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Transformative Teaching and Learning Workshop Handout

The document outlines an agenda for a workshop on creating a practical and transformative teaching curriculum. The agenda includes warm-up activities to get participants engaged like Inner Circle Outer Circle. It also involves discussions of challenges teachers face and methods for collaborative professional development such as peer coaching. Participants will discuss building an online space to promote transformative teaching practices. The references cited at the end provide background on approaches like action research, project-based learning, and scaffolding academic success for English language learners.

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mike_thejetties
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261 views

Transformative Teaching and Learning Workshop Handout

The document outlines an agenda for a workshop on creating a practical and transformative teaching curriculum. The agenda includes warm-up activities to get participants engaged like Inner Circle Outer Circle. It also involves discussions of challenges teachers face and methods for collaborative professional development such as peer coaching. Participants will discuss building an online space to promote transformative teaching practices. The references cited at the end provide background on approaches like action research, project-based learning, and scaffolding academic success for English language learners.

Uploaded by

mike_thejetties
Copyright
© Attribution Non-Commercial (BY-NC)
Available Formats
Download as PDF, TXT or read online on Scribd
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Beyond the Classroom: Creating a Practical and Transformative Teaching Curriculum

Agenda:

1. Warm-ups:
Inner Circle Outer Circle (This activity is used to get participants to talk to as many people as possible
in a limited amount of time. Participants stand in two concentric circles and face each other. The
facilitator gives them a set of questions that they discuss, and after a set amount of time they change
partners by having the outer circle move one person to the right or left)

Four Square (This activity can be used as an ad hoc needs assessment by giving participants four options
to a number of questions. Each participant walks over to the square representing their choice.
Participants then explain their choice to the group)

2. Introductions: Who are we and why are we here? Why Transformative Teaching and Learning?

3. Round Robin Activity (Participants walk around the room to poster boards of challenges: Challenges
coming from Students, Challenges coming from the Immediate Learning Environment, Challenges coming
from Media Literacy, Challenges coming from the Administration, Challenges coming from Teacher
Knowledge, Challenges related to Social and Cultural Mores)

4. Discussion about the challenges we faced in our TEDx Curriculum Project and the Importance of
Media Literacy and Service Learning in Language Learning

5. An Ad Hoc Needs Assessment Using Sarah Springer’s Brain Storming Methods (Participants brainstorm
in groups and generate solutions for a problem or challenge by describing the situation, the challenge, and the
tools that are applicable. Brainstorming usually entails using swaths of post-its and poster boards)

6. A Discussion about Mike and PJ’s Experiences with Speaker/Understander and Peer Coaching

7. Julian Edge’s (1992) Speaker/Understander Model: (Participants take on either role. The speaker talks
about any issues, problems or challenges they are facing in their teaching. The understander listens attentively
and does not give advice. Instead, the understander asks questions to clarify the speaker’s intent and restates
what the speaker says in order to show understanding)

8. A Discussion of Peer Coaching (Peer coaching is a long term process that involves two or more teachers
collaborating on each other’s professional development. Participants may interview each other, observe
classes, record each other’s teaching, give advice, and encourage each other to improve their teaching and
overcome particular challenges)

9. Building a Professional Development Space (We will discuss the usefulness of creating a supportive
community online that promotes transformative teaching and learning. Our space is found at: http://
transformativeteaching.wordpress.com/)
References

The following are selected references of the Beyond The Classroom Workshop:

Crabbe, D. (2007). Learning opportunities: Adding learning value to tasks. ELT Journal, 61(2), 117-125.

Edge, J. (1992). Cooperative development. ELT Journal, 46(1), 62-70.

Graves, K. (2000). Designing language courses: a guide for teachers. Boston, MA: Heinle & Heinle.

Kumaravadivelu, B. (2003). Beyond methods: Macrostrategies for language teaching. New Haven, CT:
Yale University Press.

McEwan, A. E. (2008). Wonder and Learning. The Education Forum, 72(2), 108-114.

Minor, J. (2002). Incorporating service learning into ESOL programs. TESOL Journal, 11(4), 10-14.

Shaw, P. (2009). The syllabus is dead, long live the syllabus: Thoughts on the state of language curriculum,
content, language, tasks, projects, materials, wikis, blogs and the world wide web. Language and
Linguistics Compass, 3(5), 1266–1283.

Stoller, F. (1997). Project work: A means to promote language content. English Teaching Forum, 35(4), 2-14.

van Lier, L. (1994). Action research, Sintagma, 6, 31-37.

Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. Cambridge:
Harvard University Press.

Walqui, A., & van Lier, L. (2010). Scaffolding the academic success of adolescent English language
learners: A pedagogy of promise. San Francisco, CA: WestEd.

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