1. Professional Development

（1）Knowledge Growth

    knowledge---subject matter(English),instruction(How to teach, skills for teaching), learners( How they learn), curriculum(What contains),self(Understanding of ourself)

（2）Self-Awareness

Behaviour（Being aware of what we do）

Rationale（Being aware of where we do，what we do ，Being aware of the reasons for our behaviors）

Effectiveness（being aware of how effective I work is）

2. Awareless of Behaviour
If I visited your classroom what would I notice about:
（1）how you start and end lessons

（2）the kinds of questions you ask（open questions or close questions） 

（3）the kinds of activities students do . （4）your behaviour as a teacher

3. Awareness of Behaviour
Language systems
Language skills
Errors and feedback
Classroom interaction
Assessment
Critical thinking
Our sense of self may not necessarily be an accurate reflection of our actual abilities or performance. (Williams, Mercer & Ryan 2015: 45) 

What-evidence

(1)Self_Observation
(2)Peer Observation

(3)Student Feedback
(4)Document Analysis

Teacher Cognition

(1)Knowledge
(2)Personal
(3)Beliefs

(4)theories
(5)Attitudes

(6)Values

Beliefs
all that one accepts or wants to be true. (Murphy & mason 2006:306)

(1) Espoused Beliefs

(2)Enacted Beliefs

Challenging Our Beliefs
(1)Learning is more effective if pupils are taught according to their learning style.

(2)Learning Styles
"... studies where teaching activities are targeted towards particular learners based on an identified learning 'style' have not convincingly shown any major benefit"

(3)Learning is more effective if students discover ideas for themselves.

 Discovery Learning
"Enthusiasm for 'discovery learning' is not supported by research evidence....
Although learners do need to build new understanding on what they already know, if teachers want them to learn new ideas, knowledge or methods they need to teach them directly". (Coe at el. 2014: 23)

Awareness of Beliefs

Why-Evidence

Reflective writing，critical friends， reflective groups， autobiography。

4. Are We Effective？

     self awareness

elements

• behaviour
• rationale
• effectiveness

1. Awareness of Beahaviour

• Language systems
• Language skills
• Errors and feedback
• classroom interaction
• Assessment
• critical thinking​​

Our sense of self may not necessarily be an accurate reflection of our actual abilities or performance.(Williams,Mercer &Ryan 2015:45)

What?-Evidence

• ​​​​​​​self-observation(audio/vidio)
• peer-observation
• students feedback
• document analysis(teaching plan /material)

2. rationale (Belief)

note:

1.We compare teaching with iceberg, because 95% of iceberg is below the surface of the water

2. teacher cognition:

• knowledg
• personal
• theories
• beliefs
• attitudes
• values

belief & behaviour

belief & behavior & context

Beliefs

• espused beliefs
• enacted beliefs

​​​​​​​Challenging our beliefs

1. Learning is more effective if pupils are taught according to their learning stlyle.
2. Learning is more effective if students discover ideas for themselves.

Why?-Evidence

• reflective wrinting
• critical friends
• reflective groups
• autobiography

3. Effectiveness (Are We Effective?)

How do we know that our teaching has positive impact on student learning?

​​​​​​​

awareness of behaviour

how you start and end lessons

the kinds of questions you ask

the kinds of activities students do

your behaviour as a teacher( personality, the way interact with students)

language systems

language skills

errors and feedback

classroon interaction

assessment

critical thinking

aware first, and change.

our sense of self may not necesarily be an accurate reflection of our actual abilities or performane-williams, mercer&ryan

what?-evidence

1. self-observation (record)

2. peer-observation (talk to another people what to pay attention to before the class begins, ask him to take notes)

3. student feedback

4. document analysis (lesson plans, more aware the plan, skils, teaching materials and resources, etc.)

think about what aspect you wish to aware

beliefs vs. behaviour----two way relationship

 context-behaviours-beliefs-context

espoused beliefs:stated/theratical beliefs

enacted beliefs: what actually doing in class

learning is more effective if pupils are taught according to their leaning style.

"...studies where teaching activites are targeted towards particualr learners based on an identified learning 'style' have not convincingly shown any major benefit".

(educationedowmentfooundation.org.uk)

learning is more effective if students discover ideas for themselves.