Manual for a teaching dossier

MANUAL FOR A TEACHING DOSSIER

GENERAL 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 Development

GENERAL REQUIREMENTS

For the training process, it is needed to have the necessary material resources, human resources, material
resources, financial resources, logistical and teaching staff, with the necessary characteristics for operation of
the 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 following
competencies:

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 and
personal 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 TRAINEES
Last Name
Name
Telephone SEX Male female
E-mail Address
English Level B2 C1
Document 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 your
time 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 all

2. 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

5. I am able to describe what subjects relate to Language Teaching.
a. Completely agree

b. Agree

6. I am able to describe what subjects relate to Planning and evaluation.
a. Completely agree
b. Agree

7. I can describe what subjects relate to assessment and development.
a. Completely agree
b. Agree

COURSE 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 DESCRIPTION

These content areas are included in the teachers’ training:

I. Language Awareness
II. Language and Culture
III. Language Learning Processes IV. Language Teaching
V. Planning and Evaluation
VI. Self-Assessment and Development

I. LANGUAGE AWARENESS

Trainees 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 questions

II. LANGUAGE AND CULTURE


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 improve

III. LANGUAGE LEARNING PROCESSES


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 students

IV. LANGUAGE TEACHING


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 understood

V. PLANNING AND EVALUATION


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 I'm teaching

VI. SELF-ASSESSMENT AND DEVELOPMENT


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 development

CERTIFICATE

Criteria 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 Certification

Trainee Name: ______________ ________________ _______________
Last First Middle
Address: _________________________ ____________ ___________
(stree Address, Home number) City State
_________
Zip Code
E-mail Address: ______________________ Phone number: ______________

I would like to apply for the teachers’ certification course and I agree all the information above is true.
______________________
Signature

FORM 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 time
11 Used media to promote learners autonomy
12 Did clear explanations
13 Checked students understanding to instructions given
14 Use materials to develop a class dynamic
15 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 dynamic

Observatios:

____________________________ ______________________________

Observer’s signature /Date Teacher’s signature /Date

The 6 areas for the dossier:

The content areas that should be included in your dossier are:
a. Language Awareness
b. Language and Culture
c. Language Learning Processes
d. Language Teaching
e. Planning and Evaluation
f. Self-Assessment and Development

a. Language Awareness
Topics 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 Culture
Content 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 (do's and don't's) • Application of this knowledge
to the teaching situation

c. Language Learning Processes
• 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 Teaching

• Use of social forms
• Speaking activities
• How do I present a grammar structure? • Micro - peer teaching
• 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 Evaluation

• Use of social forms
• How do we draw up a lesson plan?
• How do I present a grammar structure?
• Micro-peer teaching
• 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 further
improvement)

EVALUATION

Content area: Language Awareness

Target 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 candidate's certification
dossier.

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 encounter
and to provide appropriate didactical and methodological measures to deal with such problems
 provide grammatical explanations which are readily comprehensible and accessible to his/her learners

Content area: Language and Culture
 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 Process


The teacher
 Takes into account and incorporate into hi s/her teaching the educational experiences their students have had
previously
 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 and
motivating.
 Gives his/her 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
 Encourages and motivates his/her students to improve, bei aware of different types of motivation and
ng
capable to relate those to my students

In 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 Teaching
(Please tick the boxes, if the statement true for the person you are evaluating.)
is

The 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 and
activities.
 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 meaning
of new vocabulary through the use of different means and is to check that the students have understood.

 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 Evaluation
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.
 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 lesson

Content area: Self-Assessment and Development


Practical teaching competence

 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 and
judge

 Reflect and analyse own teaching, based on practical examples, and draw
conclusions for own further development.
 Try out and evaluate new and alternative solutions.

Cooperation

 learn from others.
work together with others.

CHECK LIST FOR THE CLASS OBSERVATION: Before the lesson takes part
This 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:
Date
Location of Lesson
Time and Length of Lesson
Level of Class - Elementary, Intermediate, Advanced.
You can also define the level by the number of hours of instruction, or by coursebook.
Number of Students
Class Composition - What sort of group they are, nationalities, sexes, strengths and weaknesses, know each
other, 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 be
familiar 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 the
lesson. These may be
• Conceptual - problems with the meaning of a structure or vocab items • Structural - problems with the
formation 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 lesson

Successful lesson is all about setting realistic aims that meet the students' needs and achieving them!
Here's 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 sounds
b) word stress
c) sentence stress
d) intonation
e) features of connected speech
11. 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 lesson

Timetable 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

Manual for a teaching dossier

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