1. 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

2. Day 1: PToT Success Factors
MT’s: What made your PToT courses successful?
PToTs: What your Master Trainers did to make your course successful?

3. Examining an Issue
Causes
Issue
Consequences
Possible solutions

4. 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?

5. 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

6. Jaynee Moon’s Recommendations
ToTs need longer term support through:
Emotional, professional and practical support networks
Self development
Keeping up to date on TEYL

7. Possible Interventions
Organisation:
Individual
pairs/buddies
clusters
whole group
Modes:
Self-access
F2F
Online

8. Possible Interventions
Observation and feedback on workshop facilitation
Workshop planning toolkit
Online community with structured tasks/support
CPD self-study pack

9. What?
How?
But…
Add desired actions here
Enablers and actors here
Constraints and realities to be aware of

10. 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)

11. Scale International National Sub-national District Cluster School
Inter-personal

12. 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?

13. Online Communities of Practice

14. Course Development Process
Defining content themes
Specify learning outcomes
Design assessment tasks
Organise a short course plan
Define learning resource availability and needs
Develop sample session plans

15. Good Learning Outcomes:
Specific
Measurable
Achievable
Relevant
Timebound

16. Which of the following are outcomes?
Trainees will be able to teach directions.
Trainees will learn about participating in an online community.
Trainees will demonstrate their ability to post a message on an online forum.
Trainees will organise a workshop for teachers in their local area.
Trainees will share ideas about teaching grammar.
How would you turn them all into outcomes?

17. Learning Outcomes
What will your trainees be able to do by the end of the course?

18. Evidence Have you noticed loop input training methods?
Did you understand the purpose of the methods?
Do you remember the procedures?
Do you have ideas about how/when to use them in class/training sessions?

19. Assessment

20. 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.

21. 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?

22. Outcome
Evidence
Assessment
Task

23. Peer Editing & Feedback
SMART
Clear/ understandable
Coherent

24. Reviewing Learning Outcomes
Look at your outcomes as a country group.
Review and refine them based on feedback.
Rewrite them as a group and put each one on a separate sheet.
Talk about timing of both outcome achievement and assessment.
Put your outcomes in a logical developmental order.
Are there any outcome gaps? Add them.

25. Course planning Course stage Timing Learning experience 1 3hrs
Assessment 1
1hr
Learning experience 2
10hrs
Assessment 2
30min
Learning experience 3
4hrs
Assessment 3
1 day

26. Adapting for your country
If you were going to use this course plan in your country, what might you:
Add?
Remove?
Put your suggestions on post-its With your country name.
Attach them to the relevant learning outcome.

27. Criteria for course/session plans
Appropriate sequencing
Variety of task types
Appropriate Grouping
Balance of pace
Resources and materials aid outcome achievement
Coherent learning outcomes
Assessments match learning outcomes
Recordable evidence
Enough recycling, reviewing of key points
Appropriately pitched to target audience
Time for feedback and reflection
SMART
Uses loop-input
Motivating
Interactive, communicative, appropriate contexts
Guidance on classroom language
Large class management addressed
Catering to learning styles
Develops autonomy

28. Issues in Task/Session design
Focusing on achieving the learning objectives
Sequencing: Consider learning process
Technology fails: What is plan B, C?
Time: Don’t try to do too much too fast.
Keep it simple
‘cut-ups’ should be an option only
Avoid numbers and letters to code exercise items

29. Copyright
Any non-original images or texts need to be checked for permission.
All photographs/videos you take need written permission of everyone in them for this and possible future uses.
Contact Jane if you have any questions or need help contacting publishers