How can reflection on classroom talk help you develop your teaching skills?
This one-day workshop is aimed at PGR students who have teaching responsibilities, or want to take up teaching in their future careers. It will help you develop the skills to record your own teaching, transcribe the recordings and use the data to reflect on your own teaching practices. You will be introduced to a range of frameworks and tools that will aid the reflection process and you will be provided with practice opportunities, using both published data and your own data.
By reflecting on you own classroom interactions, you can glean first-hand insights into your own teaching practices and identify specific areas which you would like to develop, such as giving feedback and facilitating discussions.. This will allow you to develop your pedagogic practice at an early stage of your academic careers and show evidence of continuing personal development.
Marion Heron has been teaching and training in higher education for over 30 years. She has delivered many workshops and training sessions which focus on classroom interaction, teacher talk, and teaching strategies. She currently runs continuing professional development workshops and professional accreditation scheme for all staff at the University of Surrey. She has a background in English language teaching and applied linguistics. Her own research examines classroom talk and classroom interaction in higher education contexts.
Doris Dippold has been teaching and training in higher education for almost 20 years. Her research and teaching interests focus around classroom interaction, with a specific interest in classrooms which are linguistically and culturally diverse. She has also contributed to professional development workshops on these areas of interests. Her background is in applied linguistics and language teaching.
Places will be allocated on a first-come-first-served basis.
Frameworks and tools for analysing classroom interaction
12.30 – 13.30
Lunch and networking
13.30 – 15.00
Introduction to micro-teaching
Preparation of short teaching events e.g. instructing, getting feedback, setting up activities, giving feedback, asking questions
15.00 – 15.15
15.15 – 17.00
Micro-teaching and feedback
Closing: Learning points and future plans
Participants are encouraged – but not required – to bring a transcript of 5-10 minutes of their teaching. If they are not currently teaching, they could consider ‘teaching’ a concept from their PhD to a peer, recording and transcribing this short session.