ACCESS ENGLISH: Transforming the teaching and learning of English in East Asia PToT Seminar 2010 La Carmela de Boracay, Philippines, March 4-8 Alan S. Mackenzie, Regional Project Training Manager Transforming the teaching and learning of English in East Asia

ACCESS ENGLISH: Transforming the teaching and learning of English in East Asia Day 1: PToT Success Factors MT’s: What made your PToT courses successful? PToTs: What your Master Trainers did to make your course successful?

ACCESS ENGLISH: Transforming the teaching and learning of English in East Asia Examining an Issue Causes IssueConsequences Possible solutions

ACCESS ENGLISH: Transforming the teaching and learning of English in East Asia Loop-Input Has anyone used it? Met it before? What did you think about it? How could you use it in class? How could you use it in training sessions?

ACCESS ENGLISH: Transforming the teaching and learning of English in East Asia Jaynee Moon’s Recommendations ToTs need immediate practise in: –Facilitating workshops and reflecting and feeding back on their practice –Planning workshops with coaching/feedback –Adapting existing resources for the local context

ACCESS ENGLISH: Transforming the teaching and learning of English in East Asia Jaynee Moon’s Recommendations ToTs need longer term support through: –Emotional, professional and practical support networks –Self development –Keeping up to date on TEYL

ACCESS ENGLISH: Transforming the teaching and learning of English in East Asia Possible Interventions Organisation: –Individual –pairs/buddies –clusters –whole group Modes: –Self-access –F2F –Online

ACCESS ENGLISH: Transforming the teaching and learning of English in East Asia Possible Interventions Observation and feedback on workshop facilitation Workshop planning toolkit Online community with structured tasks/support CPD self-study pack

ACCESS ENGLISH: Transforming the teaching and learning of English in East Asia What?How?But… Add desired actions here Enablers and actors here Constraints and realities to be aware of

ACCESS ENGLISH: Transforming the teaching and learning of English in East Asia Communities of Practise Mutual Engagement : Through participation in the community, members establish norms and build collaborative relationships. Joint Enterprise: Their interactions create a shared understanding of what binds them together and is (re)negotiated by its members. Shared Repertoire: Produces a set of communal resources which are used in the pursuit of their joint enterprise. Wenger, Communities of Practice: Learning, Meaning, and Identity (1998, CUP)Communities of Practice: Learning, Meaning, and Identity

ACCESS ENGLISH: Transforming the teaching and learning of English in East Asia Scale International National Sub-national District Cluster School Inter-personal

ACCESS ENGLISH: Transforming the teaching and learning of English in East Asia Your Communities of Practice Which communities of practice do you belong to? –What is their Joint Enterprise? –What happens in them? –How do you participate in the community? –How do members of the community communicate together? –How do they share resources?

ACCESS ENGLISH: Transforming the teaching and learning of English in East Asia Online Communities of Practice PMI

ACCESS ENGLISH: Transforming the teaching and learning of English in East Asia Course Development Process 1.Defining content themes 2.Specify learning outcomes 3.Design assessment tasks 4.Organise a short course plan 5.Define learning resource availability and needs 6.Develop sample session plans

ACCESS ENGLISH: Transforming the teaching and learning of English in East Asia Good Learning Outcomes: Specific Measurable Achievable Relevant Timebound

ACCESS ENGLISH: Transforming the teaching and learning of English in East Asia Which of the following are outcomes? 1.Trainees will be able to teach directions. 2.Trainees will learn about participating in an online community. 3.Trainees will demonstrate their ability to post a message on an online forum. 4.Trainees will organise a workshop for teachers in their local area. 5.Trainees will share ideas about teaching grammar. How would you turn them all into outcomes?

ACCESS ENGLISH: Transforming the teaching and learning of English in East Asia Learning Outcomes What will your trainees be able to do by the end of the course?

ACCESS ENGLISH: Transforming the teaching and learning of English in East Asia Assessment

ACCESS ENGLISH: Transforming the teaching and learning of English in East Asia What are these assessment types? Which of the below is not a true in this story?: Choose one A,B,C,D “How did you accomplish this task? Do you think you did it well? What problems did you have? How could you do it better next time?” Write a paragraph (at least ten sentences) about your family. “So can anyone tell me what X means?” Produce a tri-fold pamphlet explaining your school to visitors from another country.

ACCESS ENGLISH: Transforming the teaching and learning of English in East Asia Planning the course What enabling knowledge and skills will trainees need? What activities will equip trainees with required knowledge, skills and understanding? What will need to be taught and coached, and how should it be done? What materials and resources are best suited to meet goals? Is the overall design coherent and effective?

ACCESS ENGLISH: Transforming the teaching and learning of English in East Asia OutcomeAssessmentEvidence