Ba b ed_pedagogy_1_course_outline_2011-12

BA&BEd Year 2 Programme, Faculty of Education, The University of Hong Kong

BA&BEd (English) Year 2
EDUC 2622 Pedagogy (English) I
2011 – 2012
Lecturer: Nicole J. Tavares
Tel No.: 2859 2175
Fax No.: 2858 5649
Office: Room 210, Runme Shaw Building
E-mail: tavaresn@hku.hk

COURSE OBJECTIVES
This course, which aims at empowering student-teachers in maximising the integration of
knowledge in teaching methodology and skills in practical teaching, introduces you to a
variety of English Language Teaching theories, approaches and methodologies, with a
particular emphasis on the teaching of the four macro skills – Speaking, Listening, Reading
and Writing – in mainstream secondary schools in Hong Kong. You will take an active part
in learning tasks and class discussions which require you to plan, implement and evaluate
mini-lessons. You will also be expected to pursue independent reading before and after class
and to relate coursework to your teaching practicum.

Pedagogy (English) I (9 credits) is the first of a series of three courses across Years 2, 3 and
4, by the end of which you are expected to be equipped with the full range of knowledge and
skills to function as effective teachers of English in local secondary schools.

COURSE OUTLINE AND SCHEDULE FOR CLASSES (JAN – APR 2012)

Date Time Venue FOCUS OF THE SESSION

11:30 a.m. – RM Exploring Beliefs and Expectations
1 17th Jan 2012
1:25 p.m. 204 ~ Towards Developing Professional Competence

10:30 a.m. – RM English Language Teaching in Hong Kong:
2 19th Jan 2012 ~ The Communicative Approach to Language
12:25 p.m. 204
Teaching

Lunar New Year (23rd – 26th February 2012)

The Teaching of Speaking I
11:30 a.m. – RM
3 31st Jan 2012 ~ Planning a Good Speaking Lesson: Maximising
1:25 p.m. 204
Learner Talk & Catering for Individual Differences

The Teaching of Speaking II
10:30 a.m. – RM
4 2nd Feb 2012 ~ Organising Speaking Activities: Setting the
12:25 p.m. 204
Activity up, Devising Rules and Giving Instructions

Prepared by Nicole J. Tavares, January 2012 Page 1 of 12


The Teaching of Listening
11:30 a.m. – RM ~ The Schema Theory: Top-down and bottom-up
5 7th Feb 2012
1:25 p.m. 204 processing
~ Preparing Students for Real-Life Listening

9:30 a.m. – RM
6 9th Feb 2012 The Teaching of Reading
12:25 p.m. 204
~ Understanding the Reading Process
11:30 a.m. – RM ~ Developing Students’ Reading Strategies through
7 14th Feb 2012 Well-Staged Reading Lessons
1:25 p.m. 204

The Teaching of Writing I
~ Designing a Good Writing Task:
9:30 a.m. – RM The Significance of Genre, Audience and Purpose
8# 16th Feb 2012
12:25 p.m. 204 --------------------------------------------------------------
Micro-Teaching Workshop I
(on The Teaching of Speaking and/or Listening)

The Teaching of Writing II
11:30 a.m. – RM
9 21st Feb 2012 ~ The Process- versus Product-Oriented Approach
1:25 p.m. 204
to Teaching Writing

Micro-Teaching Workshop II
(on The Teaching of Reading and/or Writing)
9:30 a.m. – RM
10# 23rd Feb 2012 --------------------------------------------------------------
12:25 p.m. 204
Pre-TP Preparation: Questions and Challenges
Experiencing a Lesson Study

Teaching Practicum (27th February – 16th March 2012)

11:30 a.m. – RM
11 20th Mar 2012 Post-TP Experience Sharing
1:25 p.m. 204

9:30 a.m. – RM
22nd Mar 2012 For Individual/Group Consultations
12:25 p.m. 210

11:30 a.m. – RM
12 27th Mar 2012 Review of the Teaching Practicum I
1:25 p.m. 204

10:30 a.m. – RM
13 29th Mar 2012 Review of the Teaching Practicum II
12:25 p.m. 204

11:30 a.m. – RM
14 3rd Apr 2012 Review of the Teaching Practicum III
1:25 p.m. 204

#
Session may be extended.



COURSE LEARNING OUTCOMES
By the end of the Year 2 course, students are expected to be able to demonstrate their
ability to…
Related Programme
LO No. Learning Outcome (LO) Statement
Learning Outcomes
1 describe some of the main approaches to and
methodologies of teaching English as a second
language, examine their relative potential
PLO 1 (i, iii, iv)
effectiveness, compare and contrast them in
PLO 2 (i)
relation to specific teaching and learning contexts,
and select appropriate approaches for specific
purposes

2 formulate lesson objectives and plan a well-staged PLO 1 (i, iv)
lesson, justify their pedagogical decisions and PLO 2 (ii, iii, iv)
relate them to student needs PLO 3 (iii)
PLO 4 (ii)

3 design materials and activities, sequence them
based on the selected approach(es) and PLO 1 (i, ii, iii, iv)
methodology/ies, justify their pedagogical PLO 2 (i, iv)
decisions and support them with reference to the PLO 3 (ii)
relevant theories of English language teaching and PLO 4 (ii)
learning

4 identify, analyse and evaluate the strengths and
PLO 1 (ii,
limitations of (mini-)lessons, tasks/activities and
PLO 3 (ii)
materials chosen for in-class discussion and
PLO 4 (iii)
designed by themselves and/or their peers

5 develop, articulate and implement in a theory-
driven manner, a series of coherent and
pedagogically sound teaching and learning PLO 1 (i, iii)
activities in one or more lessons based on a PLO 2 (i, ii, iii, iv)
theme/topic and a given set of school-based
materials

6 evaluate the effectiveness of a lesson taught in a PLO 1 (i, iv)
real classroom context with reference to the PLO 2 (ii)
specific learning outcomes and ELT theories under PLO 3 (i, iv)
the guidance of their teaching practicum supervisor PLO 4 (i, ii, iii)

7 demonstrate professionalism in their teaching
PLO 4 (i, ii, iii)
practice



LEARNING APPROACHES
Through an activity-oriented, experiential learning, problem-solving and inquiry-based
approach to teaching and learning, you will be given ample opportunities to be actively
engaged in a broad spectrum of individual and collaborative tasks as well as other
interactive modes of learning, all of which serve as stimuli for reflective and critical
thinking. You should be prepared for constant peer support, evaluation and feedback
throughout the course. You are also required to complete set readings assigned by the
lecturer between sessions and to participate actively in the sharing of your teaching and
learning experiences on Moodle at http://babed.edu.hku.hk/.

COURSE REQUIREMENTS
Attendance and Punctuality
Quoting from the BA&BEd (LangEd) Student Handbook 2011 – 2012, ‘Students are required
to attend all classes which may or may not be conducted face-to-face. Students will be
assessed by diverse forms of assessment, including class activities, throughout their studies.
Therefore, students are required to attend all classes for continuous assessment as may be
held from time to time. Students who fail to participate in any in-class assessment will fail
that particular assessment and fail that particular course where the assessment contributes to a
high percentage of the overall result of the course… Application for leave of absence should
be sent to the Course Teacher and the Programme Director in writing, together with any
supporting document, at the earliest opportunity.’ (Pg. 5 – 6).

Participation
As a professional member of the learning community, you are expected to make active,
supportive, positive and informed contributions in class.

Communication
Between sessions, you are encouraged to engage in professional dialogue with your
coursemates and lecturer in our learning community on Moodle. You are also reminded
to check your email regularly and to reply promptly to messages that require action.
Emails to your lecturer on questions about and/or feedback on the course are strongly
encouraged.

Performance in all the above areas will be taken into consideration when finalising
your overall course grade.



COURSE ASSESSMENT

Part I: Student-Selected Readings and Student-Led Discussion (30%)

In teams, you select and prepare readings on a chosen topic either in your area of interest
based on your teaching experiences or in response to a critical incident that arose during
the Teaching Practicum. Readings and preparatory materials/tasks are expected to reach
your coursemates at least one week prior to the session. During the session, you should
be ready to play a vital role in summarising key points raised in the readings, presenting
your personal and critical views on the ideas, posing contextually relevant questions,
generating issues for discussion and drawing conclusions from the in-class ‘debate’. The
student-led discussion will take place after the Teaching Practicum.

Assessment is based on your informed choice as well as the relevance and quality of the
reading materials selected, evidence of thorough preparation, presentation skills, the
depth of analysis of the topic, the degree of reflective and critical thinking and your
ability to maximise the participation of your coursemates during the session. (Please
refer to Appendix 1 on Page 8 for the Assessment Criteria.) All materials prepared for the
session, including readings, materials used in the presentation, tasks designed and
personal notes, should be submitted after your session.

Part II: Essay – Lesson Study (70%)

This assignment requires you to put into practice the theories, approaches and
methodologies of English language teaching and learning introduced and explored in the
course in the planning of a lesson and the development of teaching and learning materials
for a specific group of students. You are required to select one thirty-five to forty-minute
English lesson you conducted during the Teaching Practicum (except the lessons
observed by your supervisors in the two school visits) for critical and in-depth analysis.

In the essay, you should include the following sections:

(i) a brief and relevant introduction to the practicum school, your classroom context
and student characteristics and an explanation of how this might have influenced
the design of your lesson
(ii) a brief overview of the lesson you taught (the teaching approaches and
methodologies adopted, your materials and activities) and what you wanted to
achieve in terms of student learning together with an explanation of the rationale
behind your lesson with reference to methodological principles, relevant theories
and studies in the ELT literature



(iii) a critical and objective evaluation of the effectiveness of the lesson in terms of the
extent to which the objective(s) of the selected lesson was/were achieved and the
effectiveness of the teaching methodologies and strategies used
(iv) a valid, objective and accurate assessment of the strengths and limitations of the
lesson
(v) concrete modifications proposed to address the problems identified
(vi) an appendix including detailed lesson plans of both the original and modified
lesson, all teaching/learning materials both original and modified, a representative
sample of students’ work (if applicable) and a video of the selected lesson on a
CD-Rom.
(vii) A reference list

Your essay should contain evidence of your ability to relate your teaching experiences
and practical knowledge to the theories discussed in the sessions and to the important
literature in ELT. The essay should not exceed 2000 words and should be written in
connected prose and not in point form. You are advised to use headings and sub-headings
when appropriate to help you organise your writing.

The assignment must be word-processed using 12-pt Times Roman, 1.5-line spacing,
with 1-inch margins on all sides and page numbers. Printing should be on single-sided A4
paper. Paragraphs should be indented with 1-tab space or block format should be used.
Please use appropriate capital letters, bold and/or italics for headings.

Your submission should be reader-friendly and accessible; it should therefore be
submitted in an organised file/binder. Original materials such as laminated flash cards
and props which you used should not be included. Instead, you should produce reduced
size, colour photocopies of these items, and a clear description of how these materials
were used.

Note:
 The chosen lesson MUST be video-recorded on a CD-Rom. Please make sure
you seek prior approval from your mentor(s) as well as the principal of the
school before any video-taping of your lessons.
 The lesson on a CD-Rom and written transcriptions of classroom teaching
episodes (if applicable) should be included as evidence to support your
observations, analysis, arguments and reflections.
 You are expected to demonstrate effective articulation between your discussion
and the theories of teaching and learning, as well as the artifacts/evidence
attached. Clear cross-referencing to the artifacts must be provided in the essay
(for example, through quoting the relevant section of the lesson plan, indicating
specific steps referred to in the lesson, citing counter numbers on the CD-Rom,
transcribing teacher/student talk, … … ).
 You are reminded that your essay should be written in the style of formal
academic writing.
 Adhere to the APA style recommended by the University when citing references.



For details visit the American Psychological Association website at
http://www.liu.edu/CWIS/CWP/library/workshop/citapa.htm.
 Avoid over-citing your lecture notes or using too many second-hand references.
 Please proofread your work very carefully before submission to avoid spelling
and grammatical mistakes.
 Indicate the number of words used at the end of your main text (excluding
references and appendices). You are reminded that only text within the word
limit (up to 2000 words) will be assessed.

For details on the Assessment Criteria, please refer to Appendix 2 on Pages 9 – 10.

DEADLINE FOR THE SUBMISSION OF THE ESSAY
By 5:00 p.m., 17th April 2012

FEEDBACK SESSION
18th May 2012 (2:00 – 3:00 p.m.)

MAJOR REFERENCES

CDC (1999). Syllabuses for secondary schools English Language Secondary 1 – 5. Hong
Kong: Curriculum Development Council.
http://www.edb.gov.hk/index.aspx?langno=1&nodeID=2770

Harmer, J. (2007). The practice of English language teaching. Harlow, Essex: Longman.

Ur, P. (1996). A course in language teaching: Practice and theory. Cambridge:
Cambridge University Press.


Appendix 1

ASSESSMENT CRITERIA FOR THE STUDENT-SELECTED READINGS AND STUDENT-LED DISCUSSIONS (30%)

Language Use and
Content Organisation and Coherence Delivery Research
Expression of Ideas
6 Excellent focus and An extremely well-structured and Highly effective, clear and smooth Widely supportive ELT Understanding is never impeded by
|in-depth analysis and coherent presentation. delivery of presentation with excellent literature on the topic cited. language use.
reflection of the topic. awareness of the audience’s interests Excellent use of relevant Can communicate ideas with
Interesting new / and needs. references. maximum clarity and effectiveness
renewed insights into to the audience.
the topic shown. Very effective use of visual aids to
help expression of ideas.
5 Very good focus and A well-structured and coherent Very effective delivery of presentation Sound awareness of ELT Understanding is seldom impeded by
in-depth analysis and presentation. with sound awareness of the literature on the topic shown. language use.
reflection of the topic. audience’s interests and needs. References are very clear, Can communicate ideas very clearly
New / renewed insights relevant and supportive. and effectively to the audience.
into the topic shown. Effective use of visual aids to
enhance understanding most of the
time.
4 Good focus and The presentation is structured and Good delivery of presentation with a Good awareness of ELT Understanding is not usually impeded
sufficiently in-depth coherent most of the time, although reasonably good awareness of the literature on the topic shown. because of language use.
analysis and reflection its overall flow could be audience’s interests and needs. References are clear, relevant Can communicate ideas clearly and
of the topic. strengthened. and appropriate. effectively to the audience.
Some new / renewed Visual aids often help to enhance
insights into the topic understanding of the ideas being
shown. explored.
3 Relevant focus and The presentation occasionally Presentation delivered with some Some awareness of ELT Understanding is occasionally
sufficient analysis and lacks a clear structure and awareness of the audience’s interests literature on the topic shown. impeded by language use.
reflection of the topic. coherence. and needs. Basic referencing is evident. Can communicate ideas quite clearly
Limited new / renewed and effectively to the audience.
insights into the topic Visual aids are used to some extent
shown. to enhance understanding.
2 Attempts at some focus, The presentation lacks structure Presentation delivered with very little Limited reference is made to Understanding is sometimes
analysis and reflection and coherence most of the time. awareness of the audience’s interests relevant and appropriate ELT impeded by language use.
of the topic. and needs. literature. Visual aids are rarely used to
enhance understanding.

1 A lack of understanding The presentation is not structured Presentation delivered with almost no Little or no evidence of relevant Understanding is often impeded by
and analysis of the topic. and very few links are made from understanding of the audience’s ELT literature is read / used. the lack of control of language use.
one part to the next. interests and needs. Referencing is inadequate and Very limited or no visual aids are
inappropriate. used to enhance understanding.


Appendix 2

ASSESSMENT CRITERIA
FOR THE LESSON STUDY (70%)
Overall Criteria
Assignments will be graded on the basis of the following criteria:
1. Ability to demonstrate depth of reflection, and thorough and critical analysis of the selected lesson;
2. Ability to critically evaluate the effectiveness of the selected lesson in relation to the objective(s)
set and student characteristics;
3. Ability to identify and present the strengths as well as limitations of the lesson, teaching materials
and tasks used, teaching methodology/ies adopted and strategies employed;
4. Ability to make and illustrate suggestions on essential modifications to be made to the lesson;
5. Ability to display an awareness of the educational and language-learning theories and important
ELT literature in the areas relevant to your discussion;
6. Ability to make accurate and interesting observations of your own; and
7. Ability to produce a clear and coherent piece of academic writing.

Please note that any evidence of plagiarism will lead to a fail grade.

Criteria for Each Grade
GRADE A
 You have demonstrated an excellent and in-depth analysis of your chosen lesson in terms of its
overall effectiveness, and have shown a thorough and profound understanding of the strengths and
weaknesses of your lesson.
 You have displayed sharp awareness and sound knowledge of the problems underlying the
weakness(es) of the lesson, successfully identified salient problems in specific areas of the actual
planning and teaching, and given concrete suggestions on essential as well as appropriate
modifications to the lesson. Examples cited from the lesson are very appropriate and fully illustrate
the analyses made. Appropriate references to key methodological principles, important theories and
studies in the literature have been made.
 In addition to referring to theoretical underpinnings in the literature, you have made interesting and
insightful observations of your own.
 The discussion, analysis and observations have been presented clearly and coherently in the style of
academic writing.

GRADE B
 You have demonstrated a good and sufficiently in-depth analysis of your chosen lesson in terms of
its overall effectiveness, and have shown a thorough understanding of the strengths and weaknesses
of your lesson.
 You have displayed good knowledge of the problems underlying the weakness(es) of the lesson,
successfully identified major problems in specific areas of the actual planning and teaching, and
given concrete suggestions on essential as well as appropriate modifications to the lesson.
Examples cited from the lesson are valid and illustrate the analyses made. Appropriate references to
methodological principles, relevant theories and studies in the literature have been made.
 In addition to referring to theoretical underpinnings in the literature, you have made some
interesting and insightful observations of your own.
academic writing.



GRADE C
 You have demonstrated a fairly good and clear analysis of your chosen lesson in terms of its overall
effectiveness, and have shown a reasonably good understanding of the strengths and weaknesses of
your lesson.
 You have displayed sufficient knowledge of the problems underlying the weakness(es) of the
lesson, identified relevant problems in specific areas of the actual planning and teaching, and
suggested appropriate modifications to the lesson. Examples cited from the lesson are mostly valid
and aptly illustrate the analyses made. Appropriate references to some methodological principles,
relevant theories and studies in the literature have been made.
 In addition to referring to theoretical underpinnings in the literature, you have made an attempt to
include some interesting and insightful observations of your own, although not all of them are valid.
academic writing.

GRADE D
 You have provided analysis of your chosen lesson in terms of its overall effectiveness, and have
shown an understanding of some of the important features of the strengths and weaknesses of your
lesson.
 You have displayed basic knowledge of the problems underlying the weakness(es) of the lesson,
identified some problems in specific areas of the actual planning and teaching, and suggested
possible modifications to the lesson. Only some of the examples cited from the lesson are valid and
illustrate the analyses made. Appropriate references to theories and studies in the literature have
been made.
 In addition to referring to theoretical underpinnings in the literature, you have made an attempt to
include some interesting and insightful observations of your own, although not all of them are valid.
 The discussion, analysis and/or observations are comprehensible but lack clarity and coherence.
The essay is written in the style of academic writing.

GRADE F
 You have provided analysis of your chosen lesson in terms of its overall effectiveness, but have
shown a lack of understanding or even misunderstanding of important features of the strengths and
weaknesses of your lesson.
 You have not displayed sufficient knowledge of the problems underlying the weakness(es) of the
lesson; you have had difficulty identifying the problems in specific areas of the actual planning and
teaching, and have not been able to suggest appropriate modifications to the lesson. Examples cited
from the lesson are largely inappropriate and fail to illustrate the analyses made. References to
theories and studies in the literature have been far from adequate.
 Arguments raised in the literature have been poorly summarised and you have made no attempt to
put forward observations of your own.
 The discussion, analysis and/or observations are comprehensible but lack clarity and coherence.
The essay is not written in the style of academic writing.

Please note: (i) Detailed lesson plans of both the original and modified lesson, (ii) all teaching materials
relevant to the lesson and referred to in the essay and (iii) representative samples of students’ work should
be attached as appendices, and (iv) audio/video recordings of the selected lesson should be submitted with
the essay.



THE UNIVERSITY OF HONG KONG
FACULTY OF EDUCATION

Proposed Common Programme Learning Outcomes (PLO) for Initial Teacher Education (ITE) programmes
viz. BEd, BEd(LangEd) (including BA&BEd[LangEd]) and PGDE

1. Curriculum and pedagogical content knowledge
(i) Identify, appraise and critically evaluate the aims, framework and content of the relevant subject
curriculum and its alignment with the broader educational aims
(ii) Demonstrate a firm technology-supported pedagogical content knowledge base for the relevant subject
area, and apply such knowledge in curriculum design, implementation and evaluation for improvement in
teaching and learning
(iii) Plan and implement evidence-based, contextually responsive, and innovative teaching to construct
effective learning experiences; apply effective strategies and skills to deal with unanticipated situations
arising in professional practice
(iv) Explore and apply appropriate assessment and evaluation strategies, and reflect on students’ performance
to enhance teaching and learning

2. Learners and learning
(i) Demonstrate a critical understanding of theories of learning and whole-person development and the ability
to construct an environment conducive to effective learning
(ii) Identify appropriate learning outcomes, evaluate the achievement of those outcomes and communicate
suitable feedback to the learners
(iii) Identify learners’ individual differences and implement strategies to provide support for their diverse
learning needs
(iv) Draw on human, curriculum and technological resources to promote cross-curricular learning and multi-
literacies

3. Education in context
(i) Communicate ideas, concepts and issues effectively to stakeholders in education, including students,
parents and colleagues
(ii) Network and collaborate effectively with stakeholders to respond to changes in education and play a
leadership role in promoting the enhancement of teaching and learning
(iii) Demonstrate inter-cultural understanding and interpersonal skills for engagement with people of diverse
cultures
(iv) Demonstrate, as a local and global citizen, critical awareness of social, economic, cultural, technological
and environmental issues, and participate actively in promoting the well-being of humankind

4. Professional ethics
(i) Demonstrate awareness of the importance of upholding professional ethics and commitment to the code of
conduct for teachers1.
(ii) Show sensitivity to and respect for the diverse interests and backgrounds of other stakeholders in the
education community
(iii) Reflect critically on personal strengths and weaknesses to develop knowledge, skills and strategies for
continuing professional improvement

1
For the current context, refer to the Council on Professional Conduct in Education‘s document titled ‗Code for the Education
Profession in Hong Kong‘ in http://cpc.edb.org.hk/english/code02.htm



The University of Hong Kong Educational Aims

To enable our students to develop their capabilities in:

Aim 1: Pursuit of academic / professional excellence, critical intellectual enquiry and life-long
learning

1.1 Develop in-depth knowledge of specialist disciplines and professions
1.2 Maintain highest standards of intellectual rigor and academic integrity
1.3 Critique received knowledge from multiple perspectives
1.4 Sustain intellectual curiosity and enthusiasm for learning

Aim 2: Tackling novel situations and ill-defined problems

2.1 Respond positively to unanticipated situations and problems
2.2 Identify and define problems in unfamiliar situations
2.3 Generate and evaluate innovative solutions to problem

Aim 3: Critical self-reflection, greater understanding of others, and upholding personal and
professional ethics

3.1 Maintain highest standards of personal integrity and ethical practice in academic, social and
professional settings
3.2 Heighten awareness of personal strengths and weaknesses
3.3 Respect individual differences and preferences

Aim 4: Intercultural understanding and global citizenship

4.1 Heighten awareness of own culture and other cultures
4.2 Develop cultural sensitivity and interpersonal skills for engagement with people of diverse cultures
4.3 Perform social responsibilities as a member of the global community

Aim 5: Communication and collaboration

5.1 Communicate effectively in academic, professional and social settings
5.2 Work with others and make constructive contributions

Aim 6: Leadership and advocacy for the improvement of the human condition

6.1 Play a leading role in improving the well-being of fellow citizens and humankind
6.2 Uphold the core values of a democratic society: human rights, justice, equality and freedom of speech
6.3 Participate actively in promoting the local and global social, economic and environmental
sustainability.


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