| Summary: | 碩士 === 輔仁大學 === 兒童與家庭學系碩士在職專班 === 105 === Abstract
The purpose of this study is to explore the history of the development of cross-school teachers’ professional lesson planning groups, understand the hardship of developing professional learning groups in their own schools through the interviews with teachers, and further investigate the efficiency of cross-school teachers’ professional lesson planning groups developed by the group members of English Advisory Team in New Taipei City Junior High Schools. The efficiency will be the resource foundation for doing lesson planning in the researcher’s school, also encourage Advisory Team to continue and connect the teachers with common interests and expand their influence on the virtual Facebook groups to support the leading teachers to develop lesson planning groups in their own schools. The research process of this study will be references for studies and practice in the future.This research mainly utilized in-depth interview method to collect data and used data from
post-research questionnaire as references. The researcher conducted questionnaire on the lesson
planning learning teachers who hosted “Level C Reducing Plan” in the second semester of 2015 and selected subjects willing to participate in the interviews from the group, including 22 teachers and English Advisory team members. The conclusions are as follow:Conclusions of Questionnaire
1. Based on the decision made by English Field Meeting, teachers take turn to participate in seminars for out-school study.
2. Teachers are glad to participate in the event the whole way through according to the “Level C Reducing Plan” regulations.
3. Teachers meet and share resources once in a while after participating in cross-school lesson planning group.
4. Cross-school lesson planning has good intentions, but needs to continue holding workshops to be familiar with each other.
5. In average, 4.3 students give up on English and 2.7 students do not know the alphabets well in a class when they go to junior high school.
6. In average, 7.1 students do not have phonics reading skills and 8 students are falling behind in a class when they go to junior high school.
7. The members of cross-school Facebook public group have been increasing since the second semester of 2015.
8. The English Advisory Team will keep dedicating our best efforts according to the platform status of Facebook in the second semester of 2015 school year.
9. It is easier to do lesson planning group in their own schools due to the use of time and space.
10. Cross-school lesson planning groups are more motivated due to the guidance of the counseling team members.
Conclusions of Interviews
I. The Investigation of Hardship of Developing Lesson Planning Groups in Their Own School
1. The school administration is not ready to encourage lesson planning groups.
2. Learning groups lose administrative supports due to the adjustment of school administrative
personnel.
3. It takes time for the administration to coordinate with the teacher groups.
4. It is hard to create teamwork if the leaders do not have teachers to work with.
5. It is hard to produce teaching activities for the lesson planning groups when teachers have
different teaching philosophies.
6. Being a homeroom teacher has too much pressure and thus do not have extra energy for lesson
planning.
7. Many undiagnosed students with special needs are hidden in the classroom wearing the teachers
out.
II. The Gains of English Teachers from Cross-School Lesson Planning Groups
1. Obtaining supports and inquiries and regaining the enthusiasm for teaching.
2. Brainstorming for lesson planning groups to reduce the teaching pressure of teachers.
3.Reflecting upon the original teaching models and seeking for the opportunities to turn around.
4. Creating innovative teaching models and turning students’ learning around.
5. Operating Facebook platform to continue the lesson planning crossing
III. The Future Cross-School Lesson Planning Development Approaches of the English Advisory Team
1. Using innovative lesson planning methods to stimulate teachers to construct effective teaching
concepts.
2. Utilizing routine school visits to guide and connect the regional school lesson planning groups.
3. Seeking for model teachers to continue assisting teachers with on-site lesson planning
4. Developing adaptive education with focus differentiation lesson planning.
5. Operating continuous Facebook platform to integrate lesson planning resources and connect group
members.
IV. The Status of Doing Lesson Planning in the Researcher’s own School after Cross-School Lesson
Planning
1. Using Facebook and LINE group resources to do groups of two lesson planning in the researcher’s school.
2. Expanding from groups of two to groups of four lesson planning of the same grade level.
3. Inviting experts to schools to share and guide the teachers’ teaching strategy directions.
4. Planning classroom observations to share effective teaching experiences.
Keywords: professional learning communities, professional learning communities among schools, English Advisory Team
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