Improving teachers skills (tim herdon)

Improving

teachers’ skills through

online professional development

Tim Herdon

https://app.box.com/s/slhkzepnbgob7dpcnfo2

• mediated - self-study

• synchronous - asynchronous

• communitized - non-communitized

• mediated self-study

• synchronous asynchronous

communitized non-communitized

Options & permutations

• mediated self-study

• synchronous asynchronous

• communitized non-communitized

OUP’s permutation

8th August 1988

8 . 8 . 88

impact

engagement

value

Climbing a mountain

VALUE … of the material

… of the outcome

Value: … of the material

• Experts, teacher trainers, teachers

• Native and non-native

• Excerpts from OUP PD books & the ELTJ

• Videos

Balanced perspectives

Value: … of the outcome

ENGAGEMENT • Clear frames of reference

• Activating interest

• Sustaining interest

Engagement

First you will need to provide support above the usual level. Before doing this you should loosen the critical contact points and then, having utilized the elevation device to the necessary extent, you can complete the rotation of these points until disengagement is achieved. Then it will be necessary to exchange the impacted element with the replacement element provided, re-engage the critical contact points by rotating them in the contrary direction and, finally, remove the elevation device.

Engagement

Engagement: clear frames of reference

Engagement: clear frames of reference

images

short quizzes ranking activities

quotes

attention grabber

humour

ACTIVATE

Engagement: activating interest

Engagement: sustaining interest The rider and the elephant

Jean Piaget believed that children construct knowledge for themselves by actively making sense of their environment. He referred to this active learning as constructivism. For example, a young child might know that a baby bird comes from an egg. When the child goes to a farm and sees a piglet, he may also assume that the piglet comes from an egg too. The child is assimilating information to fit his idea of the world. Later, maybe in a conversation about animals, a parent may explain that piglets are not hatched from eggs. At this point the child will adapt their way of thinking to accommodate this new idea. In this way children are active constructors of their knowledge of the world.

Engagement: sustaining interest

Jean Piaget believed that children construct knowledge for themselves by actively making sense of their environment. He referred to this active learning as CONSTRUCTIVISM. (Animation of child building with bricks). For example, a young child might know that a baby bird comes from an egg. (Animation of bird hatching from egg). When the child goes to a farm and sees a piglet, he may also assume that the piglet comes from an egg too. (Animation of piglet hatching from egg). The child is assimilating (ASSIMILATION – over the piglet and egg) information to fit his idea of the world. Later, maybe in a conversation about animals, a parent may explain that piglets are not hatched from eggs (image of piglet and egg disappears). At this point the child will adapt their way of thinking to accommodate this new idea (ACCOMMODATION). In this way children are active constructors of their knowledge of the world.


video clips

interactive tasks

infographics

texts

DISCOVER

main content

animations downloadable book excerpts

links



… not forgetting the interface …

… or succinct rubrics

IMPACT • levels of change

• reflection and application

Impact: Different levels of change

Impact: Different levels of change

Impact: different levels of change

New ideas for classroom activities

New strategies and skills

Ability to make choices based on skills and underlying theoretical knowledge

Fundamental shift in educational outlook

Impact: different levels of change

New classroom activities

New strategies and skills

Skills and underlying theory

Fundamental shift

How deep?

main task

analyze

research

plan try out

TRY OUT

reflection & application

report on further research

report on classroom experimentation

EVIDENCE OF LEARNING

lesson plan

OTA session structure

Session aims Activate



Discover Try Out



Discover Try Out

Evidence

of learning

Session

resources

Autumn 2014 • Teaching Young Learners • Teaching Teenagers • Teaching with Technology

2015 • Teaching EAP • Teaching Business English • Teaching English to Adults

2015, 2016 and 2017… 24 more courses covering: • age groups (e.g Teaching English to Adults) • specialist areas (e.g. CLIL for Primary Teachers) • specific areas (e.g. Teaching Vocabulary to YLs) • 3 levels (Introduction / Development / Extension)

References: • Julie Dirken - Design for how people learn • Angi Malderez - Teaching Teachers • Steve Krug - Don’t make me think

Thank-you!

References: • Julie Dirken - Design for how people learn • Angi Malderez - Teaching Teachers • Steve Krug - Don’t make me think

https://app.box.com/s/slhkzepnbgob7dpcnfo2

Education

Improving teachers skills (tim herdon)