דר' חגית אבן-ריפינסקי וגב' גיין כהן 79-427-01 הוראה זוטא – אנגלית

 

 

שם ומספר הקורס: הוראה זוטא – אנגלית 807942701/2 

    Micro-teaching – English

 

שם המרצות:

 Dr. Hagit Evan-Rifinski   דר' חגית אבן-ריפינסקי  & Ms. Jane Cohen גב' ג'יין כהן  

סוג הקורס: סדנה

שנת לימודים: התשפ"ג  סמסטר: קורס שנתי            היקף שעות:  2

יום ושעה:  יום א’

18.00 -16.00

מיקום: אולפני סטודיו – חינוך 905

אתר הקורס:    באתר מודל

כתובות מייל:

 

גב' ג'יין כהן - jane.cohen@biu.ac.il  / ד"ר חגית ריפינסקי - hagit.rifinski@biu.ac.il

 

<שעת קבלה: ימי א' או ד'

בתיאום מראש

 

משרד: 905 חדר: 109

 

טל : 03-5317710

 

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

 

 

Course Objectives:      

Students will:

  • apply the various principles and methodologies introduced in the parallel course English Teaching Methodology
  • develop a repertoire of teaching techniques for both face to face and online learning.
  • establish an awareness and self-understanding of 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.

Over time Micro-teaching will allow students to demonstrate progress and to gain confidence in their teaching skills. The reflection and constructive feedback process in which they will engage will contribute to 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 while working to improve their teaching.  Furthermore, the student teachers will 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 setting. [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 or be studying towards a degree in English.
  • demonstrate proficiency in the English language and obtain a score of at least 80% in the proficiency course.
  • be highly motivated to teach and make a difference in the education system.

 

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

 

 

*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.

 

Note: Some of the lessons will be delivered on Zoom.

 

** 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 to the lecturer no later than the Wednesday evening before your presentation date.

Self-reflections must be sent to the lecturer no later than the Wednesday following the presentation (i.e., no later than 3 days after presentation).

5 points will be deducted for each day that the lesson plan/reflection are submitted late.

 

 

 

 

 

ה. מרכיבי הציון הסופי :

Final assessment for micro-teaching

Final assessment for micro-teaching will be based on:

Participation (providing feedback & input)

10

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

20

Passing grade: 76

 

*Each reflection must relate to the preparation of the micro-lesson, including the rationale behind the chosen material and the structure of the lesson; the 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.

 

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.

 

Ashley, J. (2017). The balanced teacher path : how to teach, live, and be happy. Minneapolis, MN: Free Spirit Publishing. (371.102 ASH b pedagogical Library)

 

Brown, H. D. (2002), Principles of language learning and teaching, (5th ed). Harlow, UK:  Longman.

 

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

 

Cohen, M. (2018). Educated by Design: Designing the Space to Experiment, Explore, and Extract Your Creative Potential. San Diego, CA: Dave Burgess Consulting, Inc. (153.35 COH e Pedagogical Library)

 

 Engelhardt, D. (2017). Perfect phrases for ESL : conversation skills : hundreds of ready-to-use phrases that help you express your thoughts, ideas, and feelings in English conversations of all types (2nd  edition). New-York, NY: McGraw-Hill Education. (428.24 ENG p2 Pedagogical Library )

 

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

 

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

 

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. (Ebook)

 

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

 

Hattie, J.A.C., & Yates, G. C. (2014). Visible learning and the science of how we learn. Routledge. (370.1523 Hat v Education)

 

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 (2008). Adapting the English curriculum for students with special needs. English Department, Ministry of Education, Israel. 

 

Ministry of Education (2019). Professional standards for English teachers 2020. Tel-Aviv: Maalot.

 

Ministry of Education (2020). English Curriculum 2020. English Department, Ministry of Education, Israel.  https://cms.education.gov.il/EducationCMS/Units/Mazkirut_Pedagogit/English/Curriculum/

 

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)

 

Paterson, K., Caygill, C., & Sewell, R. (2012). A handbook of spoken grammar : strategies for speaking natural English. Peaslake, UK: Delta Publishing. (428.2 PAT h Pedagogical Library)

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)

. London: Routledge. (002461791) (גישה אלקטרונית)


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, UK: Cambridge University Press. (Pedagogical Library 407 RIC a3)

 

Richards, J. C., & Thornbury, S. (2017). Jack C. Richards’ 50 tips for teacher development. Cambridge University Press. (371.102 RIC j Pedagogical Library)

 

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

 

Schcolnik, M. & Feurestein, T. (2018). Teaching Reading Comprehension Skills in ESL/EFL-A Practical Teacher’s Guide. Raanana: University Publishing Projects Ltd. (428.0071 SCHO t Pedagogical Library)

 

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)

 

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)

 

Stuart Jr, D. (2018). These 6 Things: How to Focus Your Teaching on What Matters Most.            

Thousand Oaks, CA.: Sage. (372.476 STU t Pedagogical Library) 

 

Thaine, C. (2018). Teacher training essentials: workshops for professional development. Cambridge, UK: Cambridge University Press. )370.711 THA t  Pedagogical Library)

 

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)

Vorholt, J. (2019). New ways in teaching speaking (Second edition). TESOL International Association. (428.34 NEW 2019 Pedagogical Library)

 

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. (370.1523 WIL f Education)

 

 

ז. שם הקורס באנגלית:

Title of the course in English:

Micro-teaching – English