ULC劍橋國際高中教師培訓｜每個學季一次的PD Day，教師們都在做些什么？

根據(jù)校歷，每兩周有一節(jié)名為PLR教師職業(yè)培訓課程（Professional Learning and Reflection），每個學季有一天為PD教師職業(yè)發(fā)展日（Professional Development Day），讓教師停下來學習教育文獻并反思教育方法和成效，并通過同伴討論和互相學習，以完善提高作為教育者的技能和知識。

Professional Development Day

根據(jù)校歷，每兩周有一節(jié)名為PLR教師職業(yè)培訓課程（Professional Learning and Reflection），每個學季有一天為PD教師職業(yè)發(fā)展日（Professional Development Day），讓教師停下來學習教育文獻并反思教育方法和成效，并通過同伴討論和互相學習，以完善提高作為教育者的技能和知識。

教師職業(yè)發(fā)展日瞬間

文 | 學校課程及職業(yè)發(fā)展協(xié)調(diào)員、生物教師

Grace Liu

“如果你環(huán)顧任何一間教師辦公室，無論你身處何地，只要有一群教師，你就會發(fā)現(xiàn)，那里有著加起來200到300年的教學經(jīng)驗。但是，這些經(jīng)驗知識從未被分享，因為沒有這樣做的條件框架，例如教師論壇?！?對于分享教學經(jīng)驗的這個問題，劍橋大學教授大衛(wèi)·哈格里夫斯（David Hargreaves）用了一個非常好的短語去形容這一現(xiàn)象 ——“知識黏化（Sticky Knowledge）”。

為了擺脫知識黏化，作為新的學校課程及職業(yè)發(fā)展協(xié)調(diào)員，我嘗試在ULC建立一個職業(yè)學習社區(qū)（Professional Learning Community），教師們通過更多的互動和相互學習，以提高所有學生的學習效果。

今年以來，我一直圍繞這一目標推行教師職業(yè)發(fā)展課程，讓教師可以談?wù)撚龅降睦щy，提出關(guān)于教學和學習的問題，彼此間更積極地互相學習。這樣的實踐方式與ULC的教育使命保持一致，讓教師們有機會在挑戰(zhàn)與鼓勵中發(fā)展，也是教育研究理論所支持的做法。

“If you look around any staffroom, anywhere indeed where there’s a group of teachers, you are going to find there are 200 to 300 years’ worth of knowledge of experience. But it never gets shared, because there’s no frame for doing that, there’s no forum for discussion.” David Hargreaves, a professor at Cambridge, had a really nice phrase for this problem of sharing knowledge. He called it ‘sticky knowledge’.

In order to get rid of sticky knowledge, Professional Learning and Reflection Coordinator Ms. Grace Liu is working on building a professional learning community in ULC, in which staffs can better interact to improve results for all students. She is working to offer ways to build professional communities in school so that difficult things can be talked about, hard questions about teaching and learning can be asked, and adults can actively learn from one another. What Grace’s doing is aligned with ULC Mission and is supported by educational research.

杜福爾（Dufour）和很多研究專家認為，“職業(yè)學習社區(qū)”的建立僅能在某些學校中實現(xiàn)，這些學校的共同特點是使用了特定的、教育研究理論推薦使用的策略。

去年8月，即2020-2021學年剛開始，學校近1/4的教職員工遠在國外時，我創(chuàng)建了Moodle教師職業(yè)發(fā)展線上課程，該課程設(shè)置了論壇版塊，教師們會結(jié)合教學理論寫下教學實踐經(jīng)驗，相互瀏覽、評論，這讓論壇成了教師職業(yè)發(fā)展學習和討論的平臺。

隨著線上教學教師的逐漸回歸，我在每次線下PLR課程中都加入了課堂交流互動策略（Communicative Strategies），使教師們可以更直接地進行面對面的交流溝通，以便互相學習。

另外，在本周的教師職業(yè)發(fā)展日，我組織了多個教師工作坊，讓所有教師“變身”學生，游走在AQ3二樓的教室之間，參加他們提前報名的工作坊。這些工作坊包括：Jocelyn Ymbong分享了如何將元認知理論應(yīng)用在課堂教學中，Jona Zhang和Lilian Luo則帶來讓學生互相學習的課堂，Ruth Cumberland分享了差異化教學經(jīng)驗，Alice Pan結(jié)合道具帶來她的可視化教學經(jīng)驗，Samuel Elleston則分享了反思構(gòu)建，教師們還分別從 Janesol Zhao、Yivan Tang、Joanna Pan看到了基于游戲的學習、chalk talk、Quizizz工具帶來的課堂效果。

非常感謝以上自愿報名擔任工作坊講師的老師，給所有老師帶來不一樣的沉浸式的學習機會！

Dufour and other experts and researchers, argued that the term professional learning community should only be applied to schools in which all teachers and school leaders use specific, recommended strategies. At the beginning of school year, when one fourth of teaching staff were working online, Grace created a Moodle PD course with forums that serve as a platform for professional learning and discussion. With online teachers’ return, Grace incorporates communicative strategies in each PLR session, so that teachers can learn from one another.

In addition, she organized workshops for teachers to share good educational practice. On this Monday, all teaching staff moved between classrooms to join different workshops that they had signed up. Workshop topics are as follows: Metacognition by Jocelyn Ymbong, Peer teaching by Jona Zhang and Lillian Luo, Differentiating via choices by Dr. Ruth Cumberland, Visualization teaching by Alice Pan, Structuring reflection by Samuel Elleston, Game-Based Learning by Janesol Zhao, Chalk talk by Yivan Tang, and Quizizz by Joanna Pan. Many thanks to the teachers who volunteer to be the presenters!!!

在工作坊期間，我看到他們對教學的熱忱和精心準備的各種材料，也看到臺下老師們的積極參與和樂在其中。不得不說，臺上講師們分享的教學實踐不僅與時俱進，富有創(chuàng)意，而且可以被靈活地運用在其他學科領(lǐng)域。

活動結(jié)束后，我在調(diào)查問卷中收到許多老師的積極反饋——

“工作坊讓我有機會了解其他老師在教室里的做法，這對我很有幫助。它也讓我有所反思和啟發(fā)，思考了如何將其納入課堂。我特別喜歡Ruth做的差異化教學分享，對于如何將教學過程和內(nèi)容的差異化融入課堂，她有很多絕妙的主意，我肯定會在教學中運用這些策略的。Jocelyn的元認知課堂也很棒，她居然花時間看誰報名了，并有針對性地準備資料，我真的很喜歡這一點！而且，她給我?guī)砹艘恍┡c我的生物學課程特別相關(guān)的想法。太棒了！我要向同事學習的東西有很多！”

“這次會議很棒。和同事們一起在動中學，這點我很喜歡。而且，我學到了很多有用的、易于實操的策略，這些都可以融入我的課堂?！?

“I see well-prepared materials, well-designed PPT and passion from the presenters; and a lot of engagement, enthusiasm, and laughter from the audience.” Grace said, “The teaching practices they shared are up to date, creative, however can be easily adapted to other subject areas.” Here is some feedback from attended teachers –

“The sessions gave me an opportunity to see what other teachers are doing in their classrooms, which I found very helpful. They also gave me a chance to reflect on the activity and think about how I can incorporate it into my classes. I particularly enjoyed the differentiation session done by Ruth. She had a ton of great ideas about how to incorporate differentiation by process and product in the classroom and I will definitely be using these strategies going forward. The metacognition session done by Joy was also great- I really liked how she took the time to see who was attending the session, and she gave me ideas that were specifically related to my biology course. Awesome! I have a lot to learn from my colleagues.”

“This session was amazing. I loved seeing my colleagues in action, and I learned a lot of helpful, easy-to-use strategies to incorporate in my classroom.”

誠然，每次職業(yè)發(fā)展課程都少不了教師們的積極參與。我也期待，在ULC職業(yè)學習社區(qū)中，教師們繼續(xù)保持合作學習、專業(yè)知識交流，和學生共同成長，為每個學生提供優(yōu)質(zhì)的教育，創(chuàng)建富有挑戰(zhàn)性的課堂。

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