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Opportunities for Practicing Teachers

ONGOING DEVELOPMENT FOR TEACHERS


Professional development is important because education is an ever growing,
ever changing field. This means that teachers must be lifelong learners in order
to teach each new group of students. Professional development not only allows
teachers to learn new teaching styles, techniques, and tips, but also interact
with educators from other areas in order to improve their own teaching.
Though some short workshops are effective in introducing new topics, the
most effective workshops are taught over time and involve hands on activities
and interaction. This also allows for more questions and discussions to occur
throughout the presentations. Ongoing professional development is critical for
teachers who wish to be great at their jobs and offer the best to their students
each day.
NEW STRATEGIES FOR EDUCATORS
Any professional development opportunity should be something
that will benefit the students and teacher through new strategies,
techniques, or tips that can be utilized in the classroom or
community. Professional development can be highly beneficial if
what is learned is then utilized to further the education of
students. Typically, those professional development opportunities
that are multi-day and require interaction among and between
attendees are the most useful. Teachers, much like students, tend
to learn better is hands on activities are used
COMMON CORE STATE STANDARDS
Typically taught in separate sessions to administrators and
teachers, sessions on Common Core standards help each group
understand the purpose and usefulness of such standards. These
types of workshops also answer questions related to the
interpretation of specific standards in addition to offering
strategies for implementing the teaching of some content area
standards,
ASSESSMENT AND EVALUATION
professional development course, weekend, or single session on
assessment and evaluation will offer educators and administrators
new and innovative ways to assess students in a variety of content
areas. Not all assessment needs to be paper and pencil based. In fact,
there are a variety of assessments from performance tasks to informal
and formal. Some assessment and evaluation professional development
sessions will focus on specific forms of assessment that will be
required for the upcoming school year, but most will share a variety of
forms in which assessment can be used to evaluate and redirect
learning when needed.
Differentiated Instruction
Meeting the individual needs of every student can be an overwhelming job,
but one that is expected and challenging. This type of professional development
offers support for teachers as they group and manage data, work with students on
varying levels, and creating and managing levels.
Closing the Achievement Gap
Some students come into the classroom at a disadvantage. This has been a
well researched and well documented fact. However, teachers are required to work
toward closing that achievement gap for all students. Culturally relevant pedagogy
and the integration of visual and performing arts can play a factor in helping to close
the achievement gap. This workshop will offer strategies and real life situations in
which the achievement gap can be closed throughout the school year.
Early Childhood and Family Engagement
This professional development opportunity will give early childhood
educators tools to help in the classroom or home environment. In addition to
sharing strategies for teaching the foundations in reading, writing, and math,
strategies in engaging families and community members in the classroom and at
home are shared.
Guided/Leveled Reading
Guided reading has been around for a number of years. Whether you are just
beginning to use the strategy or need new ideas to enhance your current
instruction, this type of professional development will be helpful. Strategies and
options to help make educators strong(er) in the realm of guided or leveled reading
will be given.
Independent Reading Practices
Getting students to read and find a love of reading can be a challenging task.
This professional development opportunity will help educators to learn how to
grow classroom libraries and engage students in the act of reading and
comprehension while reading on their own.
Nonfiction/Content Area Reading
Real world reading is most often informational in nature. Workshops such as
these offer teaching strategies that use nonfiction writing and texts to build
background knowledge and vocabulary through scaffolding content area instructions.
This professional development opportunity also helps teachers to foster inquiry and
21st century thinking skills through the use of different teaching techniques.
Adolescent Literacy
Adolescent readers and writers are often reluctant to take part in reading
based activities. This professional development workshop will teach teachers how to
foster a classroom community of readers and writers who use critical discussions,
mentor texts, and mediation. Strategies to re-engage males at this level will also be
shared.
Literacy Retreat
This multi-day format retreat offers professional development for teachers
who want to help students become better readers of both fiction and non-fiction. In
addition, teachers will be taught to foster critical and creative thinking skills in
students at various levels. The workshop offers a look into how teachers can create
the global citizens that our current students must be in their adult lives.
Teacher Opportunities
Quality of Learning Opportunities
"Whether or not expanded educational opportunities will translate
into meaningful development for an individual or for society
depends ultimately on whether people actually learn as a result of
those opportunities, i.e., whether they incorporate useful
knowledge, reasoning ability, skills, and values." (Jomtien
Declaration, article 4). This statement clearly has implications for
how success is measured. High enrollments and efficient student
flow, while necessary, do not indicate by themselves whether a
country is achieving an acceptable level of education. Actual
learning achievement is the real measure.
WHAT IS LEARNING?

Learning is Concepts are


Learning engages Humans need to
influenced and learned best when
the entire make sense of the
organized by they arise in a
physiology, environment
emotions variety of contexts,.
TO ENHANCE SUCH LEARNING, THE INSTRUCTIONAL
ENVIRONMENT SHOULD ENJOY THE FOLLOWING
CHARACTERISTICS:

Hands-on: Students are actually allowed to perform science, math,


history, etc. (directly and vicariously), as they construct meaning and
acquire understanding. Such activity takes these subjects out of the
realm of the magical or extraordinary.

Minds-on:Activities focus on core concepts, allowing students to


develop higher-order thinking processes and skills, and encouraging
them to question and seek answers that enhance their knowledge and
thereby acquire an understanding of the world in which they live.
TO ENHANCE SUCH LEARNING, THE INSTRUCTIONAL
ENVIRONMENT SHOULD ENJOY THE FOLLOWING
CHARACTERISTICS:

Reality-on: Students are presented with problem-solving


activities that incorporate authentic, real-life questions and
issues in a format that encourages drawing on multidisciplinary
knowledge, collaborative effort, dialogue with informed expert
sources, and generalization to broader ideas and application. The
objective is to promote students' insight into the real scientific,
technological, business, social, cultural, and everyday world, along
with the skills needed to live and work effectively.
Quality of Learning Opportunity
Learner-Centered Environment
Characteristic of Teacher In Learner
Centered Environment
The instructor should design ways to uncover the
knowledge, skills, interests, attitudes, and beliefs of every learner.
Learner-centered instructors know that students are not blank
slates—that a conceptual understanding, or misunderstanding, of
a subject is based on what they bring with them, including the
students’ social and cultural traditions and experiences.
EIGHT IN PARTICULAR THAT REALLY STAND OUT WHEN
IT COMES TO STUDENT-CENTERED LEARNING
ENVIRONMENTS

High degree of student engagement; challenge, enthusiasm, joy.

Students know what they are learning and why.

Blend of individual, collaborative team and large group work.

Students use personalized technology to produce as well as consume.


EIGHT IN PARTICULAR THAT REALLY STAND OUT WHEN
IT COMES TO STUDENT-CENTERED LEARNING
ENVIRONMENTS
Students have some opportunity to work at their own pace and explore their own
interests. Exploring

Students are doing the bulk of the work and the talking.

There are multiple forms of assessment, feedback and demonstrations of learning.

Instruction, culture and environment reflect and include student and staff diversity.
A LEARNER-CENTERED CLASSROOM SEEKS TO AVOID
THE DILEMMA OF UNDISCOVERED THINKING BY:

Presenting students with subject-related problems or


challenges

Soliciting their thoughts and ideas about how to solve


the problem

Asking them to explain the reasons behind their thinking


HOW PEOPLE LEARN DOES A SUCCINCT JOB OF
SUMMARIZING AN INSTRUCTOR’S ROLE IN BEING LEARNER
CENTERED: “IF TEACHING IS CONCEIVED AS
CONSTRUCTING A BRIDGE BETWEEN THE SUBJECT MATTER
AND THE STUDENT, LEARNER-CENTERED TEACHERS KEEP A
CONSTANT EYE ON BOTH ENDS OF THE BRIDGE. THE
TEACHERS’ ATTEMPT TO GET A SENSE OF WHAT EACH
STUDENT KNOWS, CARES ABOUT, IS ABLE TO DO, AND
WANTS TO DO CAN SERVE AS A FOUNDATION ON WHICH
TO BUILD BRIDGES TO NEW UNDERSTANDINGS.”
(NATIONAL RESEARCH COUNCIL, 2000, P. 136)
Learner-Centered Environment
Community Centered Environment
THE FOUNDATION OF A COMMUNITY-CENTERED
LEARNING ENVIRONMENT IS THE FOSTERING OF
EXPLICIT VALUES OR NORMS THAT PROMOTE
LIFELONG LEARNING. AN EXAMPLE WOULD BE
STUDENTS FEELING CONFIDENT TO ASK QUESTIONS
AND NOT BEING AFRAID TO SAY, “I DON’T KNOW.”
THIS IS IN CONTRAST TO A COURSE IN WHICH THE
NORM IS “DON’T GET CAUGHT NOT KNOWING
SOMETHING” (NATIONAL RESEARCH COUNCIL, 2000,
P. 25).
BRANSFORD,VYE, AND BATEMAN (2002) NOTE SEVERAL LIKELY
POSITIVE OUTCOMES FOR STUDENTS IN CLASSROOMS WITH
STRONG COMMUNITIES. THESE STUDENTS:
Are willing to allow theirs peers to see that
they do not know everything

Improve their abilities to solve complex


problems

Focus their learning goals on mastering the


content rather than on learning the material
for the sake of a good grade
“CLASSROOM COMMUNITIES THAT PROVIDE
STIMULATING, SUPPORTIVE, AND SAFE
ENVIRONMENTS IN WHICH STUDENTS ARE
NOT DISSUADED FROM CHALLENGING
THEMSELVES DUE TO FEAR OF FAILURE AND
RIDICULE ARE THE CLASSROOMS IN WHICH
STUDENTS BECOME LIFELONG LEARNERS”
(BRANSFORD,VYE, & BATEMAN, 2002).
Community Centered Environment
Action Research
ACTION RESEARCH
Educational action research can be engaged in by a
single teacher, by a group of colleagues who share
an interest in a common problem, or by the entire
faculty of a school. Whatever the scenario, action
research always involves the same seven-step
process.
THESE SEVEN STEPS, WHICH BECOME AN ENDLESS CYCLE FOR
THE INQUIRING TEACHER, ARE THE FOLLOWING:

Selecting a focus

Clarifying theories

Identifying research questions

Collecting data

Analyzing data

Reporting results

Taking informed action


STEP 1—SELECTING A FOCUS

• The action research process begins with serious reflection directed toward
identifying a topic or topics worthy of a busy teacher's time. Considering
the incredible demands on today's classroom teachers, no activity is worth
doing unless it promises to make the central part of a teacher's work
more successful and satisfying. Thus, selecting a focus, the first step in the
process, is vitally important. Selecting a focus begins with the teacher
researcher or the team of action researchers asking:
• What element(s) of our practice or what aspect of student learning do we wish to
investigate?
STEP 2—CLARIFYING THEORIES

The second step involves identifying the values, beliefs, and theoretical
perspectives the researchers hold relating to their focus. For example,
if teachers are concerned about increasing responsible classroom
behavior, it will be helpful for them to begin by clarifying which
approach—using punishments and rewards, allowing students to
experience the natural consequences of their behaviors, or some
other strategy—they feel will work best in helping students acquire
responsible classroom behavior habits.
STEP 3—IDENTIFYING RESEARCH
QUESTIONS

Once a focus area has been selected and the


researcher's perspectives and beliefs about that
focus have been clarified, the next step is to
generate a set of personally meaningful research
questions to guide the inquiry.
STEP 4—COLLECTING DATA

Professional educators always want their instructional decisions to be based


on the best possible data. Action researchers can accomplish this by making
sure that the data used to justify their actions are valid(meaning the
information represents what the researchers say it does)
and reliable (meaning the researchers are confident about the accuracy of
their data). Lastly, before data are used to make teaching decisions, teachers
must be confident that the lessons drawn from the data align with any
unique characteristics of their classroom or school.
To ensure reasonable validity and reliability, action researchers
should avoid relying on any single source of data. Most teacher
researchers use a process called triangulation to enhance the validity
and reliability of their findings. Basically, triangulation means using
multiple independent sources of data to answer one's questions.
Triangulation is like studying an object located inside a box by
viewing it through various windows cut into the sides of the box.
Observing a phenomenon through multiple “windows” can help a
single researcher compare and contrast what is being seen through
a variety of lenses.
STEP 5—ANALYZING DATA

Although data analysis often brings to mind the use of complex


statistical calculations, this is rarely the case for the action
researcher. A number of relatively user-friendly procedures can
help a practitioner identify the trends and patterns in action
research data. During this portion of the seven-step process,
teacher researchers will methodically sort, sift, rank, and examine
their data to answer two generic questions:
What is the story told by these data?

Why did the story play itself out this way?


STEP 6—REPORTING RESULTS
—ANALYZING DATA

It is often said that teaching is a lonely endeavor. It is doubly sad


that so many teachers are left alone in their classrooms to
reinvent the wheel on a daily basis. The loneliness of teaching is
unfortunate not only because of its inefficiency, but also because
when dealing with complex problems the wisdom of several
minds is inevitably better than one
STEP 7—TAKING INFORMED ACTION

Taking informed action, or “action planning,” the last step in the


action research process, is very familiar to most teachers. When
teachers write lesson plans or develop academic programs, they
are engaged in the action planning process. What makes action
planning particularly satisfying for the teacher researcher is that
with each piece of data uncovered (about teaching or student
learning) the educator will feel greater confidence in the wisdom
of the next steps.
THREE PURPOSES FOR ACTION RESEARCH

Building the reflective practitioner

Making progress on school wide priorities

Building professional cultures


WHY ACTION RESEARCH NOW?

Professionalize teaching.

Enhance the motivation and efficacy of a weary faculty.

Meet the needs of an increasingly diverse student body.

Achieve success with “standards-based” reforms.


ACTION RESEARCH
Pre-Service Education
PRE-SERVICE EDUCATION

Pre-service teaching is an essential experience in the preparation


of future teachers. Although all academic and education courses,
field activities, and practica contribute knowledge, skills, and
experiences to the prospective teacher, pre-service teaching
provides the opportunity to experience the challenges and
rewards of assuming the instructional and professional
responsibilities of a full-time teacher.
PRE-SERVICE EDUCATION

Pre-service teaching is a period of guided, supervised teaching.


The student teacher is gradually introduced into the teaching
role by a or cooperating teacher. The cooperating teacher works
with and encourages the student teacher to assume greater
responsibility in for instruction and classroom management as
the experience progresses. The student teacher begins as an
observer and finishes the pre-service teaching experience as a
competent professional.
REFERENCES
• https://www.teacher.org/topic/professional-development-teachers/
• http://www.ictinedtoolkit.org/usere/p_page.php?section_id=165
• https://iris.peabody.vanderbilt.edu/module/hpl/cresource/q1/p02/
• https://iris.peabody.vanderbilt.edu/module/hpl/cresource/q1/p05/
• http://www.ascd.org/publications/books/100047/chapters/What-Is-Action-
Research%C2%A2.aspx
• https://www.seameo-innotech.org/news/innotech-facilitates-workshop-to-
finalize-ttl-1-2-syllabi/
• http://www.emro.who.int/child-health/preservice-education/preservice-
education.html
PREPARED AND PRESENTED BY:

NICHOLAI A. TUMBALI
JOSEPH TUPPAL
LUISA TAGUIAM

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