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Encouraging exploration and innovation through CPD

Encouraging exploration and innovation through CPD. Innovation in EAP: the key to the future , University of St. Andrews, 1 March 2014 Carole.MacDiarmid@Glasgow.ac.uk. Background to our CPD programme Aims of programme Examples of sessions and activities Feedback from tutors. Why CPD?

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Encouraging exploration and innovation through CPD

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  1. Encouraging exploration and innovation through CPD Innovation in EAP: the key to the future, University of St. Andrews, 1 March 2014 Carole.MacDiarmid@Glasgow.ac.uk

  2. Background to our CPD programme • Aims of programme • Examples of sessions and activities • Feedback from tutors

  3. Why CPD? BALEAP Competency Framework for Teachers of English for Academic Purposes

  4. ...research engagement has the potential to be a powerful transformative force in the work and professional development of language teachers (Borg, 2010:391) . • To update and expand subject specific knowledge to further understanding of our field and related fields (including attending / presenting papers at professional meetings). (EFL Tutor, Job Description)

  5.  I believe that CPD is important in that it forces us to take a step back from the daily work and reflect on practice and underlying beliefs. (LC EFL Unit tutor)

  6. The Language Centre EFL Unit • Variety of courses • Range of teacher interests & expertise • How to encourage engagement, innovation and development?

  7. The development of our CPD programme

  8. Aims • Develop EAP skills & knowledge • Maximise individual and Unit potential • Motivation • Develop the Unit as a ‘centre for excellence’

  9. Seminars /workshops • ICT/Moodle strand • EAP reading group • Induction days & Moodle • Support for external events • Peer Observations • Learning & Teaching (University wide)

  10. Developing skills; engaging in research Sample sessions & tasks • Exploring language classrooms • Action research; exploratory practice • Investigating academic contexts • Materials design • Giving feedback on writing

  11. Developing skills with ICT/Moodle • Sessions • Drop-in • Task – e.g. Self-assessment • LCEFL Unit CPD Moodle • Pre-sessional Induction Moodle

  12. Engaging with research: the EAP Reading group • Articles of interest • Accessing databases & journals session & PPT • Forum & Wiki on the CPD moodle • X 2 a term, lunch time slot

  13. Voices from the floor • Variety & Collegiality  ‘I'm interested in the topics/issues and I also want to support my Colleagues.’ ‘Personal interest, professional development, supporting other staff members.’

  14. Some engagement with and in

  15. The few CPDs I have managed to attend have made me think about approaching something in a different way eg feedback and approaching complex texts etc. I am considering further study - completely due to now being based at the LC rather than anywhere else on campus. • I don't know that I can attribute real changes in my teaching (partly because I don't do a lot) to the CPD sessions, but I always feel stimulated by them and walk away inspired.

  16. On Peer observations • With the exception of the DELTA feedback, I am not sure others' comments have ever really changed the way I teach. The only way I would really change would be to watch myself teaching on film. That would probably give me a nasty shock and then I might change. To be aware of your faults is one thing, to change them is another. • In my experience as a teacher in a variety of institutrions, peer observation is by far the most effective means of sharing good practice and stimulating professional reflection.

  17. Challenges • Time & timings ‘For me it's all about time and timing.’ ‘Lunchtimes are too hectic if you are teaching before and after (and need some mental space)’ ‘Give more advance notification, have a time when nobody is teaching’

  18. On leading sessions • ‘I delivered a session on 'giving feedback to written work' for teachers at GIC’ • ‘Honestly? I put it down as part of my P & DR’ • ‘Not yet but maybe in the future’ • ‘No time to prepare’ • ‘Lack of confidence’ • ‘No real incentive to do so’ • ‘I’m a wimp’

  19. External events • Usually some very good talks. Chance to meet up with other EAP tutors • No, due to lack of organisation on my part (missed the closing date for a couple).

  20. Suggestions from our team • Have a sort of 'call for papers' idea where there is a theme and people are invited to contribute from their own practice. We've done a 'things that work' sharing session which worked well. • Certain sessions could be mostly Moodle based: i.e. Moodle itself • A session on CR & ethics please • And....?

  21. Thank you. • Comments, questions, suggestions? Carole.Macdiarmid@Glasgow.ac.uk

  22. BALEAP (2008 ) Competency Framework for Teachers of English for Academic Purposes. Available at: http://www.baleap.org.uk/media/uploads/pdfs/teap-competency-framework.pdf Borg, S. (2010) Language teacher research engagement. Language Teaching, 43(4) pp. 391 429

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