1. EXPLORING THE EFFECTS OF USING FEEDBACK CARDS IN ENHANCING PROFESSIONAL DEVELOPMENT FOR INSET ELAINE PANG SUPERVISOR : PROFESSOR DAVID WRAY 28 October 2015

2. OUTLINE Terminology & Context Background The CPD Programme Research Question Methodology Findings Discussion & Further work

3. TERMINOLOGY Feedback – Opinions about a course or performance on a task Professional Development – facilitated learning opportunities INSET – In service training CONTEXT Malaysia English Language Teaching Centre (ELTC)

4. BACKGROUND Malaysia - top-down curriculum development model (Tyler’s Objectives model)  CPD : Cascade Model

5. TRAINING REGIONS

6. THE TEACHING OF PHONICS 2010 – Malaysian Curriculum Standard Document Phonics – New component under the Reading Skills Phase 1 : 2011-2012 ‘The Teaching of Phonics’ (5 days) Phase 2 : 2013 ‘The Teaching of Phonics’ (Blended Mode) Canvas by Instructure Phase 3 : 2014 - Present

7. RESEARCH QUESTION Aim To investigate participants’ learning and professional development for INSET by using feedback to improve the CPD course. Research Question What are the effects of using feedback cards with Primary school English language teachers to enhance professional development for INSET?

8. METHODOLOGY Action Research SAMPLE Phase 1 2011 A. Sarawak – 31 teachers B. Northern – 35 teachers C. Southern – 34 teachers 2012 D. Sabah – 45 teachers E. Central – 68 teachers Total : 213

9. CONCEPT OF INSTRUMENT Different from course evaluation forms Features of comment cards Element of reflection on learning Element of feedback

10. INSTRUMENT Feedback card - Designed as daily learning log - Included specific prompts - A low-cost method

11. FINDINGS (participants) Participants’ reflections - contradict findings in evaluation forms Feedback -Need fun activities to teach phonics -Activities for slow learners -Different symbols for different sounds -Weekly framework : L&S, R&W, Language Arts -Need follow up courses Mirror effect - Model growth

12. FINDINGS (Trainer) Addressed questions - daily Admit when things didn’t go well Made changes - module and strategies Added resources – Phonics songs & chants Confirmed observations with comments in feedback Reflective practice – reflect & engage in continuous learning

13. DISCUSSION Feedback – worth the ‘fear’ Help learners to give constructive feedback Lessons -It’s not personal -Do not say ‘but’ Strategies -Give participants’ time -Give specific prompts

14. FURTHER WORK In-Progress Feedback cards for each session Future Introduce reflective writing Classroom chart – common feedback Feedback days – normalize the process ‘How am I doing ?’ Journal Thank you E.L.L.Pang@warwick.ac.uk