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 • 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

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.

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

1. Background 1.2 Traditional perspectives • Grammar-translation • Individual teaching ideas, methods • Teacher-fronted – ‘correct’ answers • predetermined by teachers T S S S S S S S S S S S S S S S

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

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

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)

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 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)

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

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

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

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

2. TDE Program 2.1 Teaching concepts: Interaction T S S S S S S S S S S S S S C

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

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

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

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

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

2. TDE Program 2.3 2007 Contents and Organization High - Structured Mid - Structured Low - Structured

2. TDE Program 2.3 2007 Contents and Organization

2. TDE Program 2.3 2007 Contents and Organization Group discussion Formal debate

2. TDE Program 2.3 2007 Contents and Organization Dramatic Scenes

2. TDE Program 2.4 2007 Contents and Organization

2. TDE Program 2.4 Sample task-based lesson

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.

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.

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.

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.

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.”

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.”

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.”

RIED URL http://www.ried.tokai.ac.jp/ or contact: hsuzuki@ried.tokai.ac.jp pcollins@ried.tokai.ac.jp

Empowering EFL Teachers to Implement “Expansive Learning”