Accelerating English Language Learning in Central Asia (CPD Programme for English Teachers)

1. CPD Programme for English Teachers Cluster School CPD Day 10

Accelerating English Language Learning in Central Asia
CPD Programme for English Teachers
Cluster School CPD Day 10
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2. Discuss the following photos

“It is a rain of information”
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3. “It is a rain of information”

“In traditional classes, students learn not to
ask too many questions, instead they learn to
listen and repeat the expected answers.
Students are the receivers of information,
and the teacher is the dispenser.
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4. Quickly come up with three ideas about what you believe you will learn in this session

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5.

Key question is…..
How can we use modern methods to
move to a more learner-centred
classroom?
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6. Session outcomes

By the end of the day, you will be able to:
• Describe traditional and modern classrooms.
• Describe themselves as a teacher and explain transformational
moments.
• Prepare and experience student-centred activities and adapt them to
their textbook lessons.
• Explain the benefits of learner-centred lessons to students.
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7. Activity 1. “Sticky Wall”

Teacher-centred (TC)
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Learner-centred (LC)
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8.

Elements
TC
LC
Knowledge
Transmitted from Instruction
Constructed by Students
Student Participation
Passive
Active
Role of a Teacher
Leader/Authority
Facilitator/partner in
Learning
Role of Assessment
Few opportunities, Mainly
for grading
Many opportunities,
Ongoing feedback
Emphasis
Learning correct answers
Developing deeper
understanding
Academic Culture
Competitive, Individualistic
Collaborative, Supportive
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9. Some Current Trends

Movement toward:
Knowledge-based versus Competency
based education.
“Sage on the Stage” versus “Guide on
the Side”.
Content knowledge versus Critical
thinking.
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10. Activity 2. Small Group Discussion Newton’s First Law of Motion: The Law of Inertia

An object in motion continues in
motion with the same speed and
in the same direction unless
another force acts upon it to
slow it down or stop it.
An object at rest will remain
at rest unless another force
acts upon it to make it move.
Which kind of force do you want to be?
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11. Activity 3. Human Scale (Corners Debate Alternative)

•After announcing a statement, go to
Strongly TC
Strongly LC
the corner that matches your opinion.
• Once you’re there, be ready to
share why you chose that spot.
•In each corner, 1–2 volunteers
explain their reasoning
•Participants can move → showing
shifts in thinking
Mostly TC
Mostly LC
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12.

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13. LCT Approaches

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14. Tic Tac Toe

In your groups, take turns choosing a
square.
When you choose a strategy, briefly
share how you have used it in your
teaching or how you could use it in a
lesson.
Mark the square with an X or O for your
group.
The first team to complete a line of
three wins!
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15. Jigsaw Reading with Foldables

Expert Reading Groups : Divide into expert groups.
•Each group gets one section of the article
https://eflcafe.net/how-to-create-a-student-centered-eflesl-classroom/ (learner autonomy, building positive
relationships, culturally responsive teaching, classroom
management, digital tools).
•Identify 5 concrete strategies that teachers could use to
make their classrooms more LC.
Create your Foldable.
•As you read, write your 5 strategies under your group’s
section.
Home Groups Exchange.
•Form home groups (one expert from each area).
•Teachers share their ideas.
•Each teacher collects ideas from all areas until their
foldable is complete.
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16. Bonus Wild Cards

•One participant picks a card, reads the question aloud.
•Each group member answers in turn, linking their response to the article and their own
classroom practice.
•After everyone answers, the card goes back to the centre and the next one is chosen.
•Continue until all five questions are discussed
Bonus Wild Card.
After the main questions, each group draws one wild card:
•“Act it out! In 30 seconds, show what a learner-centred activity looks like in your
classroom.”
•“In one sentence, give your best advice to a new teacher on becoming more learnercentred.”
•Groups perform their “wild card” for fun and creativity.
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17. Discussion Questions

How would you describe most classrooms in Uzbekistan? What reasons are there for this? Are
things changing? How?
How would you describe yourself? What has helped you become more learner-centred? What made
you aware of your style and caused you to change?
What are your favourite student-centred strategies or activities? Why?
Which type of teaching do most of your students respond to more? Explain.
In what circumstances might you conduct a part of your lesson in a teacher-centred way? Explain.
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18. Team Adaptation Task

- In your grade-level teams share a real activity that you
have taught in a teacher-centred way.
- Together, your group will adapt this activity into a learnercentred version.
- Try to use at least one of the strategies from the Tic Tac
Toe board in your adaptation.
- To record your work, please use the template:
Original activity
Adapted learner-centred activity
Principle of learner-centred teaching you applied
- Make their version clear enough that you can explain it to
the whole group.
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19.

Lightning Presentations
Each group has a maximum of two minutes to present:
tell us the original activity,
your learner-centred adaptation,
and which principle you applied.
As you listen, the audience use the ‘Two Stars and One
Wish’ feedback method: note two things you liked about
the adaptation and one suggestion for improvement.”
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20.

Dessert Phase: Jazz Chant Reflection
Examples for inspiration:
•We give choice — Students’ voice!
•Pair work here — Learning’s clear!
•Less teacher talk —
More student walk!
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21. Action Plan Recording

Open your CPD Journals.
Write down at least two
personal teaching targets you
included in your chant and note
the first action steps you will
take.
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22.

Student-centered teaching
means inverting the
traditional teacher-centered
understanding of the
learning process and putting
students at the centre of the
learning process
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23.

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24. Still …

It can be messy at first.
It is not linear, it is complex.
It can be uncomfortable.
It takes resilience to effect change.
Remember
The winding road gets you to the top
of the mountain!
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25. Thank you

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