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Reading Club: Does it make an effective PD activity?

Reading Club: Does it make an effective PD activity?. Fatoş Uğur Eskiçırak, Bahçeşehir University Istanbul Bilgi University ELT Conference, “ An Open Invitation to Collaboration in ELT ” 15 May 2010. Outline. Introduction Reading Club What? Why? Who is it for? What does it involve?

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Reading Club: Does it make an effective PD activity?

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  1. Reading Club: Does it make an effective PD activity? Fatoş Uğur Eskiçırak, Bahçeşehir University Istanbul Bilgi University ELT Conference, “An Open Invitation to Collaboration in ELT” 15 May 2010

  2. Outline • Introduction • Reading Club • What? • Why? • Who is it for? • What does it involve? • Participants’ feedback • Suggestions to stakeholders

  3. Interactive session • Your contributions (i.e. comments, questions etc.) are welcome throughout the session • Session tasks

  4. My Context: Bahcesehir University

  5. READING CLUB • WHAT? • WHY? • WHO is it for? • What does it INVOLVE?

  6. WHAT?

  7. WHY? • To have teachers: - read more • reflect on their present experience - experiment with new ideas in a collaborative way - share ideas with each other & learn from each other • develop more!

  8. WHO is it for? • Novices • The experienced • With or without training • Volunteers

  9. WHAT does it Involve? • Reflection sessions • Weekly NTQs & Tasks • A 500-word “post reading reflection report” • Please see handout

  10. Books read so far... (1)

  11. Books read so far... (2)

  12. Books read so far... (3)

  13. Books read so far... (3)

  14. IATEFL Newsletter: Voices

  15. Just a quick scene from a session...... • RC Video.wmv

  16. PARTICIPANTS’ FEEDBACK

  17. Participans’ Profile (n:10)

  18. Similar Experiences Before? • 80 % No • 20 % Yes (Literature books)

  19. Sources of Motivation • Already fond of reading • To update their knowledge about ELT • To exchange ideas with colleagues • Positive feedback from former participants

  20. Expectations • To learn about new methods, techniques & practical teaching tips about ELT (8) • Discussions with colleagues in friendly & relaxed environment (2) • Most said their expectations were fully met.

  21. Impacts of RC

  22. Impacts on Awareness (1) • “I really had no idea that there were so many different factors at play with the learner. The more I read about it, the more I became aware of issues related to motivation and such..”

  23. Impacts on Awareness (2) • “The club made me think about my teaching” • “After the sessions I was highly aware of the key points of TBL as well as other areas we explored..”

  24. Impacts on Teaching (1) • “For instance, regarding task-based approach, I changed some of the things I do in class after reading the book and tried new ways of doing things” • “Exchanging ideas and reading about new things have brought high awareness to my teaching practice”

  25. Impacts on Teaching (2) • “It helped me practice new views, which I otherwise would not try” • “RC activities enabled me to practice TBL more effectively; in addition, it helped me to brush up my previous TEFL readings and knowledge.”

  26. Impacts on ss’ Learning (1) • “The ss can immediately know and figure out how much the instructor knows. From the first lesson the Ss can understand the instructor’s knowledge. So when Ss feel their instructor’s strength they can feel safe and secure.”

  27. Impacts on ss’ Learning (2) • “...more awareness of the different reading strategies” • “I think as much as I transferred my newly acquired knowledge about these issues, the more they started to think about them as well.”

  28. Adjectives Describing RC

  29. More Rewarding Component • Discussions & exchange of ideas with colleagues on anything related to our classes (7) • Attendance (2) • The need to come prepared to the sessions (2) • Opportunity to reflect on our teaching (2)

  30. Less Rewarding Component • Reflection report (1)

  31. Limitations Encountered • Lack of time due to too many teacher responsibilities (8) • Need to write a review/reflection (1) • Lengthy chapters at times (1)

  32. Friendships after RC

  33. Reading after RC

  34. Willingness to take up similar activities in future • Yes (100 %)

  35. So What? • This longitudinal process is worth all the time, cost & energy invested in it from all stakeholders’ perspectives so continue with it • And also act on the collected feedback to better improve the program for all parties!

  36. Suggestions for Participants • Recognize the existence of alternative PD opportunities • Take every opportunity to reflect on your teaching • Take every opportunity to share ideas with colleagues in a collaborative way

  37. Suggestions for Facilitators • Be ready to meet varied needs: from novice to experienced ts etc. • Have more teacher say in decision making • Be flexible re time, components etc. • Encourage reflection & collaboration with colleagues • Combine theory with practice whenever relevant • Adopt a task-based & participant centred approach • Provide more incentives to motivate ts (certificate, reduced teaching hours etc.)

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