Hi, I am starting a discussion on speaking good English. There are some common words we used that are incorrect. I am not an English teacher, so please correct me if I am wrong. It is important for us in pesta to speak well, and the best way to do it is to remind one another. So please feel free to contribute by replying to this message.

1. With regard to, not with regards to
2 it is brown in colour or it is brown. Not it is brown colour.
3 it is fewer than 3, not lesser than 3. Lesser is used when there is a specific comparison between 2 things. It is not less than 3 because less is used when the words do not have a plural for (equipment). Fewer refer to things or countable quantities
4 already is never used at the end of a sentence. It is used as an emphasis. E.g., I have already told you, not I told you already.

There are some websites u can visit but if you come across any just leave a message here!

#4 connecting work-based learning and external expertise.

- Work-based learning is abt the daily happenings in the sch.
- external.expertise is anyone who is able to.present complexity simply.

So, has PESTA been effective? To self- chk: evidences i look for after every journey with a sch / a grp of patticipants/ a teacher: when they / he / she.....

* ASK for more: time to work on it together, feedabck when they apply learning;

* SEEK for progress: to continue their learning; or

* KNOCK for opportunities: work on another item eg create teaching resources, experiment pedagogies / practices.

Any of these happens..... i give myself a pat on my back and sleep well for the night. 😊

We are doing almost all as described in the claims. In fact they are strongly linked. Key question is: Have our support been effective? With that in mind, we start looking at the changes in students' skills and behaviour to measure pd effectiveness. But how do we do that or to advise our teachers ? We ourselves must first be developed and be equipped with relevant expert knowledge that includes some examples like:
- motor devt
- visual benchmark of the different skills of different developmental age grp
- movement observation skills.

Besides reading, professional dialogue among us to challenge and clarify to build on each other's existing knowledge is important. I just had a similar experience with Ms Grace Fu recently and it was great. But note that time must be invested. Suggestion is to focus only on the outreach strategies that gives us highest leverage point (i don't have a clear answer to this yet) so we have time for reading and dialogues.

With reference to #3 - "Effective PD is based on the assessment of individual and school needs"

While I concur with this claim, there are probably a few questions /challenges we may have to ask (ourselves):

1. How do we define assessment here? How do we assess what are their needs?

2. Is it possible to simply do a sensing / "agaration" of their needs? I think it can be more accurate if we have more communication and Focus Group Discussions with the teachers?

3. We all know that every individual has different level / kinds of needs. How do we help / assist / guide and/ or develop the individuals' needs in order to move in tandem as the team / department's needs which will then move in tandem with the school's needs?

4. How do we track the effectiveness of our PD and if it has met the needs of the individual or school's needs?

With all the above aside, I believe we should give ourselves and one another a huge pat on the back for the effective PD we have provided so far! 🤗

"Effective Professional Development must be coherent to and specific to ensure that learning has meaning and authenticity. To provide effective PD, we must be open-minded, forward-thinkers and 🏃"


Claim #6: Effective PD uses action research and enquiry as key tools.

Observation 1: We teach how we were taught. (Largely spoonfed and happy with it.)
- Do our teachers come to our workshops and expect to be spoonfed?
- How would this attitude affect how they (the teachers) are in schools?

Observation 2: Inertia?
- After Stage 1, silence follows. Was it due to inertia, reluctance to try something new or just be open to learning and sharing?
- For sure, in their silos, the teachers are curious and wonder if a method or something would work. Yet, silence follows...
- For those that return for Stage 3, were they expecting more spoon-feeding?

Observation 3: If we want students to be critical thinkers, our teachers first have to be critical thinkers.
- It all starts with thinking critically...

I believe that PESTA is not far off from the nine claims stated....if nothing else we are already on the journey in assimilating most of these into our processes and rationale of "what we do, how we do it and why we do it'.

Perhaps one area we can consider looking into is thinking a little more about the pupils’ needs and the impact we want to have on them through our professional development of teachers – to be "more" specific about the relationship between pupils’ learning needs and teachers’ beliefs, behaviors and practices?

We are already stepping in the right direction by going down to the schools and establishing professional development in the schools and the teaching itself.
Satellite schs have personalized mentoring and coaching that is developmental and ongoing (something very critical). The long term stint at the school provides for sufficient time for deep and high quality dialogue between PMs and teachers to
enhance professional relationships and promote deep learning.

Our connection with the schools through the school leaders also factor in the need for an awareness that they need to provide the necessary conditions and structures for effective professional development to take place eg time, resources, to facilitate an open classroom culture.

Perhaps for the Sec Schs if we are to take the 9 claims seriously, we may need to start it with an issue that is
relevant for both teachers and their pupils .."with the end in mind" or surface how the "newly" introduced curriculum needs a changed approach and delivery ...?

Welcome to PESTAsation! We are experimenting if the volume of discussion will be greater if we use a platform that is more accessible. In this site, feel free to air your views about the topic posted. Steer away from personal attacks, and avoid laughing at some EPL clubs that always end up fourth. Be warned that if you do that, you risked getting your leave confiscated (Clara and Karen, you are safe as both of u have no more leave). Have fun and keep the comments coming!

How do the 9 claims relate to what we are doing in PESTA?
What do we need to do more?
What are the barriers and how can we overcome them?

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