CPD (ContinuousProfessionalDevelopment) MEETING #4 Operacijo delno financira Evropska unija iz Evropskega socialnega sklada ter Ministrstvo za izobraževanje, znanost in šport. Operacija se izvaja v okviru Operativnega programa razvoja človeških virov v obdobju , razvojne prioritete: Razvoj človeških virov in vseživljenjsko učenje; prednostne usmeritve: Izboljšanje kakovosti in učinkovitosti sistemov izobraževanja in usposabljanja. CURRENT TOPICS: Value-added FLT; Authenticity in/of FLT Zavod RS za šolstvo, February 11, 2014 Katja Pavlič Škerjanc, Projekt OBOGATENO UČENJE TUJIH JEZIKOV Enriched Foreign Language Learning PROJECT Foreign/EFLL Teachers‘ Monthy CPD Meeting

CPD Meeting AGENDA

ENRICHED FOREIGN LANGUAGE LEARNING Language-Enriched Curriculum Value-added FLT: OVERVIEW – KEY POINTS (10 min)

FT‘s PARTICIPATION in school curriculum Foreign/EFLL Teacher as a „constant“ Specific academic background Specific experiences (work & life) Specific personality traits School and SLO teachers as „variables“ Many teachers (as selection options) A lot of selection options for meaningful goals, participating students, efficient forms of work … Limitations („invaribales“): limited number of teachers, ready to particiate and/or capable of performing well space-time and other constraints a pre-set school time schedule for the current year that might be difficult to change … To be „alleviated“ by: openness to novelty & diversity, readiness to learn ability to seek (constructive) compromise …

What ADDED VALUE does a FT (directly or indirectly) create/contribute to FLT? GENERICALLY (as a native speaker) PROFESSIONAL characteristics (KNOWLEDGE and skills)? SPECIFICALLY (as a unique individual) PROFESSIONAL characteristics (KNOWLEDGE and skills)? other competences PERSONALITY DUE TO COOPERATION & TEAM TEACHING (mainly interactive ) purpose and goals of interactive team teaching

„Knowledge“ of the SLOVENE FL teacher (non-native speaker of target language) Explicit knowledge (of target language & culture/-s) Situational knowledge (of the country‘s school system, national and school curricula and syllabi, students …) Implicit knowledge (of target language and culture/-s): - tacit knowledge, - intuitive knowledge, - personal knowledge Partial knowledge!

„Knowledge“ of the FOREIGN FL teacher (native speaker of target language) Implicit knowledge (of target language & culture/-s) - tacit knowledge, - intuitive knowledge, - personal knowledge Explicit knowledge (of target language & culture/-s) ? Situational knowledge (of a/the country‘‘s school system, national and school curricula and syllabi, students …) Explicit knowledge (of target language & culture/-s) ? Partial knowledge!

SHALLOWKnowledgeDEEPKnowledge From PROCEDURAL to EPISODIC knowledge Procedural Knowledge Knowledge of how to do a task that is essentially motor in nature; the same knowledge is used over and over again. Declarative Knowledge Surface-type information that is available in short-term memory and easily verbalized; useful in early stages of knowledge capture but less so in later stages. Semantic Knowledge Hierarchically organized knowledge of concepts, facts, and relationships among facts. Episodic Knowledge Knowledge that is organized by temporal spatial means, not by concepts or relations; experiential information that is chunked by episodes. This knowledge is highly compiled and autobiographical and is not easy to extract or capture.

KNOWLEDGE ATTRIBUTES

Tacit knowledge Knowledge residing in the minds (of teachers, employees..) employees that has not been documented embedded (in the human mind through experience) = knowing HOW Explicit knowledge Knowledge residing in the minds (of teachers, employees..) employees that has been documented = codified (and digitized in books, documents, reports, memos, etc.) = knowing THAT TACIT & EXPLICIT KNOWLEDGE

Nonaka’s Model of KNOWLEDGE Creation and Transformation

ENRICHED FOREIGN LANGUAGE LEARNING Language-Enriched Curriculum Ice-breaker activity: WHO AM I ? (15 min)

The first four words (adj.) you see describe you.

1.What do you think of of this activity? What are, in your opinion, its advanatages and disadvantages? Would you use it or not? If yes, for what purpose and to what end? With what students? Where and when? How? … If you have doubts, what are the constraints and limitations that are holding you back? Reflection prompts Language games: Pros and cons

ENRICHED FOREIGN LANGUAGE LEARNING Language-Enriched Curriculum Teacher professionalism, teacher characteristics, teacher identity: WHO AM I AS A TEACHER?

WHO AM I (AS A TEACHER?) Teaching Portofolio (2014/15) Reflective Diaries/Logs (2013/14) Teaching Philosophy Statement (by end of March 2014)

WARMING-UP Perception(s) of YOURSELF as a TEACHER What metaphors would you use to describe yourself as a teacher? a sage (on the stage)? a guide (on the side)? a tip of the spear? a shepherd ? a conductor ? … Your turn now … (3 min?)‏ Ready to share or not?

TEACHING PHILOSOPHY (Statement)‏ This statement of reflection is  a philosophical framework of your personal approach to teaching and  the rationale behind what guides your practice It may be written for a variety of purposes: reflective (personal or professional)‏ promotional, pedagogical or political … Whatever your motivation, it should achieve the following: Provide evidence of your sincerely-held beliefs Codify your pedagogical thinking at a particular time Examine your teaching practices Monitor your development as a teacher

TEACHING PHILOSOPHY STATEMENT: Some possible guiding questions 1.What do I believe about teaching? 2.What do I believe about learning? Why? How is that played out in my classroom? 3.What are my goals as a teacher? 4.What demonstrates my desire to grow as a teacher? 5.What do I still struggle with in terms of teaching and student learning? 6.What motivates me to learn about this subject? 7.What are the opportunities and constraints under which I learn and others learn? 8.What do I expect to be the outcomes of my teaching? 9.What is the student-teacher relationship I strive to achieve? 10.How do I know when I have taught successfully? 11.What habits, attitudes, or methods mark my most successful teaching achievements? 12.What values do I impart to my students? 13.Has my approach to teaching changed? 14.What role do my students play in the classroom (listeners? Co-discoverers? Peer teachers?)‏ 15.What have I learned about myself as a teacher? 16.What excites me about my discipline? 17.How has my research influenced my teaching? 18.What does teaching mean to me (coaching, leading, guiding, telling, showing, mentoring?)‏ 19.What teaching practices do I use and prefer (lecture, lead discussions, guide problem solving, provide demonstrations?)‏ 20.What are my plans for developing or improving my teaching? (learn new skills, try our new approaches?)‏

How long should it be? This depends on the purpose of your statement but ideally no longer than 1-2 pages ( words) A teaching philosophy statement should provide scholarly evidence of your sincerely held-beliefs. –Avoid empty statements without backing them up. (So, e.g., if you say, “I run a learner-centred classroom”, make sure you show how you do this.)‏ TEACHING PHILOSOPHY (Statement)‏

Teaching philosophy - scholarly evidence of sincerely held-beliefs …

hphilosophy6.jpg Teaching philosophy_Sample

REFLECTION: The Concept Reflection is an evaluation process to help verify if current practice is effective and if not, how to adapt and modify it. When we use the word 'reflection' we usually want to describe a process of thought that is active and careful. It is an activity in which people 'recapture experience' and evaluate it. It involves three aspects:  Returning to experience: recalling or detailing salient events.  Connecting with feelings - this has two aspects: using helpful feelings and removing or containing obstructive ones.  Evaluating experience: re-examining experience in the light of one's aims and knowledge; integrating this new knowledge into one's conceptual framework.

Two types of reflection  Reflection on action: This type of reflection is at a distance from the actual events that required reflection. It is situated on an abstract level, it can be generalized, and it is possible to express it. This is reflection after the event. Consciously undertaken, and often documented. It involves descriptions, analysis and evaluation of occurred events, decisions made etc. Reflection on action gives the reflective individual an opportunity to get wiser.  Reflection in action: Reflection-in-action is defined by Schön as the ability of professionals to ‘think what they are doing while they are doing it’. He regards this as a key skill. This is the kind of reflection that occurs whilst a problem is being addressed. It is a response to a surprise – where the expected outcome is outside of our knowing-in-action. The reflective process is at least to some degree conscious, but may not be verbalised. The reflection has a tendency to appear as implicit knowledge/tacit knowledge.

Three directions of reflection Alsop and Ryan (1996) offer a useful metaphor to help us understand reflection it better:

How does RETROSPECTIVE REFLECTION take place?

Keeping reflective teaching notes starting with general impressions and observations: What worked? What didn‘t? Which parts of the lesson did the students seem to particularly enjoy or relate to? then writing down any specific concerns that emerged during your reflection, and including any reminder or follow up notes you would like to bear in mind the next time you teach (that class or others); these could include: activities to be avoided, adopted or utilized more, problematic students, or difficult sections of the teaching materials used, etc. The teacher should try to fill out the entries immediately after classes or at the end of the teaching day,

Keeping reflective teaching notes

Other reflection diary templates Date Incident / Issue Problem Lesson(s) learned Action plan Critical incident technique What have you LEARNED? What are you going to DO about it?

Structured reflection on a lesson 1.What were the essential strengths and weaknesses of the lesson? 2.What specifically might have been changed to improve the delivery of the lesson? 3.What specifically might have been changed to improve the learning outcomes? 4.What were the unintended and unanticipated learning outcomes of the lesson? 5.What factors negatively or positively affected the success of the lesson? 6.What specifically was learned as a result of developing, planning and teaching this lesson? 7.Why is this experience significant in order to become an effective teacher? This type of analysis requires in-depth, honest self- appraisal and focused introspection.

ENRICHED FOREIGN LANGUAGE LEARNING Language-Enriched Curriculum Value-added FLT: EXTENSION & ENRICHMENT COURSES/ACTIVITIES

DEFINING ENRICHMENT  The Oxford English Dictionary defines ‘enrichment’ as ‘the action or process of enriching, in various senses’ and ‘the condition of being enriched’, where to ‘enrich’ means to ‘make “richer” in quality’ and to ‘enhance excellences’.  The Collins English Dictionary defines enrichment similarly, associating it with that which adorns, fertilises, or endows with fine or desirable qualities.

DEFINING ENRICHMENT in FLT based on Wai Yi feng, University of Cambridge Applied to the educational context and/or FLT, these definitions are inadequate because they fail to define: 1.what could be classified as ‘rich’ learning experiences or ‘rich’ learning environments, i.e. what we might refer to as educational ‘excellences’; 2.how rich learning experiences could be brought about, how rich learning environments could be established, and how already-established educational excellences could be ‘enhanced’, i.e. the relationship between rich learning experiences, rich learning environments, and the practices of teaching and learning; 3.how educational ‘enhancements’ could be measured, or otherwise assessed, i.e. how we might know that ‘enhancements’ have been made and how we might determine the nature and extent of these ‘enhancements’ ; 4.the purpose of such ‘enhancements’.

1.What could be classified as rich learning experiences and ‘ rich learning environments in FLT for your school/students? 2.How can you design and set up the rich learning experiences for your students? 3.How can you (help) establish rich learning environments at your school/for your students? 4.How can you (help) enhance the already- established educational excellences? 5.How can/will be the educational ‘enhancements’ could be measured or otherwise assessed ? Reflection prompts Value-added FLT: Extension and Enrichment

Value-added FLT: Differentiated instruction & authentic learning ENRICHED FOREIGN LANGUAGE LEARNING Language-Enriched Curriculum

SCAMPER is an acronym for a list of words that can help you and your students think differently about a problem area and enhance creativity. pe/ArticleView/articleId/260/SCAMPER-Your-Way-to-Creativity.aspx pe/ArticleView/articleId/260/SCAMPER-Your-Way-to-Creativity.aspx SCAMPER Your Way to Creativity

Just a few possible ways to use SCAMPER. 1.Read a simple story. What elements of SCAMPER could be used to rewrite the story? If you get stuck on a writing assignment, will the ideas from SCAMPER help you to keep going? 2.Create your own invention. Take any common object and think about how it might be changed or improved upon. Think about the history of some common invention, such as the telephone. Go back to the earliest phone you can find and see how the elements of SCAMPER were used to improve each generation of the communication device. 3.Take a current social or political problem and discuss how elements of SCAMPER might be applied to come up with possible solutions. 4.Use SCMAPER to analyze a Web site or a brochure. Can you find ways that the Web site or brochure might be improved? 5.Take any common object - a penny, a shoe, a table. How can you apply the elements of SCAMPER to come up with a new and creative use of the object? Lesson Planning (Tool): SCAMPER

Discuss the activity, concentrating on the pros and cons – advantages and disadvantages. Work individually first, then share and discuss in groups. Be prepared to give brief plenary reports. Reflection prompts Differentiated instruction: Catering for gifted students

Value-added FL teaching & learning Differentiated instruction = Multilevel instruction EFLL and FT‘s role: Catering for the gifted students? Helping students with learning defficiencies? Authentic learning learning which emphasizes “meaningful activities that help the learner to construct understandings and develop skills relevant to problem solving” learning activities that closely resemble the ways that students will be expected to use their knowledge and skills in the real world  Which? Where? When? How? …  Pros and cons?

AUTHENTIC LEARNING / TEACHING) 1.Real-world relevance 2.Ill-defined problem 3.Sustained investigation 4.Multiple sources and perspectives 5.Collaboration 6.Reflection (metacognition)‏ 7.Interdisciplinary perspective 8.Integrated assessment 9.Polished product 10.Multiple interpretations and outcomes  10 design elements of AUTHENTIC LEARNING  Authentic Learning for the 21st Century, An Overview (Marilyn M. Lombardi, ELI Paper 2007)‏  ary/pdf/ELI3009.pdf ary/pdf/ELI3009.pdf

DIFFERENTIATED INSTRUCTION

1.What is your definition of Differentiated Instruction? 2.Share your definitions with others in your home school project team. Discuss ways and means of differentiated instruction at your school. 3.After sharing and discussion create one joint definition of Differentiated Instruction to guide you in your EFLL teaching. 4.Be prepared to share & discuss at your next CPD meeting (March 11, 2014). Reflection prompts for FTs & PTs DIFFERENTIATED INSTRUCTION