This document outlines strategies for differentiating professional development opportunities for teachers based on an analysis of four teacher case studies. The analysis found teachers had varying needs in areas like content knowledge, instructional skills, and self-efficacy. The document recommends matching teachers to professional development based on their profile: coaching for low self-efficacy teachers, communities of practice for high/low teachers, and reflective journaling for high self-efficacy teachers. It also provides characteristics of effective professional learning communities and coaching models and suggestions for ongoing professional development.
Philippine Copyright 2014
All Rights Reserved. Portions of this manuscript may be reproduced with proper referencing and due acknowledgement of the authors.
ask permission before copying the contents :)
Building the Foundation for Rigorous ELA Instructioncatapultlearn
This webinar presented by Jessica Bianculli, will discuss how to build a foundation for rigorous instruction—specifically, what systems need to be in place to support student academic success.
Participants will discuss:
The need for a consistent, school-wide instructional model
The emphasis on building knowledge across disciplines with a focus on informational text
How direct instruction of academic vocabulary can increase student comprehension of rigorous text
Can remote teaching lead to deep learning?Paul Woods
Presentation given at the 49th IATEFL Conference in Manchester 12 April 2015. The British Council's Ceibal English project has the potential to develop deep learning by promoting student autonomy, creativityand collaboration, even where the teacher is not physically present in the classroom.
Philippine Copyright 2014
All Rights Reserved. Portions of this manuscript may be reproduced with proper referencing and due acknowledgement of the authors.
ask permission before copying the contents :)
Building the Foundation for Rigorous ELA Instructioncatapultlearn
This webinar presented by Jessica Bianculli, will discuss how to build a foundation for rigorous instruction—specifically, what systems need to be in place to support student academic success.
Participants will discuss:
The need for a consistent, school-wide instructional model
The emphasis on building knowledge across disciplines with a focus on informational text
How direct instruction of academic vocabulary can increase student comprehension of rigorous text
Can remote teaching lead to deep learning?Paul Woods
Presentation given at the 49th IATEFL Conference in Manchester 12 April 2015. The British Council's Ceibal English project has the potential to develop deep learning by promoting student autonomy, creativityand collaboration, even where the teacher is not physically present in the classroom.
There is an urgent need to invest in teacher education programmes in the Arab world. Outdated curricula and methodologies, reliance on rote learning and not enough qualified teachers present a threat to the quality of education in the region. This presentation outlines a qualitative case study that explores the perceived and observed impact of shaping and contextualizing teacher education reading pedagogy upon an evolving system of knowledge, beliefs and reading teaching styles in a UAE context. The findings suggest that by attending to a Vygotskian constructivist-based contextualized EFL model of second language teacher education pedagogy, the potential to enhance the capacity of Emirati female student teachers to teach reading successfully and enact pedagogic change in government schools is increased. While investigating the unique features of the case itself, these findings may have resonance for teacher education programmes in other Middle Eastern contexts.
This is part of my working Strategies Notebook. Hardcopy papers from outside resources are printed or collected and then placed in the appropriate section for later reference.
Training Novice Teachers
Things that novice teachers have to know about teaching English in Algeria :
1) Goals of Teaching English at Middle School :
1)To help our society to live in harmony with modernity by providing the learner with linguistic tools essential for efficient communication
2) To promote national and universal values
3) To develop critical thinking, tolerance and openness to the world
4) To contribute to the shaping of a good citizen , aware of the changes an
d challenges of today and tomorrow
5) To give every learner the opportunity to have access to science , technology and world culture while avoiding the dangers of acculturation – curriculum page 4
2)2G program ( 2G = 1G + 4 Values - national identity /citizenship/national conscience /openess to the world - + Cross Curricular competences = “ Know how to learn?” is an interrelated set of attitudes, skills and knowledge that are drawn upon and applied to a particular context for successful learning )
3) CBA approach (It is an approach aiming at establishing a link between the learning acquired at school and the context of use outside the classroom. This approach enables the learner to learn how: to learn, to share, to exchange and to cooperate with others
4) The project work ( final production of one or two didactic units- CBA without project work is meaningless)
Pedagogic project ( number of sequences – the number of sequences depend on the number of learning objectives –each sequecne is formed of sessions or lessons – each lesson is formed of tasks and activities page 16 of support document²
5) The 4 Learning Situations ( initial problem solving situation – input situation – integrated situation– evaluation )
6) Initial problem solving (It's the starting point of your lesson where you involve your learners from the first moment you are in class - you put them in real life situation conform to the official approach (CBA) which is learner centered one.- Using selected aids , you invite your learners to guess,.......
2 g and input situation meeting & workshop november 22nd 2016Mr Bounab Samir
Salam,
2G & The input Situation
( Meeting and workshop November 22nd 2016)
The meeting points:
1) the intial problem solving concept
2) The 4 learning Situations
3) The input situation ( 2nd learning situation)
4) The teaching frame works ( PPU - PDP - PIASP )
5) How to teach PPU?
6) How to teach PD read
7) How ot teach PDP listening
8)How to teach grammar?
9 How to applly PIASP ( to teach grammar and pronunciation items)
10 ) How to deal with TD session?
Special thanks to my audience for thei great collaboration and coordination , they were amazing as usual with their great contribution and workshops , specially this meeting where all showed great mastery how to deal with each framework whic enable them plan a leanrning sequence without facing great problems . Thank you all
By : Mr Samir Bounab ( teacher trainer at MONE)
The power point links:
By : Mr Samir Bounab
There is an urgent need to invest in teacher education programmes in the Arab world. Outdated curricula and methodologies, reliance on rote learning and not enough qualified teachers present a threat to the quality of education in the region. This presentation outlines a qualitative case study that explores the perceived and observed impact of shaping and contextualizing teacher education reading pedagogy upon an evolving system of knowledge, beliefs and reading teaching styles in a UAE context. The findings suggest that by attending to a Vygotskian constructivist-based contextualized EFL model of second language teacher education pedagogy, the potential to enhance the capacity of Emirati female student teachers to teach reading successfully and enact pedagogic change in government schools is increased. While investigating the unique features of the case itself, these findings may have resonance for teacher education programmes in other Middle Eastern contexts.
This is part of my working Strategies Notebook. Hardcopy papers from outside resources are printed or collected and then placed in the appropriate section for later reference.
Training Novice Teachers
Things that novice teachers have to know about teaching English in Algeria :
1) Goals of Teaching English at Middle School :
1)To help our society to live in harmony with modernity by providing the learner with linguistic tools essential for efficient communication
2) To promote national and universal values
3) To develop critical thinking, tolerance and openness to the world
4) To contribute to the shaping of a good citizen , aware of the changes an
d challenges of today and tomorrow
5) To give every learner the opportunity to have access to science , technology and world culture while avoiding the dangers of acculturation – curriculum page 4
2)2G program ( 2G = 1G + 4 Values - national identity /citizenship/national conscience /openess to the world - + Cross Curricular competences = “ Know how to learn?” is an interrelated set of attitudes, skills and knowledge that are drawn upon and applied to a particular context for successful learning )
3) CBA approach (It is an approach aiming at establishing a link between the learning acquired at school and the context of use outside the classroom. This approach enables the learner to learn how: to learn, to share, to exchange and to cooperate with others
4) The project work ( final production of one or two didactic units- CBA without project work is meaningless)
Pedagogic project ( number of sequences – the number of sequences depend on the number of learning objectives –each sequecne is formed of sessions or lessons – each lesson is formed of tasks and activities page 16 of support document²
5) The 4 Learning Situations ( initial problem solving situation – input situation – integrated situation– evaluation )
6) Initial problem solving (It's the starting point of your lesson where you involve your learners from the first moment you are in class - you put them in real life situation conform to the official approach (CBA) which is learner centered one.- Using selected aids , you invite your learners to guess,.......
2 g and input situation meeting & workshop november 22nd 2016Mr Bounab Samir
Salam,
2G & The input Situation
( Meeting and workshop November 22nd 2016)
The meeting points:
1) the intial problem solving concept
2) The 4 learning Situations
3) The input situation ( 2nd learning situation)
4) The teaching frame works ( PPU - PDP - PIASP )
5) How to teach PPU?
6) How to teach PD read
7) How ot teach PDP listening
8)How to teach grammar?
9 How to applly PIASP ( to teach grammar and pronunciation items)
10 ) How to deal with TD session?
Special thanks to my audience for thei great collaboration and coordination , they were amazing as usual with their great contribution and workshops , specially this meeting where all showed great mastery how to deal with each framework whic enable them plan a leanrning sequence without facing great problems . Thank you all
By : Mr Samir Bounab ( teacher trainer at MONE)
The power point links:
By : Mr Samir Bounab
Join the Food Health Education Pub and SUBSCRIBE! My videos includes creative artwork, educational, health videos and much more.
SUBSCRIBE HERE:
https://www.youtube.com/channel/UCJGIUBHMmFmj9BqG7N0kUNg?view_as=public
JOIN US ON FACEBOOK: https://www.facebook.com/Food-Health-Edu-109744533798479/
Shifting Paradigms in Teacher Development for the Next Generation - Tesol 2014Isabela Villas Boas
This presentation describes a number of CPD projects carried out in a Binational Center in Brazil, aimed at dfferentiating professional development and moving away from traditional TD, towards innovative TD.
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.
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
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.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Embracing GenAI - A Strategic ImperativePeter 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.
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
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
1. Catherine A. Little
The University of Connecticut
catherine.little@uconn.edu
Elizabeth A. Fogarty
East Carolina University
fogartye@ecu.edu
2. Session Objectives
1. Present teacher case studies illustrating
variation among teacher needs for
professional development opportunities.
1. Overview several methods for providing
research-based professional development
that can be adapted to participants' settings.
Participants will leave the session with practical ideas for
addressing teacher needs through differentiated staff
development opportunities.
3.
4. Trends in Professional
Development from 2010 NSDC
Study
Teachers are most likely to receive
Professional Development opportunities in
their content focus.
Decrease in intensity of workshops – shift
from long-term opportunities to more short-
term experiences.
Teachers rated more intensive professional
development experiences as being
significantly more useful.
(Wei, Darling-Hammond, & Adamson, 2010)
6. If our professional development programs
are to recognize the individuality of every
teacher’s learning and practice, then we
must employ a model of teacher growth
that does not constrain teacher learning by
characterizing it in a prescriptive linear
fashion, but anticipates the possibility of
multiple change sequences and a variety
of possible teacher growth networks
(Clarke & Hollingsworth, 2002, p. 965).
7. • How do teachers experience the
implementation of a new instructional
framework in reading?
o What topics, experiences, and concerns
are present in teachers’ reflections during
implementation?
o What patterns, if any, are evident for
individual teachers during implementation?
8. • Documenting implementation on a
weekly basis
• Prompts:
o Weekly Reflection:
o What went well this week:
o What I will improve on next week:
o Personal Goals for next week:
o Goals for students for next week:
• Study: Limited to comments regarding
Phase 2
9. Cautions/Points of
Awareness
Teachers are not socialized to deep
reflection (Attard, 2007)
Focus of teacher reflections tends to be
more heavily on plans than examining
past actions (Marcos, Sanchez, &
Tillema, 2008)
Low level of teacher comfort with
implementing new practices as part of a
research study (Pence, Justice, &
Wiggins, 2008)
10. Observations
• Shift from dominant management
concerns to greater relative focus on
instruction and specific aspects of
learning
• Management concerns continued to
be a focus, but emerged in larger
quantities from particular teachers
instead of being widespread across
the group in later periods
11. Four Teachers
4 different schools, 4 different states, all
implementing SEM-R
Rachel Iris Lenore Heather
Grade
Level
3rd 3rd 5th 3rd
Years
Experience
7 3 5 8
12. Rachel
Log was used extensively to note
questions, goals, frustrations, successes
Only category appearing in all time
periods was conference management;
total comments included 7 of the 11
categories
Reflective leap in November to realize
too many areas of focus and need to
identify and focus on particular goals
13. Quotes from Rachel
I am still working on sticking to a time and developing a
system for conferences. (Sept)
What went well this week: Truth? It felt like nothing. (Oct)
My goals need to be simplified. It seems like I have 4 or 5
goals each week and then I can’t keep track of which ones
are met and which ones to focus on. I think I’ll make a list to
cross out as I go and prioritize them? (Nov)
I’m referring to my checklist 4 pages back to see what needs
to be improved upon. Things I can take off the list:
uninterrupted SIR is happening now. I’m rockin-n-rollin on
the conferencing time wise. (Dec)
I need to have students write the answer to conference
questions as it takes so long to get back to another
conference with the student and they can’t remember when
we get back together-this should be included as part of my
“how to come to a conference prepared” mini lesson (Jan)
14. Iris
Great variety in categories of comments
– among the largest variety of
categories in each time period
Only teacher in sample to comment in
“teacher comfort” category in all three
time periods
Moved generally from overall discomfort
with conferences to concerns over book
match to greater differentiation for
student needs
15. Comments from Iris
Personal goal for next week: work on decreasing
conference times; continue working on comfortability [sic]
with conference (Sept)
I am finding that I am still having to use conference time to
re-direct kids to books that match. They are either choosing
books too easy or too hard. (Oct)
The kids are really starting to enjoy conferencing. I have had
a couple of kids ask me when they are conferencing next
because they have so much to tell me. (Oct)
I feel that I am getting better at conferencing. I think it is a
combination of my comfortability and practice and their
knowledge and experience with the type of questions I am
asking and deeper thinking that I am expecting. (Nov)
Conferencing improved this week- I am finding that it is
easier to conference with my lower readers. I did use the
bookmarks more when I met with my higher kids and it
seemed to facilitate the conversation a bit more. (Jan)
16. Lenore
Did not comment on Phase 2 at all until
November and began with feeling
uncomfortable
Commented in 5 of 11 categories;
frequent focus on behavior and
classroom management toward end of
journal
Other data indicated decline in teacher’s
attitude about teaching reading.
17. Comments from Lenore
I really don’t feel comfortable with conferencing. I don’t
feel as if they are as in depth as they could be. I don’t
feel like I know the right questions to ask. (Nov)
Students were not very focused this week during
Phase 2. (Jan)
Students were even more unfocused during phase 2
this week. I did not get much conferencing done
because I continually had to speak to kids about talking
and generally not being focused. (Jan)
Even thought conferences went well this week,
students seem unfocused. I had to do a lot of
redirection in between conferences I hope next week
they will be more focused. (Jan)
Students were even less focused this week than last
week. I don’t know if it is the mid-year slump or what, I
did not conference with many students this week
because I needed to monitor the whole group. (Feb)
18. Heather
Consistently focused from the beginning
on student learning and conference
content (commented on these two and
conference management in all three
time periods)
Began implementing strategy support
(e.g., stickies) and specific instruction
early in conferences, although students
only reading 20 min at beginning
Focused her goals around using
bookmarks and teaching self-regulation
19. Comments from Heather
I gave them sticky notes to write difficult/ challenging words,
questions, and comments about their reading, but some need to be
reminded to use the sticky notes and not interrupt during individual
reading conferences. (Sept)
Many students are using more reading strategies and are able to
discuss them during conferences. However, quite a few of the
readers need to work on synthesizing what they read. Also,
students reading books with little or no pictures need to work on
visualizing. I will model the strategy for the whole group and for
small groups as needed. (Oct)
Many students are able to easily identify the author’s purpose. A
few are even using laughter as a cue to the author’s purpose. On
the other hand, I had to remind a few students to use their
sun/storm cloud when they have questions and not to interrupt the
conferences. I also had a system set in place for conferencing with
the students, however, several students are absent and so often
that it is threatening to unravel the system. (Dec)
Students are identifying the reading strategies they are using and
most of them are also beginning to use multiple strategies during
the conferences. (Jan)
20. Excellent Professional
Development is . . .
Reflective
Informed
Collaborative
Sustained
Differentiated
From a list of 10 indicators by Tomlinson, 2005
23. High Content and
Process Proficiency
Low Content and
Process Proficiency
High Self-Efficacy
Heather
Professional Learning
Community
Rachel
Reflective Journaling
Low Self-Efficacy
Iris
Professional Learning
Community
Lenore
Coaching/Mentoring
Also, when one encounters cases of inflated self-efficacy paired with
low content and process proficiency, it is recommended that coaching/
mentoring be used.
24.
25.
26.
27. What are Professional Learning
Communities?
Attribute 1: Supportive and Shared
Leadership.
Attribute 2: Collective Creativity.
Attribute 3: Shared Values and Vision .
Attribute 4: Supportive Conditions.
Attribute 5: Shared Personal Practice.
29. Ideas for Keeping Professional
Development Ongoing
1. All three options require ongoing
meetings – create and keep a
schedule. (www.doodle.com)
2. Administrators should ask for updates
at faculty meetings.
3. Administrators should show active
support through participation,
resources, and time.
30. References
Allen, D. S. (2006). The push to excellence:
Teachers focus on professional learning to lift
student achievement. Journal of Staff
Development, 27(1), 56-60.
Clark & Hollingsworth (2002).
Tomlinson, C. A. (2005). Traveling the road to
differentiation in staff development. Journal of
Staff Development, 26(4), 8-12.
Wei, R. C., Darling-Hammond, L., & Adamson, F.
(2010). Professional development in the
United States: Trends and challenges. Dallas,
TX: National Staff Development Council.