Annual Report 2024 - Flipbook - Page 65
To support the diverse needs of teachers engaging in online and blended learning contexts, the CPD
activities were structured around two core strands:
(i) For onboarding new online teachers, sessions introduced foundational skills and strategies for effective
online teaching. Topics included creating presence, online teaching models, building blocks and planning,
choice boards and playlists, the role of the online teacher, and assessment and reflection. These
workshops aimed to equip new teachers with essential tools and confidence to navigate online learning
environments effectively.
(ii) For upskilling existing teachers, topics focused on enhancing and modernising the skillsets of
experienced teachers. These sessions addressed the integration of advanced technologies, including AI,
into language teaching and learning. Topics included adapting new technologies to support language
instruction, continuous assessment for online contexts, and differentiation and Universal Design for
Learning in online settings. These sessions encouraged teachers to refine their practice and explore
innovative approaches to engage learners.
In addition to the above, both groups of teachers benefited from support with integrating intercultural and
linguistic skills, fostering plurilingual and pluricultural competencies. This holistic approach adopted by
teachers allowed students to immerse themselves in the relevant language and culture.
School visits and classroom observations remain essential in supporting new teachers with onboarding. A
whole-school approach has been central to this support, involving guidance on pedagogy and facilitating
subject development through engagements with school management and their colleagues such as the MFL
coordinators, Guidance Counsellors, and Special Educational Needs Coordinators. Subject development and
sustainability have been identified as key areas to be addressed in CPD activities.
Online sessions on topics of general interest, followed by general and language-specific Communities of
Practice, and incorporation of peer collaboration and observation, have become a core part of CPD.
Experienced teachers are invited to share their expertise and demonstrate successful approaches, while new
teachers contribute fresh insights and perspectives on teaching and learning. A strong focus on enhancing
student engagement in physical and virtual classrooms emerged as a key priority in these sessions.
In the context of educational technology, workshops and follow-up clinics were organised to support
teachers in navigating blended and online teaching methodologies, with a focus on practical
implementation and scalability. Four additional AI workshops were introduced to cater to the increasing
need, covering different levels of AI integration and practical applications in teaching and learning.
Impact:
•
Teachers feel supported with school visits and classroom observations
•
Specialised CPD and workshops are valued for their relevance in the evolving education landscape.
•
Feedback highlights the effectiveness of delivering targeted, collaborative, and adaptive support, for the
teachers’ professional development.
- PPLI ANNUAL REPORT 2024 -
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