communicative competence
4.Direct Method
Teacher use the target language all the time.
Grammar is taught inductively
Conscious control is necessary for acquisition
5.The Natural Approach
Classtime is devoted primarily to providing input for acquisition
The language is seen as a vehicle for communicating meanings and messages.
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Direct dialogue in children consists mainly in commands, to which the child responds physically, before producing the verbal responses.
The teacher has the responsibility to use the language as good as possible so that students acquire the basic rules of the language itself.
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Approaches To Professional Developmentv2
- 1. Strategies for professional development Dr Janet Macdonald National Train the E trainers workshop, Abuja, March 2011
- 2. Who What Where What categories of staff What do they need to learn Where will they be
- 3. Staff needs
- 4. Staff needs
- 5. Staff needs
- 6. Staff needs
- 7. We can’t learn everything at once! Induction Within two years Continuous professional development
- 8. Effective staff development Much of the learning in a staff development event is informal and takes place in the spaces around the formal event (Eraut, 2004) Learning activities should be embedded in actual working practices, and should take account of peer-learning (Boud, 1999) Staff development works when the learning is experiential (Stefani & Elton, 2002)
- 9. Approaches Content: event/ website resources Learning by doing/ seeing others do it Workshops with hands-on, discussion Activity based courses
- 10. Learning on the job.. Social learning, peer learning always important in professional development Context and timing important too “Just in time” learning often significant
- 12. Continuous professional development Peer community of practice Champions within Faculties Help forum/wiki/FAQs Building a portfolio/reflection/accreditation Focused events: which can also work well online
- 13. Tutor Home Tutor Home
- 15. Tutor Moderators module Introduction to online tutoring using online forums, synchronous online software (Elluminate), wikis Standard training for online tutors in most faculties 3000 course participants since 2004, 1000 in last year 76% completion rate
- 16. Tutor Moderators home page
- 18. Participant observations “The most important learning came from being a participant.” “ I have benefited from the wealth of experience volunteered by colleagues.” “Given me personal experience & empathyfor students.” “There's nothing like learning by doing. This was my first experience of an online forum so doing it was great.”
- 21. Talking Point Talking Point
- 23. Lessons to consider What is the bottom line – what must they learn first in order to survive? Choose a strategy which fits their working patterns, access, geography Plan for continuing professional development to top up skills Abuja wasn’t built in a day…
- 24. References Eraut, M., (2004) Informal learning in the workplace. Studies in Continuing Education, 26(2) 247-273 Boud, D. (1999) Situating academic development in professional work: using peer learning. International Journal of Academic Development, 4(1), 3-10 Stefani, L & Elton, L (2002) Continuing professional development of academic teachers through self-initiated learning, Assessment & Evaluation in Higher Education, 27(2), 117 - 129