Presentation on The development of good management practices within ELT by Alemmari Almushahi Dept of English Language teaching Near East University Student number:20132876 To: Prof. Dr. Index. The Core Principles of Professional Development
Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.
Presentation on The development of good management practices within ELTby AlemmariAlmushahiDept of English Language teachingNear East University Student number:20132876To: Prof. Dr.
Professional development must build upon the current foundation of basic skills, knowledge, and areas of expertise of the educational personnel involved.
The individual(s) providing the activity must determine the current level of expertise, the needs of participants, and develop appropriate materials and activities.
Professional development is effective when the materials are presented in a hands-on manner using techniques that suit various learning styles. In addition, practitioners need time to try out new methods in a safe environment before either moving to another topic or attempting the method in the classroom.
(1) practicing the new skills, strategies, and techniques; (2) providing feedback on performance;
(3) continuing follow-up activities.
Principle 3 reinforces the precept that information about skills and knowledge must be presented to educational personnel in a manner that allows them to link new information to their current knowledge and skills, and allows them to construct their own meanings.
The evaluation of a participant’s knowledge and skills is essential to the effectiveness of the professional development program.
Direct link to student outcomes is necessary to determine what types of professional development activities are effective within specific contexts.
Methods for eliciting such information from participants include:
Coaching is goal-directed, performance-based (observable), and centered on student learning. It calls for teachers to move away from predominately whole-class, teacher-directed instruction to the use of multiple and differentiated small group activity centers.
(1) Focus on assisted and sustained language use by students and literacy development across the curriculum.
(2) Ensure that learning experiences cognitively challenge students with clear expectations, feedback, and assistance.
(3) Hold regular, small group, goal-directed, evidence-based, student-dominated conversations with students.
(4) Collaboratively create shared representations of learning with students.
(5) Purposefully connect new academic concepts directly to the knowledge and expertise students already possess from home, school, and community.
Explicit instruction is defined as task-specific, teacher-led instruction that demonstrates how to complete a task. The routines and consistent language used in explicit teaching provide ELLs with clear, specific, and easy-to-follow procedures as they learn not only a new skill or strategy but also the language associated with it.
Effective teachers provide ELLs additional practice and review. This can occur during instruction by giving students multiple opportunities to use the target skill and receive feedback or by engaging students in choral response and all-response activities.
For instruction to be meaningful, English Language Learners (ELLs) must understand the essence of what is said to them. Teachers can adjust the level of their English vocabulary during instruction by using clear, explicit language when they introduce a new concept. By using consistent language, effective teachers enable ELLs to focus on the task rather than trying to figure out the meaning of new words.
When ELLs read texts with more familiar material (for example, stories with themes and content from the students’ cultures), their comprehension improves.
Visual representation of concepts, not just a language-based explanation, provides students with additional support in learning vocabulary words.
Introduce new concepts in the primary language prior to the lesson in English; then, afterward, review the new content again in the primary language (“preview-review”). Focus on the similarities and differences between English and students’ native language.
Thank you all for listening