Professional Development for Language Teachers: Strategies for Teacher Learning by Jack Richards and Thomas S. C. Farrell

BY: ZEYNEP AND ARAL BELIRPROF. ANTOINETTE GAGNECTL3024

Jack R. Richards

• Jack Richards is a well known specialist in second language teaching.

• He is a famous linguist, educator and author of several books and textbooks.

• Through his active ongoing research, he has had a profound impact on teaching methodologies, teacher development and material design.

• As a world renowned specialist in L2 teaching, learning , and self-development, he has taught in universities in the United States, Hong Kong, Singapore, New Zealand, Canada, Indonesia and Brazil.

• Moreover, he has written over 20 books and 60 articles, which has been translated into different languages; which includes, Spanish, Chinese, Korean, Japanese and Arabic.

Some of his famous texts and teacher-training books are:

1. Approaches and Methods in Language Teaching

2. Reflective Teaching in Second Language Classrooms

3. Methodology in Language Teaching

4. Curriculum Development and Language Teaching

5. Longman Dictionary of Language Teaching and Applied Linguistics

• He has provided endless number of free professional conferences and speeches, whilst initiating scholarship programs

(Good Reads: http://www.goodreads.com/author/show/2135.Jack_C_Richards )

 

Thomas S.C Farrell

• At Brock University in Canada, Thomas Farrell is an Associate Professor of Applied Language studies.

• Ferrell has taught at several universities in Singapore, Korea and Canada.

• Moreover, he has published outstanding books in the field of reflective teaching, language teacher education, development and methodology.

• In addition, he has published exceptional academic journals and delivers conferences around the world on reflective practice.

He has published several books, which includes:

1. Reflective Language Teaching: Form Research into Practice

2. Teaching Reading to English Language Learners: A Reflective Approach

3. Reflecting on Teaching the Four Skills

4. Reflective Writing for Language Teachers

(KOTESOL: http://koreatesol.org/content/ic2013-1-thomas-farrell )

Outline of the Presentation 1. The intended Audience and Context2. Overview of the Content3. The Approach to Second Language Teacher Education4. Description of an Activity5. Analysis of the Value and Quality of the Resource

Section I: The Intended Audience & The Context

 TeachersTeacher-educators SupervisorsTeaching mentorsSpecifically for teachers completing the Master of Arts - MA TESOL programAnyone else who is interested in teacher-development activities  

Overall, this book is intended for practicing new teachers, it is also proposed for experienced teachers, teacher trainers, and supervisors

Section II: Overview of the

ContentChapter 1: The Nature of Teacher Education

Chapter 2: Workshops

Chapter 3: Self-monitoring

Chapter 4: Teacher support groups

Chapter 5: Keeping a Teaching Journal

Chapter 6: Peer Observation

Chapter 7: Teacher Portfolios

Chapter 8: Analyzing Critical Incidents

Chapter 9: Case Analysis

Chapter 10: Peer Coaching

Chapter 11: Team Teaching

Chapter 12: Action Research

 

Chapter 1: The Nature of Teacher Education

ACTIVITIES FOR TEACHER DEVELOPMENT INDIVIDUAL ONE-TO-ONE GROUP-BASED INSTITUTIONAL

Self- Monitoring Peer Coaching Case Studies Workshops

Journal Writing Peer Observation Action Research Action Research

Critical Writing Critical Friendships Journal Writing Teacher Support Groups

Teaching Portfolios

Action Research Teacher Support Groups

Action Research Critical Incidents

Team Teaching

 

Chapter 2: Workshops • In light of the extremely valuable research conducted by the authors,

Richards & Farrell, a teacher is immediately able to visualize the way in which workshops can be implemented:– “A workshop is an intensive, short-term learning activity, that is designed to provide

an opportunity to acquire specific knowledge and skills. In a workshop, participants, are expected to learn something that they can later apply in the classroom and to get hands-on experience with the topic, such as developing procedures for classroom observation or conducting action research.” (Richards and Farrell, pg.23)

• Overall, the authors provide a comprehensive list of reasons why workshops are critical to professional development, especially for language / L2 teachers: – Workshops can provide input from experts.– Workshops offer teachers practical classroom applications.– Workshops can raise teachers’ motivation.– Workshops develop collegiality. – Workshops can support innovations. – Workshops are short term. – Workshops are flexible in organization.

Chapter 3: Self-

Monitoring

• Both, Jack Richards & Thomas Farell, provide several outstanding ways to help teachers gain the essential skills for effective & efficient professional development, such as self-monitoring, incorporating checklists and questionnaires, as indicated below:

• What questions do you have about your teaching as you watch your students learning in the lesson?

• What puzzles you about what you see? What are you unsure of?

• What aspects of the students’ learning do you want to better understand?

• Why do you think things are happening as they are? What speculations do you have?

• What do you know about your teaching or their learning that you are interested in?

(Richards & Farrell, pg.47)

“Self-monitoring or self-observation refers to a systematic approach to observation, evaluation, and management of one’s own behaviour.”

(Armstrong & Frith, 1984; Koizol & Burns, 1985) in Richards & Farrell, pg.34)

Chapter 4: Teacher Support Groups• One of the most essential components of teaching, is to set a up a ‘support

group with colleagues,’ where teachers can work together to share their goals / ideas:– “Typically, a support group will involve a group of teachers meeting to discuss goals,

concerns, problems, and experiences. The group provides a safe place where teachers can take part in such activities as collaborating on curriculum and materials development, and review, plan, and carry out activities such as peer coaching, team teaching, action research, and classroom observation.” (Richards & Farrell, pg.51)

• On the whole, it is essentially important to understand why ‘support groups’ are useful in particular teaching contexts, as it allows for the teacher to:

• 1. Invite outside speakers; 2. Develop Research Projects, 3. Plan Seminars! (pg.54)

Chapter 5: Keeping a Teaching Journal

• One of the most important aspects of Professional Development include keeping a teaching journal! As both authors point out, Richards & Farrell, it is imperative to keep personal observations and reflections recorded, either in a notebook or through an electronic methods, such as word page document, which needs to include: – “…a record of incidents, problems, and insights that occurred during lessons; it may be an

account of a class that the teacher would like to review or return to later; or it may be a source of information that can be shared with others.” (Richards & Farrrell, pg.68)

• Question for the class: Why do you think journal writing helps teachers discover new things about their teaching? In other words, what are the beneficial aspects of keeping a journal?

Chapter 6: Peer Observation & Questions • Pear observation benefits novice to experienced teachers!

• Furthermore, it is means to build collegiality for expertise!

• In regards to professional development, peer observations are essential for ‘sharing of ideas and expertise,’ while having the chance to talk about concerns! Here is a short excerpt from a real teacher, who shares his true story:– “I did not realize that I was asking and answering all of my own questions until the

observer showed me his narrative account of what he had seen in my class….I realized the power of having another pair of eyes in the room to help me ‘see’ better. I should also say that the observer was a trusted friend and this helped me a lot too.” (Eric Harnsen, pg.86)

• In light of Eric’s experience, please take a minute to reflect on the question:– Have you ever had an observer in your class? If so, what did you learn from the

observer about your teaching? What are the advantages and disadvantages ? (pg.87)

• Overall, peer evaluations are non-evaluative opportunities, where experienced teachers provide valuable mentoring and guidance to novice teachers!

Chapter 7 Teaching Portfolios

The authors explain how a professional portfolio serves a number of purposes, as it a synthesis of one’s own achievements, artifacts, certificates, degrees, references, course outlines, transcripts, evaluations and appraisals:

“A professional portfolio is an evolving collection of carefully selected or composed professional thoughts, goals, and experiences that are threaded with reflection and self-assessment. It represents who you are, why you do it, where you have been, where you are, where you want to go, and how you plan on getting there.” (Evans, 1995, pg.11)

Ch.7 There are several purposes which are served by portfolio:

1. Primarily, one can display portfolios as ‘evidence’ of one’s unique teaching skills, and professional development.

2. Next, a personal portfolio is a wonderful way for teacher to look back and reflect on their achievements, goals, areas for improvement; it is a great way for ongoing self-reflection!

3. Utmost importantly, L2 teachers can incorporate their portfolios as a means for ‘team collaboration’ in teaching, since one incorporates it as part of their ‘peer coaching’ and mentoring, which will also allow one to provide and receive feedback on his/her teaching!

Chapter 8: Analyzing Critical IncidentsFurthermore, Jack Richards and Thomas Farrell, provides vital insight into how teachers need to analyze and reflect on unexpected ‘critical incidents’ that have occurred during a lesson / class activity.

Hence, it is highly recommended that one keeps a journal / log or electronic word page, where the teacher records ‘critical incidents’ they have encountered in the classroom:

• “The majority of critical incidents that happen in classrooms are common place events that are critical in the sense they reveal underlying beliefs or motives within the classroom. At first glance, these incidents may seem insignificant rather than critical, … ” (Richards & Farrell, g.114)

Ch.8 Real Life Example:As a result, the authors provide important real life examples of these ‘critical incidents’ which needs to be analyzed. For example, below is an excerpt from a teacher, who participated in this type of professional development:

• “One day when I was teaching I realized that when I ask EFL students questions, I am actually asking them to perform a complicated task. It was when I was teaching a class and a student misspelled the word ‘promote’ during a dictation exercise. After he corrected it, I asked him if he understood the word. He said he knew the word, but he couldn’t hear it in the sentence that I had just read. This experience showed me again that listening to directions is not an easy task for an EFL student.” (Jane Hoelker)

Ch.8 Jane’s Critical Reflection Cont’d“That day after that incident and after I had written it in my journal, I realized that when I ask for an understanding response from my EFL students, I am asking them to do much more than just give an understanding response. I now realize that my EFL students must go through three steps, not just one step, to give an answer in a language that is foreign to them. First, they must listen and understand the language. Next, after they perform the first task of listening, they must understand the directions for the activity, or how to do the activity. Finally, they must choose and organize the appropriate words in the foreign language to express the understanding response – really more complicated than I had imagined.”

(Jane Hoelker, in Richards & Farrell, pg.116-117)

Ch.8 Reflection on the Critical Incident• As a result, the teacher, Jane Hoelker, continues her professional development

by further reflecting on her experience on particular ‘critical incidents’ in the classroom, as she takes the opportunity to write down the details.

• Therefore, the opportunity for teachers to reflect on this ‘critical incident,’ allows them to think outside the box, as they are able to raise their own personal self-awareness, while also creating a chance for investigation via ‘action research’ and getting involved with the ‘community of critical practitioners.’

Chapter 9: Case Analysis Question for the class

• “I had noticed that many of my students had some real problems with their pronunciation and I decided to give them some extra classes to try to help them practice speaking while focusing specifically on pronunciation, rather than interrupt the regular class activities, and to monitor their improvements in pronunciation over a term…. I came up with the following activity for I gave them a reading aloud activity each week for 6 weeks (one term in our school). I also gave them some pronunciation exercises to do at home. I recorded their performance and noted their progress. First, I noted their initial pronunciation problems and developed a log for each of the three students. After the term ended, I noted what sounds improved and what sounds needed continued practice.” (Mark Wilkinson)

Reflection

1. What do you do to help students improve their pronunciation?

2. What other activities might Mark have attempted to improve his students’ pronunciation? 

(Richards & Farrell, pg.134-135)

Chapter 10: Peer CoachingPeer Coaching allows teachers to learn from one another!

• During peer coaching, you take on the role as a ‘critical friend’ and ‘observer,’ where you can provide suggestions / feedback.. Peer Coaching is a ‘confidential’ process: – “A confidential process through which two or more professional

colleagues work together to reflect on current practices, expand, refine, and build new skills, share ideas; teach one another; conduct classroom research; or solve problems in the workplace.” (Richards & Farrell, pg.143)

As the authors explain, peer coaching can be as follows:

1. “It can be a series of informal conversations…”

2. “It can be collaboration between two teachers…”

3. “Two teachers can teach lessons and later watch them…”

4. “A teacher can videotape some of his /her lessons…”

(Richards & Farrell, pg.144)

Chapter 11: Team Teaching• Team teaching is a great way to also learn team planning!

• Importantly, team teaching allows everyone to work equally.

• First of all, it is a way to share experiences and provide coaching to other members who come from different levels / backgrounds of teaching.

According to the authors, there are several ‘benefits’ to team teaching, such as:

1. Collegiality (e.g. an opportunity to discover the strengths of your colleagues)

2. Different Roles (e.g. sharing responsibilities, such as monitoring the class)

3. Combined Expertise (e.g. each teacher will have different ideas to contribute)

4. Teacher-Development (e.g. observing & providing constructive comments)

5. Learner-Benefits (e.g. team teaching facilitates ‘individualized’ instruction)

Chapter 12: Action Research• By and large, Richards and Farrell, recommend ‘action research’ as a

means to improve and enhance their practice as a teacher.

• Although teachers already do have an extremely busy schedule, the authors advocate completing ‘action research’ as a means to improve one’s teaching practice, while also creating a checklist for areas of improvement:– “It also seeks to redefine the role of the teacher by giving teachers the means to set

their own agendas for improvement and by shifting the responsibility for change or improvement from an outsider (a school board, a principal, a supervisor, a researcher) to teachers themselves.” (Richards, Farrell, pg.172)

Section III: Approach to Second Language Teacher Education

• Understanding teacher learning: How do teachers acquire knowledge?

• It depends on the conceptualization of language teaching, in light of one’s attitude, skills and processes.

THERE ARE THREE MAIN PROCESSES OF TEACHER LEARNING:

• THE COGNITIVE PROCESS: Teachers have dense complex cognition, as they actively think and critically assess issues, in light of the context and make decisions. Moreover, teachers need to examine their beliefs and values through self-monitoring, journal writing and sensitive analysis.

• THE PERSONAL CONSTRUCTION: Knowledge is actively constructed not passively received. Hence, teachers need to put forward their personal contributions, in order to be self-aware and be able to apply their personal interpretation of their insightful learning.

• THE REFLECTIVE PRACTICE: Teachers learn through meaningful and critical reflection and observation of their teaching experiences, in order to better comprehend their practices and routines.

By and large, teachers need to investigate teaching problems, understand student learning, set instructional objectives and build automaticity / productively in teaching.

 

Section III Cont’d: The Approach to Second Language Teacher Education

• It is important that there is ongoing teacher education that continues even after their formal training is over. This includes action research, reflective teaching, and team teaching, as well as, in-service teaching.

• Teachers need to renew their professional skills, knowledge, and expertise, as they inspires themselves to acquire new and progressing ways of revitalizing their strategies and approaches.

• Teachers need to be motivated to renew and be kept informed of curriculum trends, second-language acquisition research, technology and assessment.

• It is also the responsibility of the school and administrators to initiate continued professional education, which is a process that happens over time.

• Training is important, as it helps teachers set short –term and immediate goals, whilst applying new strategies through monitoring, as the valuable feedback is an important part of the reflection process. This can include, adopting the textbook, trying new group activities, using additional resources, and testing effective tactics to facilitate learning.

• Development is important, as it helps teachers set long-term goals, which is referred to as the ‘bottom-up’ process. Teachers change their role, in accordance to the needs of their students, whilst developing their personal theories, beliefs, values and principles of language teaching through reflective analysis, self-observation and teaching practice.

 

Section IV: Description of an Activity - Steps for Developing an Action Plan one needs to follow

Below is a description of an activity, for a teacher (or a group of teachers) to follow, in order to carry out an efficient and effective action plan:

1. Select an issue or concern to examine in more detail (e.g., the teacher’s use of questions).

2. Select a suitable procedure for collecting information about the issue (e.g., recording classroom lessons).

3. Collect the information, analyzes it, and decides what changes might be necessary in your teaching.

4. Develop an action plan to help bring about the desired change in classroom behavior (e.g., a plan to reduce the frequency with which the teacher answers questions).

5. Observe the effects of the plan on teaching behavior (e.g., by recording a lesson and analyzing the teacher’s questioning behavior) and reflects on its significance.

6. Initiate a second action cycle, if necessary.

(Richards & Lockhart, 1994, pp. 12–13, in Richards & Farrell, pg.172)

Description of an Activity: Cycle of 11 Events one needs to explore for Professional Development

• Overall, after completing the six steps of this activity, as described in the previous slide, you will also be required to complete the ‘cycle’ of eleven events for an effective ‘research action plan:’

1. Exploring (finding an issue to investigate)

2. Identifying (analyzing the issue in more detail to understand it more fully)

3. Planning (deciding what kind of data to collect about the issue and how to collect it)

4. Collecting data (collecting data about the issue)

5. Analyzing/reflecting (analyzing the data)

6. Hypothesizing/speculating (arriving at an understanding based on the data)

7. Intervening (changing classroom practice based on the hypothesis one arrived at)

8. Observing (observing what happened as a result of the changes)

9. Reporting (describing what one observed)

10. Writing (writing up the results)

11. Presenting (presenting the findings to other teachers)

(Richards & Lockhart, 1994, pp. 12–13, in Richards & Farrell, pg.172)

 

Description of an Activity Cont’d Video: Part I of II

Lets watch the first part of a very

insightful video, which provides step by step instructions

on how to implement Action Research in the

classroom.

 

Description of an Activity Cont’d Video: Part II of II

Lets watch the second part of a

video which provides an

excellent step by step description on how to implement

Action Research for Professional

Development!

Section V: Analysis of the Value and Quality of the Resource – Outstanding, Straightforward & Practical!

•  This brilliantly compiled resource provides useful and effective approaches to professional growth in a ‘non-technical’ and ‘straightforward’ manner, through real life cases and reflective questions, which the authors refer to as vignettes:

“The vignettes were obtained through our own contacts with teachers and as a response to invitations on the Internet and at workshops and seminars. The teachers’ own names are used, except where anonymity was requested.” (page x)

• Professional Development for Language Teachers: Strategies for Teacher Learning by Jack Richards and Thomas S.C Farrell is an excellent resource, as it proves to be a practical guide for teachers who want to develop their goals and objectives.

Section V cont’d : Analysis of the Value and Quality of the Resource – 10 Excellent Strategies

• Furthermore, Professional Development for Language Teachers: Strategies for Teacher Learning by Jack Richards and Thomas S.C Farrell, presents 10 excellent strategies for teacher development, which includes: self-monitoring, support groups, journal writing, classroom observations, teaching portfolios, analysis of critical incidents, case analysis, peer coaching, team teaching, and action research.

• Overall, there are many exemplars and reflective questions that encourage teachers to apply their learning to their personal educational philosophy and practical teaching skills in light of professional development and on-going learning:

• “Reflection questions at the end of each vignette allow readers to consider how to apply the approach in their own teaching contexts and serve as possible topics for investigation. The goal is to help teachers to choose activities most relevant to their needs and to familiarize themselves with familiar as well as less familiar approaches to teacher development.” (page x)

• On the whole, the authors effectively and efficiently analyze the advantages and disadvantages associated with each type of methodology discussed in the book in light of actual true life case studies provided by practicing teachers from around the world.

Section V further cont’d: Analysis of the Value and Quality of the Resource – A Commendable Resource without

any link to Theory, rather emphasis on Practicality!• By and large, the resource titled, Professional Development for Language Teachers:

Strategies for Teacher Learning, by Jack R. Richards, and Thomas S.C. Farrell, is by far an outstanding commendable resource for helping teachers gain practical and real-life insight into ways one can further their professional growth and development:

• “The teacher-development activities discussed in this book are not linked to a single theory of teacher learning because we believe that teachers can usefully learn from procedures drawn from different educational philosophies. However, the majority of the activities discussed throughout the book can be seen as reflecting a view of teacher learning as a cognitive process, as personal construction, and as reflection on action.” (pg.7)

Final Questions for Consideration

• “How much collaboration is there among teachers in your institution? What forms does it take?” (pg. 3)

• “What are your plans for your professional development in the next few years?” (pg. 6)

Embedded Video #3:

Jack C. Richards on Professional

Development for ESL / ELT

Professionals http://www.youtube.com/watch?v=uGDRqIBm70c

Embedded Video #4:

Jack C. Richards on Teacher Thinking

Processes http://www.youtube.com/watch?v=PVlbd0iWcOQ

“Education is the great engine to personal

development! – Neslon Mandela

Over every mountain there is a path!

References for Audio Soundclips

Tuscany A Romantic Journey” starring world renowned musicians, Puccini, Verdi, Mascagni, DiCapua, and Vivaldi:

1. O Mio Babbino from Gianni Schicchi - Puccini (4:09) 2. Con Te Partiro - Sartori (4:05) 3. Intermezzo from Cavalleria Rusticana - Mascagni (4:22) 4. La Donna E Mobile from Rigoletto - Verdi (2:24) 5. Un Bel Di Vedremo from Madama Butterfly - Puccini (3:54) 6. Nessun Dorma from Turandot - Puccini (3:26) 7. Intermezzo from La Traviata - Verdi (3:55) 8. Musetta's Waltz from La Boheme - Puccini (2:57) 9. Caruso - Dalla (3:25) 10. Ebben? Ne Andro Lontana from La Wally - Catalani (3:49) 11. O Sole Mio - Di Capua (4:19) 12. Va'Pensiero from Nabucco - Verdi (4:17) 13. Vesti La Giubba from Pagliacci - Leoncavallo (3:38) 14. Una Furtiva Lagrima from L'Elisir D'Amore - Donizetti (4:24) 15. Vissi D'Arte from Tosca - Puccini (3:21) 16. Winter from The Four Seasons (Largo) - Vivaldi (4:22)

Additional References – Books we consulted which we signed out from OISE library in early September, and would recommend to our colleagues for further professional development: 1.DeKeyser, Robert. Practice in a second language : perspectives from applied

linguistics and cognitive psychology (418.0071 P895)

2. Ramage, Gill. The modern languages teacher's handbook (418.0071 R165M)

3. Richards, Jack C. Planning aims and objectives in language programs (418.0071 R382 no.5)

4. McKay, Sandra. The reflective teacher : a guide to classroom research (418.0071 R382 no.3)

5. Chandrasegaran, Antonia. Intervening to help in the writing process (418.0071 R382 no.7)

6. Lewis, Marilyn (Marilyn N.) Giving feedback in language classes (418.0071 R382 no.1 )

7. Schwieter, John W., 1979- editor of compilation. Studies and global perspectives of second language teaching and learning (418.0071 S9332)

8. Johnson, Karen E. Research on second language teacher education : a sociocultural perspective on professional development (428.00711 R432)

9. Kumaravadivelu, B., 1948- Language teacher education for a global society : a modular model for knowing, analyzing, recognizing, doing, and seeing (418.0071 K96L)

Scholarly References Consulted 10. Evans, S. M.. Professional portfolios: Documenting and presenting

performance excellence. (1995)Virginia Beach, VA: Teacher’s Little Secrets.

11. Tenhula, Tytti. Improving Academic Teaching Practices By Using Teaching Portfolio. http://www.hallinto.oulu.fi/optsto/tiveko/artikkeleita/improving.htm

12. Armstrong, S., & Frith, G. (1984). Practical self-monitoring for classroom use. Springfield, IL: Charles Thomas.

13. Berliner, D.C. (1987). Ways of thinking about students and classrooms by more and less experienced teachers. In J. Calderhead (Ed.), Exploring teachers thinking (pp.60-83). London: Cassell.

14. Orem, R. A. (2001). NeJournal writing in adult ESL: Improving practice through reflective writing. w Directions for Adult and Continuing Education 90, ppg.69-77.

15. Numrich, C. (1996). On becoming a language teacher: Insights from diary studies. TESOL Quarterly 30 (1), pp.131-153.

Additional References & Images16. Brookfield, Stephen, “Becoming A Critically Reflective Teacher,”

– http://stories.cogdogblog.com/critically-reflective-doodler/

17. “Critical Reflection in Professional Practice,” http://www.scoop.it/t/edd

18. “Tuscany A Romantic Journey” starring world renowned classical musicians, Puccini, Verdi, Mascagni, DiCapua, and Vivaldi.– http://www.serenitysupply.com/catalog/Tuscany-A-Romantic-Journey-CD-224.

html

19 . Global Conversation in Literacy Research http://globalconversationsinliteracy.wordpress.com/upcoming-speakers-2013-2014/jack-richards/

20. The Brock News http://www.brocku.ca/brock-news/?p=14499

21. Schools Catalogue Information Service http://www2.curriculum.edu.au/scis/professional_learning.html

Additional References & Images Cont’d

22. Professional Development for Teachers http://teacherpro.wordpress.com/

23. Professional Development of Doctorate Students

http://depts.washington.edu/cirgeweb/professional-development-of-doctorate-students/

24. Professional Development http://www.stlucie.k12.fl.us/departments/professional-development/

25. Office of Professional Development http://www.utexas.edu/lbj/profdev

26. Kayla Nelson’s EDM 310 Class Blog http://nelsonkaylaedm310.blogspot.ca/2011_04_01_archive.html

27. Lake Havasu http://www.havasu.k12.az.us/educational_services/professional/index.htm

28. The Online Professional Development Survey http://sandymillin.wordpress.com/2011/01/09/the-online-professional-development-survey-longer-answers/

Videos as Additional ReferencesEmbedded Video #1:

29. Jack C. Richards on Professional Development for ESL/ELT Professionals http://www.youtube.com/watch?v=uGDRqIBm70c

Embedded Video #1:

30. Jack C. Richards on Teacher Thinking Processes http://www.youtube.com/watch?v=PVlbd0iWcOQ

Embedded Video #1:

31. Action Research in the Classroom Part 1 http://www.youtube.com/watch?v=MDVH0u4tUWo

Embedded Video #1:

32. Action Research in the Classroom Part 2 http://www.youtube.com/watch?v=ZZHvpgU7pc8

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