Manual for a teaching dossier
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Manual for a teaching dossier

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Manual for a teaching dossier Manual for a teaching dossier Document Transcript

  • MANUAL FOR A TEACHING DOSSIERGENERAL INFORMATION.THE AIMS FOR THE TRAINING.This manual is designed to help in creaing teaching dossier in any of the following areas: Language Awareness Language and Culture Language Learning Processes Language Teaching Planning and Evaluation Self-Assessment and DevelopmentGENERAL REQUIREMENTSFor the training process, it is needed to have the necessary material resources, human resources, materialresources, financial resources, logistical and teaching staff, with the necessary characteristics for operation ofthe teachers’ training.WHICH LANGUAGE THE TRAINING IS OFFERED IN AND FOR.The training will be offered in English and Spanish.REQUIREMENTS FOR THE COURSE.To join the course "Teachers’ training” trainees must demonstrate the followingcompetencies:Basic:1. Properly use Spanish, both oral and written expression.2. Use properly English, both oral and written expression in a minimum level B1.3. Use logical and systematic reasoning.4. Organizes and uses a proprietary method of study: learning to learn, autonomy andpersonal initiative.5. Interacts and communicates with one or more people in their social group.6. Competently handles word processing and basic computer tools.Specific
  • 1. Master the four skills of English at an intermediate to advanced intermediate minimum. (Level B2 of the ALTE; Breakthrough of Cambridge; 500-550 pts. Pen and paper TOEFL exam, Level B2 of the Common European Framework of Reference for Languages.APPLICATION FORM: APPLICATION FORM FOR TRAINEESLast NameNameTelephone SEX Male femaleE-mail AddressEnglish Level B2 C1Document TOEFL TRINITY OTHER PRESENTED QUESTIONNAIRE:Thank you for participating in the teachers’ training.We would like to know about your current skills level as well as your profile. It will only take few minutes of yourtime toto answer these questions.There is no right or wrong answers, as we are interested only in knowing your opinions.Full name: _______________________________________ Date__________1. I feel that I could run training for teachers. a. Completely agree b. Agree c. Don’t agree at all2. I can describe what subjects relate to language awareness. a. Completely agree b. Agree c. Don’t agree at all.3. I can describe what subjects relate with Language and culture. a. Completely agree b. Agree c. Don’t agree at all.4. I can describe what subjects relate to Language and Learning process. a. Completely agree b. Agree c. Don’t agree at all5. I am able to describe what subjects relate to Language Teaching. a. Completely agree
  • b. Agree c. Don’t agree at all6. I am able to describe what subjects relate to Planning and evaluation. a. Completely agree b. Agree c. Don’t agree at all7. I can describe what subjects relate to assessment and development. a. Completely agree b. Agree c. Don’t agree at allCOURSE RULES. The participant must maintain a 80% attendance. No absences will be excused under any circumstances. To be considered as approved the participant must obtain grades equal or over 80. Participants must show an appropriate attitude to their peer participants. Participants must give the appropriate use to equipment and furniture. Participants must respect the building facilities and surrounding areas.THE MAIN SIX AREAS OF DESCRIPTIONThese content areas are included in the teachers’ training:I. Language AwarenessII. Language and CultureIII. Language Learning Processes IV. Language TeachingV. Planning and EvaluationVI. Self-Assessment and DevelopmentI. LANGUAGE AWARENESSTrainees are able to do at the end of the course: Describe the language I am teaching and use the appropriate terminology Understand the principles of language learning and teaching Select the appropriate teaching points from teaching materials to suit different levels Provide my students with clear and effective explanations in a way that is helpful to them Select and apply the appropriate methodological tools to highlight differences in language systems Use reference materials (i.e. grammar books) effectively to provide my students with clear answers with regards to language-related questionsII. LANGUAGE AND CULTURE
  • Trainees are able to do at the end of the course: Take into account and incorporate into my teaching the educational experiences my students have had previously Provide for individual learner styles and strategies in my teaching Design my lessons with my students needs and interests in mind in order to make it interesting, lively and motivating Give my students feedback on their language competence in a way that is appropriate and helpful (i.e. error correction) taking into account the stage of language development they are at Encourage and motivate my students to improveIII. LANGUAGE LEARNING PROCESSESTrainees are able to do at the end of the course: Take into account and incorporate into my teaching the educational experiences my students have had previously Provide for individual learner styles and strategies in my teaching Design my lessons with my students needs and interests in mind in order to make it interesting, lively and motivating Give my students feedback on their language competence in a way that is appropriate and helpful (i.e. error correction) taking into account the stage of language development they are as well as the stage aim we are trying to achieve in a particular stage of a lesson Encourage and motivate my students to improve, being aware of different types of motivation and capable to relate those to my studentsIV. LANGUAGE TEACHINGTrainees are able to do at the end of the course: Define the aims of my lesson and understand how to achieve them by the end of the lesson as well as make my students aware of what my aims are Be confident in selecting, adapting and designing materials to suits those aims Use a variety of exercise types Use various media forms appropriately (Moodle, whiteboard, Smartboard...) Evaluate learning tasks and activities Incorporate learning tasks and activities which encourage and facilitate learner autonomy and take into account learners learning styles and cultural expectations Give clear instructions and make sure they are understood Manage a class effectively in a wide variety of contexts taking into consideration the learners needs and levels of language competence as well as mixed abilities Clarify the meaning of new vocabulary through the use of different means and I am able to check that the students have understoodV. PLANNING AND EVALUATION
  • Trainees are able to do at the end of the course: State the general aims of a course with reference to the CEFR (European Framework) Define the aims of my lesson so that they fit within the context of the whole course Plan lessons and teaching programmes and include appropriate tasks to suit the learning outcomes Use various ways of conducting a course evaluation Do a needs analysis and assess my students language competence according to the CEFR Inform my students on language examinations available to them and advice them on the appropriate options for them Help my students to plan further learning to suit their needs Use a variety of inductive and deductive approaches to present a grammar structure and select an effective approach taking into account the grammar point in question and the group Im teachingVI. SELF-ASSESSMENT AND DEVELOPMENTTrainees are able to do at the end of the course: Reflect and draw conclusions from observations and self-observation in order to gain a better understanding of the teaching situation and validate, bring changes to and improve my own teaching Receive and make use of feedback on my teaching performance give constructive feedback to colleagues Incorporate the systematic sharing of ideas with colleagues to promote best practice Access the relevant support systems that will enable me to develop further and find solutions to my teaching problems Put forward ideas on how to ensure continuous professional developmentCERTIFICATECriteria for passing the course:o The participant must maintain an 80% attendance otherwise he/she causes global low course.o The participant deemed approved if he/she obtains the total at least 80 points at the end of the course.o No absences will be excused under any circumstances.2. Application form for Teachers’ Training CertificationTrainee Name: ______________ ________________ _______________Last First MiddleAddress: _________________________ ____________ ___________(stree Address, Home number) City State_________Zip CodeE-mail Address: ______________________ Phone number: ______________
  • I would like to apply for the teachers’ certification course and I agree all the information above is true.______________________SignatureFORM FOR A LESSON OBSERVATION:Teachers’ know how to do: Building a learning unit AU DE SA NA NA2 1 Set the objectives of the class session 2 Target students adequately toward achieving the goal 3 Set the class session consistently 4 Selected the appropriate teaching tools to your audience 5 The activities proposed where according to objectives set 6 Prepared the necessary materials for your class 7 Used easily the selected material. Conduct a teaching sequence AU DE SA NA NA2 8 Used materials to develop group dynamics 9 Use equipment in the session to motivate the environment.10 Used efficiently class time11 Used media to promote learners autonomy12 Did clear explanations13 Checked students understanding to instructions given14 Use materials to develop a class dynamic15 Did clear explanations Evaluation AU DE SA NA NA2 Encouraged the students to correct themselves. Promoted peer correction Used the errors to check a specific point Proposed remedial activities or autonomy to improve Practiced a positive assessment Conducted competency-based assessment Used rubrics and / or cross-checking lists in his/her assessment. Teachers’ knowledge: AU DE SA NA NA2 Showed a mastery of the language based on the teaching level Used the language taught in a fluid and accurate way Participated actively in workshops and conferences. Create a good learning environment AU DE SA NA NA2 Know to create a climate of confidence in the classroom Listen to the students Know how to face possible discipline problems Look at the whole classroom when directed to all students Speak loud enough for all to hear Is always on time
  • Is well organized Is patient Is dynamicObservatios:____________________________ ______________________________Observer’s signature /Date Teacher’s signature /DateThe 6 areas for the dossier:The content areas that should be included in your dossier are:a. Language Awarenessb. Language and Culturec. Language Learning Processesd. Language Teachinge. Planning and Evaluationf. Self-Assessment and Developmenta. Language AwarenessTopics dealt with in this area:• Pronunciation training• Learning vocabulary• Listening comprehension, understanding different accents• Learning spoken and written language (and their differences)b. Language And CultureContent for language and culture• Awareness of socio-cultural and intercultural aspects of language use and language learning• Dealing sensitively with difficult classroom situations relating to intercultural differences• Understanding different backgrounds (therefore different study methods) of students• Cross-cultural communication, e.g. work-related situations (dos and donts) • Application of this knowledgeto the teaching situationc. Language Learning ProcessesTopics dealt with in this area:• How to correct mistakes• Use social forms - how adults learn a language• Which are the different learner types?• Learning strategies and learner autonomy• Progress tests• Application of theoretical knowledge in authentic situations
  • d. Language TeachingTopics dealt with in this area:• Use of social forms• Speaking activities• How do I present a grammar structure? • Micro - peer teaching• Pronunciation training• Using pictures in a language classroom • Difficult classroom situations• Progress tests• The use of media - e-learning/blended learning• Encouraging and motivating the students to learn and use the language • Using authentic materials• How do I teach vocabulary?e. Planning And EvaluationTopics dealt with in this area:• Use of social forms• How do we draw up a lesson plan?• How do I present a grammar structure?• Micro-peer teaching• Pronunciation training• Using pictures in a language classroom• Difficult classroom situations• Progress tests• The use of media e-learning/ blended learning• Positive, yet constructive feedback• Explaining assessment criteria to students• Preparing materials (for class and online)f. Self-Assessment And Development Topics dealt with in this area:• Micro-peer teaching• Feedback rules• Difficult classroom situations • Progress tests• Continuous self-assessment in e.g. learning diary• Setting targets for learning at the beginning of the course (or at the end, based on feedback, for furtherimprovement)EVALUATIONContent area: Language AwarenessTarget Skills and Competencies(Please tick the boxes, if the statement is true for the person you are evaluating.) The teacher is completely familiar with the basic tools for language analysis. The teacher is able to make general comparisons between the source language of the learners and the target language.
  •  The teacher can deploy this knowledge in his/her teaching, using it in particular for the planning of language lessons and language courses. The teacher is able to check his/her knowledge of the language system and to further develop it, using relevant reference sources.There is clear evidence of the mastery of the following skills and competencies in the candidates certificationdossier.The teacher is able to use correct and appropriate terminology to describe language. formulate learning ojectives clearly and comprehensibly for language lessons and b parts of language lessons analyse language and help learners to understand language structures perceive and understand difficulties related to the str uctures of the target language which learners encounterand to provide appropriate didactical and methodological measures to deal with such problems provide grammatical explanations which are readily comprehensible and accessible to his/her learnersContent area: Language and CultureTarget Skills and Competencies(Please tick the boxes, if the statement is true for the person you are evaluating.) The teacher is aware of socio -cultural and intercultural aspects in language use and language production. The trainer is able to sensitive learners to cultural differences.There is evidence of the following skills and competencies in the certification dossier: The teacher is able to Show empathy with/sensitivity to the cultural background(s) of the learners Promote sensitiv towards cultural differences whilst avoiding cultural tereotypes in his/her learners. ity Integrate socio -cultural and intercultural topics into the language lessons.Content area: Language Learning ProcessTarget Skills and Competencies(Please tick the boxes, if the statement is true for the person you are evaluating.)The teacher Takes into account and incorporate into hi s/her teaching the educational experiences their students have hadpreviously Provides for individual learner styles strategies in his/her teaching. and Designs the lessons with my students needs and interests in mind in order to make it interesting, lively andmotivating. Gives his/her students feedback on their language competence in a way that isappropriate and helpful (i.e. error correction) taking into account the stage oflanguage development they are as well as the stage aim we are trying to achieve in a particular stage of a lesson Encourages and motivates his/her students to improve, bei aware of different types of motivation and ngcapable to relate those to my studentsIn his/her certificate dossier the teacher has provided evidence that s/he is able to: Mange different educational contexts of learning and teaching (awareness of the a educational experiences that learners bring into the classroom)
  •  Know about theories of language learning and acquisition.  Correct and give feedback.Content area: Language TeachingTarget Skills and Competencies(Please tick the boxes, if the statement true for the person you are evaluating.) isThe teacher defines the aims of the lesson and understands how to achieve them by the end of the lesson as well as makes his/her students aware of what thier aims are. is confident in selecting, adaptin and designing materials to suits those aims  uses a variety of exercise types. g uses various media forms appropriately (Moodle, whiteboard, Smartboard...)  evaluates learning tasks andactivities. gives clear instructions and make sure they are understood manages a class effectively in a wide variety of contexts taking into consideration the learners needs and levels of language competence as well as mixed abilities.  clarifies the meaningof new vocabulary through the use of different means and is to check that the students have understood.In his/her certificate dossier the teacher has provided evidence that s/he is able to: Select of appropriate methods to suilearning and teaching objectives. t Evaluate, select and adapt different teaching and learning materials to suit the aims of the lesson. How to evaluate language learning tasks. Include any use of media.Content area: Planning and EvaluationTarget Skills and Competencies(Please tick the boxes, if the statement is true for the person you are evaluating.)The teacher Is able to plan and evaluate language lessons within the context of a given curriculum/course of studies. Understands institutional context of his/her teaching activities and is familiar the with the overall training programmes offered within his/her institution. Understands the levels of competence defined in the European Framework of Reference, is familiar with the main language examinations offered in the target language and is able to prepare learners to take such examinations.In his/her certificate dossier the teacher has provided evidence that s/he is able to:  State general aims and objectives for a corse or a series of lessons. u  Define aims and objectives for a lesson and interate them in the context of a course. g Plan lessons, selecting appropriate learning tasks and activities to suit the aims and objectives of the lessonContent area: Self-Assessment and DevelopmentTarget Skills and Competencies(Please tick the boxes, if the statement is true for the person you are evaluating.)Practical teaching competence
  • The teacher is able to Combine theoretical knowledge w practical language teaching. ith Acquire basic methodological -didactic competence and skills and know when and how to apply them. Understand the different aspects and problems related to modern language teaching Ability to reflect andjudgeThe teacher is able to Reflect and analyse own teaching, based on practical examples, and draw conclusions for own further development. Try out and evaluate new and alternative solutions.CooperationThe teacher is able to learn from others.work together with others.CHECK LIST FOR THE CLASS OBSERVATION: Before the lesson takes partThis is a list of headings and rationale for an acceptable lesson plan.You can choose other formats as long as you cover the same ground.Cover Sheet:DateLocation of LessonTime and Length of LessonLevel of Class - Elementary, Intermediate, Advanced.You can also define the level by the number of hours of instruction, or by coursebook.Number of StudentsClass Composition - What sort of group they are, nationalities, sexes, strengths and weaknesses, know eachother, etc.Aim(s) - What you expect your students to achieve in the lesson, or to have achieved by the end of the lesson!This needs careful thought and wording as your lesson will be assessed on your achievement of your aim(s).Make sure your aims are achievable. They must meet your students needs.Sub-aim(s) - Use this section to include aims that you consider are of secondary importance.Assumptions - Language - what students have already covered in previous lessons or courses and so should befamiliar with.Also assumptions you can make about the students, e.g. likes/preferences, familiarity with type of activity, etc.Anticipated Difficulties - This is a useful section where you can put any difficulties you may encounter in thelesson. These may be• Conceptual - problems with the meaning of a structure or vocab items • Structural - problems with theformation of a structure• Phonological - problems with getting their tongues round a structure or vocabulary item• Cultural - this can include the content causing problems or the activities you plan e.g. working in pairs• Other - time of class, class dynamics, use of Arabic, etc.Solutions - use this section to present your solutions to the above difficulties.Some people prefer to put their solutions with the anticipated difficulties.
  • Materials - include everything you will use in the lesson: whiteboard, board pens, cassette, pictures, realia,handouts, etc…..During the lessonSuccessful lesson is all about setting realistic aims that meet the students needs and achieving them!Heres a list of aims and sub-aims:1. Introducing and practising new vocabulary.2. Revising previously taught vocabulary.3. Introducing a new grammatical point.4. Introducing new functional language.5. Revising or reviewing one or more grammatical points.6. Revising or reviewing functional exponents.7. Giving controlled/less-controlled/freer practice of a language point.8. Contrasting two (or more) grammatical points.9. Contrasting two (or more) functional exponents.10. "Warmers/icebreakers" - getting to know your students.11. Raising awareness/ear training and/or practising aspects of phonology:a) pronunciation of phonemes/individual soundsb) word stressc) sentence stressd) intonatione) features of connected speech11. Error correction work (usually revising previously taught language)12. Self-access work.13. Learner training.14. Developing reading skills - prediction/skimming/scanning/inferring, etc.15. Developing listening skills - prediction/gist/for specific information/inference,etc.16. Developing speaking skills - fluency/accuracy practice/ consolidating recently taught language.17. Freer speaking (e.g. role play) for revision of previously taught language.18. Developing writing sub-skills - paragraph-writing/focus on linking devices, etc.19. Developing study skills - note-taking/summarizing.20. Developing dictionary skills.21. Promoting interest in the culture.22. Using video to build awareness of non-verbal communication.23. Integrating the four skills.24. Simulations for revision of previously taught language / for fluency practice.25. To create a relaxed, non-threatening atmosphere in the classroom.After the lessonTimetable Fit - classwork (past and future)- what was covered in previous lesson(s), and what will be covered in follow-up lesson(s).Does the lesson review language from previous lesson(s) or preview language for future lessons?4.-Instructions:
  • How to proceed with the evaluations and the assessment criteria