teacher training - textos escolares · demo lesson for my future class. ... intensive in-service...

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


LPAT Performance Descriptors – Writing Composition


Source: www.hkeaa.edu.hk/en


LPAT Performance Descriptors - Classroom Language Assessment


Source: www.hkeaa.edu.hk/en

Teacher/Academic Capacity Development


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



• 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)



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


CLIL Training/Professional Development Programs

Case Study: Project 2020 - Vietnam

Video

http://vimeo.com/56059954

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

http://vimeo.com/46856945


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 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.

http://www.elteach.com/programs/english-for-teaching/

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


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?


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)


4 Step Experiential Learning Cycle (Kolb 1984)


5 Step Experiential Learning Cycle

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.

teacher training - textos escolares · demo lesson for my future class. ... intensive in-service...

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