Models of Inservice Training

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Models of Inservice Training
Claire Bradin SiskinUniversity of Pittsburgh
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• It is often lamented that teachers aren't using
  CALL to best advantage or that they aren't using
  CALL at all.
• ("faculty," "instructors," "professors," etc.)

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• "Teachers can't/won't use CALL because they don't
  have enough training."

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Inservice training

• "professional development"
• "staff development"
• "personal development opportunities"
• "faculty orientation"

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• "teaching teachers after they have been hired"

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I have discovered

• There are very few formal, systematic
  descriptions of CALL inservice training for CALL.
• There are very few guidelines.

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Overview

• General description
• Observations on best practices

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Types

• workshops
• self-paced tutorials handouts, videotapes,
  CD-ROMs, Web

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Training in CALL is sometimes perceived as just
training on how to use computers.Other types of
training are also needed.
Content
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Content
Pedagogy use of CALL

• CALL
• "literacy"

General computer literacy
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Comment from an ESL instructor

• "I know what to do with the computer. I
• know how to make the software work. But
• I don't know what to do with the students."

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Basic characteristic of CALL workshops

• There is a very wide range of computer literacy
  and knowledge of CALL among the participants.

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Workshops

• from 10 minutes 2 weeks
• typically 1-2 hours a session

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Inservice training

• sometimes voluntary
• sometimes required by law(or by administrators)
• sometimes accompanied by credit

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• Observations
• on best practices
• (since 1984)

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In ideal world, inservice training ...

• shouldn't be a one-shot deal
• should be ongoing
• should be cyclical
• should be practical

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What do teachers want?

• Many teachers dont want training.
• They want results.
• They want information on demand.
• They want specific solutions to specific problems
  on an as-needed basis.
• They want just what they have determined to be
  useful, just when they want it.

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Find out what teachers really want to know, and
start from there.
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Choosing topics

• Do a needs assessment survey
• Solicit suggestions via email
• Ask the curriculum supervisors for suggestions
• Each year inventory of computer skills for new
  instructors
• The more flexible, the better

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Increase teachers' comfort level by addressing
personal needs

• using a spreadsheet
• screen shots
• send attachments to email
• scan pictures and text

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A big paradox

• In-service training may be counter-productive if
  teachers are required to attend.

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• If they arent required to attend, some teachers
  may never acquire the desired skills.

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• In some cases, teachers can be paid to attend
  CALL workshops.
• (This may sweeten the situation.)

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In advance

• Describe what computer skills are needed
• in the session description.

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Dont do all the workshops yourself. Outsiders
have a special aura.

• other teachers
• other units on campus
• experts from nearby campuses
• graduate students
• visitors

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Allow for individual learning styles

• handouts
• self-paced tutorials videotapes, CD-ROMs, Web

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large groupspairs or small groupsobserving
while others work
Allow for individual learning styles
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Allow for differences in age and status.
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• Some teachers respond better to one-on-one
  sessions in a private place.

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Training needs to be more than just "hands-on."

• Background information
• Demonstrations
• Time to discuss and reflect

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Hands-on workshops

• Dont assume that each participant always needs
  his/her own computer.

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In advance

• Be sure that all computers are configured
  correctly for the activity.

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Have tech support available.
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For hands-on activities

• Provide a high ratio of assistants to
  participants.

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Recommended1 helper per 5 participants

• 10 participants 1 presenter 1 assistant
• 15 participants 1 presenter 2 assistants
• 20 participants 1 presenter 3 assistants, etc.

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During the workshop

• Have infinite patience.
• Allow participants to work at their own pace.

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• Realize that not everyone easily
• associates one's own computer
• screen with what is projected.

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Software/website evaluation activities need to be
broken down into small chunks.
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Provide detailed handouts.

• Use large screen shots that are easy to read.

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People lose handouts.Put them online.
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For workshops longer than an hour,

• Allow for breaks
• Serve refreshments if you can
• Provide opportunities for socializing and
  networking.

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Afterwards

• Pay attention to workshop evaluations.
• Use constructive comments.