This document provides an overview of topics to be covered in a teacher training workshop, including: 1. Familiarizing participants with the online platform being used and warming up activities. 2. Presenting inputs on different models of teacher training, including the craft model, applied science model, and reflective model. 3. Explaining the activity cycle as a framework for planning and running activities in workshops, including introducing topics, giving instructions, monitoring activities, concluding activities, and providing feedback. 4. Asking participants to reflect on what they found most useful from the workshop and how they will apply ideas in their own teaching.

1. Teacher Training Skills – Part 1 kristina123smith@gmail.com

2. 1. Let’s familiarize ourselves with webex platform 2. Warmer to get focused 3. Input - aims of teacher development workshops 4. Questions 5. Input – what is professional expertise? – what are the different teacher training models? 6. Questions 7. Input – One way to plan a training cycle: the activity cycle 8. Application –Now let’s apply what we’ve learned. Selecting and running activities and tasks in workshops 9. Learning points 10. How did you find the webinar? menu

3. 1. Let’s find our way around the webex platform 2. Let’s get focused  warmers

4. Skills – any questions?

5. Based on the first round:

6. To develop Knowledge Awareness Skills We are going to look at these in some detail and consider which activities we can use for each. Introduction - aims of teacher development workshops

7. Trainer to trainer self and teacher self PLUS Trainer to teachers

8. Knowledge can refer to 2 distinct areas: 1. ‘received knowledge’ = scientific research, theoretical debates, etc. From where? From books and journals, discussing with peers, listening to a lecture, etc. 2. ‘experiential knowledge’ = what a professional learns ‘on the job’. Question: Which one is more valuable and why? Knowledge - about what?

9. We acquire knowledge by comparing what is ‘new’ with what we already know and slotting the new information in a suitable place in our mental data structure (i.e. schemata). What are the implications of this for how teachers learn in our training sessions? Think of 2. The importance of schemata

10. This means that each participant is understanding something different. Each participant is acquiring different knowledge. It also means that if participants don’t have enough background knowledge - or share the same data structure as the trainer - they will only partly understand. In a workshop, we should…….. How can we establish people’s schemata before we start? Implications

11. Take 3 minute to jot down some notes: What do you do while teaching students to establish schemata before teaching new content? What have you done in your workshops to establish schemata before staring to give input? What could you do in the future to establish participants’ background knowledge before giving input? Please bear these in mind while we look at the next section of our input today. Reflection time

12. Imagine you are going to do a workshop on a new topic (for you) or that you do not know the participants very well. You want teachers to brainstorm the characteristics of a communicative activity. What could happen? A.) They immediately come up with all the correct answers B.) They come up with a few correct and a few ‘fuzzy’ answers C.) They come up with vague/fuzzy answers. D.) One teacher gives strong answers and the others don’t seem to know much about the topic. What should the trainer do in each situation? Example

13. Is developed and made explicit through the process of reflection ‘deep processing’ = We can reflect on the essential underlying meaning of the new ‘knowledge’. ‘active processing’ = We can explain or discuss the relationship between the knowledge we received and our own experience. Which tasks or questions developed your awareness so far in this session? Awareness

14. The Craft Model

15. ___________ contribute new research findings. Teachers are expected to learn how to teach by studying them. ___________ are often organised to give input about new research and methods. Some advantages of the ‘applied science model’ are: 1._________ 2._________ Some disadvantages are: 1._________ 2._________ So how do we use this in a training workshop? The Applied Science Model

16. The Reflective Model:

17. Main advantages: Gives value to the teacher-in-the-classroom’s ________. Empowers teachers. Allows teachers to investigate their own_________, in their own teaching ________. Potential disadvantages: Participants may need support in learning to _______. _________ will probably be public or shared How do we use this in a teacher training workshop? The Reflective Model

18. Learning from experience – trying sthg out. Usually involves ‘switching hats’ to debrief. Experiential learning

19. Input – the activity cycle How does the teacher introduce the topic or activity? How does the teacher give instructions and check that learners know what to do? What does the teacher do while the learners are carrying out the activity? How does the teacher get the learners' attention and stop the activity? How does the teacher get or give feedback?

20. Please write a few comments for me – What was most useful for you in this webinar? What ideas will you take away to think about? What will you focus on in your next workshop? Reflection + feedback task (mini HW)