THEREFLECTIVEAPPROACHTOTEACHERDEVELOPMENTlecture2.ppt

单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,*,THE REFLECTIVE APPROACH TO TEACHER DEVELOPMENT,A TEACHER TRAINING MAZE,ENTRY TO THE MAZE,Youre a busy teacher in a Jiangsu school.Youve been teaching for 15 years,and you dont feel you have changed much in the past ten.Youre tired and rather bored with the job.Your choices are:,Leave the teaching profession,Join a training course,Go on as you are,Slide 1,Whos going to employ a tired,middle-aged ex-teacher?Unless youve got a private income or a rich spouse,think again!,Exit the maze,Return to ENTRY,Slide 2,You start on the,training,course,but with the travelling to the,training,college,and the homework,you find its really much more work than you imagined.Your choices are:,Talk to the course leaders,Drop out of the course,Sigh and keep going,Slide 3,Well,youll just get more bored and frustrated with your classes,and how are you going to cope with the new curriculum?Youd better:,Exit the maze,Return to ENTRY,Slide 4,The course leaders are sympathetic and try not to give you too much work,but basically they just tell you to keep going.,Return to Slide 2,Slide 5,So,youre a quitter,are you?Well then,you are back at the entry to the maze except that now you feel as if youve failed at something too.Wouldnt you like to think again?,Exit the maze,Return to ENTRY,Slide 6,You keep going but after a while you have the feeling that everyone is doing better than you.Your choices are:,Keep quiet about it,Tell the course leaders,Talk to the other course participants,Slide 7,You suffer in silence but things dont get any better.You start to question whether youre any good at teaching OR learning.What are you going to do?,Return to Slide 6,Exit the maze,Slide 8,The course leaders try to be encouraging and keep telling you that youre doing all right,but you dont really believe them.You still feel bad.,Exit the maze,Return to Slide 6,Slide 9,You are amazed to find that a lot of the other course participants feel exactly the same way as you.You talk about it,feel reassured,and decide to do more group work.,Move on to Slide 10,Slide 10,You keep going to the course and try to keep up with the work.You meet a lot of new ideas.Your choices are:,Try out all the ideas in your classes exactly as they were taught you on the course,Tell your colleagues at your school about the ideas at every opportunity you get,Not try anything new with your classes,Take the ideas you like,adapt them to fit your situation,try them out and adapt them again if necessary,Slide 11,A lot of the ideas dont seem to work as well in your classes as they did on the course.Both you and your students lose confidence,and you go back to teaching in the old and trusted ways.,Go back to Slide 10 and think again,Exit the maze,Slide 12,Your colleagues at work become rather bored with your constant talk of“,training course,-,-this”and“,training course,-,-that”.You find yourself increasingly isolated-,-,a crane among the chickens-and lose heart.,Go back to Slide 10 and think again,Exit the maze,Slide 13,Well,youve stayed at the entry to the maze really,havent you?Rather a waste of your time-and everyone elses time too!,Return to Slide 10 and think again,Exit the maze,Slide 14,You gain confidence gradually as you adopt and adapt more and more ideas.Your classes gain confidence as they find they can communicate more and more successfully in English.Things are looking up.,Move on to Slide 15,Slide 15,Your techniques improve.Your English improves.Your classes improve.But then the,training,course leader tells you there is going to be an end-of-course exam.Your feelings are:,“My God,I hope I pass.”,“My God,Im sure Ill fail.”,“Well whether I pass or fail,at least Ive learned something.”,Slide 16,Then youll have another certificate in your pocket,which is good.Perhaps more important is what you feel you have personally gained from the course.,Exit the maze,Slide 17,Then you wont have a certificate in your pocket.But perhaps youll feel that youve learned a lot for yourself that will help you in your work as a teacher.,Exit the maze,Slide 18,You finish the course.Your career has been refreshed.You think you might be able to make it through the next few years with increased interest.,Exit the maze,EXIT FROM THE MAZE,So-are you happy with the outcome?Looking back,would you have done anything differently?Do you think the problems you had to consider reflect the real situation for Jiangsu teachers?,Adapted from,Models and Metaphors in Language Teacher Training,by Tessa Woodward,Cambridge 1991,Knowles claims,that:,Active learners taking initiative learn more things and learn better than do people who sit at the feet of their teachers.,(1975:14),Five assumptions about teacher development,1.An informed teacher has an extensive knowledge base about teaching.,Five assumptions about teacher development,2.Much can be learned about teaching through self-inquiry.,3.Much of what happens in teaching is unknown to the teacher,.,Five assumptions about teacher development,4.Experience is insufficient as a basis for development,5.,Critical reflection can trigger a deeper understanding of teaching,REFLECTIVE MODEL FOR TEACHER DEVELOPMENT,Stage 1,Pre-service training,Teachers existing beliefs and,concepts,REFLECTIVE MODEL FOR TEACHER DEVELOPMENT,Stage 2 In-service development,Received Experiential,knowledge knowledge,Practice,Reflection,REFLECTIVE MODEL FOR TEACHER DEVELOPMENT,Stage 2 In-service development,The Reflective Cycle,Goal,PROFESSIONAL,COMPETENCE,Source:M.Wallace,Training Foreign Language Teachers,REFLECTIVE CYCLE,Concrete experience,Reflective observation,Active,Experimentation,Abstract,conceptualization,Others,experience,Other peoples,observation,Input from,professional,research,Others,experiments,SOURCES OF TEACHERS BELIEFS,Their own experience as language learners,Experience of what works best,Established practice,SOURCES OF TEACHERS BELIEFS,Educationally-based or research-based principles,Personality factors,Principles derived from an approach or method,BELIEFS ABOUT LEARNING,organising principles through encountering experience,a body of knowledge,Learning consists of acquiring:,BELIEFS ABOUT LEARNING,is a resource person who provides language input for the learner to work with.,has the knowledge and the learner does not.,The teacher:,BELIEFS ABOUT LEARNING,forming hypotheses about the language input provided by the teacher,and constantly modifying these hypotheses in the direction of the target model.,learning the structural rules and the vocabulary through such activities as memorisation,reading and writing.,Learning a language consists of:,THE REFLECTIVE APPROACH,Slowly,the teaching profession as a whole is realising that,no matter how much intellectual energy is put into new methods or new approaches to syllabus design,what really matters is what happens when teachers and learners get together in the classroom.,THE REFLECTIVE APPROACH,Being a good classroom teacher means being alive to what goes on in the classroom And that is what the reflective approach is all about:gaining a better understanding of what good teachers and learners do instinctively,so that ultimately all can benefit.,D.Allwright,&K.Bailey,Focus on the Language Classroom,Cambridge 1991,Ways to carry out the reflective approach,Self-evaluation questions,1.Is your activity at an appropriate intellectual level to stretch and challenge children of this age?Is it too easy/difficult?Is it interesting,motivating?Is there,enough opportunity for the pupils to talk?,2.,What meaningful language will it promote?,3.Where will there be opportunities for pupils to give their own ideas?,4.What is the place of the activity in your scheme of work?What preceded it?What will follow it?Show this on your lesson plan.,5.Show how it might involve/lead into reading,writing,grammar,etc.,6.What might the pupils learn?Write the aim of the activity and the language aims,on your lesson plan.,7.What provision have you made for pupils who finish quickly/slowly?,During and after the lesson,ask yourself.,8.What evidence was there that the pupils were interested/not interested?,9.Who was not involved?Why?,10.Write down on paper some language that pupils used.Was it meaningful or meaningless?,11.What will you do next to follow up this lesson?,12.Which of your aims were achieved?Were other things achieved instead?,13.When did pupils give their own ideas?Did you accept their ideas?Did they have a fair share of time to talk or did you dominate the discussion?What have you learnt?,Write down how you would like to develop your teaching in the future.,“,teaching style”,means to cope with,many routine demands of teaching,Vs,danger to hinder a,teachers professional growth,How can teachers move beyond the level of automatic or,routinised,responses to classroom situations and achieve a higher level of awareness of how they teach,of the kinds of decisions they make as they teach,and of the value and consequences of particular instructional decisions?,Three processes,reflective approach,involves,Stage 1,The event itself,The starting point is an actual teaching episode,such as a lesson or other instructional event.While the focus of critical reflection is usually the teachers own teaching,self-r,eflection,can also be stimulated by observation of another persons teaching.,Stage 2,Recollection of the event,The next stage in reflective examination of an experience is an account of what happened,without explanation or evaluation.Several different procedures are available during the recollection phase,including written descriptions of an event,a video or audio recording of an event,or the use of check lists or coding systems to capture details of the event.,Stage 3,Review and response to the event,Following a focus on objective description of the event,the participant returns to the event and reviews it.The event is now processed at a deeper level,and questions are asked about the experience.,Let us examine approaches to critical reflection which reflect these processes.,Peer Observation,1.Each participant would both observe and be observed,2.Pre-observation orientation session,3.The observation,4.Post-observation,Written accounts of experiences,Another useful way of engaging in the reflective process is through the use of written accounts of experiences.Personal accounts of experiences through writing are common in other disciplines,(Powell 1985)and their potential is increasingly being recognized in teacher education.A number of different approaches can be used.,Self-Reports,Self-reporting involves completing an inventory or check list in which the teacher indicates which teaching practices were used within a lesson or within a specified time period and how often they were employed(Pak,1985).,Journal Writing,1.to provide a record of the significant learning experiences that have taken place,2.to help the participant come into touch and keep in touch with the self-development process that is taking place for them,3.to provide the participants with an opportunity to express,in a personal and dynamic way,their self-development,4.to foster a creative interaction,between the participant and the self-development process that is taking place between the participant and other participants who are also in the process of self-development between the participant and the facilitator whose role it is to foster such development,Transformation of Teaching Approaches,P,G,S,Teacher Presentation,Guided Discovery,Self-directed learning,I tell you!,I show you,I help you find out for yourself,You find for yourself,You _ me,I _!,You _ me,I _!,You _ me,I _!,Basic Teaching Concept,tell,forget,show,remember,involve,learn,If you _ a person a _,you feed him for a _;,If you _ a person to _,you feed him for _!,give,fish,day,teach,fish,life,Basic Teaching Concept,Iceberg Theory,of Teacher Quality,Skill,Knowledge,Social Roles,Values,Self-Image,Trait,Motive,Necessary,but not sufficient for top performance,Provide motivation and lead to greater success,Classroom Performance(behavior),1.Personal background:received knowledge-beliefs,principles,experience,established practice,personality,values,attitude,motivation,etc.,2.Language awareness,3.Culture awareness,4.Methodological knowledge&skills,5.Professional knowledge,6.Modern teaching device&facilities-IT,7.Educational theories:micro&macro,8.Scientific research,9.Physical fitness,Which syllabus?,Which syllabus?,Traditional,Holistic,Focus,Language as sequence of grammatical patterns,Communication,Which syllabus?,Traditional,Holistic,Selection of language items,Complexity of linguistic criteria,What learner needs to know,Which syllabus?,Traditional,Holistic,Register,More formal and bookish,Everyday language,Which syllabus?,Traditional,Holistic,Aim,Learners produce correct sentences,Learners communicate effectively,Which syllabus?,Traditional,Holistic,Skills emphasis,Reading and writing,Speaking=R&W,Which syllabus?,Traditional,Holistic,Learning,Teacher-centred,Learner-centred,Which syllabus?,Traditional,Holistic,Focus,Form of expression,Content/meaning of expression,