This resource provides strategies for teacher professional development through self-directed and collaborative learning. It describes individual activities like self-monitoring lessons through video recording and reflective journaling. Collaborative activities include workshops, peer observation, coaching and action research. The resource demonstrates how teachers can use self-monitoring to reflect on and improve their instructional practices. While comprehensive, it lacks discussion of language teacher education theory. Used supplementary to coursework, this guide offers practical strategies to support teachers' ongoing learning and development.
Improving Teachers’ Learning and Classroom Practices Workshop
Who is David PEDDER?
Professor David Pedder is Professor of Education and Director of Research at the University of Leicester, School of Education. Between 2000 and 2010 he was a Research Associate, Senior Research Associate, Lecturer and later Senior Lecturer at the University of Cambridge Faculty of Education. His teaching and research interests are concerned with understanding processes, practices, perspectives and conditions that support improvement in the quality of teaching and learning in classrooms, schools and networks.
About the workshop
Understanding the effectiveness of teachers’ professional development hasbeen an important focus for researchers and policy-makers because of its potential for contributing to improvements in school development and the quality of teachers’ support for enhancing students’ learning experiences. The focus and purpose of this exclusive workshop was to critically consider different professional learning approaches to improve the quality of teachers’ and students’ learning in the classroom. We explored and analysed the patterns of professional learning orientation among teachers in the schools of England and compared different practical strategies for increasing the effectiveness of professional learning for improving the quality of student’s classroom learning.
Improving Teachers’ Learning and Classroom Practices Workshop
Who is David PEDDER?
Professor David Pedder is Professor of Education and Director of Research at the University of Leicester, School of Education. Between 2000 and 2010 he was a Research Associate, Senior Research Associate, Lecturer and later Senior Lecturer at the University of Cambridge Faculty of Education. His teaching and research interests are concerned with understanding processes, practices, perspectives and conditions that support improvement in the quality of teaching and learning in classrooms, schools and networks.
About the workshop
Understanding the effectiveness of teachers’ professional development hasbeen an important focus for researchers and policy-makers because of its potential for contributing to improvements in school development and the quality of teachers’ support for enhancing students’ learning experiences. The focus and purpose of this exclusive workshop was to critically consider different professional learning approaches to improve the quality of teachers’ and students’ learning in the classroom. We explored and analysed the patterns of professional learning orientation among teachers in the schools of England and compared different practical strategies for increasing the effectiveness of professional learning for improving the quality of student’s classroom learning.
WHAT IS REFLECTIVE TEACHING?
As a teacher, you will have days when you finish teaching only to find your mind racing with thoughts about lessons completed. We should spend time and energy to develop understandings through reflective teaching.
By: Seyed Mojtaba Jafari
this presentation consist the four stages of teaching or you can also called the elements of teaching process. which contain Planning, Implementation, Evaluation, Reflection.
WHAT IS REFLECTIVE TEACHING?
As a teacher, you will have days when you finish teaching only to find your mind racing with thoughts about lessons completed. We should spend time and energy to develop understandings through reflective teaching.
By: Seyed Mojtaba Jafari
this presentation consist the four stages of teaching or you can also called the elements of teaching process. which contain Planning, Implementation, Evaluation, Reflection.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
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.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
2. Overview
1. A description of the most
appropriate audience/context
2. An overview of the content
3. The approach to SLTE reflected in
the resource
4. The description/demonstration of
one activity
5. Our commentary on the
value/quality of this resource for
SLTE
3. Audience/Context
Audience:
• Teachers (teacher-learners, novice
teachers, experts)
• Administrators, and coordinators
• Teacher-educators, supervisors, teaching
mentors
Context: Teacher development
in their own setting
• Novice & Expert
• Individual & Institutional
• Collaborative & Self-directed
4. Activities for Teacher Development
Individual Institutional
Self-monitoring Workshops
Journal writing Action research
Critical incidents Teacher support groups
Teaching portfolios
Action research One-to-one
Peer coaching
Group-based Peer observation
Case studies Critical friendships
Action research Action research
Journal writing Critical incidents
Teacher support groups Team teaching
5. Approaches to Learning
Teacher learning as skill learning
• broken down into skills
• modelling skills learned
Teacher learning as cognitive process
• teaching as a complex cognitive
activity
• how do our beliefs influence our
teaching and learning
6. Teacher learning as personal
construction
• knowledge is actively constructed
• we fit new information into our personal
framework
• focus on self-awareness
Teacher learning as reflective
process
• focused reflection on teaching
experiences
7. Implementing the Approaches
• Mostly driven by self-directed learning
• Combination of approaches
• Focused on locally-based approches
for self-exploration
• Taking charge of your own
professional development through a
variety of individual and collaborative
techniques
8. Individual Professional Development
Activities
Self-monitoring
• A systematic approach to the observation of a teacher’s
behavior
• a better understanding and control over this behavior.
Teaching Journal
• an ongoing written account of observations,
reflections, and other thoughts about
teaching.
• a source of discussion, reflection, or
evaluation.
9. Individual Professional Development
Activities
Teaching Portfolio
• a collection of documents and other items of a teacher’s
work
• describe and document the teacher’s performance, to
facilitate professional development, and to provide a basis
for reflection and review.
Analysing Critical Incidents
• a critical incident is an unplanned and
unanticipated event during a lesson
• Its documentation and analysis allow the
teacher to learn from it and improve his/her
practice.
10. Collaborative Professional
Development Activities
Workshops
• an intensive, short-term learning activity designed to
provide an opportunity to acquire specific knowledge
and skills.
• most common and useful forms of professional
development activities for teachers.
Teacher Support groups
• two or more teachers collaborating to
achieve either their individual or shared
goals or both.
• working with a group is usually more
effective than working on one’s own.
11. Collaborative Professional
Development Activities
Peer Observation
• a teacher or other observer closely watching and
monitoring a language lesson or part of a lesson.
• gain an understanding of some aspect of teaching,
learning, or classroom interaction.
Case Analysis
• information collected over time about a
teaching situation used to help better
understand this situation and to derive
principles from it.
• identification of a particular issue and then
a selection of a method for collecting
information.
12. Collaborative Professional
Development Activities
Peer Coaching
• two teachers collaborating to help one or both teachers
improve some aspect of their teaching.
• One adopts the role of coach and during and after the
process the coach provides feedback and suggestions to
the other teacher.
Team Teaching
• two or more teachers sharing the
responsibility for planning a class or course,
for teaching it, and for any follow-up work
associated with the class such as evaluation
and assessment.
13. Collaborative Professional
Development Activities
Action Research
• a teacher-conducted classroom research that seeks to
clarify and resolve practical teaching issues and
problems.
• Action research takes place in the teacher’s own
classroom and involves a cycle of activities:
1. identifying a problem or issue
2. collecting information about the issue
3. devising a strategy to address the issue
4. trying out the strategy
5. observing its effects
15. Before Video-Recording a Lesson
• Who will do the
videotaping?
• What should be included
in the video?
16. My Lesson
Class: Japanese Level 2 at a university.
.
I am concerned whether my instruction is
student- centered or teacher-centered.
• Who will do the videotaping?
A teacher-learner.
• What should be included in the video?
Me during a pre-activity
Students doing a presentation.
18. After Video-Recording
• What questions do you have about your
teaching as you watch your students
learning in this lesson?
• What puzzles you about what you see?
What are you unsure of?
• What aspects o the students’ learning do you
want to better understand?
• Why do you think things are happening as
they are on the tape? What speculation
does this raise about students’ learning
and/or your teaching?
• What do you know about your teaching or
their learning that you are interested in
verifying?
(Freeman, 1998)
19. Implementing
1. Self-affirmation and
assurance
2. Identification of problems
3. Areas for improvement
• By self-monitoring, teachers can raise
awareness and reflect their teaching.
• It is a good starting point in planning a
personal professional development.
• It can be used to identify issues that
might later be explored through peer
coaching, action research or in a support
group.
20. Quality of this Resource
This book is a great guidebook for any teacher, but especially for new
teachers because they usually struggle with the practical part of
teaching. All teachers need on-going renewal of professional skills and
knowledge. For this purpose, this book is a must-have.
It is a reader-friendly book, with language that is
accessible to any teacher . In each section, it provides
vignettes that help understand the concepts
introduced and also provides a practical example with
questions for personal consideration.
This book (intentionally) does not cover any link to a
single theory of teacher learning and it lacks LT
discourse. It will be the best to use this book as
supplementary material if it is used in a SLTE course.
21. Questions for Consideration
• How many of these techniques have you
yourself used? If any, do you know anyone
who has?
• Which of these techniques would be the most
beneficial for your own teaching practice?
Why? In which ways?
• How would you implement the
technique(s) you most liked?
Do you foresee any problems? If so,
how would you solve them?
22. Thank you!
Please visit our Online Survey
to provide feedback.
Danielle, Sawako and Laura
Editor's Notes
This book is intended as a practical introduction and guide for teachers, administers, and coordinators who wish to implement a coherent and strategic approach to teacher development. (p. ix)This book will therefore serve as a useful source book for teachers, teacher-educators, supervisors, teaching mentors, and others who are interested in carrying out teacher-development activities in their own settings. (p. viii) This book is about how teachers can continue with their professional development as language teachers once their period of formal training is over. It also examines how supervisors and administrators can provide opportunities for such development to take place. (p.1)This book is intended as a practical introduction and guide for teachers, administers, and coordinators who wish to implement a coherent and strategic approach to teacher development. (p. ix)This book will therefore serve as a useful source book for teachers, teacher-educators, supervisors, teaching mentors, and others who are interested in carrying out teacher-development activities in their own settings. (p. viii) This book is about how teachers can continue with their professional development as language teachers once their period of formal training is over. It also examines how supervisors and administrators can provide opportunities for such development to take place. (p.1)