| Week |
Subject |
Related Preparation |
| 1) |
Introduction
Syllabus
|
|
| 2) |
•Richards, Chp.1 “Exploring our teaching”
Richards & Nunan, Chp 1 “The dilemma of teacher education in second language teaching”
Becoming a member of a listserv (inform the instructor)
Finding a conference or webinar to attend this semester
Starting designing their own TP
Writing their Curriculum Vitae (CV)
Writing their Language Learning autobiography (LLA)
Writing their Statement of Teaching Philosophy (STP)
Starting to set up their own TP
|
|
| 3) |
Richards, Chp.2 “the process of exploration”
Richards, Ch 2 and 3 “Theories of teaching in language teacher eduaction”, “Teachers’ maxims”
Choosing a relevant NA tool and collect data from their sts
Choosing a relevant Learner Style Analysis (LSA) tool and collecting data from their sts
Keeping a record of each of their sts’ profiles including the findings of their NA & LSA tools
Filing NA and LSA tool and their learners’ profiles in their TP
|
|
| 4) |
Richards, Ch 4. “Teacher beliefs and decision making”
Richards & Nunan, Ch 2 and 3, “beyond prescription: the student teacher as investigator” “Activities and procedures for teacher preparation”
Writing an assignment giving their opinion in order to be able to establish good classroom management in EFL classrooms
|
|
| 5) |
Richards, Ch 5 “ exploring pedagogical reasoning skills”& Ch 6. “what is the use of lesson plans”
Writing an assignment giving their opinion in order to be able to reduce TTT and increase STT in EFL classrooms, as well as to establish rapport
|
|
| 6) |
Richards Ch 7. “Textbooks”
Richards & Nunan, Ch 9. “A Professional development focus for the language teaching practicum”
Writing an assignment giving their opinion in order to be able to manage resources – equipment and teaching aids – in EFL classrooms
|
|
| 7) |
Richards Ch 8. “Through other eyes: revisiting classroom observation
Richards Ch. 3 “Seeing teaching differently through observation”
Classroom Observation 1:
Planning and observing a colleague’s lesson
Finding a relevant observation tool in order to collect data on “classroom language” and “instruction – giving” focusing on giving and checking instructions, praising and filtering language to the level of learners
Analysing the data they have collected and writing a reflective essay focusing on the strengths and weaknesses filing their observation tool and essay in their TP
|
|
| 8) |
Richards Ch 6 “exploring with a supervisor”
Classroom Observation 2:
Planning and observing a colleague’s lesson
Finding a relevant observation tool in order to collect data on “board work” and “use of visual aids”
analysing data they have collected and writing a reflective essay focusing on the strengths and weaknesses
filing their observation tool and essay in their TP
|
|
| 9) |
Richards Ch 4. “Problem posing and solving with action research”
Classroom Observation 3:
Planning and observing a colleague’s lesson
Finding a relevant observation tool in order to collect data on “TTT” and “STT” analysing the data they’ve collected and writing a reflective essay focusing on the strengths and weaknesses
filing their observation tool and essay in their TP
*Write a research question & plan an action study to conduct through your practice teachingand reflections
|
|
| 10) |
Richards & Nunan Ch 5. “Action research in the language classroom”
Practicum – 1
Planning a 50-minute language-focused lesson according to their sts’ learning profiles
Organising their classroom to be observed
Implementing their lesson planned!
Self-evaluating their lesson filling in the self-evaluation form
|
|
| 11) |
Getting feedback from the observer
Filling in the post-observation form
Writing a reflective essay explaining their strengths and weaknesses and suggestions for further development
Filing their LP, self-evaluation and post-observation forms and their strengths and weaknesses and suggestions for further development in their TP
|
|
| 12) |
Richards, Ch 10 “Two action research projects”
Practicum – 2
Planning a 40/50-minute skills-focused lesson according to their sts’ learning profiles
Implementing their lesson and video-recording it
Self-evaluating their lesson filling in the self-evaluation form
|
|
| 13) |
Richards, Ch 10 “Two action research projects”
Practicum – 2
Planning a 40/50-minute skills-focused lesson according to their sts’ learning profiles
Implementing their lesson and video-recording it
Self-evaluating their lesson filling in the self-evaluation form
Filling in the post-observation form
Writing their strengths and weaknesses and suggestions for further development
Filing their LP, video – recording, self-evaluation and post-observation forms in their TP
Deciding on a ‘getting-feedback’ tool and getting feedback from their learners about the Practicum – 1 & 2 process
Analysing the data they obtain and writing a reflective essay about their findings, and then filing their ‘feedback-getting’ tool and the essay into their TP
|
|
| 14) |
Richards Ch 10 “The first year of teaching”
Write your reflection on the Listserv you followed and participated over the semester.
Have a collection of your favorite ELT related resources and materials
Read Richards Ch 9. “Reflective thinking through journal writing”
Richards, Ch 5 by Gebhard, “Reflecting through a teaching journal”
Write your course reflection
|
|
| |
Program Outcomes |
Level of Contribution |
| 1) |
Being able to develop and deepen their knowledge at the level of expertise in the same or a different field, based on undergraduate level qualifications. |
|
| 2) |
To be able to comprehend the interdisciplinary interaction with which the field is related. |
|
| 3) |
To be able to use the theoretical and applied knowledge at the level of expertise acquired in the field. |
|
| 4) |
To be able to interpret and create new knowledge by integrating the knowledge gained in the field with the knowledge from different disciplines. |
|
| 5) |
To be able to solve the problems encountered in the field by using research methods. |
|
| 6) |
To be able to systematically transfer current developments in the field and their own studies to groups in and outside the field, in written, verbal and visual forms, by supporting them with quantitative and qualitative data. |
|
| 7) |
To be able to critically examine social relations and the norms that guide these relations, to develop them and take action to change them when necessary. |
|
| 8) |
To be able to critically evaluate the knowledge and skills acquired in the field of expertise and to direct their learning. |
|
| 9) |
To be able to supervise and teach these values by observing social, scientific, cultural and ethical values in the stages of collecting, interpreting, applying and announcing the data related to the field. |
|
| 10) |
To be able to develop strategy, policy and implementation plans in the fields related to the field and to evaluate the obtained results within the framework of quality processes. |
|
| 11) |
To be able to use the knowledge, problem solving and/or application skills they have internalized in their field in interdisciplinary studies. |
|
| 12) |
Being able to independently carry out a work that requires expertise in the field. |
|
| 13) |
To be able to develop new strategic approaches for the solution of complex and unpredictable problems encountered in applications related to the field and to produce solutions by taking responsibility. |
|
| 14) |
Being able to lead in environments that require the resolution of problems related to the field. |
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BAHÇEŞEHİR UNIVERSITY BİLGİ PAKETİ / DERS KATALOĞU
