EXPLORING THE EFFECTS OF USING FEEDBACK CARDS IN ENHANCING PROFESSIONAL DEVELOPMENT FOR INSET ELAINE PANG SUPERVISOR : PROFESSOR DAVID WRAY 28 October 2015
OUTLINE Terminology & Context Background The CPD Programme Research Question Methodology Findings Discussion & Further work
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)
BACKGROUND Malaysia - top-down curriculum development model (Tyler’s Objectives model) CPD : Cascade Model
TRAINING REGIONS
THE TEACHING OF PHONICS 2010 – Malaysian Curriculum Standard Document Phonics – New component under the Reading Skills Phase 1 : ‘The Teaching of Phonics’ (5 days) Phase 2 : 2013 ‘The Teaching of Phonics’ (Blended Mode) Canvas by Instructure Phase 3 : Present
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?
METHODOLOGY Action Research SAMPLE Phase A. Sarawak – 31 teachers B. Northern – 35 teachers C. Southern – 34 teachers 2012 D. Sabah – 45 teachers E. Central – 68 teachers Total : 213
CONCEPT OF INSTRUMENT Different from course evaluation forms Features of comment cards Element of reflection on learning Element of feedback
INSTRUMENT Feedback card - Designed as daily learning log - Included specific prompts - A low-cost method
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
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
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
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