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

 

שם ומספר הקורס: הוראה זוטא – אנגלית -79-427-01

    Micro-teaching – English

שם המרצה: דר' חגית אבן-ריפינסקי

Dr. Hagit Evan-Rifinski

סוג הקורס: סדנה   

שנת לימודים: תשע"ח           סמסטר: קורס שנתי            היקף שעות:  2

יום ושעה: סמסטר א' – יום א' -12.00-14.00

               סמסטר ב' – יום א' – 14.00-16.00

מיקום: אולפני סטודיו – חברה 905 קומה 4 חדר 418/  קומה 3 חדר 321

https://lemida.biu.ac.il/אתר הקורס:   

 

rifinski@gmail.comכתובת מייל:

 

שעת קבלה: סמסטר א' -  ימי א'  - בשעה 15.45

                   סמסטר ב' – ימי א' – בשעה 17.45

                    בתיאום מראש  

 

חדר: 511

 

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 at least 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 a 15-minute micro-teaching lesson. (See guidelines, assessment rubrics and dates of presentations on the site of the course).

 

ה. מרכיבי הציון הסופי :

Final assessment for micro-teaching

Final assessment for micro-teaching will be based on:

 

Participation (providing feedback & input)

15

The student’s 2 best micro-teaching mini tasks

30

*The student’s self-reflection

20

The student’s 15-20 minute micro-teaching lesson

35
 

Passing grade: 76

*Each reflection must relate to one’s preparation for micro- teaching, implementation of micro-teaching and professional development based on the feedback received.

 

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, Vol. 11 Issue 3, p315-329. 

Alger, C. (2006). ‘What went well, what didn’t go so well’: growth of reflection in pre-service teachers. Reflective Practice, Vol. 7 Issue 3, p287-301. (001226437)

Aitken, P. (2002). Teaching Tenses: Ideas for presenting and practicing tenses in English. UK: ELB (002454696) (‫ מכון פדגוגי 428.24 AIT t)

Brown, H. Douglas (2002), Principles of language learning and teaching, (6th ed). Longman. Retrieved from:

http://portal.cuc.edu.ve/upc/PNFT/INGLES/Principles_of_Language_Learnin…

Celce-Murcia, M. (2013). Teaching English as a second or foreign language (4th ed.). Boston, MA: Heinle & Heinle. (002434139 ) (מכון פדגוגי 420.7 TEA 2014)

Chitpin, S. (2006). The use of reflective journal keeping in a teacher education program: a Popperian analysis. Reflective Practice 7 (1): 73-86. (001226437)

Finlay, L. (2008). Reflecting on ‘Reflective practice’ PBPL paper 52 A discussion paper prepared for PBPL CETL

http://www.open.ac.uk/opencetl/sites/www.open.ac.uk.opencetl/files/files/ecms/web-content/Finlay-(2008)-Reflecting-on-reflective-practice-PBPL-paper-52.pdf

Harmer, J. (2015). The practice of English language teaching (with DVD) (5th ed). New York, NY: Pearson. (002434146 ) (428.24 HAR p5 מכון פדגוגי)

Hattie, J.A.C. (2016).  Visible learning into action: International case studies of impact. Oxford, UK: Routledge. (002418594) (371.394 HAT v חינוך)

Kagan, S. (1992). Cooperative learning resources for teachers. Riverside, CA: University of California Press. (000037691 ) (חינוך 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. UK:The Crown Publishing Group. (אין בבר-אילן)

Klein, S. R. (2008). Holistic reflection in teacher education: issues and strategies. Reflective Practice. 9:2, p111-121. (001226437)

.Koda, K. (2005). Insights into second language reading. Cambridge: Cambridge University Press. (1105922) (מכון פדגוגי 407 KOD)

Larsen-Freeman, D. (2011). Techniques and principles in language teaching (3rd ed.). Oxford University Press. (000047509) (מכון פדגוגי 420.7 LAR-FRE)

Lemov, D. (2016). Teach like a champion 2.0 : 62 techniques that put students on the path to college. San Francisco: Jossey-Bass. (002398628) (373.1102 LEM t חינוך)  

Marzano, R. (2000). Transforming classroom grading. Alexandria: ASCD. (485116) (חינוך 371.272 MAR)

Ministry of Education (1993). A communicative methodology. Jerusalem: Author. (0219461) (חינוך 420.7 COM)

Ministry of Education (2004). Professional standards for English teachers. Jerusalem: Maalot. (1115306) (אנגלית 420.7 PRO)

Ministry of Education (2008). Adapting the English curriculum for students with disabilities. Retrieved from:  http://meyda.education.gov.il/files/tochniyot_limudim/special/english.pdf

Ministry of Education (2009). Integrating higher order thinking skills (HOTS) with the teaching of literature. Retrieved from:  http://www.education.gov.il/tochniyot_limudim/english.htm

Ministry of Education, Culture and Sport, English Inspectorate.(2015). Revised English Curriculum principles and standards for learning English as an International Language for all grades. English Department, Ministry of Education, Israel. Retrieved from: 
http://meyda.education.gov.il/files/HaarachatOvdeyHoraa/Englishcurriculum.pdf

Nation, I.S.P. (2013). Learning vocabulary in another Language. Second edition. Cambridge: Cambridge University Press (002454698) ( מכון   פדגוגי 418.0071 NAT l2)    

Nunan, D.(1991) Language teaching methodology, Phoenix E.L.T. (000205947)  ( מכון פדגוגי407 NUN l)

Pedagogical Secretariat Language Department English Inspectorate (2014), A practical guide for teaching vocabulary. Jerusalem: Ministry of Education.
http://cms.education.gov.il/NR/rdonlyres/9BA1DF0C-AFF3-4E64-B67F-621E5B87B5B4/193258/PRACTICALGUIDEFORTEACHINGVOCABULARYN.doc

Quigley, A. (2016). The confident teacher; Developing successful habits of mind, body and pedagogy. London: Routledge. (002461791) (גישה אלקטרונית)

Richard-Amato, P. (2003). Making it happen. New York: Pearson Education. (000572404) (מכון פדגוגי 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. (001180901) (מכון פדגוגי 428.0071 MET)

Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching (3rd ed.). Cambridge: Cambridge University Press. (002434152) (407 RIC a3 מכון פדגוגי)

Santoro, N. & Allard, A. (2008) Scenarios as springboards for reflection on practice: stimulating discussion. Reflective Practice, 9: 2, p167-176. (001226437)

Scrivener, J. (2011). Learning teaching: A guidebook for English language teachers (3rd ed.). Oxford: Macmillan. (002434158) (  מכון פדגוגי428.24071 SCR l3)

Ur, P. (1996). A course in language teaching. England: Cambridge University Press. (002434164) ( מכון פדגוגי407 UR c2)

Ur, P. (1998). Grammar practice activities – A practical guide for teachers. Cambridge: University Press (000097053)   מכון פדגוגי)420.7 UR g)

Ur, P. (2012). A course in language teaching: Practice and theory (2nd ed.). Cambridge: Cambridge University Press. (000330763 ) (מכון פדגוגי 407 UR)

Ur, P. (2016). Penny Ur's 100 Teaching Tips. Cambridge: Cambridge University Press. (002454694)  ( מכון פדגוגי371.102 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. (000437323)

 

ז. שם הקורס באנגלית:

Title of the course in English:

Micro-teaching – English