This document discusses ways for teachers to stop feeling stuck in their professional development. It recommends that teachers reflect on themselves, connect with other teachers, and make an action plan. Some specific suggestions include profiling personal qualities and interests, building a professional learning network on social media, attending webinars or online courses, mentoring others, keeping a blog, and participating in online discussions. The overall message is that teachers should prioritize goals, consider available time and funds, and choose development options that will inspire and benefit them in their career.
"The most important single factor influencing learning is what the learner already knows. Ascertain this and teach him accordingly" Ausubel, D..P. (1960) Thia short presentation hopes to show the value of using a variety of tools including graphics organizers which function as 'advance organizers' in Ausubel's quote above and help the teacher scaffold learning
Abstract
Presenting language in small fragments hoping that they will one day automatically transform into fluent near-native talk may not be enough. This talk will highlight ways in which skilled performers achieve excellence and focus on practical activities promoting holistic language learning using a variety of free online tools.
Rationale - Details of Talk
The standard practice of the Foreign Language classroom is to present language in fragments, smaller chunks, or grammar McNuggets, as Scott Thornbury recently called then in a blog post on his A-Z blog.
Teachers do so in the hope that these partial views of language will one be successfully synthesized to form a coherent whole in the learner's mind, hopefully resulting in fluent output.
Research and experience have proved this inadequate.
In this talk, I will be looking at the profiles of skilled performers, drawing analogies between what they do to achieve a polished and skillful performance and what this implies that foreign language learners ought to do in order to improve their productive skills – their performance skills, in other words, in the target language.
Suggestions for practical classroom activities will focus on holistic language practices involving
Sustained talk / long turns
Connected writing
Engaging learners in higher order thinking processes
involving technology which promotes holistic learning rather than iterative practice
motivating learners to acquire language through collaborative and meaningful projects using a variety of Web 2.0 tools.
"The most important single factor influencing learning is what the learner already knows. Ascertain this and teach him accordingly" Ausubel, D..P. (1960) Thia short presentation hopes to show the value of using a variety of tools including graphics organizers which function as 'advance organizers' in Ausubel's quote above and help the teacher scaffold learning
Abstract
Presenting language in small fragments hoping that they will one day automatically transform into fluent near-native talk may not be enough. This talk will highlight ways in which skilled performers achieve excellence and focus on practical activities promoting holistic language learning using a variety of free online tools.
Rationale - Details of Talk
The standard practice of the Foreign Language classroom is to present language in fragments, smaller chunks, or grammar McNuggets, as Scott Thornbury recently called then in a blog post on his A-Z blog.
Teachers do so in the hope that these partial views of language will one be successfully synthesized to form a coherent whole in the learner's mind, hopefully resulting in fluent output.
Research and experience have proved this inadequate.
In this talk, I will be looking at the profiles of skilled performers, drawing analogies between what they do to achieve a polished and skillful performance and what this implies that foreign language learners ought to do in order to improve their productive skills – their performance skills, in other words, in the target language.
Suggestions for practical classroom activities will focus on holistic language practices involving
Sustained talk / long turns
Connected writing
Engaging learners in higher order thinking processes
involving technology which promotes holistic learning rather than iterative practice
motivating learners to acquire language through collaborative and meaningful projects using a variety of Web 2.0 tools.
A presentation of the language requirements, content and methodology suitable for Language Development for Teachers courses.
Useful to Cambridge DELTA candidates working on their Module 3 and the LDT Specialism
Useful, possibly to syllabus designers of such materials
Useful to teachers who are looking for ways to enhance their own language knowledge and performance
If looking for such a course, please have a look at the course at my centre:
http://www.celt.edu.gr/english_for_teachers.htm delivered both face to face and online.
#ELTchat - hashtagged conversations and CPD through social networkingMarisa Constantinides
Every Wednesday at 19:00 p.m. GMT, a great number of ELT teachers from all over the world log into their Twitter account and for one hour they hold an online discussion (chat) on a topic they have selected.
#ELTchat is a hashtag which appears on all tweets in this online conversation, it’s searchable and anyone who ‘searches’ for it and uses it can converse with any other Twitter user following the same hashtag. It’s followed by hundreds of ELT teachers every week.
This short presentation will look at how hashtagged discussions such as #ELTchat can
- create a feeling of community online amongst ELT professionals
- disseminate information, publications and research which would otherwise remain obscure to the average teacher
- engage and inspire teachers by sharing materials and links
- encourage teachers to keep abreast of new publications and new technologies
- help teachers maintain their interest in their profession
- provide support and create important relationships and connections
The result of this is an expanded and strong Personal Learning Network (PLN) which can help teachers personally and professionally and keep them motivated and connected by maintaining their relationship with an ever expanding PLN through other Social Networks such as
• Facebook
• Linked In
• Google+
It can develop dialogues and disseminate blog posts and materials shared – thus becoming a tool tools for Continuous Professional Development which is free, autonomous, and self-directed.
Recording (23min):
http://lancelot.adobeconnect.com/p6eu0wupb69/
A presentation to celebrate the launch of a volume on Creativity in English Language Teaching published by the British Council
You can dowload the free e-book here: https://www.teachingenglish.org.uk/article/creativity-english-language-classroom
Developing creative thinking skills in english language teachingMarisa Constantinides
Marisa Constantinides, CELT Athens Teacher Education Centre Director
Creative thinking, or divergent production potential is present in all learners but many of the standard classroom activities stunt rather than develop it. This presentation aims to point out opportunities for making this part of our design including activities that have the potential of developing the different facets of this composite aspect of human intellect.
Presented at the City & Guilds 1st Teacher Development Symposium in Athens & Thessaloniki in 2011 (February 20 & 27)
Use word clouds (and any other tools you can think of) to link reading to writing following an approach which is motivating and allows the students to peer-review their writing as well as compare it to the original.
Using Technology to Embed Enterprise in Learning and TeachingGary Wood
A short presentation considering how technology in learning and teaching can facilitate embedding enterprise and enterprise skills into university curricula.
Guided Inquiry: An Instructional Framework for Designing Effective Inquiry U...Syba Academy
Lecture by LYN HAY, Head of Professional Learning, Syba Academy and Adjunct Lecturer, Charles Sturt University
Presented to Librarian's Knowledge Sharing Workshop participants and teaching staff of Jerudong International School, Friday 21 February, 2014
Brunei Darussalam
A presentation of the language requirements, content and methodology suitable for Language Development for Teachers courses.
Useful to Cambridge DELTA candidates working on their Module 3 and the LDT Specialism
Useful, possibly to syllabus designers of such materials
Useful to teachers who are looking for ways to enhance their own language knowledge and performance
If looking for such a course, please have a look at the course at my centre:
http://www.celt.edu.gr/english_for_teachers.htm delivered both face to face and online.
#ELTchat - hashtagged conversations and CPD through social networkingMarisa Constantinides
Every Wednesday at 19:00 p.m. GMT, a great number of ELT teachers from all over the world log into their Twitter account and for one hour they hold an online discussion (chat) on a topic they have selected.
#ELTchat is a hashtag which appears on all tweets in this online conversation, it’s searchable and anyone who ‘searches’ for it and uses it can converse with any other Twitter user following the same hashtag. It’s followed by hundreds of ELT teachers every week.
This short presentation will look at how hashtagged discussions such as #ELTchat can
- create a feeling of community online amongst ELT professionals
- disseminate information, publications and research which would otherwise remain obscure to the average teacher
- engage and inspire teachers by sharing materials and links
- encourage teachers to keep abreast of new publications and new technologies
- help teachers maintain their interest in their profession
- provide support and create important relationships and connections
The result of this is an expanded and strong Personal Learning Network (PLN) which can help teachers personally and professionally and keep them motivated and connected by maintaining their relationship with an ever expanding PLN through other Social Networks such as
• Facebook
• Linked In
• Google+
It can develop dialogues and disseminate blog posts and materials shared – thus becoming a tool tools for Continuous Professional Development which is free, autonomous, and self-directed.
Recording (23min):
http://lancelot.adobeconnect.com/p6eu0wupb69/
A presentation to celebrate the launch of a volume on Creativity in English Language Teaching published by the British Council
You can dowload the free e-book here: https://www.teachingenglish.org.uk/article/creativity-english-language-classroom
Developing creative thinking skills in english language teachingMarisa Constantinides
Marisa Constantinides, CELT Athens Teacher Education Centre Director
Creative thinking, or divergent production potential is present in all learners but many of the standard classroom activities stunt rather than develop it. This presentation aims to point out opportunities for making this part of our design including activities that have the potential of developing the different facets of this composite aspect of human intellect.
Presented at the City & Guilds 1st Teacher Development Symposium in Athens & Thessaloniki in 2011 (February 20 & 27)
Use word clouds (and any other tools you can think of) to link reading to writing following an approach which is motivating and allows the students to peer-review their writing as well as compare it to the original.
Using Technology to Embed Enterprise in Learning and TeachingGary Wood
A short presentation considering how technology in learning and teaching can facilitate embedding enterprise and enterprise skills into university curricula.
Guided Inquiry: An Instructional Framework for Designing Effective Inquiry U...Syba Academy
Lecture by LYN HAY, Head of Professional Learning, Syba Academy and Adjunct Lecturer, Charles Sturt University
Presented to Librarian's Knowledge Sharing Workshop participants and teaching staff of Jerudong International School, Friday 21 February, 2014
Brunei Darussalam
Innovation in Video Case Studies - Loo Yeo, Darahgh O'Reilly, Jesse Armstrong.telshef
This series of case studies looks at colleagues who have used video to innovate their learning, teaching and assessment. Aidan Hoggard (Architecture) will demonstrate how Explain Everything has been used to provide rich media feedback for student work, which includes live drawing, images and files. Julia Davies (School of Education) draws upon her experiences of designing and supporting students in producing videos to talk about the challenges using the medium for assessment, and how she has learnt from mistakes - as well as small victories. Daragh O’Reilly and Loo Yeo (Management School) and Jesse Armstrong (CiCS Creative Media Team) will discuss the MSc module ‘Managing Creative Brands’, where students were required to produce a ten minute video analysing brands within creative and cultural industries. They will provide an overview of the TEL process on this module, with reflections from staff involved.
Is your institute visible online and ready for the knowledge age? Analyze it ...Inge de Waard
This presentation gives some options to analyze your own educational institution and see whether the organization is competitively positioned for the knowledge age: digital skills, online visibility, knowledge management...
LAK18 Alhadad et al Analytics-enabled Teaching as DesignSakinah Alhadad
S.S.J. Alhadad, K. Thompson, S. Knight. M. Lewis, & J.M. Lodge. 2018. Analytics-enabled teaching as design: Reconceptualisation and call forresearch. In LAK’18: International Conference on Learning Analytics and Knowledge, March 7–9, 2018, Sydney, NSW, Australia. ACM, New York, NY, USA, 7 pages. https://doi.org/10.1145/3170358.3170390
Making learning conscious - FemTechConf 2021Clare Sudbery
(Making Tech Better podcast: https://www.madetech.com/resources/podcasts/)
At Made Tech we are currently running two academies per year. For each session we recruit sixteen diverse individuals with minimal coding experience. We pay them a salary to spend twelve weeks training full time in modern software development techniques, and then we take them on as software consultants.
From small beginnings and over a period of many years we have built a highly diverse and effective training programme. In this webinar we will share some of the principles and techniques we use to make this work.
Key takeaways:
How to recruit diverse fledgling engineers
How to create a learning culture
How and why academy programmes benefit your whole organisation
This is the introduction to a workshop presented for JISC Regional Yorkshire & Humberside meeting on Pedagogy and e-Learning in HE: strategy and practice, 22 Feb 2010 by Susannah Diamond and Andrew Middleton, Sheffield Hallam University
How to transform personal development for professional in a disruptive age.
This manifest is based on previous work which we created and shared earlier. This second edition is enhanced with more suggestions on how to apply such an approach in practice. In this second edition we are introducing the Personal Productivity Grid to support personal development for professionals.
Use this link to access the first edition of this manifest:
https://www.slideshare.net/JeroenSpierings/professional-development-for-teachers
You must learn to see the world a new. We learn from the emerging future and utilize the wisdom of crowds This needs to be the mindset for transformation.
In general the flow of knowledge will activate the continuous optimization process.
A circular process where we constantly seek for and access knowledge, from feeling, observation, demonstration and challenging we are able to apply the knowledge in practice. We create deeper understanding and new ideas for adoption will emerge. We reflect on the application and learn so that we can curate new knowledge and share this with a wider audience. We focus on empowering teachers to make a difference. Important element is the sharing of knowledge, expertise and experiences so that we collectively learn from the emerging future. Each teacher can use the flow of knowledge to build their personal productivity grid to drive personal growth.
You step into the future to shift your frame of reference.
Choosing the right medical university is a crucial decision that will impact your education, career, and overall well-being for years to come. To make the best choice, it's important to consider several factors beyond just the university's reputation or ranking.
From a presentation at IATEFL 2015 - a topic which was then of great interest to teacher educators - this may need updating now as Evernote may have changed some of its features - but video recording still not possible
There isn't usually enough time to do as much speaking as is necessary to truly develop our students' speaking - this session hopes to provide you with some ideas for maximising opportunities for speaking in class as well as out of class
Most teachers have to use coursebooks, often coursebooks they were not involved in selecting.
Whether they have positive feelings about their assigned coursebooks or not, “it is a truth universally
acknowledged” that all coursebooks need positive intervention from the teacher, for practical and
pedagogic reasons. In this presentation, I would like to share ideas about how to apply principles of
communicative materials design to materials adaptation, turn meaningless exercises into meaningful
and creative activities, consider how these adaptations can be tailored to mixed-level teaching.
HOMEWORK WITH A VOICE – VIDEO & VOICE APPS FOR SPEAKING HOMEWORK
Marisa Constantinides, CELT Athens
Angelos Bollas, CELT Athens
16:00 - 16:50, 8 May, 2022, Spring ’22 Virtual IP Exhibition
Visit Spring ’22 Virtual IP Exhibition
Even with the best of intentions, classroom opportuni.es for developing speaking fluency and accuracy are never enough. Technology can come to the rescue with a variety of easy to use applications and tools that can motivate and maximize student talking .me. Our presentation will cover tools and apps for all ages and levels and will be especially useful for preparing for speaking exams.
Curation of digital assets is a first step to discovering and organizing great content, making sense of the avalanche of information on the web and getting connected. In this workshop, a case will be made for curation as a first important step to content creation for teachers in pursuit of their own development or learners on their path to autonomous language development.
Developing creative & critical thinking skills in teachers in training IATEF...Marisa Constantinides
Critical and creative thinking are needed by teachers - some activities in this short presentation may be useful to trainers
You can watch the video here https://www.youtube.com/watch?v=KocJT2HKtnE
25. • to improve your
professional
understanding
• to learn about new ideas
• to be inspired by others
Blogs – articlesBlogs – articles
26. • to observe other teachers in
action
• to reflect about your own
teaching
27. • Personal journal
• A blog
• A thread on a
discussion board
Start a conversationStart a conversation
28. • LT SIG / BE SIG have them regularly (LTSIG.co.uk,
besig.org)
• Publishers have them regularly
• Organisations have them e.g. CELT Athens, IH
world, ITDI
Attend a webinarAttend a webinar
(or give one)(or give one)
33. 33
“I feel stuck”
Reflect
Profile yourself
Connect
Make an action plan
Use you PLN etc to find
a good option
• Priorities?
• Time available?
• Funds?
• Goals?
• Benefits?
• Outcomes?
34. Thanks for listeningThanks for listening
http://www.shareworld.co.uk/index.php/resources/questions/faqpage2/
Shaun – Overview of aims of the talk and then At some point in their career a teacher reaches a point when they feel stuck. This could be you, it could be a teacher who as been teaching for a couple of years or one who been teaching, like us, for 20 or so year. The teacher feels like they are in a rut. Does it remind you of anyone? Not a question of not working hard but not getting results
Shaun - The feeling of being stuck can be caused by a number things, a niggling feeling that something isn't working, the feeling of leaving the class and wondering why that didn't go as planned. Alternatively it could be need to be inspired - perhaps this could be extending training - for example a teacher who did their CELTA a few years ago but has done nothing since CPD wise. Likewise they could be looking for some new technique, activity and so on. Having taken the first step and realising then the teacher needs to work out how to stop the feeling of being stuck and work out what is wrong
Marisa - The first thing they need to realise that teaching is a complicated business. Like the juggler it is a question of keeping a number of balls in the air. It is a mixture of personal qualities, professional understanding and technical know-how. It is not just about learning the tools of the trade there is so much more to it and so much at stake. Basic training only takes you so far, it might teach you how to use flashcards but its up to you to decide when to give them to students and or when to hold them up yourself. Move to slide 6
Marisa: teaching is complex (as you know). Apart from flashcards, there are so many theories to learning and approaches to teaching. so many in fact that no single courses can cover them all and in fact the more advanced the course is ,the more specialised is. So the emphasis is really on the teacher to continue learning themselves.
Shaun slides 7 to 11- Days before the Internet – how did teachers do CPD, what kind of things they do Take about disadvantages – time off, cost, took place at fixed times etc could lead it to the point that this often didn ’ t lead to much reflection, variety etc Then highlight CPD has many guises as shown on next slide
Marisa slides 11 – 16 Problem now gone from the limited costly opportunities too many to think about and so CPD is likely to confuse in the fact the person doesn’t know what to do and where to look as per the next slide
Profile yourself if we think of areas we talked about before all our needs are different so list the three things and think about yourself at the way you are now as you are stuck and where do you want to go what do you want to be. My own profile would be something like this, it is very person profile - at bottom of the pit need to go higher. Newest thing for M is educational technology
Linking the profile into how to go about looking for the right CPD – has four criteria.
Shaun slides 17 to 20 – link what M said to the one of the current theories of 21 st century learning, matches a bit how we might want to teach our sts with the 4cs. Fits into this global connected world and so the first obvioius step is to connect (slide 18) so how doe we go about that
connect with the 100s of similar people are there who late looking for similar people, we learn to gather better
Slide 19: Group of individuals that gather together in some way . In the old days it was round the table in the staffroom. Seek solutions to defined problems and try to implement them
Online communities - talk about what they are – SIG, Facebook groups, the hasgtags, growing group. Highlight the Cs – of communication, collaboration
Marisa slides 21 – 24 Applying the C of critical thinking we move to the finding people that we may best learn from and start to build our PLN. Raises the question of who do you choose
How do you choose, how do you know what to pay attention to. Who do you look up ,how do you know whose ideas are worth following - circle of trust. This mirrors slide 11
Slides 23 to 25 are about curation –need to curate as new creation - one way of managing what you learn from your PLNs etc. pinterest, scoop it and mentormob Linking to our C we need to be critical, communicate, collaboration with people and leads to creation - first step to creating your own content. Take you a step forward from where
Shaun 26 to 30 taqkibng back to the profile=
Talk about peer observation schemes ,selfobservation schemes, s
Marisa 31 to 33
Shaun 34
Close by saying how we concluded the talk and how we came to present together