Transcript English teacher training, enhanced by mTech A model for teacher training A comprehensive RME framework Evidence of impact at (reasonable) scale: Tom Power, Director, English in Action the.

English teacher training, enhanced by mTech
A model for teacher
training
A comprehensive RME
framework
Evidence of impact at
(reasonable) scale:
Tom Power, Director, English in Action
the Open University
[email protected]
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English in Action
A £50M DFID funded
project for the
G.o.Bangladesh
Partnership:
3 x 3 year phases
• to reach 25 M people
• English language for
BMB Mott McDonald,
• R&D with 800 teachers,
social and economic
purposes
• Primary & Secondary
Schools
• Adult learners
BBC Word Service Trust,
20,000+ students to 2011
the Open University,
• 16,000 teachers in
phase 2011 - 2014
UCEP
• 110,000 teachers by
FIVDB
2017
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an approach to achieving impact at scale?
•
existing teacher training institutions cannot hope to
meet the needs of the 21st Century...most teacher
education … will happen in schools... …it will be
practically focussed on improving the day to day work
of teachers… … we have the glimmer,
perhaps more, of hope offered by new technologies
and new forms of communication.
(Moon, 2007)
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Previous approaches to ELT teacher
training in Bangladesh
“most reform attempts have suffered from a lack of planning…
not providing supportive resources…
lack of co-ordinated long-term focus…
In spite of a general improvement in T’s knowledge about ELT….
there is little evidence of much difference in classroom practice”
A.Rahman on BRAC-PACE (2006)
Pre-EIA classroom practices
• the approach in most lessons did not encourage a
communicative approach...
• throughout the lessons, teaching from the
blackboard was the predominant approach...
• teachers also read from the textbook and asked
closed questions, or moved around the classroom
monitoring and facilitating students as they
worked individually.
In 90% of the lessons, no other
pedagogic activities were observed
scale
impact
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computers & language labs?
“There really is no
evidence to suggest
the use of language
laboratories improved
the efficiency of
language learning
overall...
[Computers for
language learning are]
“...something of an
oddity ...no clear
method or best
practice for using
them.”
(Milton, 2002, p16-17)
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recorded
audio?
“...multiple examples of good practice...
[which] can yield immense learning gains...”
(Milton, ibid)
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support beyond
school
support in school
Supporting
changes in
classroom
practices
new
classroom
activities
for teachers &
students
professional development materials for
teachers and classroom use,
new tools, HT & peer support
peer support through
meetings and visits;
wider project support
the EIA model for impact at
scale
school based peer-supported enhanced by
ODL
MTech
high impact on
practice
bringing target
achieving large
language into the
scale
classroom
cost-effective
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Research, Monitoring & Evaluation
indicators
Indicator 1: Reach
98% of teachers (primary & secondary)
were confident to use the EIA
technologies and materials for their
professional development, and in their
classroom practice.
“EIA is not like other projects. In other
projects we go for training and after the
training is finished everything is
forgotten when we go back to the
school”
Secondary teacher from Khulna
QuickTime™ and a
decompressor
are needed to see this picture.
Indicator 2: Impacts on Practice
Impact 1
Substantial increase in
teachers’ spoken
English
Impact 2
Substantial increase in
students’ speaking, and
speaking English
71% of all observed
primary T talk now in
English.
On average, over 1/3 of all e.g. in typical primary
observed lesson time now lesson: there were 12
given to student talk.
minutes student talk, of
which there was:
Most (88%) observed
5 minutes choral
student talk now in
3.5 minutes individual
English, in both primary
2 minutes group
and secondary EIA
2 minutes pair
classrooms.
86% of all observed
secondary teacher talk
now in English.
Impact 3
Substantial Increase in
students’ participation in
communicative
practices
Based upon direct observations of 491 teachers’ classroom practice,
triangulated with 152 T interviews; 900 student group interviews, and 1,693 secondary student
questionnaires.
Indicator 3: Impacts on English Language
Competence
Teachers’ English Language Competence
Based upon independent fieldwork by Trinity college assessors, carrying out diagnostic interviews with
1,104 students and 96 Teachers.
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Indicator 3: Impacts on English Language
Competence
Primary Students’ English Language
Competence
Based upon independent fieldwork by Trinity college assessors, carrying out diagnostic interviews with
1,104 students and 96 Teachers.
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Indicator 3: Impacts on English Language
Competence
Primary Students’ English Language
Competence
Based upon independent fieldwork by Trinity college assessors, carrying out diagnostic interviews with
1,104 students and 96 Teachers.
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Summary
A model for achieving
A comprehensive RME
impact at scale, through framework
teacher training
Evidence of impact at
(reasonable) scale:
800 teachers;
20,000+ students
• School Based
• Peer-supported ODL
• Enhanced through
• Student participation
• Tt & Ss use of English
• Competence in English
MTech
• Reach
• Classroom Practice
• Target Competence
Tom Power, Director, English in Action
the Open University
[email protected]
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