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DESIGNING EFFECTIVE WORKSHOPS FOR LANGUAGE TEACHERS DESIGNING EFFECTIVE WORKSHOPS FOR LANGUAGE TEACHERS
Professor Simon Borg
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IN-SERVICE WORKSHOPS Who What How
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DESIGNING EFFECTIVE DESIGNING EFFECTIVE WORKSHOPS FOR WORKSHOPS - - PowerPoint PPT Presentation
DESIGNING EFFECTIVE DESIGNING EFFECTIVE WORKSHOPS FOR WORKSHOPS - - PowerPoint PPT Presentation
www.ELTacademia.com DESIGNING EFFECTIVE DESIGNING EFFECTIVE WORKSHOPS FOR WORKSHOPS FOR LANGUAGE TEACHERS LANGUAGE TEACHERS Professor Simon Borg www.ELTacademia.com What Who How IN-SERVICE WORKSHOPS www.ELTacademia.com Who
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‘Baggage’ Relationships Context Needs/Wants
Who
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Identifying and responding to teachers’ needs and motivations increases the perceived relevance
- f in-service workshops.
Principle 1
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Baggage
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The substantial experience and expertise practising teachers have is an important resource.
Principle 2
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Prior Cognitions - Filter
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Prior Cognitions - Barrier
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INSET often has limited impact because it attempts to impose new ideas and practices on teachers without addressing the underlying filter of prior experience and knowledge which can block learning. (Borg & Albery 2015: 36)
In-Service Teacher Education
Borg, S., & Albery, D. (2015). Good practice in INSET: An analysis of the Delta. In R. Wilson & M. Poulter (Eds.), Assessing language teachers’ professional skills and knowledge (pp. 37-61). Cambridge: Cambridge English Language Assessment.
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Ignoring teachers’ existing experience, knowledge and beliefs will minimise the impact of in-service workshops.
Principle 3
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Context
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In-service workshops are more likely to have an impact when they are aligned with the contexts teachers work in.
Principle 4
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What - Content
Planning focuses mainly on content Too much workshop content Content exclusively external (theory)
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Principle 5
Deriving some content from teachers’ experiences and ideas can add to the relevance of a workshop.
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Principle 6
Theoretical input can help teachers think more systematically about their work but it should serve pedagogical and professional objectives and not be an end in itself.
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Principle 7
Teaching is ultimately a practical activity and practice is what teachers are most interested in. Make teaching and learning the primary focus of the workshop.
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How – Teacher Learning Processes
Development, constructivist, inquiry-based, participant- centred Training, transmission, input-based, top-down
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Principle 8
If we believe that learner-centredness is a core educational principle, this should also apply to how we support teacher learning. Workshops should be participant-centred.
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Principle 9
Teacher learning is a social process, so include plenty of opportunities for discussion among teachers and scope for them to learn together and from
- ne another.
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Principle 10
Reflection and inquiry rather than input are key teacher learning
- processes. Provide opportunities for
them during the session.
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Reflect Articulate Experiment Evaluate
What Next?
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Blog http://simon-borg.co.uk Twitter @Simon_Borg Blog http://simon-borg.co.uk Twitter @Simon_Borg
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