Course title: PRACTICUM 2
Instructors: Asst. Prof. Renata Geld, Jasenka Čengić
ECTS credits: 3
Enrollment requirements: none
Course description: Practical insights into language development of learners of different ages. Development of teacher rapport. Awareness of teaching impact on learning. Classroom management. Self-observation. Designing teaching activities for different ages and proficiency of learners. Analyzing and adapting teaching materials. Post-teaching reflection. Self-assessment of teaching. Reacting to mentor and peer feedback. Team teaching.
Objectives: Students will further develop competence in assessing effectiveness of different teaching strategies that they will employ in their own teaching during school-based teaching practice. They will develop skills in identifying learner language needs, arousing and maintaining learner motivation, giving feedback and assessing learner competence. They will develop own self-reflection skills and a feeling of professional responsibility.
Course requirements: During practicums student will be prepared for independent teaching in schools they will be assigned to. They will be expected to develop lesson plans and required teaching materials for every lesson they will be teaching. Students will also keep a teaching practice diary. Their final course mark will depend on the evaluation of the portfolio and the evaluation of students’ independent teaching.
Week by week schedule:
|2||Designing units for different age groups of learners.|
|3||Designing units for different levels of proficiency.|
|4||Classroom teaching in school.|
|5||Classroom teaching in school.|
|6||Classroom teaching in school.|
|7||Classroom teaching in school.|
|8||Classroom teaching in school.|
|9||Classroom teaching in school.|
|10||Classroom teaching in school.|
|11||Reflecting on teaching experience|
|12||Classroom teaching in school.|
|13||Classroom teaching in school.|
|14||Analysis of student diaries.|
|15||Issues in EFL teacher preparation|
– Crookes, G. (2003). A Practicum in TESOL: professional development through teaching practice. Cambridge: CUP.
– Newby, D. et al (2008). European portfolio for student teachers of languages. Graz: ECML. [selected chapters]
– Wajnryb, R. (1992). Classroom observation tasks. Cambridge: CUP. [selected chapters]
– Allwright, D. (1988). Observation in the language classroom. New York: Longman. [selected chapters]
– Costas i Costa et al. (Eds.) (2001). Student teaching in Europe. Freiburg im Breisgau: Fillibach-Verl.
– Gebhard, J.G. & Oprandy, R. (1999). Language teaching awareness. Cambridge: CUP. [selected chapters]