Month: July 2016

Take control of your teaching career using the European Profiling Grid

Take control of your teaching career using the European Profiling Grid

A talk I attended earlier this year in Birmingham (IATEFL 2016), by Joel Cutting & Richard Kelly based at Eurocentres Bournemouth, aimed to provide advice on career management for ELT teachers, and practical ideas on making the most of your current position and moving towards your dream teaching job (See conference programme & talk abstract here).

They proposed asking yourself the following questions:

 – What’s your current career metaphor?k8410072

– What direction do you want to go in?

 – What are your professional development priorities?

Based on your answers, they suggest that you should review and reflect on your current position and goals, then plan proactive tasks and steps to move you between the former and the latter. This will involve being able to openly communicate your goals, and maybe asking for support from your DOS or colleagues (e.g. in terms of appraisals, observations, etc). So you will need to talk to people! Indeed, Joel and Richard highlighted that the more people you know and talk to, the more new career opportunities you will find!

logo-epgThey also mentioned, just in passing, the European Profiling Grid. I’ve only just got around to checking it out, and I’m so glad I made a note for myself to do so! I’ve found it to be a very practically useful tool for taking control of your career as a teacher, and planing your future CPD pathways. The website summarises the main purpose of the EPG as “a tool for mapping and assessing language teacher competencies … over six stages of professional experience … and summarises the main competencies of language teachers and the background in training and experience that would be expected at each stage.”

The EPG grid is available for free here and can be used by any language teacher when you’re reviewing or reflecting on your own strengths/weaknesses and progression in the teaching profession. It will help you to pinpoint your expertise in various areas, as well as enabling you to more concretely identify areas in your professional development where there is still room for improvement. Of course school leaders and teacher-trainers may also find this kind of evaluative grid helpful.

The categories of expertise it covers are:

– language and culture,

– qualifications and experience,

– professional conduct, and

– core language teaching competencies.

This breakdown seems particularly helpful in encouraging language teachers to expand our expertise broadly. For teachers whose own main language is not the one they teach, I suppose that target-language proficiency has always been high on the agenda for development, but the EPG also adds in the element of intercultural communication and competence in communicating in various multi-cultural situations and settings. The ‘Qualifications and experience’ rubric allows teachers to map their own experience, not only in terms of time in the classroom but also regarding observations, mentoring, and teaching at various levels and in various learning contexts; areas which even seasoned professionals may like to expand on. The heading ‘Professionalism’ covers points such as working in teams, tackling administrative tasks,  accepting changes to an institution’s policies and approaches, and being actively involved in teacher development.

It is perhaps the area of ‘Teaching Competence‘ (e.g. planning lessons and schemes of work, encouraging active participation, assessing learners, incorporating digital media, etc.) that is the focus of many teachers’ professional development. The EPG divides these into ‘Key Competences’ and ‘Enabling Competences’.  The ‘Key Teaching Competences’ include an understanding of theories of language and of learning which informs material choice and activity set-up, creating suitable and valid assessment measures for the four skills, and taking responsibility for principled syllabus design. This theoretical side of things may be new to some teachers, who can use the EPG to set themselves individual goals working in this direction. The ‘Enabling Competences’, on the other hand, focus more on the interpersonal side of the teaching profession. Here, skills and tasks such as coaching novice teachers, handling (intercultural) conflict, training transferable skills, and creating a digital PLN (Personal Learning Network) come into play, which may also have so far been off the radar for some practising teachers.

grille-EN

The document accompanying the EPG states its aim as

“to inform, make suggestions, offer advice, share insights, assist in identifying individual strengths and gaps, and offer guidance.”

And I think it achieves this very well. It also includes blank tables for individual planning, as well as guidance for teachers on how best to work with the grid. When it comes to reflecting on the questions Joel and Richard posed, having this kind of concrete plan to guide our goal-setting will make the process far more effective, and enable us all to take control of our teaching careers.

Achieving goals often works far better if we are made accountable for working towards them. To this end, I’d like to invite you to write a couple of your goals in the comments box below, so we can work together to keep up our broad yet well-defined continuous professional development!

 

 

Formulating Definitions & Discussing Prejudice

Formulating Definitions & Discussing Prejudice

Student worksheet: click here.

Teacher’s notes: click here.
AIMS: By working through this worksheet, which can be done independently or in class, students will be guided to notice some key features of definitions, in terms of content and language, and be able to replicate these in producing their own definitions.  Through the specific examples in focus, students will also practise talking about prejudices in a neutral manner and further develop their intercultural communication skills.

 

RATIONALE:

1 – Particularly in EAP, students often need to define terms used in their field of study, usually in order to clarify the term’s meaning to non-experts or to indicate which definition they are working with, and sometimes also to demonstrate understanding to an examiner.

2 – Because prejudices and biases are controversies often discussed, and perhaps even faced, in academic contexts, the focus here has been consciously placed on defining and discussing potentially controversial/taboo topics, in order to increase intercultural communication competences.

 

LANGUAGE FOCUS: defining relative clauses, some vocabulary for prejudices with -ism, some vocabulary for definitions.

 

LEVEL: B1 upwards.  According to www.vocabkitchen.com profiling, the texts of the definitions should be easily understandable for learners at/above the B2 level on the CEFR; I would suggest they could also be used with B1-level learners if vocabulary support is given or dictionaries allowed. (Words above B1 level: belief, treatment, wealth, social standing, superior, arising.)

My Webinar: “Assessing and Marking Writing: Feedback Strategies to Involve the Learners”

Earlier this month, I had the pleasure of hosting a webinar (my first ever!) for IATEFL’s TEA SIG. For those who weren’t able to join in, here’s a run down and a link to the video!

Assessing  Marking Writing TEASIG PPT_002This talk provides teachers with time-efficient strategies for giving feedback on EFL learners’ writing which actively involve the learners. I present and evaluate several learner-centred feedback strategies that are applicable to giving feedback on written work in diverse contexts, by presenting summaries of published research which explores their efficacy. I also explain the mechanisms underpinning the strategies’ effectiveness, in order to further aid teachers in making informed choices pertaining to their specific class groups.

Watch the webinar recording here.

The webinar was followed by a live Facebook discussion. Check it out here.

Here are a couple of excerpts from the Facebook discussion: 

Clare Fielder  Someone asked: Have you ever tried developing an online digital dialogue around feedback points? Not exactly sure what you mean here, I’m afraid. I’ve used Google Docs to get peer review going – is that something in the direction you’re asking about?

Sharon Hartle Sharon Hartle I use wikispaces and learners can comment on specific points and then develop a dialogue. Here’s a quick clip of what I mean
Sharon Hartle's photo.
Clare Fielder Clare Fielder This sounds like something similar to Google Docs with the comments function. I used that last year with my students, most of them liked it, but lost energy and motivation for it by the end of term… Maybe because it’s just one more platform that they have to remember to check?
Sharon Hartle Sharon Hartle Once again, I think it is a question of guidance and structuring, as you said. If you limit it to asking them to comment on two posts, for instance, and then reintegrate it all into class it works well. It also remains for later reference, like now. 🙂
Clare Fielder Clare Fielder Our VLP doesn’t have this kind of function (well, it doesn’t work well and is hard to use) which is why I opted for Google. I definitely like the idea, because then students get feedback from various peers, not just the one who was given their work in class on peer review day! Also, you can include LDF into that – students can pose their questions on their work when they post it there, and then all the group members can help answer them! That’s a great idea!
Sharon Hartle Sharon Hartle I’ve also experimented with iAnnotate for ipad and Schoology, which is also good.
Clare Fielder Clare Fielder Yes, I agree, limiting it to two comments or so does help, but doesn’t encourage them to really engage in discussion and dialogue. But, as with everything in ELT, it depends! It depends on the students, context, goals, etc.
Where I am it’s all pretty low-tech. I still have chalk boards in my classrooms! 😀

Sharon Hartle Sharon Hartle Well tech is only as good as tech does, isn’t it and there was a time when the blackboard was considered high tech 🙂
Clare FielderClare Fielder Only if you had coloured chalk! 😉
Sharon HartleSharon Hartle Thanks Clare, for staying around and developing this discussion, which is very interesting 🙂

 

For more information about IATEFL’s TEA SIG – Teaching, Evaluation & Assessment Special Interest Group – you can find their website here.

TEA-Sig