1. Teacher Development Experienced in RICH Innovation
Huang Aifeng & Hu Meixin
Foreign Languages College
Zhejiang Normal University
April 12, 2003

2. What is RICH? R---Research based learning I---Integrated curriculum
C---Community learning
H---Humanistic outcome

3. R---Research based learning
Topic presentation (group or individual work)
Project presentation (group or individual work)
Creative writing (research report or survey report)

4. I---Integrated curriculum
Textbooks
Internet resources
Library resources
People’s resources
English movies, lectures or songs
Resources from other sources
Developed and elaborated according to students’ interest and curiosity through research tasks.

5. C---Community learning
Teachers:
Teachers meet regularly to solve problems, share experiences, get support and understanding in the community.
Students:
Students contribute their resources, share their life and learning experiences, complete cooperative tasks, seek support from each other in the community.

6. H---Humanistic outcome
Learn to be
Learn to do
Learn to learn
Learn to cooperate
Responsibility
Sympathy
Sharing and appreciation
Learning with enjoyment
They can only be evaluated through stories.

7. What is the purpose?
To develop students as life-long learners with critical thinking, a strong sense of responsibility and a loving heart.
To develop teachers to be educators, but not knowledge transmitters.

8. What has been achieved for students
Language acquisition accelerated
Research ability
Cooperative ability
Curriculum developing ability
Evaluation and reflective ability
Creative ability
Responsibility
Confidence

9. How does RICH motivate students to learn with interest?
Democratic environment
Great opportunities
Trust and confidence
Needs and feedback
Passion and action
Relevant
Experiential

10. How does RICH evaluate students’ work?
Process-oriented
Students’ self-evaluation
Peer evaluation
Portfolios to record the learning process and the achievements

11. How does RICH develop teachers?

12. 1.Teacher Development Forum:
Teacher expertise
Teacher identity
Teacher change
Teacher reflection
Narrative inquiry
Action research
Community learning
Institutional practice
( Wu Zongjie, 2003)

13. 2. Teaching innovation Teaching and learning methods
Curriculum content
Evaluation policy
Belief systems

14. 3. Developing learning community:
Ideal speech situation
Common community language
Talking authentically
Back to narrative
Critical discourse analysis
(Wu Zongjie, 2003)

15. 4.Teaching method: teachers as 庖丁
Teachers in RICH are asked to teach teacher development course to postgraduate students in which teachers get better understanding of education and language teaching through teaching others.

16. 5.Relationships in the community
Teacher as facilitator, supervisor, helper, organizer and co-learner in RICH classroom. Students form learning communities in which they have exchanges and cooperation.
Teachers form a professional community and meet regularly to discuss what has happened in the classroom for better understanding and more effective teaching.

17. 6. Language of the community
Teachers in the community talk about teaching and research as parts of their life
A common language has been developed in the community which, as a discourse symbol, hold the members as a group.

18. 7. What has been achieved for teachers
Understanding:
1.Education is much more than language teaching
2.Teaching, researching and living can be harmonized.
3.Community is important for teacher development

19. What has been achieved for teachers
Ability
research ability
curriculum developing ability
process evaluation ability
harmony
Teachers life, work and research are bing harmonized.

20. 8. Why joyful in RICH? Self-fulfillment Self-reward Fruitful
Understanding gained

21. 8. Why painful in RICH: Existing Gap
Current educational discourse place emphasis on language proficiency examination and on what can be seen immediately.
Accepted research papers are concerned with grand stories, but not secret stories.
What’s been done can not be understood and accepted by current educational discourse.

22. 9. Why difficult to change
Students have been trained to accept and memorize whatever is taught.
Existing concept of knowledge does not match the new notion of learning.
Salary, promotion, publication and reward will not be affected al all even if teachers do not change with times.
To change is risk-taking and time-consuming--- income can be decreased.

23. What to be gained Students gain knowledge and abilities both
Students are sensitive to environment which is the broad learning resource.
Teachers gain understanding and teacher expertise
Teachers become sensitive to the natural and social environment which can be educational and instructional.

24. Solutions: on the way to harmony!
Make life, teaching and research harmonized.
(Wu Zongjie, 2003)

25. Visible achievements of RICH
Papers
Published: 13
unpublished: 5
Projects
funded provincially: 1
funded by ZNU: 7
awarded provincially: 2 (both first prize)
Vedio disc: 1

26. Time for questions

27. Thank you very much!