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TBLT 2007. Empowering EFL Teachers to Implement “Expansive Learning”. Hiroko Suzuki, Peter J. Collins Research Institute of Educational Development Tokai University September 21, 2007. Session Overview. Background 1.1 Ministry Guidelines: 2002 Action Plan 1.2 Traditional perspectives

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empowering efl teachers to implement expansive learning

TBLT 2007

Empowering EFL Teachers to Implement “Expansive Learning”

Hiroko Suzuki, Peter J. Collins

Research Institute of Educational Development

Tokai University

September 21, 2007

session overview
Session Overview
  • Background

1.1 Ministry Guidelines: 2002 Action Plan

1.2 Traditional perspectives

1.3 Practices and challenges

1.4 RIED’s educational model

  • 2007 TDE Program

2.1 Teaching concepts

2.2 Objective and goals

2.3 Contents and organization

2.4 Sample task-based lesson

3. Outcomes

3.1 Perspective shifts

3.2 Participant Reflections

slide3

1. Background

Action Plan to Cultivate

“Japanese with English Abilities”

(implemented: March 2003, goals to be met: 2008)

1.1 Ministry Guidelines

  • “English Abilities” – The ability to communicate efficiently
  • with others in today’s global society
  • Through upgrading:
    • →teachers’ English ability.
    • → the teaching system itself.
    • →collaborative teaching with NETs and people in the
    • local community.
slide4

1. Background

Action Plan to Cultivate

“Japanese with English Abilities”

(implemented: March 2003, goals to be met: 2008)

1.1 Ministry Guidelines

RIED sees that teachers must be able to…

  • communicate and negotiate with others in
  • English: JTE and NET colleagues, administrative
  • levels, parents, people in the community
  • collaborate and share ideas with other English
  • teachers
slide5

1. Background

1.2 Traditional perspectives

  • Grammar-translation
  • Individual teaching ideas, methods
  • Teacher-fronted – ‘correct’ answers
  • predetermined by teachers

T

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slide6

1. Background

1.3 Practices and challenges

2003 Questionnaire:

5 schools responded

Dai-yon

14 Tokai-attached Schools

Yamagata

Dai-san

Gyosei

Kofu

Dai-go

Boyo

Dai-ni

Urayasu

Bosei

Takanawadai

Sugao

Shoyo

Sagami

slide7

1. Background

1.3 Practices and challenges

Respondents to 2003 Questionnaire: 5 / 14 schools

  • Meetings about pedagogy and materials development: none
  • Sharing plans and/or materials in their English department: none
  • TDE participants explaining to their colleagues
    • what they are doing in the TDE program: few
    • how they practice the outcome in their classes: few
  • teachers conducting classes more than 50% in English:
  • less than 10 / 50, at five schools
slide8

1. Background

1.3 Practices and challenges

English as the language of instruction: Percentage

(general course of study at 3,800 public senior high schools)

(MEXT 2005 survey)

slide9

1. Background

1.4 Educational model

We can learn to communicate

only by communicating.

  • Communicate and negotiate with other people in
  • English – NET, colleagues, management levels,
  • parents and people in the community
  • Collaborate and share ideas with other English
  • teachers
students role in the classroom activity
students’ role in the classroom activity

1. Background

1.4 Educational model

Instruments

English expressions in the textbook, Japanese / Tests

Learning Goal: Text comprehension in the textbook Acquiring linguistic knowledge

Activity → Outcome

Subject

students

Better university,

better job

Good test scores

Competing with others

Rules

Division of labor

Community

Strategies for better scores,

No relations with others

classroom

(Engestrom, 1987) (山住、2004)

slide11

1. Background

1.4 Educational model

Instruments

English expression in the textbook, Japanese / Tests

Learning Goal: Text comprehension in the textbook Acquiring linguistic knowledge

students’ role in the classroom activity

Activity → Outcome

Subject

Students

Acquiring accuracy of linguistic knowledge

Applicable activities

Rules

Division of labor

Community

Trials or rehearsal for authentic activities

classroom

Participants in classroom communication activity peer learning

slide12

1. Background

students’ role in the social activities

1.4 Educational model

Instruments

English, background knowledgeCommunication activities

Learning goals:

Task

LPP social activity

Feeling of accomplishment

Feedback from the community

Learning motivation

Activity → Outcome

Subject

Students Teacher people in the social community

Problem-solving

Carry out the task

Rules

Division of labor

Community

Appropriate behaviors based on their role

Role assigned in the task

The task situation

slide13

2. TDE Program

2.1 Objective and Goals

Dai-yon

Yamagata

Dai-san

Gyosei

Kofu

Dai-go

Boyo

Dai-ni

Urayasu

Bosei

Takanawadai

Sugao

Shoyo

Sagami

slide14

2. TDE Program

2.1 Teaching concepts: Teacher’s role

‘real

learning’

Instructor

Supporter

Teacher Instruction

Instructor

/ Supporter

Activities

Materials

Interaction

ICT

Student Autonomy

Instructor

Supporter

slide15

2. TDE Program

2.1 Teaching concepts: Interaction

T

S

S

S

S

S

S

S

S

S

S

S

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S

C

slide16

2. TDE Program

2.1 Teaching concepts: Task Sequencing

Textbook

Extended Activities

Topic

Goal

Community

Exposure, Response

Vocabulary

Supplementary materials

Grammar

Comm.

Skills

Situation

Comm.

Activities

slide17

2. TDE Program

Teachers must be able to…

  • Communicate, negotiate in English with
  • others:
      • JTE and NET colleagues, administrative levels, parents, people in the community
  • Collaborate and share ideas with other
  • English teachers
slide18

2. TDE Program

Objective:

Participants will experience learning through a variety of interactive situations. These include collaboration within their department, team-teaching with NETs, other JTEs, and increasing the efficiency of student learning through cross-content awareness. Through these experiences, participants will be empowered to apply new definitions of ‘learning’ and ‘communication’ in their own teaching.

2.2 Objective and Goals

slide19

2. TDE Program

Goal 1:

Participants will be able apply ideas from discussions on educational and teaching issues, including

  • the learning process.
  • their roles in a variety of communities, including

- a learner in the TDE program.

- a collaborator with the colleagues in their English divisions.

  • problem-solving strategies.

2.2 Objective and Goals

slide20

2. TDE Program

Goal 2:

Participants will improve their grasp of key ideas and concepts, including

  • task sequencing and project-based learning.
  • the learning process, in terms of linguistic and background knowledge and communication skills and activities.
  • how the role of the classroom teacher rotates between that of instructor, facilitator and participant.
  • interaction with students, collaborative work.

2.2 Objective and Goals

slide21

2. TDE Program

2.3 2007 Contents and Organization

High - Structured

Mid - Structured

Low - Structured

slide22

2. TDE Program

2.3 2007 Contents and Organization

slide23

2. TDE Program

2.3 2007 Contents and Organization

Group discussion

Formal debate

slide24

2. TDE Program

2.3 2007 Contents and Organization

Dramatic Scenes

slide25

2. TDE Program

2.4 2007 Contents and Organization

slide26

2. TDE Program

2.4 Sample task-based lesson

slide27

2. TDE Program

2.4 Sample task-based lesson

slide28

2. TDE Program

2.4 Sample task-based lesson

slide29

2. TDE Program

2.4 Sample task-based lesson

slide30

2. TDE Program

2.4 Sample task-based lesson

slide31

2. TDE Program

2.4 Sample task-based lesson

slide32

3. Outcomes

3.1 2007 Lake Yamanaka Sessions

satisfied

unsatisfied

Discussion

Comments from participants

  • I thought it was a valuable way in creating materials.
  • I hope I would like this type of discussion in my department for
  • material development. This session was worthwhile.
  • I think it ideal, but I wonder if my department can spare the time for
  • this kind of meetings.
slide33

3. Outcomes

3.1 2007 Lake Yamanaka Sessions

understand

not understand

Interactive Workshop

Participants comments

  • I understand how difficult but important for teachers to create
  • materials clearly understandable for students.
  • I need to create more effective materials for students and evaluate
  • them through students’ eyes.
  • I could experience of seeing materials through students’ eyes.
slide34

3. Outcomes

3.1 2007 Lake Yamanaka Sessions

satisfied

unsatisfied

Debate

Participant comments

  • I experienced a feeling of accomplishment by acting with other
  • participants.
  • I understand significance and pleasure in working collaboratively with
  • others.
slide35

3. Outcomes

3.1 2007 Lake Yamanaka Sessions

learned

not learned

Drama

Participant comments

  • I thought it was a valuable way in creating materials.
  • I hope I would like this type of discussion in my department for
  • material development. This session was worthwhile.
  • I think it ideal, but I wonder if my department can spare the time for this kind of meetings.
slide36

3. Outcomes

3.2 Participant Reflection

Comments on task sequencing:

“I understand how to do action research to improve our classes... I realize that the school administration needs to understand the importance of cross-content lesson. They urgently need to reconstruct the school system and the teacher organization.”

slide37

3. Outcomes

3.2 Participant Reflection

Comments on collaboration:

“I know it is important to share worksheets and collaboratively create materials in our department. This year I was lucky – I could do it, since it was the TDE assignment. But I see some difficulty to get help or cooperation from my colleagues next year. This is one of the challenges of our school in reforming our educational system.”

slide38

3. Outcomes

3.2 Participant Reflection

Comments on the future:

“We should continue "collaborative relations" with our colleagues in the English department. In the TDE Program, I learned how to design and practice "team teaching" and "cross-content lesson." My challenge is to continue practicing these ideas from next year on.”

slide39

RIED URL

http://www.ried.tokai.ac.jp/

or contact:

hsuzuki@ried.tokai.ac.jp

pcollins@ried.tokai.ac.jp