Diagnosing CPD Needs

Objectives (of the activity)

To help trainees self-evaluate in order to notice their professional strengths and weaknesses, (re)evaluate their professional goals and plan their future professional development activities accordingly.

Materials

  • The European Profiling grid extracted from the following document (pages 5-8) that can be reached online

https://www.eaquals.org/resources/the-european-profiling-grid/

  • A projector to show parts of the grid.

 

Procedure (including stages and allocated time):

A warm up (5 mins) The trainer shows pictures of different kinds of people and food, for example (a vegan, a baby, a teenager, a honeymoon couple, etc, and some baby food, some veggies, chocolate and champagne, hamburger with chips) and asks the trainees to match the food with the right people. Alternatively, different matching options could be tried: sports-people/ climates-animals, etc. When completed, the trainer confirms that we all have different needs and preferences.

Input (15 mins): The trainer shows and explains the axes of the grid, which have 4 main components with sub-components as listed below, and 6 developmental phases (1.1, 1.2, 2.1, 2.2, 3.1, 3.2)- comparable to A1-C2 levels of CEFR, each phase is described objectively for one to notice what development phase one is in.

Training and qualifications (Language Proficiency, Education & Training, Assessed teaching, Teaching experience)

Key teaching competences (Methodology: knowledge and skills, Assessment, Lesson and course planning, Interaction management and monitoring)

Enabling competences (Intercultural competence, Language awareness, Digital media)

Professionalism (Professional conduct, Administration)

 

Self-evaluation (15 mins) Having presented the grid, the trainer asks the trainees to do a self-evaluation, and monitors, responding to possible questions. The trainees are welcome to discuss items with peers but essentially the tool is for self-evaluation.

Reflection (10-12 minutes) The trainees are given time to think about and plan what they want to focus on for their own professional development, they are also welcome to make comments and support each other. The trainer can be a facilitator, and may offer suggestions according to the context.

 

Name of the contributor: Anonymous

Institution: N/A

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By |2019-11-02T22:48:51+00:00October 29th, 2019|Best Practices|0 Comments