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 ‘Baggage’ Relationships Context Needs/Wants
www.ELTacademia.com Principle 1 Identifying and responding to teachers’ needs and motivations increases the perceived relevance of in-service workshops.
www.ELTacademia.com Baggage
www.ELTacademia.com Principle 2 The substantial experience and expertise practising teachers have is an important resource.
www.ELTacademia.com Prior Cognitions - Filter
www.ELTacademia.com Prior Cognitions - Barrier
www.ELTacademia.com In-Service Teacher Education 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) 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.
www.ELTacademia.com Principle 3 Ignoring teachers’ existing experience, knowledge and beliefs will minimise the impact of in-service workshops.
www.ELTacademia.com Context
www.ELTacademia.com Principle 4 In-service workshops are more likely to have an impact when they are aligned with the contexts teachers work in.
www.ELTacademia.com What - Content Planning focuses mainly on content Too much workshop content Content exclusively external (theory)
www.ELTacademia.com Principle 5 Deriving some content from teachers’ experiences and ideas can add to the relevance of a workshop.
www.ELTacademia.com 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.
www.ELTacademia.com 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.
www.ELTacademia.com How – Teacher Learning Processes Development, constructivist, inquiry-based, participant- Training, centred transmission, input-based, top-down
www.ELTacademia.com 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.
www.ELTacademia.com 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 one another.
www.ELTacademia.com Principle 10 Reflection and inquiry rather than input are key teacher learning processes. Provide opportunities for them during the session.
www.ELTacademia.com What Next? Reflect Articulate Experiment Evaluate
www.ELTacademia.com Blog Blog http://simon-borg.co.uk http://simon-borg.co.uk Twitter Twitter @Simon_Borg @Simon_Borg
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