EXPLORING THE EFFECTS OF USING FEEDBACK CARDS IN ENHANCING

PROFESSIONAL DEVELOPMENT FOR INSET

ELAINE PANGSUPERVISOR : PROFESSOR DAVID WRAY

28 October 2015

OUTLINE

• Terminology & Context• Background • The CPD Programme • Research Question• Methodology • Findings• Discussion & Further work

TERMINOLOGY• Feedback – Opinions

about a course or performance on a task

• Professional Development – facilitated learning opportunities

• INSET – In service training

CONTEXT

• Malaysia• English Language

Teaching Centre (ELTC)

BACKGROUND

Malaysia - top-down curriculum development model (Tyler’s Objectives model) CPD : Cascade Model

TRAINING REGIONS

THE TEACHING OF PHONICS

2010 – Malaysian Curriculum Standard Document • Phonics – New component under the Reading Skills

Phase 1 : 2011-2012 ‘The Teaching of Phonics’ (5 days)

Phase 2 : 2013 • ‘The Teaching of Phonics’ (Blended Mode) • Canvas by Instructure

Phase 3 : 2014 - Present

RESEARCH QUESTION

Aim • To investigate participants’ learning and professional

development for INSET by using feedback to improve the CPD course.

Research Question • What are the effects of using feedback cards with

Primary school English language teachers to enhance professional development for INSET?

METHODOLOGYAction Research

SAMPLE

Phase 12011A. Sarawak – 31 teachersB. Northern – 35 teachersC. Southern – 34 teachers

2012D. Sabah – 45 teachersE. Central – 68 teachersTotal : 213

CONCEPT OF INSTRUMENT

• Different from course evaluation forms

• Features of comment cards

• Element of reflection on learning

• Element of feedback

INSTRUMENT

• Feedback card - Designed as daily learning log - Included specific prompts - A low-cost method

FINDINGS (participants)• Participants’ reflections - contradict findings in evaluation forms

• Feedback - Need fun activities to teach phonics- Activities for slow learners- Different symbols for different sounds- Weekly framework : L&S, R&W, Language Arts- Need follow up courses

• Mirror effect- Model growth

FINDINGS (Trainer)

• Addressed questions - daily• Admit when things didn’t go well• Made changes - module and strategies • Added resources – Phonics songs & chants• Confirmed observations with comments in feedback • Reflective practice – reflect & engage in continuous

learning

DISCUSSION

• Feedback – worth the ‘fear’• Help learners to give constructive feedbackLessons - It’s not personal- Do not say ‘but’Strategies - Give participants’ time- Give specific prompts

FURTHER WORKIn-Progress• Feedback cards for each sessionFuture• Introduce reflective writing• Classroom chart – common feedback• Feedback days – normalize the process• ‘How am I doing ?’ Journal

Thank youE.L.L.Pang@warwick.ac.uk