Introductory Video

Video

Summary of Wette (2010)

3 Case Studies: Experienced Teachers, H,M,L Contextual Constraints RQs: Plans? Alterations From Feedback? Influence of Constraints? Data: Entire Course, Interviews, Course Materials

Results:

Plans regarded as provisional, alterable Teacher ability to monitor and respond to feedback is fundamental Contextual constraints matter

Wettes Conclusions

The instructional curriculum is a dynamic, contextualized process Books for teachers should better reflect this Research on more courses in more contexts would be nice Especially in high-constraint EFL contexts

Matts Discussion Points

High-Constraint: The teacher chose not to teach to the test in favor of communicative and affective considerations. Needs assessment: Has this teacher ignored her students' needs by failing to teach to the test?

Culture: Is there an element of chauvinism here?

One of this study's recommendations is that resource books should include ways to help novice teachers pick up on the implicit feedback that students provide teachers in order to make adjustments. Implicit feedback mentioned in Wette: a lack of interest, individuals struggling, things taking longer than usual, individuals appear to lack confidence, students who seemed to be withdrawing. Feedback given through unfamiliar cultural means

Stephens Discussion Points

The Nature of the Study: Empirical? Experimental? No Data Collection from Students

Tell us Something We Dont Know, Please

Take-Aways for Us

Doesnt mean dont plan. Experience counts. Does mean:

BE CULTURALLY SENSITIVE LISTEN, MONITOR & RESPOND BE FLEXIBLE WITHIN CONSTRAINTS

Take full advantage of mentoring, observation opportunities

Q and A
To what extent does a teacher have to negotiate their beliefs about teaching with the administration/a supervisor? Much of todays reading addressed taking into account student concerns. What can a teacher do to motivate students who do not think that learning English is important, especially in a context in which they are not externally forced to learn English, such as through testing?

Is there a way to learn about students beliefs related to learning through needs assessment? I think its just as important to know what the students believe education is or could be.

In her study, Wette concludes that far from occasionally straying away from plans into improvisational teaching, teachers in fact regard all curriculum plans as provisional and alterable in response to classroom events (p. 576). Is this a product of experience, or is there a way that novice teachers can learn to have extremely adaptable lesson plans without completely giving up the idea of lesson planning?