דר' אבן-ריפינסקי חגית 79-323-01 פרקטיקום
שם ומספר הקורס: 79-323-01
שם המרצה: דר' חגית אבן-ריפינסקי
Dr. Hagit Evan-Rifinski
סוג הקורס: פרקטיקום
שנת לימודים: תשפ"א סמסטר: קורס שנתי היקף שעות: 4
יום ושעה: יום א' - 08.00-12.00
שעת קבלה: ימי א' או ג'
בנין: 905 חדר: 109
א. מטרות הקורס (מטרות על / מטרות ספציפיות):
Practice teaching offers the student teacher first-hand teaching experience and the opportunity to explore the learning processes in the EFL classroom. Meaningful connections between theory and practice will be made. Through observation of a mentor teacher and supervised teaching, the student teacher will be expected to develop a repertoire of teaching skills, understand diverse learners and become familiar with the English Curriculum and its implementation in the classroom. By conducting action research, the student teacher will also be able to identify problematic areas in the field and come up with innovative solutions to address them.
- To implement the principles and theories discussed in the English Teaching Methodology and Micro-teaching as well as other courses in the department.
- To acquire practical teaching experience in the Junior High/High School.
- To develop a repertoire of teaching skills.
- To develop the ability to reflect upon the teaching experience.
- To strengthen work ethics.
- To plan and use a variety of teaching techniques in the heterogeneous classroom.
- To become familiar with the course books and supplementary materials.
- To develop teaching units and supplementary materials and reflect upon their use in the classroom.
- To explore, understand, and contribute to the school culture.
ב. תוכן הקורס:
The Practicum focuses on the development of practical knowledge and skills in teaching English as an additional language in the Junior High and High School. Students will integrate and apply theoretical knowledge acquired in Methodology in EFL Teaching and Micro-teaching as well as in others courses in the program.
Student teaching is an experience. It is a learning process that allows future teachers to demonstrate their knowledge and their ability to design instructional strategies, manage and motivate students, evaluate their students’ learning and collaborate with others in the professional field. As a result, student teachers will be able to identify, interpret, and clarify the underlying assumptions of their professional practices.
During the practicum students will:
- collect data through observation. The data will serve as a basis for a collaborative discussion on the lesson.
- analyze the social and educational aspects of the school.
- teach part and/or whole lessons, and reflect upon them.
- reflect upon experiences and evaluate instructional practices and their impact on learning.
- identify their personal strengths and weaknesses during field experiences, seeking opportunities for professional growth and development.
- assist the mentor teacher in different activities- check tests/notebooks, help individual pupils, assist in group activities
- create instructional materials
- contribute to the school- (e.g. participate in various school events and activities)
Methods of Instruction:
The course includes classroom observation, teaching and co-teaching, creating various teaching materials, classroom investigation procedures, analyzing case studies and involvement in different school activities. The students will meet the mentor teacher for sharing processes before the lesson and for reflection sessions after the lesson.
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:
Students must hold a degree in English demonstrate a high proficiency in the English language. Be highly motivated to teach and make a difference in the education system.
ד. דרישות הקורס:
Students are required to:
- Attend school once a week on either Sunday, Tuesday or Friday from 8.15-11.30.
- Observe and teach in both JHS and HS.
- Submit a report of their work including a reflection/evaluation of it at the end of each semester.
- Teach at least 20 lessons*.
- Complete at least 10 observation tasks
- Give one test lesson each semester which will be observed and evaluated by the mentor teacher.
- Give one test lesson which will be observed and evaluated by the pedagogical advisor.
- Assist the teacher in preparing material, checking homework/quizzes/exams
- Tutor individual students or small groups
All the above work is to be kept on an E-PORTFOLIO on a shared Google Doc which will be sent to you. Please note that your E-PORTFOLIO should be completed on a weekly basis and will be inspected over the course of the year. The final portfolio is to be completed by June 30.
*You’re welcome to send your pedagogical advisor your lesson plans ahead of time for feedback and suggestions.
Students may also :
- take initiative and conduct classroom research
- take initiate and prepare a special project for the school they will be at.
Observation tasks, lesson plan format, etc. can all be found on the Moodle site.
** Consider starting your observations in HS, as many lessons get cancelled in HS in the second semester due to the matriculation exams.
ה. מרכיבי הציון הסופי :
Breakdown of final grade
E-portfolio which includes:
A general report and reflection of your practicum
10 observation tasks
20 lesson plans + reflections
Test lesson (observed by the pedagogical advisor)
Mentor teachers’ evaluation
(which includes two test lessons)
NOTE: Up to 15% of your grade can be deducted for poor language proficiency.
Passing Grade: 76
ו. ביבליוגרפיה: (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.
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: