TTT
Having devoted two years to learning how to teach lexically,
Year 3 participants will now practice observing other teachers' lessons and giving productive feedback.
Year 3 participants will now practice observing other teachers' lessons and giving productive feedback.
About the course
This course works towards analysing and applying good practices of observation, self-reflection, and giving/ receiving feedback as professional development tools.
It is, to some extent, a way of standardisation of observation processes for the TTT participants, which will also hopefully serve as a possible model of organising a system of peer support and professional growth within any other educational project/ organisation.
Since the TTT is first of all a community of practice, the course follows a practical hands-on approach: you will be learning by doing things, though there will be a few reading tasks focusing on the theory behind your practices.
The key idea the course promotes is shifting the focus of observation and reflection from teachers to learners, which should help make the experience more productive and less stressful for everyone involved.
Course outcomes
By the end of the course the participants will:
● have learned the difference between different roles of the observer and different functions of observation;
● have worked out a set of own principles of being observed and observing others;
● have practiced peer-observation in collaboration with year 1 and year 3 participants;
● have learned about and practiced a number of feedback techniques, both oral and written;
● have learned about self-reflection tools and practiced evaluating own teaching;
●have set themselves short-term and long-term PD goals;
● have become more aware of options for building a system of observation (short- and long-term) to contribute to CPD and teachers’ well-being
● have learned the difference between different roles of the observer and different functions of observation;
● have worked out a set of own principles of being observed and observing others;
● have practiced peer-observation in collaboration with year 1 and year 3 participants;
● have learned about and practiced a number of feedback techniques, both oral and written;
● have learned about self-reflection tools and practiced evaluating own teaching;
●have set themselves short-term and long-term PD goals;
● have become more aware of options for building a system of observation (short- and long-term) to contribute to CPD and teachers’ well-being
Meet our speakers
Maureen McGarvey
Speaker:
Maureen has been involved in ELT since 1974.
She has been a teacher, teacher trainer, and Programme Manager for a range of eLearning programmes, primarily focussing on teacher development, trainer development and academic manager development.
Maureen wrote the Management in ELT module for the MSc TESOL offered by Aston University and has also tutored the management module for the MA TESOL offered by Westminster University.
Maureen has been Director of Teacher Training in large language teaching organisations in Spain and Hungary, as well as working in the private language teaching sector in the UK.
Her main areas of interest are academic manager development, CPD for teachers and integrating online and blended learning programmes with whole-school development.
Maureen is Chair of the IATEFL Scholarship Committee and a former Committee member of the IATEFL Leadership and Management Special Interest Group.
She has been a teacher, teacher trainer, and Programme Manager for a range of eLearning programmes, primarily focussing on teacher development, trainer development and academic manager development.
Maureen wrote the Management in ELT module for the MSc TESOL offered by Aston University and has also tutored the management module for the MA TESOL offered by Westminster University.
Maureen has been Director of Teacher Training in large language teaching organisations in Spain and Hungary, as well as working in the private language teaching sector in the UK.
Her main areas of interest are academic manager development, CPD for teachers and integrating online and blended learning programmes with whole-school development.
Maureen is Chair of the IATEFL Scholarship Committee and a former Committee member of the IATEFL Leadership and Management Special Interest Group.
Tatiana Polovinkina
Speaker:
Tatiana is a teacher trainer with BKC IH Moscow. Before moving to this positions, she worked there as an ADoS for international exams for seven years, and overall she's been teaching for more than 20 years now, in various contexts, from primary to higher education, in public and private sectors, in Russia and UK.
Tatiana finds it fascinating to see how education is changing over the years, with our perception of what good schooling is constantly evolving. Which makes life-long professional development a must.
Tatiana's current interests include assessment and feedback, academic writing, and teacher training; and she has started looking into technology and online learning.
Her permanent belief is that any kind of learning should be a positive, fun experience.
In the video, Maureen McGarvey is considering power relationships in observation feedback and how they can help or hinder the observation dialogue.
Tania Polovinkina is exploring what we learn from peer-observation and gives tips on how to make the experience stress-free and mutually beneficial.
Professional development schedule
Session 1 Developmental observer and feedback
Goals
- to introduce the roles of the observer;
- to reflect on own experiences beliefs;
- to outline an individual plan for the course
- to introduce the roles of the observer;
- to reflect on own experiences beliefs;
- to outline an individual plan for the course
Session 2 From observation to supporting constant development
Goals
- to plan short-term to long-term;
- to move from assessment to professional development;
- to consider prioritising
- to plan short-term to long-term;
- to move from assessment to professional development;
- to consider prioritising
Session 3 Giving constructive feedback and GROW model
Goals
- to consider what makes constructive feedback;
- to consider strategies and techniques for delivering feedback;
- to learn to word what you say for the observant to benefit from
- to consider what makes constructive feedback;
- to consider strategies and techniques for delivering feedback;
- to learn to word what you say for the observant to benefit from
Session 4 Student problems and teacher
decision-making
decision-making
Goal
- to turn observations into an action plan
- to turn observations into an action plan
Session 5 Self-evaluation – becoming a reflective practitioner
Goals
-to learn about and try out a number of self-reflection tools;
-to use self-reflection techniques to respond to feedback
-to use self-reflection techniques to respond to feedback
Goals
-to learn about and try out a number of self-reflection tools;
-to use self-reflection techniques to respond to feedback
-to learn about and try out a number of self-reflection tools;
-to use self-reflection techniques to respond to feedback
Session 6 Human factor
Dealing with emotions and feedback
Dealing with emotions and feedback
Goals
-to learn about and practice techniques for active listening;
-to practice giving constructive feedback;
-to practice conflict resolution
-to learn about and practice techniques for active listening;
-to practice giving constructive feedback;
-to practice conflict resolution
Session 7 Reflecting on teaching practice
Goals
-to reflect on own teaching constructively;
-to learn the difference between immediate and delayed self-evaluation;
-to learn to turn self-evaluations into an action plan for yourself
-to learn the difference between immediate and delayed self-evaluation;
-to learn to turn self-evaluations into an action plan for yourself
Goals
-to reflect on own teaching constructively;
-to learn the difference between immediate and delayed self-evaluation;
-to learn to turn self-evaluations into an action plan for yourself
-to reflect on own teaching constructively;
-to learn the difference between immediate and delayed self-evaluation;
-to learn to turn self-evaluations into an action plan for yourself
Session 8 For the Future: written
observation report
observation report
Goals
-to understand the difference between oral and written feedback;
-to consider effective/ ineffective written feedback documents
-to consider effective/ ineffective written feedback documents
Goals
-to understand the difference between oral and written feedback;
-to consider effective/ ineffective written feedback documents
-to understand the difference between oral and written feedback;
-to consider effective/ ineffective written feedback documents
