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Week |
Subject |
Related Preparation |
| 1) |
Introduction to the course:
An overall discussion of concepts and topics
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Chapter 1: Discussion on the course syllabus and expectations as well as questions
Identifying research / reflection topics
Writing reflection topics for week 2 (100-150 words long)
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| 2) |
Developing reflection topics and purpose |
Chapter 2: Reflect on topics and purpose with peers and course tutor (verbal and written) |
| 3) |
Identifying problems and questions |
Chapter 2: Understand what you want to reflect on, explore and research |
| 4) |
Reading relevant research - 1 |
Read at least five researches done by teachers which are relevant to your topics. Access here http://resig.weebly.com/books.html |
| 5) |
Reading relevant research - 2 |
Discuss the research that you have read
http://resig.weebly.com/books.html
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| 6) |
Identifying context of research or reflection areas |
Chapter 4: Understand where you will conduct research or how you will organize your reflection process |
| 7) |
Developing research tools - 1 |
Chapter 3: Decide on tools by which to collect data |
| 8) |
Developing research tools - 2 |
Chapter 5: Decide on tools by which to collect data |
| 9) |
Discussing data collected - 1 |
Chapter 6-7: Evaluate what you have collected and create link to the questions and reflection topics |
| 10) |
Discussing data collected - 2 |
Chapter 6-7: Evaluate what you have collected and create link to the questions and reflection topics |
| 11) |
Making sense of the data - 1 |
Chapter 8: Work on what the data reveal or what the reflective process tells us |
| 12) |
Making sense of the data - 2 |
Chapter 8: Work on what the data reveal or what the reflective process tells us |
| 13) |
Writing research or reflective accounts |
Chapter 9: How to write a small-scale research / reflective accounts |
| 14) |
Writing research or reflective accounts |
Chapter 9: How to make it reader-friendly and reflective |
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Program Outcomes |
Level of Contribution |
| 1) |
1.Being able to describe the issues related with the scientific resources in the field of teaching, English language teaching and educational technologies within the national and international standards. |
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| 2) |
2.Proficient in the phonology, semantics, grammar and the vocabulary of the language, use the language effectively. |
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| 3) |
3. Apply theories and research in language acquisition and development to provide optimal learning environments in English language teaching. |
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| 4) |
4. develop English language teaching materials according to the needs of the learners with a critical perspective. |
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| 5) |
5. Use appropriate software and technology resources for language teaching effectively in and out of classroom by locating and selecting them. |
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| 6) |
6. To improve students' reading, writing, listening and speaking skills, make use of various methods and techniques. |
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| 7) |
7. Design English language teaching curriculum and lesson plans. |
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| 8) |
8. Organize effective classrooms that promote English language learning. |
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| 9) |
9. assess students’ knowledge using multiple measures and alternative assessment techniques in order to evaluate language knowledge and skills in an effective way by using and generating measurement and assessment instruments. |
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| 10) |
10. Apply major concepts, principles, theories, and research related to the nature and role of culture and cultural groups to construct supportive learning environments and to promote inter-cultural effective communication and pragmatics skills. |
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| 11) |
11. Take on responsibility in individual and group projects by working cooperatively and meeting the requirements |
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| 12) |
12. Take into consideration professional and ethical rules and principles. |
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| 13) |
13. Apply the pedagogical implications of the research in the field of English language teaching for his/her personal and professional development, by keeping up with the recent studies. |
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| 14) |
14. Use reflective thinking and reflective teaching to examine his/her teaching skills and professional competencies. |
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| 15) |
15. Transfer the knowledge and skills necessary for life-long learning to students by using metacognitive techniques with the knowledge of how to obtain information effectively. |
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| 16) |
16. utilize learning strategies and technology resources by evaluating their relevance to K-12 students’ interests, needs, individual differences, and developmental characteristics. |
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