Especially for Co-ordinators - Supervision

Workshops

A framework for developing a workshop program
Planning a workshop session
Exploring the five perspectives on English teaching - a workshop activity
explore the Snapshots of the English Classroom - workshop activities (see box below)*
For more ideas

A FRAMEWORK FOR DEVELOPING A WORKSHOP PROGRAM

A well planned workshop program is a powerful way for the English co-ordinator to support the professional learning of teachers and promote curriculum change. A successful workshop program for teachers contains many of the features of a successful teaching program for students.

The following features are central to the success of a workshop program

Spaced Learning

A spaced learning approach alternates workshops for participants with classroom trials. A workshop session presents teachers with new ideas and strategies which they are than able to implement and monitor in their classrooms. At subsequent workshops teachers report on their classroom trials and bring along samples of work and other materials they have collected. This provides opportunities for teachers to learn from each other and to reflect on their practice.

Reflection

Participants are encouraged to reflect on their classroom practice in order to better understand what is happening and what they are trying to achieve. Focussed discussion with peers is one way in which a workshop program encourages teachers to reflect on their practice. Journals in which teachers record their observations, thoughts and discussions are useful tools for reflection.

Collaboration

Collaboration by teachers on practice is essential in ensuring effective change. A small group of teachers working together can help each other try new ideas and reflect on their effectiveness and can eventually form a nucleus for spreading ideas to a wider group or the whole school staff.

Demonstration

It is essential that a workshop leader demonstrates the strategies and understandings about teaching and learning that the participating teachers will be trialing or reviewing in their classrooms. Workshop sessions can include a variety of presentation techniques, including leader presentations, whole group discussions, working with a partner, reporting sessions, time for reflective writing and role playing.

Evaluation

Evaluation of the workshop program should be on-going, and the program should be flexible so that it may be adapted or changed to meet the particular needs of the teachers involved. Workshop presenters should look for the overt messages regarding individual needs during reporting back sessions, but should also be aware of more subtle messages from participants and to be prepared to respond to these in a positive and supportive manner.

PLANNING A WORKSHOP SESSION

The English co-ordinator may find the following structure useful in planning a workshop session:

1. Establishing the day’s agenda

During a short introduction to the workshop you should outline the aims of the session and brief participants on the structure of the program. This information gives everyone an understanding of what is going to happen, and what their role will be.

2. Whole group sharing

All participants should then be invited to share with the whole group. In the first session, this may be an outline of what each participant hopes to gain from the workshops; in later sessions it may be some form of reporting back, resource sharing, or information which will help shape the session. This time helps focus the whole group, as well as provide an insight into and an understanding of the individual participants and their interests and needs.

3. The main workshop session

The main focus of the day should then be tackled. Usually this is an intensive work time and is highly structured. Its flexibility should come from using a variety of strategies which involve the workshop participants in an active way. The session may begin with some input from you or another source such as a professional video, followed by a small group discussion and whole group reporting back. You should at all times be conscious of the aims and time structure of the session, and be monitoring what is happening and negotiating to ensure that the session is meeting its objectives and the needs of the participants.

4. Resource sharing

During the session, you should introduce some resources which provide participants with additional information and support. This may include a list of published resources or a network of contacts.

5. Reflection, feedback and follow-up

Each session should end in a formal rather than an ad hoc manner. Participants should be encouraged to reflect on the day’s proceedings, ideally in a journal, but at least orally. The opportunity should be provided for some whole group feedback. This not only gives the participants the opportunity to articulate their new learning, but also gives you the chance to monitor the level of understanding and individual areas of interest and so plan meaningful follow-up. At this time, participants should also set themselves some sort of between session activity, in the form of a classroom trial, some collaborative work with another teacher or some further professional reading which will form the basis of a sharing session at the beginning of the next workshop.

Exploring the Five Perspectives on English Teaching

• an Analysis Sheet on the five perspectives on English teaching for each teacher
• a Values Axis for each perspective to stick on the wall

1. Understanding the perspectives
   Conduct a JIGSAW activity to familiarise teachers with the main ideas of each perspective. Clarify questions about meaning before beginning the next activity.
2. Creating an audit of the five perspectives
   Re-read and highlight those dot points in each perspective which reflect your approach to the teaching of English. Use this information to complete the Analysis Sheet. Indicate how you value each perspective and whether or not you feel it is in place in your classroom by circling the rating for ‘value’ and ‘in place’. Transfer your ratings onto the Values Axis for each perspective.
3. Group Analysis of the results
   Discuss what the results show about the predominant perspectives that underpin the teaching of English in the school.
4. Considering the implications
   As a group, note the balance among the different perspectives. Discuss the reasons for particular perspectives on English teaching being more highly valued than others.Discuss possible ways to provide an English program that includes elements from the range of perspectives on English teaching.
5. Focus on critical literacy
   • Are there teachers in the school who have particular expertise in critical literacy?
   • Could they lead future professional development sessions for all or some of the staff?
   • Should outside assistance be sought?
   
6. Planning future action
   Include aspects of a less familiar perspective on English teaching when you plan your next unit of work.Discuss how the school can provide time and resources for teachers to develop their ideas about the teaching of English? As a group, monitor the incorporation of different perspectives into the work of teachers at the school over time. Examine the effect on students’ learning experiences in the English program.

ANALYSIS SHEET

Five Perspectives of English Teaching

Critical Literacy Pespective:

FOR MORE INFORMATION

Have a look at Jenni Connor’s text notes on Caleb and Lucy’s Bay in Choosing and Using Texts.

TATE and ALEA offer a series of excellent workshops during the year that can be adapted for use with your staff.