Conference in Belgrade June 30. ANNICK PERROT English Teacher in Upper Secondary Education and CPD Teacher Trainer Académie of Grenoble, FRANCE

Transcription

1 Conference in Belgrade June 30 ANNICK PERROT English Teacher in Upper Secondary Education and CPD Teacher Trainer Académie of Grenoble, FRANCE

2 1. Organizational structure 2. Provision for language training courses 3. «Hybrid» in service training 4. CPD differences between primary and secondary education 5. New national perspectives for CPD 6. Innovative projects at the Académie level 7. Dissemination through the Académie English and Inter languages websites.

3 1. Organizational structure At the national level: Governmental policy guidelines (from the Ministry of Education) setting out priority topics and lines of action for both primary and secondary education Among the main lines of the 2015/2016 action plan:

4 1. Organizational structure At the national level: Governmental policy guidelines (from the Ministry of Education) setting out priority topics and lines of action for both primary and secondary education Among the main lines of the 2015/2016 action plan: - Promoting citizenship and fundamental values

5 1. Organizational structure At the national level: Governmental policy guidelines (from the Ministry of Education) setting out priority topics and lines of action for both primary and secondary education Among the main lines of the 2015/2016 action plan : - Promoting citizenship and fundamental values - Inclusive education

6 1. Organizational structure At the national level: Governmental policy guidelines (from the Ministry of Education) setting out priority topics and lines of action for both primary and secondary education Among the main lines of the 2015/2016 action plan : - Promoting citizenship and fundamental values - Inclusive education - Differentiation

7 1. Organizational structure At the national level: Governmental policy guidelines (from the Ministry of Education) setting out priority topics and lines of action for both primary and secondary education Among the main lines of the 2015/2016 action plan : - Promoting citizenship and fundamental values - Inclusive education - Differentiation - Interdisciplinary instruction

8 1. Organizational structure At the national level: Governmental policy guidelines (from the Ministry of Education) setting out priority topics and lines of action for both primary and secondary education Among the main lines of the 2015/2016 action plan : - Promoting citizenship and fundamental values - Inclusive education - Differentiation - Interdisciplinary instruction - Bringing school in the digital era (development of ICT skills)

9 1. Organizational structure At the national level: Governmental policy guidelines (from the Ministry of Education) setting out priority topics and lines of action for both primary and secondary education Among the main lines of the 2015/2016 action plan : - Promoting citizenship and fundamental values - Inclusive education - Differentiation - Interdisciplinary instruction - Bringing school in the digital era (development of ICT skills) - Training teachers and trainers

10 At the Académie level (France has 30 academies responsible for the local administration of education policy), the powers are devolved to : The Directorate General for Training in secondary education (DAAF), collaborating with secondary school inspectors At the department level (France has 101 departments) The Directorate General for training in primary education (DASEN), collaborating with primary school inspectors

11 Both are in charge of: Elaborating training programmes for staff in primary and secondary education Drawing up the local action plan and a list of courses Following up on the implementation of these courses

12 Both are in charge of: Elaborating training programmes for staff in primary and secondary education Drawing up the local action plan and a list of courses Following up on the implementation of these courses Provision: Different types of training courses: Courses open for all teachers Courses open for specific target groups Pedagogical workshops

13 2. Provision for language training courses Disciplinary training courses Inter languages training courses Interdisciplinary courses

14 2. Provision for language training courses Disciplinary training courses Inter languages training courses Interdisciplinary courses In primary education: scarce/ limited (few hours, not every year and not in all the departments)

15 2. Provision for language training courses Disciplinary training courses Inter languages training courses Interdisciplinary courses In primary education: scarce/ limited (few hours, not every year and not in all the departments) In secondary education: much wider offer BUT decrease in the budget allotted to language and interlanguages training courses Governmental orientation towards more interdisciplinary courses.

16 3. Hybrid in service training (blended learning) A combination of: Distant learning on an academic learning platform M@gistère : a software learning platform for managing in service teacher training (both primary and secondary school teachers) Traditional In person and Onsite training courses.

17 It offers a bank of online courses It encourages interaction between trainers and trainees (tutoring) and between trainees It enables to share information and ideas in a collaborative way It is both: Asynchronous: teachers complete a training course at different times, according to their own schedule Synchronous: remote teachers complete a course that is paced at particular intervals that must be completed according to a specific schedule (based on the principle of a virtual classroom)

18 BENEFITS Convenience and flexibility More cost-effective (reducing travel costs and more ecofriendly) Improvement of Teachers computer literacy More meaningful and personalized interaction without the barriers of time and space

19 BENEFITS Convenience and flexibility More cost-effective (reducing travel costs and more ecofriendly) Improvement of Teachers computer literacy More meaningful and personalized interaction without the barriers of time and space CHALLENGES Lack of knowledge and comfort in use of technology Sense of isolation: In person training allows for human and social interaction (online courses could not fully replace personal contact with the trainer or the human relationship that develops in a group)

20 4. CPD differences between primary and secondary education A. Teacher training Primary education Teacher training is made mandatory every year Secondary education Teachers have a right to get professional development training but have no obligation to attend CPD programmes (voluntary participation taken into account for their evaluation determining their career advancement) B. Teachers and teacher trainers Primary education Foreign languages are taught by generalist teachers but teacher trainers must necessarily be certified to do so. Secondary education Foreign languages are taught by specialist teachers and teacher trainers are selected by inspectors for the specific skills and innovative approaches they have demonstrated through inspections.

21 5. New national perspectives for CDP : a lifelong learning framework CPD should be more cross-sectoral: - Integrating all categories of staff (primary school teachers, secondary school teachers, administrative or support staff etc...) - Offering courses to develop more general cross-sectoral fields and skills The courses would be completed by a certificate evaluation

22 6. Innovative projects at the Académie level a) Promotion of EMILE classes (CLIL) in primary schools In France, teaching content subjects through a foreign language is usually at a secondary school level in European classes at high school. An academic course and workshop was designed (for both primary school teachers and secondary school teachers) to: - Exchange practices - Reflect on the challenges of this 2 fold mode of teaching: ü CLIL teaching is not a matter of learning how to teach both content and language but how to integrate them. ü How can content teacher and language teacher work together to enhance students learning?

23 b) At the international level: Stavanger Improve Language Learning training course (ILL)

24 Thinstock - BérangèreHaëgy 4 avril 2016 Improving Language Learning Erasmus+ Region Project L Académie de Grenoble and Rogaland County Council

25 Participants L Académie de Grenoble Rogaland County Council Lycée du Grésivaudan de Meylan Bergeland Upper Secondary Kopervik Upper Secondary Université Grenoble Alpes CUEF University of Stavanger 25

26 Origin of the project Existing Student exchange program Kari Quarré between upper secondary schools in l Académie de Grenoble and Rogaland County Council Necessity to address curricula requirements ; oral skills, learners autonomy, learning strategies Need to develop language learners oral skills Need to develop the teaching of oral skills 26

27 Aims Design and conduct professional development courses for teachers of English and French as a foreign language Encourage the use of innovative teaching methods to reach all students Promote oral communication and interaction between students in language learning 27

28 Project process Common workshop to identify the needs of the language teachers Classroom observations and discussions within each regional context Design of two separate courses; French at the CUEF and English at UiS The two courses took place in November 2015 in Grenoble and Stavanger Course evaluation 28

29 Project outcome 22 teachers participated actively in each course Numerous contributions from teachers reflecting: 1. The implementation of teaching approaches 2. The commitment of the teachers to challenge their own beliefs and practices 3. Learners responses to these new practices 29

30 French course content Focus on A2-level of the CEFR Teaching oral skills at the A2-level through Grammar Drama Gastronomy Story telling Poetry Cinema Assessment of oral skills Internet resources Pierre Jayet 30

31 English course content Oral language skills and the CEFR Task-based learning Flipped classroom Cooperative learning Pronunciation in EFL teaching Assessment and feedback School observation Micro-teaching and workshops 31

32 Future plans and dissemination English website of l Académie de Grenoble French course page on the learning platform It s learning The French course will be offered in November 2016 The English course during the 2016/2017 academic year 32

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34 7. Dissemination through the Académie of Grenoble English and Inter languages websites Those sites provide: Information on a wide range of topics for language teachers(training courses, updates on instructional policies, official texts, special events, job offers for specific positions etc...) Teaching resource materials, task based scenarios and activities designed by teachers in the Académie who contribute to disseminating successful practices through videos or detailed lesson plans.

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