ד"ר חגית אבן-ריפינסקי 79-427-01 הוראה זוטא – אנגלית

 

שם ומספר הקורס: הוראה זוטא – אנגלית

79-427-01/79-427-02

    Micro-teaching – English

שם המרצות:

 דר' חגית אבן-ריפינסקי

Dr. Hagit Evan-Rifinski

גב' ג'יין כהן

Ms. Jane Cohen

 

סוג הקורס: סדנה

שנת לימודים: תשפ"א  סמסטר: קורס שנתי            היקף שעות:  2

יום ושעה:  יום א'

סמסטר א' – 18.00-20.00

סמסטר ב' – 18.00 -16.00

מיקום: אולפני סטודיו – חינוך 905

אתר הקורס:    באתר מודל

כתובות מייל:

 

דר' חגית ריפינסקי rifinski@gmail.com

englishwithjane@gmail.com גב' ג'יין כהן -

 

שעת קבלה: ימי א'

בתיאום מראש

 

משרד: בניין 905 חדר: 109

 

טל: 03-5317710

 

א. מטרות הקורס (מטרות על / מטרות ספציפיות):

 

Course Objectives:      

Students will:

  • apply the various principals and methodologies introduced in the parallel course English Teaching Methodology.
  • develop a repertoire of teaching techniques
  • establish an awareness and self-understanding in regards to which techniques work best for them.
  • gain confidence in teaching when standing before a class
  • reflect on their micro-teaching experiences
  •  facilitate the improvement of their peers’ teaching skills

 

 

 

ב. תוכן הקורס:

Course Description                                                                                   

Micro-teaching is a means of developing particular skills in teaching English as an additional language (EAL). Through videotaped segments of teaching, students will practice the various principles and methodologies introduced in the parallel course English Teaching Methodology.

Overtime Micro-teaching will allow for students to demonstrate progress and to gain confidence in their teaching skills. The reflection and constructive feedback in which they will engage will contribute to this process of their growth as teachers.

 

Lesson Content:

Micro-teaching gives the student teachers a chance to incorporate and implement what they are learning about teaching into actual teaching practice. The video-taped lesson segments give the student teachers the opportunity to see themselves in their teaching role, as their students would see them. These Micro-teaching sessions encourage student teachers to engage in self-evaluation of their teaching and to use their peers as a source of feedback when working to improve their teaching.  Furthermore, the student teachers can benefit from each other's micro lessons and gain helpful ideas and insights which they, in turn, may adopt and try out during their own practice teaching. Through micro-teaching, the students will not only gain confidence, but will also be better prepared for work in schools.

          The micro-teaching tasks will be based on the topics introduced in the course English Teaching Methodology. Among others, the topics will include teaching activities built to develop the four main skills: reading, writing, listening and speaking, as well as ways of teaching vocabulary, literature and grammar in a non-native language. [For a complete list of topics, see Syllabus of the English Teaching Methodology course.]

 

Please note: This course is part of a three-fold program for training English teachers. English Language Teaching Methodology, Micro-teaching and the Practicum are the core courses and they must all be completed in order to achieve the requirements of the degree and to be fully equipped to teach English in the Israeli school system.

 

 

ג. דרישות קדם:                                                                                       Preliminary Requirements

 Students must

  • hold a degree in English
  • demonstrate a high proficiency in the English language.
  • be highly motivated to improve and grow as a teacher.

 

ד. דרישות הקורס:

Course Requirements

  • Attend all sessions*.
  • Prepare and teach 2 micro mini tasks.** (See guidelines, assessment rubrics and dates of presentations on the site of the course).
  • Prepare and teach 2 15-minute micro-teaching lessons**. (See guidelines, assessment rubrics and dates of presentations on the site of the course).
  • Reflect on one’s own micro-teaching skills.
  • Give constructive feedback to peers.

 

Optional: Send your pedagogical advisor the lesson plans you plan to teach at school ahead of time for feedback and suggestions.

   

*A note about attendance:

As written above, attendance in this course is mandatory. Full attendance and participation in class are required.

A student who misses more than 3  sessions in one semester will automatically be dropped from the course.

In addition, arriving 15 minutes or later to 3 of the sessions will be recorded as not attending one session. Similarly, leaving early 3 times will also be recorded as not attending one session.

 

** A note about deadlines for submission of assignments:

You are required to submit your micro - lesson plans on time. Lesson plans are to be sent no later than Wednesday evening before your presentation date. 5 points will be deducted for each day after due date. Failure to submit a lesson plan will result in a deduction of 20 points.

 

 

ה. מרכיבי הציון הסופי :

Final assessment for micro-teaching

Final assessment for micro-teaching will be based on:

Participation (providing feedback & input to your peers)

15

The student’s two micro-teaching mini tasks

30

The student’s two 15-20 minute micro-teaching lessons

40

*The student’s self-reflection

15

Passing grade: 76

 

*Each reflection must relate to one’s preparation of micro-lesson including rationale behind chosen material and structure of lesson, implementation of micro-teaching skills and professional development based on the feedback received (what worked and what needs to be changed).

 

NOTE: Up to 15% of your grade can be deducted for poor language proficiency.

 

ו. ביבליוגרפיה: (חובה/רשות)

 

Bibliography

קריאת חובה/רשות

 

Required/ Additional Reading Material

Sample of Course Bibliography**

**A complete bibliography can be found on the Moodle site of the course

 

Admiraal, W. &  Wubbels, T. (2005). Multiple voices, multiple realities, what truth? Student teachers’ learning to reflect in different paradigms. Teachers & Teaching, 11(3) , 315-329.

Agarwal, P. K., & Bain, P. M. (2019). Powerful teaching: Unleash the science of learning. John Wiley & Sons.(EBook)

Aitken, P. (2002). Teaching Tenses: Ideas for presenting and practicing tenses in English. Brighton, UK: ELB.  (‫ (428.24  Pedagogical Library AIT t

Alger, C. (2006). ‘What went well, what didn’t go so well’: growth of reflection in pre-service teachers. Reflective Practice, 7(3) , 287-301.

Breaux, A., & Whitaker, T. (2015). Quick answers for busy teachers: solutions to 60 common challenges. Hoboken, NJ. : John Wiley & Sons. (EBook)

Brighouse, H., Ladd, H. F., Loeb, S., & Swift, A. (2018). Educational goods: Values, evidence, and decision-making. Chicago, IL :  University of Chicago Press. (Education 371.2 BRI e)

Brown, H. Douglas (2000), Principles of language learning and teaching (4th ed). Harlow, UK:  Longman.(Education 407 BRO p4)

Brown, P. C., Roediger III, H. L., & McDaniel, M. A. (2014). Make it stick. Cambridge, MA:  Harvard University Press. ( 370.1523 BRO m חינוך ) (EBook)

Carey, B. (2015). How we learn: the surprising truth about when, where, and why it happens. London, UK: Random House Trade Paperbacks. (EBook )

Celce-Murcia, M. (2013). Teaching English as a second or foreign language (4th ed). Boston: Heinle & Heinle. (420.7 TEA 2014 Pedagogical Library)

Chitpin, S. (2006). The use of reflective journal keeping in a teacher education program: a Popperian analysis. Reflective Practice 7 (1): 73-86.

Couros, G. (2015). The innovator’s mindset. San Diego, CA: Dave Burgess Consulting. (EBook)

Finlay, L. (2008). Reflecting on ‘Reflective practice, PBPL, 52

 Feuerstein, T., & Scholnik, M. (1995). Enhancing Reading Comprehension: In the Language Learning Classroom. San – Francisco. CA: Alta Book Center. (418.4 FEU e אנגלית)

Freeman, Y. S., Freeman, D. E., Soto, M., & Ebe, A. (2016). ESL teaching: Principles for success. Portsmouth, NH : Heinemann.

Harmer, J. (2015). The practice of English language teaching (5th ed). New-York, NY: Pearson Education. (428.24 HAR p5 Pedagogical Library)

Hattie, J.A.C. (2012).  Visible learning for teachers.  Maximizing impact on achievement. Oxford, UK: Routledge. (אין בספריות אוניברסיטת בר-אילן)

Hattie, J.A.C. (2015).  Visible learning into action.  Maximizing impact on achievement. Oxford, UK: Routledge. (Education 371.394 HAT v)

Kagan, S. (1992). Cooperative Learning Resources for Teachers. Riverside, CA: University of California Press. ( Education 371.3 KAG)

Kelly, T. & Littman, J. (2016). The ten faces of innovation : IDEO's strategies for beating the devil's advocate & driving creativity throughout your organization. New-York, NY:The Crown Publishing Group.

Klein, S. R. (2008). Holistic reflection in teacher education: issues and strategies. Reflective Practice. 9(2), p111-121.

Koda, K. (2005). Insights into Second Language reading. Cambridge, UK: CUP. (Pedagogical Library   407 KOD)  

Larsen-Freeman, D. (2011). Techniques and principles in language teaching (3rd ed.).Oxford, UK: Oxford University Press. (Pedagogical Library   420.7 LAR-FRE)

Lemov, D. (2015). Teach like a champion 2.0: 62 techniques that put students on the path to college. San Francisco: Jossey-Bass. ( Education 373.1102 LEM t) 

Marzano, R. (2000). Transforming classroom grading. Alexandria: ASCD. (Education 371.272 MAR)

Ministry of Education (1993). A communicative methodology. Jerusalem: Author. (Education 420.7 COM)

Ministry of Education (2004). Professional standards for English teachers. Tel-Aviv: Maalot. (English 420.7 PRO)

Ministry of Education (2008). Adapting the English curriculum for students with disabilities. Jerusalem: Author. 

Ministry of Education (2009). Integrating higher order thinking skills (HOTS) with the teaching of literature. Jerusalem: Author. 

Ministry of Education, Culture and Sport, English Inspectorate.(2019). English Curriculum 2020 For Elementary School. English Department, Ministry of Education, Israel. 

Ministry of Education, Culture and Sport, English Inspectorate.(2019). English Curriculum 2020 For Junior High School. English Department, Ministry of Education, Israel.  

Mooney, C. G. (2013). Theories of Childhood: An Introduction to Dewey, Montessori, Erikson, Piaget & Vygotsky (2nd Edition). St. Paul, MN:  Redleaf Press. (EBook)

Nation, I.S.P. (2013). Learning vocabulary in another Language. Second edition. Cambridge: Cambridge University Press. (Pedagogical Library 418.0071 NAT l2)    

Nunan, D.(1991) Language teaching methodology, Phoenix, AZ:  E.L.T. ( Pedagogical Library 407 NUN l)

Pedagogical Secretariat Language Department English Inspectorate (2014), A practical guide for teaching vocabulary. Jerusalem: Ministry of Education. 

Quigley, A. (2016). The confident teacher; developing successful habits of mind, body and pedagogy. London: Routledge. (Pedagogical Library 371.102 OUI c)

Reed, S. K. (2020). Cognitive Skills You Need for the 21st Century.  New York: Oxford University Press. (EBook)  

Reynolds, G. (2012). Presentation Zen: Simple ideas on presentation design and delivery (2nd Edition). Berkeley, CA: New Rider. (English 658.452 REY p2a)

Richard-Amato, P. (2003). Making it happen. New York: Pearson Education. (Pedagogical Library 418.007 RIC-AMA)

Richards, J. C. & Renandya, W.A., (2006). Methodology in language teaching. An anthology of current practice (8th ed.) Cambridge: Cambridge University Press. (Pedagogical Library 428.0071 MET)

Richards, J. C. & Rodgers, T. S., (2014). Approaches and methods in language teaching. (3rd ed.) Cambridge: Cambridge University Press. (Pedagogical Library 407 RIC a3)

Richardson, P. W., Karabenick, S. A., & Watt, H. M. (Eds.). (2014). Teacher motivation: Theory and practice. New York, NY : Routledge ( Education 371.102 TEA 2014)

Santoro, N. & Allard, A. (2008) Scenarios as springboards for reflection on practice: stimulating discussion. Reflective Practice, 9(2), p167-176.

Scrivener, J. (2011). Learning teaching: A guidebook for English language teachers (3rd ed.). Oxford: Macmillan. (Pedagogical Library 428.2407 SCR l3)

Scrivener, J. (2012). Classroom management techniques. Cambridge, UK: Cambridge University Press. (Pedagogical Library 371.1024 SCR c)

Schwartz, D. L., Tsang, J. M., & Blair, K. P. (2016). The ABCs of how we learn: 26 scientifically proven approaches, how they work, and when to use them .New-York. NY:  WW Norton & Company. (Education 370.1523 SCHW a)

Selivan, L. (2018). Lexical Grammar: Activities for Teaching Chunks and Exploring Patterns.
Cambridge : Cambridge University Press. (Pedagogical Library 425 SEL l)

Seymour, D., & Popova, M. (2003). 700 classroom activities: conversation, functions, grammar, vocabulary. Macmillan Education. (אין בבר-אילן)

Ur, P. (1996). A course in language teaching. Cambridge, UK: Cambridge University Press. (Pedagogical Library 407 UR c2)

Ur, P. (1998). Grammar practice activities – A practical guide for teachers. Cambridge: Cambridge University Press. (Pedagogical Library 420 .7 UR g)

Ur, P. (2012). Vocabulary activities. Cambridge: Cambridge University Press. (Pedagogical Library 407 UR)

Ur, P. (2016). Penny Ur's 100 Teaching Tips. Cambridge: Cambridge University Press. ( Pedagogical Library 371.102 UR p)

Walkington, J. (2005). Becoming a teacher: encouraging development of teacher identity through reflective practice. Asia-Pacific Journal of Teacher Education, 33 (1), 53-64.

Wilson, D. L., & Conyers, M. (2013). Five big ideas for effective teaching: Connecting mind, brain, and education research to classroom practice. New-York, NY:  Teachers College Press. (Education 370.1523 WIL f)

 

 

ז. שם הקורס באנגלית:

Title of the course in English:

Micro-teaching – English