1. BEFORE
AFTER

2. As cited in Hall & Cook, 2015
…as ELT practitioners within the EU struggle to come to terms with the internationalization of language teaching and learning, there is a recognition that the goal of ELT is cross-cultural communicative competence (Zhu Hua, 2014) p. 8

3. Professional Learning with teachers for teachers and students
Shaunna Joannidou
UCY ELT Event 2017

4. Professional Development:
is usually a series of seminars -generally passive and boring , lectures or workshops that are supposed to help educators continue to grow as an individual in his or her career, and the seminars often have time and funding constraints which make it difficult to be sustainable

5. Past Models of Continuous Professional Development
Top-down approach
One off workshops
Presenter centered
Teacher as receiver of knowledge - passive
Topic specific to presenter specialization
Material dependent on what is externally considered valuable knowledge for participants
Ownership of experience or “new knowledge creation” not evident

6. Professional Learning:
supports interactive learning strategies, has a blended approach to learning in and out of the classroom, goes beyond borders, promotes collaboration in order to improve student learning, uses technology as well as social media applications that can support cross-curricular learning

7. Top 5 Professional Development Needs TALIS *2013
Teaching students with special needs;
ICT skills for teaching;
New ICT skills for teaching technologies in the workplace;
Student behaviour and classroom management; Approaches in individualised learning*
Teaching in a multicultural or multilingual setting Teaching cross-curricular skills*
Focus on new pedagogical approaches, methodologies, and practice
*Teaching and Learning International Survey
*Eurydice: European Education Information Network

8. ELT Research Papers The English language needs and priorities of young adults in the European Union: student and teacher perceptions Graham Hall and Guy Cook, 2015
Top Student Needs for Learning English as perceived by 280 European students , year olds
Mixed method: questionnaires (Oppenheim, 1992), interviews (Talmy and Richards, 2011) and focus groups (Bloor et al., 2001)

9. Question 6: Here is a list of statements about the kind of English language knowledge and skills you need. Tick ONE box for each statement to summarise your views.
I need to be able to use English in online written communication (e.g. , texting, tweeting and messaging) % strongly agree
I need to be able to use English in online spoken communication (e.g. via Skype or FaceTime) % strongly agree
I need to be familiar with new words, phrases and expressions in spoken and written English % agree
I need to use grammar like a native-speaker of English % agree
I need to be able to use new words, phrases and expressions in spoken and written English % agree

10. Question 13: Here is a list of possible reasons why young adults might want to learn English. How important is each reason for you?
Very Important
For my future career %
To communicate with other non-native speakers who speak English %
To travel to the UK, USA or other English-speaking countries %
To help me find work in the UK, USA or other English-speaking countries 54.12%
To help me communicate with native speakers 54.12% …
To help me get good grades at school, college or university %

11. Identified Teacher/Student Needs
ICT skills for teaching
New ICT skills for teaching technologies in the workplace
Approaches in individualised learning
Teaching cross-curricular skills
Informal Written/Spoken
Formal Written/Spoken in professional life
Cross – cultural communicative competence

12. How do teachers learn. IN ACTION Bransford et al
How do teachers learn? IN ACTION Bransford et al., 1998;Darling-Hammond, 1998; Jarvis, 1987; McLaughlin, 1997; Schoen, 1983
Reading
Experimenting
Doing /
Reflecting
Collaboration
Collaboration
Reading
Experimenting
Doing /
in-action
Reflection
On-action

13. TECHNOLOGY ENHANCED LEARNING for PROFESSIONAL LEARNING
Sustainable
Cost-effective
Multiplier effect
Free of time and place constraints
Action Learning Learning Sets Tasks
Situated in professional practice
Provides opportunity for collaboration and interaction

14. Learning Sets: Task Discussion Forums
Read up to date literature on approaches/methodologies in FLL.
Discuss, pose questions
Read about application of specific IT tool or social media application and its use in FLL
Analyze and negotiate
Create representation of new knowledge (learning artefact) within own teaching practice
Reflection

15. TASK
Paphos
Limassol
Nicosia
Bloom’s Revised Taxonomy (Taxonomy (Anderson, Krathwohl & Bloom, 2001) ,

16. Teaching Presence: Instructional/Learning design, organization, facilitation of discourse, and direct instruction.
Social Presence: Portrayal of oneself socially and effectively online - student satisfaction
Cognitive Presence: Construct understanding and meaning through reflection and conversations with others- integration & resolution.
Learner Presence: Cognitive, behavioral, and motivational constraints in an online environment.
Emotional Presence: The importance of emotions within an online environment.
Garrison, D. R., Anderson, T., & Archer, W. (2000)

17. Effective Professional Learning
School-university partnerships
Determine Student/Teacher needs
Teacher co-learning
Situated in practice
Change in teacher cognition and beliefs/attitudes
Student learning and achievement
Practitioner – Researcher
Collaboration
In and Out of the Classroom : embedded in teacher practice/ school culture
Peer Assessment & Reflection
Improvement in Teaching Practise leads to student improvement in formative and/or summative assessment

18. Investment in education for life-long learning is a passport to travel and open doors leading to opportunity and Investment in learning foreign languages is a worldwide visa to give you the opportunity to walk through those doors to live and prosper in every corner of the world.