上海金蘋果雙語學校國際部2020年秋季新學期開學，學校也組織開展了教師專業(yè)發(fā)展培訓，以下是2020年秋季上海金蘋果雙語學校國際部教師專業(yè)發(fā)展培訓回顧。

上海金蘋果雙語學校國際部教師專業(yè)發(fā)展培訓

Have you ever wondered why some classroom discussions are lively and engaging and others more like painful interrogations? Why some students always have an answer ready, but others never participate? Why everybody (or nobody) laughs at a teacher’s jokes? What role multiple languages should play in classroom talk? The course gives classroom teachers at all levels and subject areas the analytic tools to answer these and more questions about classroom communication. Each lesson introduces fundamental concepts and techniques of classroom discourse analysis, developing an analytic toolkit and promoting critical reflection on pedagogical practices over the course of five modules.

OBJECTIVES:

To learn about:

1. turn-taking patterns and their function

2. question types and their effects on classroom talk

3. the role of intonation, gesture and other subtle cues on interaction

4. types and functions of classroom storytelling

5. types of class participation and their effects

INSTRUCTORS:

Betsy R. Rymes, PhD. Instructor

Chair; Educational Linguistics Division

Graduate School of Education

University of Pennsylvania

Andrea Leone-Pizzighella, TA

Ph.D. Candidate in Educational Linguistics

Graduate School of Education

University of Pennsylvania

Course Outline:

Module One:

Introduction to classroom interaction (What is it and why do it?)

Introduction to previous classic research and reasons for studying classroom interaction. Introduction to basic terminology of the field and brief examples of how this terminology can be used to focus our observation of classroom talk.

Module Two:

Turn-taking patterns and question types

Introduction to typical turn-taking patterns, the different types of questions teachers and students ask and the consequences for student engagement and learning. Students will view examples of different types of questions and analyze the way classroom discussions develop around them.

Module Three:

Beyond Language: The role of intonation, gesture and other non-linguistic cues on interaction

Introduction to the concept of “contextualization cues,” that is the role of gesture, posture, dress, and appearance in cueing how teachers and students understand and contribute to classroom interaction.

Module Four:

Types and functions of classroom storytelling

Review of classic research literature on storytelling in classrooms, from pre-school “sharing time” to literature and science discussions. Examples illustrate techniques of narrative analysis in everyday classroom settings.

Module Five:

Types of participation and their effects

Introduction to different participant structures with emphasis on the joint nature of any classroom talk (from group work to teacher-delivered lectures). Examples of how different frameworks for participation in classroom affects who talks, what gets said and how.

“Tying it all together” and analyzing individual repertoire within shared participant structures: Final Discourse Analysis and Reflection.

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