What do teachers need to do for development? Michael Carrier Cambridge English PASE 2015, Warszawa 1
What do teachers need to do for development?
Michael Carrier Cambridge English
PASE 2015, Warszawa
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Contents
• The Context of English teaching
• Teacher of the future
• Why CPD
• CPD frameworks
• Cambridge Framework
• Teacher support
• The Digital Teacher
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Context: Excellence in English needed
Challenges: • High demand for
English
• Short time in class
• Large class sizes
• Non-communicative school leaving examinations
• New generational learning styles
Aspirations:
• Access to Education
• Access to Employability
• Access to Social mobility
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Context: New ideas in education
• Adaptive learning
• Blended learning
• Mobile learning
• 1:1 classrooms
• Flipped classroom
• Learning-oriented assessment (LOA)
• Big data
• Collaborative assessment
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Context: Personalised learning
• Learner:
• Personal learner profile
• Has voice & choice
• Chooses resources
• Owns learning
• Learning environment:
• Flexible & blended
• Multiple learning technologies
• Access to tools and resources
• Community
Teacher:
Facilitator & guide
Understands individual learners
Redesigns classroom
Differentiates activities
Pedagogy:
Communicative
Standards-based
Learners co-design goals
Assessment for differentiation
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Context: In-class vs Out-of-class models
Before Class In Class After Class
Activities: • Writing
• Comprehension questions
• Online workbook
• Practise vocab with Apps
• Formative assessment
Activities: • Reading & Listening
activities
• Study text
• Learn vocab online
• Grammar in Use activity with Apps
Activities: • Speaking activities
• Pairwork
• Concept questions
• Communication activities, games storytelling
• Mentoring
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What is the teacher of the future?
• Frontal teacher
• Sage on the stage
versus:
• Facilitator
• Mentor
• Guide
• Support
• Digital advisor
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Teacher Development journey
• PRESETT – core methodology
• INSETT (inc. Online)
• Reflection
• Self-study
• Professional engagement
CPD
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Existing CPD Frameworks
• CAELA – Centre for Applied Linguistics, Washington DC
• NBPTS – National Board for Professional Teaching Standards, USA
• BALEAP – Competency framework for EAP
• British Council – English teacher framework
• EAQUALS Profiling Grid
What makes the Cambridge English Teaching Framework different?
• Based on years of developing and reviewing CELTA, Delta, ICELT, TKT
• Analysis of our world-renowned syllabuses
• Teacher assessments which give evidence of what really happens in the classroom: – at different stages of a teacher’s
career
– in different contexts around the world
• Research study on framework design & content
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CPD Framework purpose
• Help teachers identify where they are in their professional career
• Help teachers think about where they want to go next
• Build confidence in own expertise
• Indicate how Cambridge English can help with qualifications, development courses, resources and support
CPD Framework concepts
• Stages in a teacher’s development over time
• Categories (or dimensions) of teacher knowledge, awareness and skills
• Competency statements
Cambridge English CPD competences Categories Competences
Learning & the Learner • Understanding of language learning concepts and
theory
Teaching, Learning &
Assessment
• Teaching qualifications & competences • Course implementation • Classroom experience • Assessment
Language Ability • Language proficiency
Language Knowledge &
Awareness
• Language awareness & knowledge • Intercultural awareness
Professional
Development & Values
• Professional development
• Professional ethics & conduct
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Cambridge CPD Framework compared
BALEAP EAQUALS EPG British Council Cambridge English
Academic
Practice
Training &
qualifications
Learning the principles Learning & the
Learner
EAP Students Key Teaching
Competences
Putting principles into
practice Teaching, Learning &
Assessment
Curriculum
Development
Enabling
Competences
Building confidence &
skills Language Ability
Programme
Implement-
ation
Professionalism Demonstrating
confidence, experience &
reflection
Language Knowledge
& Awareness
Exemplifying good
practice
Professional
Development &
Values
[Each category over 3
Development Phases]
Leading & advising
[Each category over 4
Stages]
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CPD Framework research
Stage I Stage II Stage III
Expert judgement
Academic lit. Tr. Quals syllabi Expert reviews
Empirical investigations
Scaling exercise
Interactive q/aire
QUANTITATIVE
+
QUALITATIVE
data and analysis
Expert judgement
Academic lit.
Expert reviews
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Empirical stage
• Randomly mixed competency statements in 4 sets
• Statements matched to a level on the framework
• Comparison: Intended levels and perceived levels
• Competency statements converted to selected responses in a questionnaire
• Teachers’ experience with completing the questionnaire
• Teachers’ agreement with assigned levels
Exercises with Interactive questionnaire > 250 trainers
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Framework validation: Participants
Scaling ‘mix’n’match’ exercise
200 Teacher trainers
– 35 countries (6 continents)
– 19 L1s (English, Spanish, Arabic top 3)
– Experience: mostly 11+ yrs
Interactive questionnaire
66 teachers
– 12 countries
– Private & state sector
– Primary & secondary schools
– Experience: 1-20+ yrs
– English level: B2-C2
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Findings
• Broad agreement between intended and perceived levels encouraging evidence for the validity of the framework
• Positive feedback from teachers and teacher trainers
• Requests for more detail on language ability and digital skills
‘It goes without saying that teachers do not fall into neat categories, with all those in one category sharing the same skills and competences, but this seems to me to represent a good guide to what teachers (and their trainers on their behalf) might aspire to.’
(former Head of TESOL at an international examinations board
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Categories
• Learning and the Learner
• Teaching, Learning and Assessment
• Language Ability
• Language Knowledge and Awareness
• Professional Development and Values
Teaching, Learning and Assessment
Six Sub-Categories:
• 2.1 Planning language learning
• 2.2 Using language learning resources and materials
• 2.3 Managing language learning
• 2.4 Teaching language systems
• 2.5 Teaching language skills
• 2.6 Assessing language learning
Placing Yourself on the Framework
TASK
• How much do you understand about the principles of lesson planning?
• How often do you use the principles of lesson planning in your teaching?
• Which of the 4 options describes you best?
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Placing Yourself on the Framework
Tool for teachers to:
•reflect on their development
•think about what’s important to them
•think about their readiness for a qualification
•understand the framework
•be more realistic in their self-assessment
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Case Study: Ursula • On my CELTA I learned some basic
concepts of language learning • One of my main strengths is my
ability to analyse language - I love grammar - and I can confidently answer most questions my beginner learners ask me
• I have good rapport with my learners and they give me good feedback on my lessons , but I find it hard to design lessons which achieve what I want them to learn
• I like being observed and I welcome any feedback on my teaching so I can improve
Did her CELTA last year and has been working in a language school for just over a year
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Cambridge Language for Teachers
• Online and face-to-face
• 100 hours+ content study, audio/video
• Focused on the teacher’s professional school context
• Focused on improving level from A2 to B1 and to B2; later to C1/C2
• Cambridge ‘Language For Teachers’ Certificate 33
Cambridge Teacher Qualifications for public school teachers
Primary school teachers
CELT-P Cambridge Certificate
• Online and face-to-face course content
• 100 hours content study + observation, reading, reflection
• Video lesson observation & evaluation
• Focused on Primary school context
• Supports teachers with lower language proficiency (A2/B1+)
Secondary school teachers
CELT-S Cambridge Certificate
• Online and face-to-face course content
• 100 hours content study + observation, reading, reflection
• Video lesson observation & evaluation
• Focused on Secondary school context
• Requires minimum B1/B2 proficiency
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Resources – Teaching Support website
www.cambridgeenglish.org/teaching-English
• information about all exams • teaching resources: sample papers, classroom activities, lesson plans
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Cambridge English Teacher community
• Professional Membership
• Community Forums
• Continuing Professional Development
– Short Courses
– Expert Webinars
– Articles, Videos
• Mapped to the CPD Framework
• http://www.cambridgeenglish.org
• http://www.cambridgeenglish.org/teaching-english/
• http://www.cambridgeenglishteacher.org
Reflection
• What area of your CPD is most important? Which competences would you like to improve?
• What kind of resources & support do you need from Cambridge?
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Digital Learning – and Teaching
1 New Goals – Digital literacy, global
citizenship, interculturality
2 New Pedagogical models – For learning in a digital age
3 New Activities
– Inside and outside of class – Formal and informal learning – Ubiquitous learning – Consume content vs Produce
content – Individual vs collaborative work
4 New Content 5 New Tools, new media
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Digital learning channels
Classroom channels:
• IWB
• Digital textbooks
• 1:1 – or BYOD
• PRS systems
Out of class channels:
• Handheld
• LMS
• Apps
• Web
• Individualisation
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What do digital teachers need to know?
• New ‘digital learning’ competences
• New pedagogical models
• Teachers guide the students’ digital interactions
• New technology tools
• How to get investment in training & development
• Support in curriculum & course development
• New materials and resources 44
Mix of pedagogical models
Informal learning Formal learning
Communicative
content creation
Teacher-led
(inc. remote)
Self-directed digital
1:1 device groups
Group-oriented
Self-study
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Teachers & Out-of-class learning
• Set activities for out-of-class
• Not only homework but wider consolidation
• Teachers ‘create’ time on task
• Expand exposure to language models
• Extend learning process
• Teachers ‘own’ digital interactions
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Digital Teacher competences
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• Personal development: Technology awareness; curiosity; User training
• Lesson planning: how to integrate digital content
• Classroom management: how to coordinate formal & informal activities
• Classroom management online: how to manage a virtual classroom
• Digital tools & media awareness: how to create new content with students
TPACK
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Your digital CPD
Task
• What digital skills do you think you nee to learn?
• -technical ones?
• -pedagogical ones?
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CPD: what next?
• Upgrade PRESETT methodology
• Teachers ‘own’ their CPD
• Teachers supported more effectively
• Teachers create expansion of Time on Task
• Teachers develop their Digital Literacy
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Contacts:
Cambridge English sites:
• http://www.cambridgeenglish.org
• http://www.cambridgeenglishteacher.org
Thank You!
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