1 Reading Club: Does it make an effective PD activity? Fatoş Uğur Eskiçırak, Bahçeşehir University Istanbul Bilgi University ELT Conference, “An Open Invitation to Collaboration in ELT” 15 May 2010

2 Outline Introduction Reading Club -What? -Why? -Who is it for? -What does it involve? Participants’ feedback Suggestions to stakeholders

3 Interactive session Your contributions (i.e. comments, questions etc.) are welcome throughout the session Session tasks

4 My Context: Bahcesehir University

5 READING CLUB WHAT? WHY? WHO is it for? What does it INVOLVE?

6 WHAT?

7 WHY? To have teachers: - read more -reflect on their present experience - experiment with new ideas in a collaborative way - share ideas with each other & learn from each other -develop more!

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9 WHO is it for? Novices The experienced With or without training Volunteers

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11 WHAT does it Involve? Reflection sessions Weekly NTQs & Tasks A 500-word “post reading reflection report” Please see handout

12 Books read so far... (1)

13 Books read so far... (2)

14 Books read so far... (3)

15 Books read so far... (3)

16 IATEFL Newsletter: Voices

17 Just a quick scene from a session RC Video.wmv

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19 PARTICIPANTS’ FEEDBACK

20 Participans’ Profile (n:10)

21 Similar Experiences Before? 80 % No 20 % Yes (Literature books)

22 Sources of Motivation Already fond of reading To update their knowledge about ELT To exchange ideas with colleagues Positive feedback from former participants

23 Expectations To learn about new methods, techniques & practical teaching tips about ELT (8) Discussions with colleagues in friendly & relaxed environment (2) Most said their expectations were fully met.

24 Impacts of RC

25 Impacts on Awareness (1) “I really had no idea that there were so many different factors at play with the learner. The more I read about it, the more I became aware of issues related to motivation and such..”

26 Impacts on Awareness (2) “The club made me think about my teaching” “After the sessions I was highly aware of the key points of TBL as well as other areas we explored..”

27 Impacts on Teaching (1) “For instance, regarding task-based approach, I changed some of the things I do in class after reading the book and tried new ways of doing things” “Exchanging ideas and reading about new things have brought high awareness to my teaching practice”

28 Impacts on Teaching (2) “It helped me practice new views, which I otherwise would not try” “RC activities enabled me to practice TBL more effectively; in addition, it helped me to brush up my previous TEFL readings and knowledge.”

29 Impacts on ss’ Learning (1) “The ss can immediately know and figure out how much the instructor knows. From the first lesson the Ss can understand the instructor’s knowledge. So when Ss feel their instructor’s strength they can feel safe and secure.”

30 Impacts on ss’ Learning (2) “...more awareness of the different reading strategies” “I think as much as I transferred my newly acquired knowledge about these issues, the more they started to think about them as well.”

31 Adjectives Describing RC Joyful Friendly Useful Energetic Improving Illuminating Enriching Interesting Refreshing Motivating Thought- provoking Mind- broadening Stimulating Fruitful Enjoyable Reflective Interactive Academic Challenging

32 More Rewarding Component Discussions & exchange of ideas with colleagues on anything related to our classes (7) Attendance (2) The need to come prepared to the sessions (2) Opportunity to reflect on our teaching (2)

33 Less Rewarding Component Reflection report (1)

34 Limitations Encountered Lack of time due to too many teacher responsibilities (8) Need to write a review/reflection (1) Lengthy chapters at times (1)

35 Friendships after RC

36 Reading after RC

37 Willingness to take up similar activities in future Yes (100 %)

38 So What? This longitudinal process is worth all the time, cost & energy invested in it from all stakeholders’ perspectives so continue with it And also act on the collected feedback to better improve the program for all parties!

39 Suggestions for Participants Recognize the existence of alternative PD opportunities Take every opportunity to reflect on your teaching Take every opportunity to share ideas with colleagues in a collaborative way

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41 Suggestions for Facilitators Be ready to meet varied needs: from novice to experienced ts etc. Have more teacher say in decision making Be flexible re time, components etc. Encourage reflection & collaboration with colleagues Combine theory with practice whenever relevant Adopt a task-based & participant centred approach Provide more incentives to motivate ts (certificate, reduced teaching hours etc.)

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