providing for effective learning.pptx

8/14/2019 Providing for effective learning.pptx

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Providing for

effectivelearningBY RAQUEL PASTRANA

(CHAPTER 7)


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The Institution


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Quality Indicators in a

institution Languange teaching institutions vary greatly in

terms of how they view their educational mission.Some characteristics of the quality of a school

are:1. There are clearly stated educational goals.

2. There is a well-planned, balanced, andorganized program that meets the needs of itsstudents.

3. Systematic and identifiable processes exist fordetermining educational needs in a school andplacing them in order of priority.


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4. There is a commitment to learning and anexpectation that students will do well

5. There is a high degree of staff involvment indeveloping goals and making decisions.

6. There is a motivated and cohesive teachingforce with good team spirit.

7. Administrators are concerned with the teachersprofessional develop

8. The schools programs are regularly reviewedand progress toward their goals is evaluated


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Key dimentions in quality


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1. Sense of mission

Is basicly setting a mission statement. Once it isdeveloped a mission statement can serve as areference point to asseses proposals for new

initiatives or programs


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2. Strategic plan

Is the description of the long-term visin and goalsof an institution and the means it undertakes forfullfilling them. There are six elements of a good

strategic plan:1) Vision

2) Values

3) Purpose

4) Mission

5) Goals

6) Strategies


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3. Quality assurance

mechanismsRefers to systems a school has in place to ensure thequality of its practices. For example:

How does ensure that the best-quality staff areemployed?

Is there a transparent recruitment processs or isstaff recruitment made through personal

networks? What process is in place to select and review

textbooks?


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4. A sound curriculum

A sound curriculum is reflected in the followingfeatures of a schoolsprograms:

The range of courses offered corresponds to theneeds of learners.

The curriculum is coherent: the courses representa rationale approach to achieving the schools

mission Courses have been developed based on sound

educational principles with due attention torecognized curriculum develpment processes


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Course descriptions, including aims, goals,

syllabuses, and course organization, have beendeveloped.

Teaching materials and test are of high quality,

have been carefully selected or developed andare regularly reviewed and revised.

Mechanisms are in place to monitor the quality ofteaching and learning

The curriculum is subject to ongoing review andrenewal


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5. Flexible organizational

framework

Effective schools and language programs arecharacterized by administrators who are open tochange, flexible, and who encourage teachers toinnovate.


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6. Good internal

communicationsSetting up systems that facilitate communicationsamong teachers and between teachers andadministrators. Such sistems include:

Regular mettings

Written guidance for staff on their different roles

Staff support

Regular evaluation or feedback sessions


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7. Proffesional treatment

of teachersThe extent to which teachers are regarded asproffesionals is indicated by the following:

Employment terms and conditions: A programthat is staffed entirely by teachers on casual termscannot hope to attract the same level ofcommitment as one staffed by teachers on long-term contracts.

Support and reward systems: A system availableto support and help teachers with their varyingroles, and rewards for their quality service


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8. Opportunities for

teacher developmentA quality institution provides opportunities forteachers to develop their carrees. Such opportunitiesmay be provided for a number of ways. Forexample:

Conference participation

Workshops and in-service semminars

Reading groups

Peer ovservation

Writing about teaching

Project work

Action research


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The teaching context


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Size and staff structure

The size of a school and its administrative structureinfuences many aspects of a teacherswork.


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Equipment

Schools vary greatly in the amount they haveinvested in equipment and technology, such asCD players, computers, video camaras,

photocopiers, etc.Where such investment is lacking, there may be anegative impact on teachers workload


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Support staff

Adequate support staff can also facilitateteachers work.


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Teacher workspace

Teachers need to be provided of a staff roomwhere they can interact with colleagues, carryout lesson preparation, mark assignments, and

prepare teaching materials and handouts.


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Teacher resource room

Teachers need access to a good range of currentESL textbooks, resource books, materials, andmagazines located in a resource room or similar

facility in order to update their profesionalknowledge.


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Teaching facilities

Is important for the teacher to have classrooms,multimedia lab, language lab, self-access centerand student reading room, in order to have a

good impact in the quality of the program.


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Class size

Current wisdom suggest that class size should notexeed fifteen studentsfor most language classes.The optimal class size should be established based

on teacher, learner, and school factors


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The teachers


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Skills and qualifications

Some test and certifications to measure teachersmastery of their skills in TESL/ TEFL are:

TOEFL

TESOL

UCLES-CELTA

TOEIC


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Support for Teachers

If teachers are expected to teach well and todevelop their teaching skills and knowledge overthe time they need ongoing support


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Orientation

New teachers need orientation to teachingassignments in order to clarify the goals of theprogram, teaching approaches, resources,

problems to anticipate, and solutions


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Course guides

Course guides should be provided for eachcourse offered in the program with information onthe course, aims and objectives, recommended

materials and methods, suggested learningactivities, and procedures for assessment


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Division of responsibilities

Teachers have many different responsibilitiesapart from teaching. Creating job descriptions fordifferent responsibilities can also establish clear

lines of demarcation and responsibility, which areimportant in strengthen staff morale.


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Further training

Teachers in an institution may not always have theparticular knowledge and skills a program needs,so it may be important to select staff for

specialized training to meet these needs.


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Teaching release

Teachers may need to be given release time fromteaching to enable them to devote time toactivities such as material developing or

mentoring.


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Mentors

The role of a mentor is to give to teachers that areless experienced someone with whom they cansound off ideas, share problems and get advice.


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Feedback

Teachers need to be told when they are doing welland when there are problems with theirperformance. Feedback can be:

Face-to-face

In writing

On the telephone

Etc.


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Rewards

Teachers who perform well should receiveacknowledgement for good service


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Help lines

Teachers should know exactly whom to turn forhelp in solving different kind of problems.


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Review

Time should be allocated for regular review of theprogram, problem solving and critical reflection


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The teachingprocess


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Teaching model and

principlesIn language teaching programs, teaching modelsare often based on particular approaches andmethods, for example:

The communicative approach

The cooperative learning method

The process approach

The whole-language approach


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Mantaining a good

teaching It results from an active, ongoing effort on the part

of teachers and administrators to ensure thatgood teaching practices are being maintained.


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Monitoring

Information needs to be collected regularly on allaspects of the program to find out how teachersare teaching the course, what is working well or

providing difficult, and what issues teachers needto solve. It can take place in:

Group meetings

Written reports

Classroom visits Student evaluations


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Observation

Regular observation of teachers by otherteachers or supervisors can provide positivefeedback on teaching as well as help identify

areas that might need attention


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Identification and

resolution of problems Good communication systems can help ensure

that problems are brought to the attention ofteachers or supervisors for timely resolution.


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Shared planning

Build opportunities for collaborative planning, aswhen teachers work together in pair or groups oncourse planning, materials development and

lesson planning, during the process, potentialproblems can be identified.


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Documentation and

sharing of good practices Teachers should be encouraged to report on their

positive teaching experiences. They could writeshort articles for an in-house newsletter or

teachers 'magazine or present ideas at aninformal lunch meetings.


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Self-study of the program

Involves a study of a programs practices andvalues as part of the process of self-evaluationand review. It should be undertaken every three

to five years. Involves Teachers

Administrators

students


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Evaluating teaching

Is essential that teachers performance beregularly reviewed, and involves de developmentof an appraisal system. It may have several

purposes: Reward teachers for good performance

Help identify needs for further training

Reinforce the need for continuous staff

development Help improve teaching

Provide a basis for contract renewal andpromotion


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The learning process


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Understanding the course

It is important to ensure that the learnersunderstand the goals of the course, the reason forthe way it is organized and taught, and the

approaches to learning they will be encouragedto take.


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Views of learning

Courses may assume a variety of different learnerroles such as:

Manager of his/her own learning

Independent learner

Needs analyst

Collaborator and team member

Peer tutor


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Learning styles

Willing propose four learning styles for adult ESLstudents:

1. Concrete learners: learn by games, pictures, films

and video, talk in pairs and going to excursions2. Analytical learners: liked studying grammar,

English books, studying alone, finding theirmistakes.

3. Communicative learners: Learn by observing

and listening native speakers, talking to friends inEnglish, watching TV in English, etc.

4. Authority oriented learners: liked the teacher toexplain everything, write everything, reading andstudying grammar


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Motivation

Its also important to find out what the learnersmotivations are for taking the course.


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Support

Support mechanism provided for learners areanother component of the course delivery. Theseinclude the kinds of feedback learners will get

about their learning and opportunities areprovided for faster or slower learners.

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