2. 5th Yüce College ELT Seminar

4. 5th Yüce College ELT Seminar

6. RECYCLING – OUTSIDE ELT So, why do so few of us actually take time to RECYCLE our glass, plastic, cans and….?

7. What ABOUT “ELT RECYCLING”?

8. TWO SIDES OF THE SAME COIN Teaching Learning What should I teach? What should my students be able to do with what they learn?

9. IS IT POSSIBLE but…we only HAVE a PERSPECTIVE on LEARNING? ..that we TAKE a TEACHING PERSPECTIVE…

10. UNDERSTANDING & IMPROVING RECYCLING What are we teaching? What topics, themes and content are we covering? How are we teaching? What tasks, activities and exercises are we using? When are we teaching? Where are we teaching? Who are we teaching?

11. What is learning? Who is learning? UNDERSTANDING LEARNING & THE LEARNER When and where does learning happen? Who is learning for? What can be learned? Does teaching lead to learning and what do we know about the learning-to-teaching connection? How and why does learning happen? Does learning last, and if so, what kind of learning lasts? What ought to be learned? What is the role of practice, performance, assessment, and reflection in learning? How do students develop responsibility for learning to learn - and to unlearn? HOW DO WE KNOW?

12. What is learning? Who is learning? UNDERSTANDING LEARNING & THE LEARNER When and where does learning happen? Who is learning for? What can be learned? Does teaching lead to learning and what do we know about the learning-to-teaching connection? How and why does learning happen? Does learning last, and if so, what kind of learning lasts? What ought to be learned? What is the role of practice, performance, assessment, and reflection in learning? How do students develop responsibility for learning to learn - and to unlearn? HOW DO WE KNOW?

13. ...the paradigm that has governed our colleges is this: A college is an institution that exists to provide instruction. Subtly, but profoundly we are shifting to a new paradigm: A college is an institution that exists to produce learning. (The Instructional Paradigm) takes the means or method – called “instruction” or “teaching” – and makes it the college’s end or purpose. To say the purpose of colleges is to provide instruction is like saying that General Motors’ business is to operate assembly lines... Barr & Tagg, 1995 A tale of two “paradigms”

14. “teaching & Learning” or “teaching & teaching” In recent years, phrases such as ‘teaching and learning policies’ or ‘teaching and learning strategies’ have been used more and more. But close examination suggests that they might better read ‘teaching and teaching’, since the real attention given to learning is minimal. Watkins (2003)

15. “valuing what we measure” or “measuring what we value” In the rush to make young people into successful exam-passers, we have overlooked their deeper need to become successful people, eager to learn and grow in the real-life world of work, leisure and relationships... The question is not whether young people can be persuaded to learn, it is: what stops them, or puts them off. Claxton (2008)

16. So, what is learning? TEACHING ≠ LEARNING

17. LEARNING = CHANGE + COLLABORATION + ENGAGEMENT + FEEDBACK + MISTAKES + PERFORMANCE + PRACTICE + PROCESSING + QUESTIONING + REFLECTION + TEACHING + TIME + ???

18. RECYCLING OURSELVES – Teacher RENEWAL... workshops conferences higher degrees accountability programmes Let’s forget this! reading by problem-solving Experiential Learning by sharing by reflecting by learning through thinking & doing

19. The “Search” for the GREAT TEACHER What are the characteristics, dispositions and traits of great teachers? What do great teachers do?

21. The “Search” for the EFFECTIVE TEACHER What do they know and understand about teaching? What do they do with what they know and understand about teaching? What do they do to improve what they do with what they know and understand about teaching?

22. The “Search” for EFFECTIVE TEACHING What do they know and understand about teachingand learning? What do they do with what they know and understand about teachingand learning? What do they do to improve what they do with what they know and understand about teachingand learning?

23. What If………………..? We asked more questions from a LEARNING PERSPECTIVE? learning teachers learning & supportive school leaders learning systems The quality of a question is not judged by its complexity but by the complexity of thinking it provokes. Joseph O’Connor

24. Tony GURR tonygurr@gmail.com http://www.slideshare.net/