1. The document describes a professional development program for in-service English language teachers that was implemented to improve their classroom performance.
2. The program consisted of 7 workshop sessions over 7 weeks that combined theory and practice through activities like lesson planning, observations, and reflections.
3. Data collected from observations and interviews with participants found that the program helped increase teachers' awareness of methodologies, student motivation, and their own teaching practices, leading to improved classroom performance.
Introduction
Objectives
Need of Lesson Planning
Approaches to Lesson Planning
Course and Unit Planning
Daily and Weekly Planning
Steps in Lesson Planning
The Lesson Plan Format
Self-Assessment Questions
References
Evaluation assessment & 2g curriculum a pril 26 2016Mr Bounab Samir
Salam,
The 3rd 2 g curriculum & evaluation meeting was about :
1- teachers and 1 G syllabus evaluation
2- 2 G and evaluation
3- changes occured in the new 2 G
4- Evaluation according to the 2G curirculum
Thank you
By Mr Samir Bounab ( Teacher trainer at MONE)
-
A lesson plan is a teacher's detailed description of the course of instruction or "learning trajectory" for a lesson. A daily lesson plan is developed by a teacher to guide class learning. Details will vary depending on the preference of the teacher, subject being covered, and the needs of the students
Introduction
Objectives
Need of Lesson Planning
Approaches to Lesson Planning
Course and Unit Planning
Daily and Weekly Planning
Steps in Lesson Planning
The Lesson Plan Format
Self-Assessment Questions
References
Evaluation assessment & 2g curriculum a pril 26 2016Mr Bounab Samir
Salam,
The 3rd 2 g curriculum & evaluation meeting was about :
1- teachers and 1 G syllabus evaluation
2- 2 G and evaluation
3- changes occured in the new 2 G
4- Evaluation according to the 2G curirculum
Thank you
By Mr Samir Bounab ( Teacher trainer at MONE)
-
A lesson plan is a teacher's detailed description of the course of instruction or "learning trajectory" for a lesson. A daily lesson plan is developed by a teacher to guide class learning. Details will vary depending on the preference of the teacher, subject being covered, and the needs of the students
Communicative Language Teaching is the cornerstone for approaches that have shifted from a grammar-based language view to a functional view of language where communication is the main objective. Such approaches are CBI (Content-based instruction) and TBI (Task-based instruction). Today, both CBI and TBI are the leading approaches most teachers are currently using to teach a second/foreign language around the world. Both approaches have been proven to be effective, and the most important thing is that students are truly learning to use language to communicate their ideas to different audiences.
Estimados usuarios. Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes. Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com, Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio. Rectoría, Universidad Magister. – 2016.
Communicative Language Teaching is a set of principles about teaching including recommendations about method and syllabus where the focus is on meaningful communication not structure, use not usage.
Good teaching happens when competent teachers with non-discouraging personalities use non-defensive approaches to language teaching and learning, and cherish their students. Author: Dr. James E. Alatis
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Estimados usuarios. Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes. Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com, Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio. Rectoría, Universidad Magister. – 2015.
Richards & Rodgers:
A task is an activity or goal that is carried out using Language.
to modify and restructure interaction until mutual comprehension is reached are what enable learners to move forward in their interlanguage development.
Although the learners were not taught communication strategies as part of the project, they were actively taught strategies in the part of the course that focused on the direct teaching of speaking.
It is a methodological innovation and its main concern is with the language learner.
It reflects an interesting and enduring methodological practice. In 1975 Rubin investigated what “good language learners” did to facilitate their learning.
Learning strategies are “the techniques or devices which a learner may use to acquire knowledge.”
Revisiting class reviews as a collaborative, inclusive planning tool with the goal of using the strengths and the stretches of the students to set goals and create a plan. Focus on co-planning.
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Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
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3. A Professional Development Program
Qualitative Action
Research
In-service / Pre-service English language
teachers’ classroom performance
4. Question and Purpose
What is the effect of a
Professional Development Program
on the in-service and pre-service English language
teachers’
classroom performance in an English language institute?
• Find out nature of impact of PDP on the teachers’
classroom performance.
5. Rationale
• Learning
to reflect
to work collaboratively
to analyze and change experience
• Educating teachers
in a post-method pedagogy
on context-sensitive grounds
SLTE
6 teachers’
professionalism in
ELT
Teacher Educator
7. Needs identified among in-service teachers
Reflection
and
awareness
upon own
classroom
practice
Practice of
current
language
teaching
methodolo
gies
Awareness
on the
importance
of student
motivation
and
participation
in class
Approa
ch to
gramm
ar
teachin
g
Tasks for
different
learning
styles and
strategies
Problem: Birth of action research cycle
8. General Objective
To
improve
the
teaching
performance of in-service and
pre-service English language
teachers
through
the
implementation
of
a
professional
development
program.
What is the effect of a Professional Development Program on
the in-service/pre-service English language teachers’
classroom performance in an English language institute?
9. Specific Objectives
1. To increase teachers’ awareness about their own classroom
practice.
2. To strengthen the teachers’ practice of current methodologies
for language teaching.
3. To raise teachers’ awareness on the importance of students’
motivation and participation in class.
4. To promote a principled approach to grammar teaching.
5. To foster the inclusion of tasks for different learning styles and
strategies.
15. Needs identified among in-service teachers
Reflection
and
awareness
upon own
classroom
practice
Practice of
current
language
teaching
methodolog
ies
Awareness
on the
importance of
student
motivation
and
participation
in class
Approach
to
grammar
teaching
Tasks for
different
learning
styles and
strategies
17. The Professional
Development Program
•
•
•
-
7 sessions, 3 hours, weekly
Praxizing (Sharkey, 2009)
Activities:
Discussions of readings assigned prior to workshops
Tutor presentations
Class observations: live and videoed
Planning, executing and reflecting upon lessons
Learning activities
Talks by experts; talks with students
25. • The in-service teachers made effective
connections between theory and practice
through the design of a lesson plan. This
practical activity demanded conscious work
from them.
• There were contradictions between what
they said they did and what they really did
in their teaching. The analysis of their own
lesson plan helped them reach that
conclusion.
• There was an increasing awareness towards
Communicative Language Teaching.
26. • The tutor guidance was key for good results.
When I interacted with them, the practical
activity was more enriching.
• Observation went well because it combined
theory and practice.
• The lesson plan with activities from the three
current methodologies helped them relate theory
and practice.
• There was more individual attention to every
single in-service teacher.
• There was an increasing awareness on
structuring activities more logically.
27. Participant # 2
• S/He has changed his/her teaching.
• S/He has more theory to apply in classes
and has positive results among students.
• S/He has been able to become aware of
his/her and his/her students’ progress.
• S/He has applied all current
methodologies for language teaching.
S/He didn’t do it before but is now. S/He
has seen the results.
28. Participant # 2
• S/He has increased his/her interest in
these methodologies and has applied
them, which s/he didn’t do before.
• S/He has developed strong interests
towards task-based language teaching and
in general towards all current
methodologies for language teaching.
29.
30.
31. Participant 4
Observation 1:
Students use language structures meaningfully
and to interact with others. Language at the oral
level is then used for a writing product, which
means activities are coherent somehow.
Observation 2:
Your grammar teaching is improving continuously
and the pacing is consistent. Lesson coherence:
between eliciting parts of a house, describing
your own as support and listening activity, and
the students talking about their own house,
coherence was high.
32. Participant 4
Observation 1:
Give tasks a clear communicative goal.
They wrote the routine to show you their
linguistic competences, which is perfectly
fine. In CLT and TBLT, what would they do
this for?
Observation 2:
The way they did the writing was only for
language display purposes, not for
communication.
33. “So, for example, when I would give
my lesson on Saturday, and then we
would have the course on Thursday,
and it was about a certain, you know,
concept or something, then I would
reflect if I have done it, if I haven’t
done it; if I should do it better, how
should I do it better? So, I would be
constantly reflecting, you know, on
what I already know and how I can
improve that, and yeah.”
Extract from an interview.
34. FINDING
On classroom performance
Holistic view of language
Principled approach to grammar teaching
Structured, coherent teaching
Planning based on current methodologies
Care for students’ needs and motivation
35. FINDING
On awareness of teaching and classroom
performance
Noticeable improvement in grammar
teaching
Beginning practice in methodologies for ELT
Sensitivity towards students’ needs and
motivations
Strategy-based instruction
Coherent teaching
36. FINDING
On the Professional Development Program as a Reason
for Improvement
Successful combination of theory and practice:
-
Theory and classroom activities
Experiential learning activities
Talks by experts
Practical planning activities
Reflection upon teaching
Role of teacher educator
- Feedback on practical planning activities: making sense of theory
- Observation cycle: Pre, while, post (reflection in action)
- Reflection on action: Theorizing from practice
38. Professional development programs do
have an impact on teachers’ classroom
performance.
1
Conditions for this to happen:
•Teachers’ prior knowledge.
•Particular contexts.
•Sensitive to teachers’ needs.
•Not a top-down agenda.
•Careful needs analysis: Experience,
knowledge, beliefs, skills.
39. Theory and practice have a symbiotic
relationship in professional development
programs, and this relationship directly
benefits teachers’ classroom practice.
2
But how?
•Teachers using, criticizing and adding to
theory.
•Bringing improvement thanks to
reflection.
•Theory: reflects teaching needs, explicit
use of it in workshops; meaningful use of
it; practice and follow-up.
40. The teacher educator plays an important
role in helping teachers improve.
3
What should this role be like?
•Focus on strengths and aspects to improve.
•Connect theory and practice: Critical questions.
•F2F contact; monitoring plan: Observation
system
•Talking about teaching; making sense of
theory.
•Professional growth and feedback for PDP.
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