Ruwandini Ranatunga

http://umbc.uoregon.edu/eteacher/

Sri Lanka

E-Teacher Professional Development Workshop

University of Maryland, Baltimore County and
University of Oregon, Summer 2011
Empowering English Learners and Teachers
With a Learner-Centered Approach
Ruwandini Ranatunga, Sri Lanka
On December 19-21, 2011, a three-day workshop will be held at the American Center in Colombo, Sri
Lanka, with the objective of empowering the Sri Lankan English teachers and learners with a Learner
Centered Approach. This workshop, designed for 25 English language teaching educators, focuses on
three main areas: 1) improving classroom interaction; 2) implementing effective classroom management;
and 3) enhancing use of technology in the classroom. The workshop content and structure are based on
the U.S. Department of State E-Teacher Scholarship Program course, Methods Course 1: Survey of Best
Practices in TESOL offered by the University of Maryland, Baltimore County (UMBC) and the 2011 ETeacher Development Workshop at UMBC. The purpose of this workshop is to motivate participants to
promote a learner-centered approach and provide an opportunity for English language teaching
professionals to share their newly gained knowledge with their colleagues. Hopefully, this workshop will
give participants a chance to update their teaching practices with the most recent and innovative trends in
the field of TESOL.
Host:

The American Center in Colombo, Sri Lanka

Participants:

25 Sri Lankan English language teachers

Program:

Three-day face-to-face workshop

Schedule:

December 19-21, 2011

Goals:

The goals of this three-day workshop are to:

Improve student interaction in the English language classroom;

Provide teachers with effective classroom management tools; and
Encourage effective use of technology in the classroom.

Problem Identification
One of the major problems that can be observed in the Sri Lankan English classrooms is the continuation
of teacher-centered education, which results in a lack of classroom interaction, poor classroom
management, and a lack of technology usage.
1. The lack of classroom interaction can be defined as: a lack of teacher-student and student-student
interaction. In most Sri Lankan classrooms the teachers are still regarded as the sole dispensers of
knowledge and students dare not question or contradict them. Also, sometimes it is thought to be
disrespectful if the students do not agree wholeheartedly with the teacher's point of view. This situation
needs to be transformed via implementation of effective interactive activities in the classroom, an issue
that will be addressed in this three-day workshop.
2. A typical classroom in Sri Lanka generally accommodates 30 - 40 students. However, it is often
observed that classrooms in most of the prestigious Sri Lankan schools are overcrowded with 50 - 60
students, which makes effective classroom management impossible. Thus, most classrooms are
traditionally arranged, favoring the teacher-centered approach. Therefore, one of the objectives of
these workshops will be to encourage teachers to use the best, learner-friendly classroom
management strategies that will help put learners at ease.
3. Another disadvantage of the teacher-centered approach is the lack of technology in the classroom. The
issues related to this are:
1. Teachers themselves did not use technology to learn
2. Teachers lose the authority as the sole dispensers of knowledge
3. Teachers may encounter technical difficulties due to lack of technical skills
4. Lacking availability of technical resources
Contextual Analysis
The training will be given at the American Center, Sri Lanka. The American Center is an institution which
provides its members with different language and culture-related services, including: library services,
programs to improve knowledge of English, and courses aimed at preparing candidates for TOEFL and
GRE courses. American Center works in collaboration with the United States Embassy and helps to
improve the standard of English in the country.
The proposed trainer is presently employed as a secondary school teacher, but not yet a certified teachertrainer under the Ministry of Education Sri Lanka. Therefore, the training sessions will be offered to
interested trainees during school vacation. However, it is also possible to conduct workshops with the
guidance of SLELTA (Sri Lanka English Teachers Association) or with the permission of The Ministry of
Education.
Learner Analysis
The learners are comprised of secondary school teachers with either a bachelor's degree in English or a
Diploma in ELT awarded by The National Colleges of Education Sri Lanka. The majority of graduate
teachers have undergone an intensive in-service training in teaching methods. The trainees, both male
and female, will represent all of the different ethnic communities on the island. Learners will include both
novice and experienced teachers in the ELT. They will be trainees who are employed at public schools in
Sri Lanka. Most of them must have the post graduate qualification recommended by the government: "The
Postgraduate Diploma in Education."
This information was collected by means of personal communication with the officials of the Ministry of
Education as well as through action research.

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Content Analysis
The inspiration behind the workshop content is the Methods Course 1: Survey of Best Practices in TESOL
Online Course offered by the University of Maryland, Baltimore County (UMBC).
Content focuses on:
1. Classroom interaction
2. Classroom management
3. Using technology in the classroom
This project is directly relevant to the entire teaching English learning process in general.
Below is a list of content-based activities that will be included in the workshop.
1.
2.
3.
4.
5.
6.
7.
8.
9.

Four Corners
Mini debates
Group wok (Collaborative Strategic Learning)
Pair work
Project Based Learning
Reading Races
KWL
Computer based interactive activities
Audio-taped authentic materials for interactive listening

Delivery Analysis
The workshops will include interactive sessions that demand active participation from the trainees. The
content will be delivered to the participants via handouts prepared on the planned activities. The
workshops will involve hands-on training on using technology in the classroom, PowerPoint Presentations
on classroom interactions, demonstrations on effective classroom management, and mock classrooms. At
the end of each one-day workshop, the participants will be asked to give feedback and go through the
process of self-evaluation.
Project Plan
th

th

st

The proposed series of workshops will be carried out on the 19 , 20 , and 21 of December 2011. Since
this is a vacation month for Sri Lankan schools, there will be no need for the participants employed under
the MOE to obtain study leave to attend the workshops.
Design
Objective

Content

1. Based on prior
knowledge and
experience, the
participants will
differentiate learnercentered education from
teacher-centered
education with 80%
accuracy.

Different teaching
approaches and how
each approach supports
either a learner-centered
or teacher-centered
classroom

Learning/Training
Activity
Mock classrooms
representing each
approach and the followup discussions

Assessment
Can-Do Portfolio

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Objective

Content

2. Given different
examples, the
participants will
introduce different types
of classroom interaction
with 100% accuracy.
3. Being introduced to
different interactive
activities, the
participants will discuss
how those activities
promote effective
classroom interaction.

Different types of
classroom interaction
with examples

4. Given effective
classroom management
tips, the learners will
come up with their own
plans for effective
classroom management.

KWL

Handouts

Assessment
Identify different types of
classroom interaction
types to match a set of
given situations

Participants will
experiment (in groups)
with each interactive
activity that was
introduced and give
comments

Groups will design a set

of handouts for the
interactive activities
introduced

Different types of
seating arrangements

PPT Presentations

Draw diagrams to
arrange the seating for a
given situation

Different types of
grouping

Arranging mock
classrooms according to
different seating
arrangements

Reading Races
Mini-Debates
Think-Pair-Share
Four Corners

Different ways of
arranging the
educational environment

5. Being introduced to
the effective use of
technology in the
classroom, the
participants will practice
and demonstrate their
technical knowledge
with 80% accuracy
6. After the conclusion
of the workshop, the
participants will
summarize the
workshop content with
80% accuracy.

Learning/Training
Activity
Prezi Presentations

How to use multimedia

OHP, Audio, Video,
internet and email for
lesson preparation and
implementation

Videos

Experimenting with the

grouping keys and tips
on arranging the
educational environment

Discuss in groups how

specific conflict
situations will be dealt
with by the participants

Allow participants to
experience a hands-on
training on the uses of
technology in the
classroom

The participants in
groups show the
instructor how to use
technology in the
classroom to optimize
the learner-centered
approach

Group presentations on
each topic

End workshop
collaborative project on
Implementation of the
Learner-Centered
Approach in the Actual
Classroom

Effective presentation
preparation
A short summary of
each unit

Developing effective
grouping criteria to
facilitate interactive
learning

Rationale for Sequence

This sequence allows the participants to familiarize themselves with the theoretical background of each
topic as well as its practical aspects. The activities demand a demonstration of the knowledge gained. Self
and peer-assessment that is not threatening to the participants will be implemented. The frequent group
discussions allow the participants to share their experiences. The final workshop project will help
participants summarize and demonstrate what they have gained in the workshops and, at the same time,
add their own ideas.

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Development
Sample Training Plan (A more detailed training plan is provided in the Appendix.)
(Training plan based on Gagnes Nine Events of Instruction)
1. Gain attention
Warm ups and short films
2. Inform learners of
objectives
3. Stimulate recall of
prior learning
4. Present the content
5. Guide learning

6. Elicit performance
(practice)

Objectives will be given at the beginning of each session.

Learners will be allotted a pre-session time where they discuss and briefly
present in groups their world knowledge and background knowledge of the
learner-centered approach. Then, a KWL will be filled out by the participants.
In the form of presentations, handouts, discussions, and demonstrations
Allow learners to present their discussion results; write their own handouts
and distribute them to the other participants; and give them a list of references
and links, which will lead to further research
Mock classrooms; group presentations; and demonstrations PBL

7. Provide feedback

In real time via Can-Do Portfolios and mid/post workshop questionnaires

8. Assess
performance

Self-assessment; peer-assessment; fill in Can-Do portfolios;

Assess peer performance in presentations and group work

9. Enhance retention
and transfer

Peer teaching-learning; online updates; keeping in touch via creating a

website and electronic communication

Implementation Checklist
Items
Teachers' handouts
Flip charts
Gifts for the winners
Refreshments
Markers
Notepads
Audiotapes to be distributed to the participants
Videotapes to be distributed to the participants
Tasks
Copying handouts
Changing the seating arrangement everyday
Obtaining information about the participants teaching styles
Sending letters to volunteer instructors to help in the workshops
Reserving multimedia and technological facilities
Preparing attendance records
Changing the classroom learning environment everyday
Ordering refreshments

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Evaluation
The three-day workshop on Empowering English Learners and Teachers with The Learner Centered
Approach
December 19-21 2011, American Center - Sri Lanka
An organized plan for evaluation will be implemented throughout the workshop followed by a post
workshop evaluation survey. It will include:
Daily formative evaluation by the instructor
End Workshop Project-Based Evaluation by the instructor
End Program Survey to be filled out by the participants
Summative Evaluation done, respectively, one, two, and three months after the implementation of
the workshop content
The End Program will allow the participants to evaluate the workshop content, methodology materials, and
time management. It will also include a Can-Do Chart where the participants will show whether or not they
have gained new knowledge.
Furthermore, it will also include a needs analysis chart in order to assess whether the participants career
needs have been met. This will be the basis for future workshops. The data gained will be analyzed
according to the methodology proposed by the chart below.
Outcomes

Self-assessment of new knowledge gained via the

program
Instructors assessment of each days program
Learners satisfaction with the entire workshop
Basis for future workshops
Long-term success of the implementation of the
workshop content

The three-day workshop on Empowering English

Learners and Teachers with The Learner-Centered
Approach
Can-Do Charts
Daily assessment by the instructor
End Workshop Survey
End Workshop Survey
1. Evaluation one month after implementation
2. Evaluation two months after implementation
3. Evaluation three months after implementation

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References
Deschamps, J.C. & Doise, W. (1978). Crossed category membership in intergroup relations. In H. Tajfel
(Ed.), Differentiation between social groups: Studies in the social psychology of intergroup
relations (pp. 141-158). London: Academic Press.
Egel, I.P (2009). Learner autonomy in the language classroom: From teacher dependency to learner
independency. In Procedia - Social and Behavioral Sciences, 1(1), 2023-2026.
Kozar, O. (2010). Towards better group work: Seeing the difference between cooperation and
collaboration. English Teaching Forum, 48(2), 16-23.
Kulik, C., & Kulik, J. (1982). Research synthesis on ability grouping. Educational Leadership, 30, 619-622.
Retrieved from http://search.epnet.com/login.aspx?direct=true&db=aph&an=7727213
Liu, W.C., Wang, C.K.J., & Parkins, E.J. (2005). A longitudinal study of students' academic self-concept in
a streamed setting: The Singapore context. British Journal of Educational Psychology, 75, 567586.
Mubarak A.T.Z. (n.d.). Helping Teachers Increase Student Talking Time (pp. 73-80). Retrieved from
http://www.moe.gov.om/Portal/sitebuilder/Sites/EPS/Arabic/IPS/Importa/tesol/3/Helping%20teache
rs%20increase%20student%20talking%20time.pdf
Rosenberg, R. (2009). Tools for activating materials and tasks in the English language classroom. English
Teaching Forum, 47(4), 2-11, 27.
Slavin, R. (1987). Ability grouping and student achievement in elementary schools: A best evidence
synthesis. Review of Educational Research, 57(3), 293-336.

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Appendix

Handout 1
The following sample focuses on the topics: Classroom interaction and Classroom management"
Activities
Given below are some suggestions that may help you to experiment with the activities you learned in the
workshop. Enjoy!
Reading Races
1. Take the longest reading comprehension passage you have to do with the students.
2. Make some questions based on it. See to it that they will require the same answer from anyone
(objective answers).
3. Write your questions on separate slips of papers or on cards.
What is the capital of the country according to the given text?
4. You can have a set comprising the number of questions that suits your time allotment. You can
have a few such sets.
5. Put your students into small groups. Each group will have a runner who runs to the teacher for a
question, readers who read the questions and answer it (all the members) and a writer who writes
the answer. Groups cannot exchange their slips of paper with each other.
6. Once a question is done, the slip is returned to the teacher to get a new one.
7. The group that answers all the questions correctly in the shortest time is the winning group!
Suggestions for Four Corners Topics
1. Is space travel beneficial to humans?
2. Do ghosts exist?
3. Are aliens a myth?
th
4. Will the world end on 12 December 2012, as the Mayan calendar suggests?
Mini-debate
Which is better: country life or city life?
Which is stronger: family bond or friendship?
Mock Parliament
There is a proposal to make English the sole medium of instruction in government run schools.
What do the members of the parliament say?
Handout 2
Work individually. Read the following case studies and write how you would react to them as a practicing
teacher.
1. Hasalaka Junior School is situated in a remote area of Sri Lanka. Despite its breathtakingly nice
surroundings, the school has small classrooms where chairs and desks are arranged in rows.
How would you change the students' seating arrangement to facilitate better classroom
interaction?
2. Mahinda Rajapakshe College has allotted Monday afternoons (from 1400hrs to 1500hrs) to
improve students' spoken English. The school still does not have an indoor stadium or an
auditorium to accommodate large numbers. The newly opened school has 15 parallel Grade Six
classes with a total number of 600 students. There are 5 English teachers. Which activities and
plans do you propose to teach spoken English to them?
3. Grade 13 class of Rathnapura Seevali Central College has young adult learners who love talking
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4.
5.
6.

7.

in English. They complain that they cannot speak fluent English in real life situations. What are
your suggestions to help them?
You find that no matter how hard you try, you end up monopolizing class talking time. Which
modifications do you think you should make in order to overcome this problem?
Madavi, who is in Grade 13, does not mingle well with other students due to some family problem.
How would you encourage her to interact with others in the class?
In your multiple-proficiency class, you find that some male students loathe reading long texts or
reading comprehension. They either slavishly copy their classmates' answers or fall asleep since
the lesson is in the after-lunch period. What is your proposal to overcome this?
The fresher ELT class of the Faculty of Engineering, University of Peradeniya, Sri Lanka has an
almost equal numbers of Tamil and Sinhala students. The Tamil students' native language is
Tamil and the Sinhala native language is Sinhala. They hardly speak each other's languages
though both the languages have equal status in the country. How do you make this a blessing in
your ELT class in order to promote ethnic group interaction?

Now work on the same case studies in small groups. How does group work alter your perspectives?
Handout 3
As we learned today, it is obvious that classroom interaction plays an effective role in improving our
students' L2 skills. Nevertheless, as teachers we often experience instances where collaborative activities
result in frustration both on the part of teacher and students. The following guidelines to promoting
collaborative work effectively, have been adapted from "Towards Better Group Work: Seeing the
Difference between Cooperation and Collaboration" by Olga Kozar, 2010.
It is Not you Singular, it is You Plural
1. Our students have mostly been focusing on individual achievement. Thus, it is important to kindle a
collaborative spirit in them by creating a positive learning environment. A good teacher will be
influential and can foster the feeling of solidarity in students.
2. Consistency matters a lot in collaborative work. Therefore, design, application, and assessment
criteria have to be consistent.
3. Ground rules have to be laid clearly. The importance of fair and individual contribution has to be
strongly stressed.
4. Teachers should be available as resources and sometimes as counselors too, since student
depression (due to lack of cooperation) is typical of collaborative work.
5. Objectives of collaborative tasks have to be defined by the teacher.
6. A fair time period for each task should be given so that smooth flow and transitions of tasks can be
achieved.
7. The best type of grouping should be decided on the nature of the task. (i.e. Pairs, triads, small groups,
large groups)
8. Continuous encouragement will help the group members get over hard times. (i.e. Positive
Reinforcement)
9. Group leaders should be briefed on the importance of assigning each member a part to play and a
deadline.
10. Leadership in a group should be allowed to rotate with each new activity.
Post Workshop Questionnaire
1. List three important things that you learned in this workshop and want to integrate into your teachinglearning process.

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2. Which of the following statements reflects your current approach to classroom teaching & your
classroom environment? Choose the 5 statements that you think are the most important. Please tick
( ) in the space provided.

I monopolize class talking time. __________

I adequately interact with students.__________
In my class STT exceeds TTT. __________
My students effectively interact with me. __________
Most of my students prefer group work to individual work. __________
Most of my students prefer individual work to
group work. __________
I often do group work in my class. __________
I often change the seating arrangement. __________
I promote learner autonomy. __________
My students adequately interact with each other. __________

3. Write any suggestions you wish to make regarding promoting classroom interaction.

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