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TEACHER TRAINING Methodological Approaches
Ms Philippa Coleman Assistant TESOL Director of Studies – ICTE-UQ
The ICTE-UQ Training Team
Qualifications & Experience
• Postgraduate qualifications in TESOL or Applied Linguistics
• Global teaching experience in over 28 countries
• CELTA/EMTP/CLIL/ESP
Specialised Expertise
• Wide range of specialised expertise and areas of professional interest. Eg.
- motivating learners, group dynamics and classroom management
- materials development
- blended learning
Culture of Ongoing Professional Development
• National and international conference attendance/ presentations
• In-house PD workshops
Program Goals
• For participants to:
- develop English skills
- experience a range of practical teaching activities
- gain understanding of Australian education system and teaching methods
Qualifications & Experience
• Postgraduate qualifications in TESOL or Applied Linguistics
• Global teaching experience in over 28 countries
• Diverse teaching experience CELTA/EMTP/CLIL/ESP
Specialised Expertise
• Wide range of specialised expertise and areas of professional interest. Eg.
- motivating learners, group dynamics and classroom management
- materials development
- blended learning
Culture of Continuing Professional Development
• In-house PD workshops
• Action Research Projects
• National and international conference attendance/ presentations
• Publications
ICTE-UQ Teacher Training Program Goals
Program Goals
• For participants to:
- develop their English language skills
- experience a range of practical teaching activities and techniques
- gain understanding of Australian education system and teaching methods
• I was deeply impressed by teachers'
passionate teaching in ICTE. I have
learned a lot from them. They were all
experts in teaching English, so I could
acquire new teaching methodology
• Writing and listening lessons were really
wonderful. I've never experienced these
excellent writing and listening lessons
before.
• I had good opportunities to practice the
demo lesson for my future class. It was
good experiences to think about my
teaching skill and to get some cool ideas
for my class.
• This programme can give other teachers
a good chance not only to improve their
English but also to enjoy the challenges
being a stranger in a foreign country.
This is highly recommended!
Initiative designed to bring Hong Kong teachers up to and beyond a required benchmark level to gain or obtain registration status.
ICTE-UQ selected as one of seven providers approved worldwide to deliver ETPP programs for primary and secondary English language teachers in Hong Kong.
Over a five-year period, 390 teachers trained by ICTE-UQ in Brisbane and in Hong Kong.
TESOL Training/Professional Development Programs
Case Study: English for TESOL Professional Purposes (ETPP) – Hong Kong (2000-2005)
Testing Tools and Benchmark Standards
Teacher Capacity Development
• Language Proficiency Assessment for Teachers (LPAT) - jointly held by the Hong Kong Examinations and Assessment Authority (HKEAA) and the Education Bureau (EDB) of the Hong Kong Government
• Five Papers
• Reading (Comprehension)
• Writing (Composition and Explaining Errors)
• Listening
• Speaking
• Classroom Language Assessment
• Teachers required to achieve minimum LPAT score of 3
Teacher Capacity Development
LPAT Performance Descriptors – Writing Composition
TESOL Training/Professional Development Programs
Source: www.hkeaa.edu.hk/en
Teacher Capacity Development
LPAT Performance Descriptors - Classroom Language Assessment
TESOL Training/Professional Development Programs
Source: www.hkeaa.edu.hk/en
Teacher Capacity Development
LPAT Performance Descriptors - Classroom Language Assessment
TESOL Training/Professional Development Programs
Source: www.hkeaa.edu.hk/en
Teacher/Academic Capacity Development
TESOL Training/Professional Development Programs
Case Study: Intensive In-service English Teacher Training – South Korea (2004-2013)
• Aim to train 10,000 primary and secondary teachers by 2015
• ICTE-UQ has trained 500+ Korean teachers under the scheme since 2004
• Program reports provided by ICTE-UQ (including participant feedback)
• Support needed for principals and administrators to bring about educational changes
• Little attention on follow-up training: modes of continuing professional development
Program model
South Korea: 5 months training
Australia: 1 month training
South Korea: 3 months training
Australia: 3 months training
Three + Three Five + One
Teacher/Academic Capacity Development
TESOL Training/Professional Development Programs
• Four phase training program for elementary and secondary English language teachers
• Participants selected from government schools throughout Macau
• Focus on development of English language skills, knowledge and awareness of contemporary teaching methodologies, and practical classroom skills Phase 2 - Brisbane:
3-week Mixed Nationality EMTP Program
Program model
Phase 4 - Macau: Classroom Observations &
Feedback
Phase 3 - Brisbane: 1-week Customised EMTP
Program
Phase 1 - Macau: Intensive 18 hour TESOL Methodology Workshops
12 months
Case Study: Education & Youth Affairs Bureau – Macau (2010-2013)
Teacher/Academic Capacity Development
TESOL Training/Professional Development Programs
Case Study: SENESCYT – Ecuador (2011)
• Training program for 36 public university English language academics
• Focus on English language skills for TESOL and Academic purposes, TESOL and CLIL methodology skills development and exploration of testing and evaluation theories and practice (institution, national and international)
Program model
2 weeks TKT Preparation
Group A Group B
5 weeks ESP:TESOL
5 weeks customised training -CLIL-
-Testing and Assessment - -English and Methodology for
Academic Purposes-
5 weeks ESP:TESOL
1 week Advanced CLIL
training
“I have learnt new strategies for developing the teaching learning process. In this way we could help to improve the educational system in our country.” 2011 Program Participant
Academic Capacity Development
CLIL Training/Professional Development Programs
Case Study: Project 2020 – Vietnam (2012)
• Training program for 44 Finance & Banking, Business Management and Tourism Professors from seven Vietnamese universities
• Part of a nation-wide Ministry of Education and Training initiative to rapidly improve English language capacity in Vietnam by 2020
• Funding for a range of initiatives across all levels of Vietnam’s education system including development of higher education bilingual programs
Program model
Phase 1 5 weeks
English for Specific Purposes Academic & Academic
Communication Training
Phase 2 3 weeks
Content and Language Integrated Learning (CLIL) training
Academic Capacity Development
CLIL Training/Professional Development Programs
Case Study: Project 2020 - Vietnam
Video
Semester Abroad Programs
Case Study: English Opens Doors – Chile (2007-2013)
• BECAS Chile funded scholarship
• Established to make a positive impact on the teaching and learning of English in Chile through providing education and training opportunities for the nation’s future English language teachers
• To date, ICTE-UQ has trained more than 100 Chilean English language and pedagogy students under the scheme
5 weeks General English/English for Academic Purposes studies
10 weeks ESP: TESOL studies
+ TKT Preparation and Test
Program model
Student Capacity Development
Semester Abroad Programs
Case Study: English Opens Doors - Chile
Student Capacity Development
Video
Academic Capacity Development
Teacher Academic Professional Development
Case Study: Customised Pasantia Program – Chile (2010)
• Two month program for five academics from private universities in Chile
• Delivered in partnership with UQ’s School of Education
• Focus on:
• Exploring and evaluating a range TESOL and pre-service and in-service teacher education approaches in Australia
• Relating best practice models in teacher education in Australia to the Chilean context
• Conducting comparative, evaluative, reflective research relevant to current or future methods of teacher education and/or TESOL methodology in Chile
Program model
Academic Seminars & Workshops Covering Six Key Themes
1. Evaluation and Assessment 2. Supervision and Mentoring
of Student Teachers 3. Methodology of Language
Teaching 4. Curriculum Design 5. Teacher Training Institute 6. Academic Research
Independent Research Project
Site and School Visits
“It is an invaluable tool. It will help me improve the teacher training program that I am working for.”
“The material we were given is of great help. I plan to share and analyse it with the staff at my university.”
Teacher Capacity Development
Teacher Professional Development
Case Study: ELTeach
• Six months to complete program online
• Two course components:
• English for teaching (50-60 hours) + assessment
• Professional knowledge of ELT (50-60 hours) + assessment
• Reporting tools for trainers
• Online, scalable and cost effective way to train large scale numbers of English language teachers
• To date, over 6,000 teachers have participated in the ELTeach program, globally.
www.ELTeach.com
ELTeach is an online, integrated Professional Development, Assessment, and Certificate program, supporting teachers of English through coursework and assessments in English-for-Teaching and Professional Knowledge for ELT.
ICTE-UQ Teacher Training Program Materials
Sample materials: ‘Used to’ (Now and Then)
Teaching materials for young learners Teaching materials for adult learners
ICTE-UQ Teacher Training Program Materials
Sample materials: ‘I Used to’ (Now and Then)
Teaching materials for young learners Teaching materials for adult learners
Benefits for teacher participants
ICTE-UQ Teacher Training Program Methodology
• Real
• Relevant
• Practical
• Experiential
Teacher Training Program Methods - Loop Input
Sample Activity 1
You are English language teachers in my ICTE-UQ teacher training class. Work in pairs A + B.
LISTEN and
TAKE NOTES
A
LISTEN and
REMEMBER AS MUCH AS POSSIBLE
B
ICTE-UQ Teacher Training Program Methodology
Experiential Learning
• Kolb (1984)
• ‘Trying something out’ + discussion/analysis of what has been learned
Loop Input
• Woodward (1986)
• Specific type of experiential learning involving the alignment of content and process
Teacher Training Program Methods - Loop Input
Sample Activity 1 continued…
• Work in a group of 4 or 6 people.
• Tell each other the instructions for the cooperative listening activity without looking at your notes.
• Are there any differences in your instructions for the activity?
Teacher Training Program Methods - Loop Input
Sample Activity 1: Post activity stage
Discuss the following questions:
1. Which was easier for you? – listening and taking notes, or just listening? Why?
2. What are the advantages and disadvantages of doing this cooperative listening activity?
3. What type of texts and topics could be used for teaching purposes to do this cooperative listening activity?
4. Any other observations/feedback?
Teacher Training Program Methods
Woodward (2003)
Experiential Learning
Loop Input
Trying something out (and analysis)
Correlation between task and content
Two phases: Experiential activity phase + decompression time (untangling the content and the process)
ICTE-UQ Approach - Summary
Microteaching Materials Development
Methodology Teaching Techniques
Practical Activities
Experience Analysis Implementation
References
• Hess, N. (2001). Teaching Large Multilevel Classes. Cambridge: Cambridge University Press.
• Kolb, D.A. (1984). Experiential Learning: Experience as the Source of Learning Development. New Jersey: Prentice Hall.
• Woodward, T. (2003). Loop input. ELT Journal Volume 57/3. Oxford: Oxford University Press.
• Woodward, T. (1991). Models and Metaphors in Language Teacher Training. Cambridge: Cambridge University Press.