Send the link below via email or IMCopy
Present to your audienceStart remote presentation
- Invited audience members will follow you as you navigate and present
- People invited to a presentation do not need a Prezi account
- This link expires 10 minutes after you close the presentation
- A maximum of 30 users can follow your presentation
- Learn more about this feature in our knowledge base article
Do you really want to delete this prezi?
Neither you, nor the coeditors you shared it with will be able to recover it again.
Make your likes visible on Facebook?
You can change this under Settings & Account at any time.
3 processes of development and Exploratory Practice
Transcript of 3 processes of development and Exploratory Practice
A presentation on Dick Allwright's work: "Three Major Processes of Teacher Development and the Appropriate Design Criteria for Developing and Using Them".
Allwright, D. (2001). Three Major Processes of Teacher Development and the Appropriate Design Criteria for Developing and Using Them. CARLA Working Paper #19. Minneapolis: University of Minnesota. pp. 101-118.
Developing the 3 processes of teacher development
Contemplation vs. Action
Understanding vs. Change
The 3 processes of teacher development
The author's conclusions
The 3 processes are not so distinct in practice
Supporters of the 3 processes should avoid falling into any specific camp
The relationship between the 3 processes has more value when used as a whole rather than individually
It can be more useful for educators, learners, trainers, administration and researchers
Something to remember
We reflect to understand and we should understand before acting.
According to this author the third idea is sometimes we have to act to understand.
Although it's a verb, thinking is not really an action but sometimes that is all that is required.
The arrows are the three processes. The key terms link the processes in the diagram (diagram: p.103).
thinking and reading
somewhere in the middle
Implications of Allwright's findings
All three processes should be viewed in relation to each other and not in isolation.
All stakeholders, including learners, can benefit from developing and understanding what language learning in the classroom entails.
It's not just about teacher development.
He seems most critical of Action Research when practiced in isolation because it will have the largest effect on the learning environment
Exploratory Research is essentially a less formal and conclusive sort of Action research
Connecting the two processes is valuable, but with Exploratory Practice is he just attempting to establish a middle ground by coining a term that has always been obvious to teachers, but maybe not to researchers?
Better defining Exploratory Practice
Action is sometimes required for understanding
It can be used to collect data in the ordinary classroom
It can ideally make a contribution to the learning process
The idea is to further understand what is occurring in the classroom without reducing the value of the lesson
The 6 design criteria for classroom research and teacher development
1: Understanding must come before change.
Using a flow chart to further explore the links between the 3 processes
“just as Exploratory Practice needs Reflective Practice to make sense, so Action Research needs also to be based on work for understanding” (p. 107)
Understanding the links between the key terms
Contemplation and understanding:
"Fools rush in" so think first
Understanding and action:
Act to understand not to change
Action and change:
"Fools rushing in" is change desirable?
Connecting the 3 processes of teacher development using the links between key terms
Between contemplation and understanding:
Between understanding and action:
Between action and change:
Appendix 2, p. 118
2: Don't disrupt the classroom while conducting research or intervening in the classroom. If anything enhance learning while doing this.
3: If what we are doing isn't relevant we won't appreciate it. We must consider all stakeholders.
4: Don't work too hard or change the learning environment too much for the purpose of research or development.
5: Everyone directly involved should be willing and satisfied with the objectives to increase the chances of success.
6: Everyone should benefit from the process and the outcome.
A presentation by:
For STG Program