Workshops by Kathleen M. Bailey
This page contains a listing of workshops that I have conducted in the past,
and would be happy to do again.
Keeping a Language Teaching Journal
Rationale for journal keeping; procedures for collecting and analyzing data;
examples of teachers’ journals (1 hour to 1 six-hour day).
Innovation in Language Teaching: Coping with and/or Promoting Change
Models of innovation from business and industry, curriculum research and
developing nations studies; participants in the innovation process; an extended
example from language teaching; research on what, why and how teachers
change; procedures for promoting successful innovations in one’s own
program. (3 hours to 3 six-hour days.)
Action Research
Defining action research; setting up a study; analyzing data; building collegial
support; reporting on the findings of action research. (2 hours to one six-hour
day).
The Role of Background Knowledge in Language Assessment
Experiential activities to build teachers’ knowledge of formal schemata, content
schemata, and scripts; examples of background knowledge in assessment
procedures; helping students activate appropriate background knowledge.
(2 to 3 hours).
An Introduction to Observation for Research and/or Professional Development
Understanding the differences among observations, inferences and opinions;
techniques for data collection during classroom observations; triangulation and
observer agreement. (2 hours to 15 hours.)
Content-based Instruction: Designing Activities for Language Learners
Defining content-based instruction and related concepts; using the 6 T’s
approach developed by Fredricka Stoller and Bill Grabe to design curricula and
materials; using Internet resources to develop varied content-based courses;
assessment issues in content-based curricula (3 to 6 hours).
Working for Washback: Helping Teachers and Learners Learn from Tests
A review of the washback research, including definitions of key terms; promoting
positive washback; helping teachers, learners and parents understand score
reports; minimizing negative washback. (1 to 3 hours.)
Activities for Teaching Speaking Skills
Prototypical activities for beginning, intermediate and advanced learners of
foreign or second languages; developing fluency; enhancing learners’
confidence. (1 to 6 hours)
This page contains a listing of workshops that I have conducted in the past,
and would be happy to do again.
Keeping a Language Teaching Journal
Rationale for journal keeping; procedures for collecting and analyzing data;
examples of teachers’ journals (1 hour to 1 six-hour day).
Innovation in Language Teaching: Coping with and/or Promoting Change
Models of innovation from business and industry, curriculum research and
developing nations studies; participants in the innovation process; an extended
example from language teaching; research on what, why and how teachers
change; procedures for promoting successful innovations in one’s own
program. (3 hours to 3 six-hour days.)
Action Research
Defining action research; setting up a study; analyzing data; building collegial
support; reporting on the findings of action research. (2 hours to one six-hour
day).
The Role of Background Knowledge in Language Assessment
Experiential activities to build teachers’ knowledge of formal schemata, content
schemata, and scripts; examples of background knowledge in assessment
procedures; helping students activate appropriate background knowledge.
(2 to 3 hours).
An Introduction to Observation for Research and/or Professional Development
Understanding the differences among observations, inferences and opinions;
techniques for data collection during classroom observations; triangulation and
observer agreement. (2 hours to 15 hours.)
Content-based Instruction: Designing Activities for Language Learners
Defining content-based instruction and related concepts; using the 6 T’s
approach developed by Fredricka Stoller and Bill Grabe to design curricula and
materials; using Internet resources to develop varied content-based courses;
assessment issues in content-based curricula (3 to 6 hours).
Working for Washback: Helping Teachers and Learners Learn from Tests
A review of the washback research, including definitions of key terms; promoting
positive washback; helping teachers, learners and parents understand score
reports; minimizing negative washback. (1 to 3 hours.)
Activities for Teaching Speaking Skills
Prototypical activities for beginning, intermediate and advanced learners of
foreign or second languages; developing fluency; enhancing learners’
confidence. (1 to 6 hours)
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