דר' אבן-ריפינסקי חגית 79-323-01 פרקטיקום
שם ומספר הקורס: פרקטיקום 79-323-01
שם המרצה: דר' חגית אבן-ריפינסקי
Dr. Hagit Evan-Rifinski
סוג הקורס: פרקטיקום
שנת לימודים: תשע"ט סמסטר: קורס שנתי היקף שעות: 4
יום ושעה: יום א' - 08.00-12.00
שעת קבלה: ימי א' או ב'
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:
- 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:
- Observe and teach at least 40 class hours in both JHS and HS over at least 5 months (November – March).* See suggested breakdown of hours.
- Submit a report of their work including a reflection/evaluation of it at the end of each semester.
- Complete at least 10 observation tasks each semester.
- Submit at least 20 lesson plans (including a reflection and assessment of each of them), 10 of which should be whole lessons.
- 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.
All the above work is to be kept on an E-PORTFOLIO on a shared Google Doc. 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.
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.
*Suggested breakdown of the 40 hours students must be at school:
Semester I: High School **
Semester II: Junior-High School
Observations/ assisting the teacher in preparing material, checking Homework/quizzes/exams: 10 hours
Observations/ assisting the teacher in preparing material, checking Homework/quizzes/exams: 10 hours
teaching lessons or part of a lesson/tutoring small groups: 10 hours
teaching lessons or parts of a lesson/tutoring small groups: 10 hours
Total hours in HS: 20
Total hours in JHS: 20
** 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.(1226261)
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. (1226437)
Aitken, P. (2002). Teaching Tenses: Ideas for presenting and practicing tenses in English. Brighton, UK: ELB Publishing. (002454696) (( מכון פדגוגי 428.24 AIT t
Brown, H. Douglas (2007), Principles of language learning and teaching, (5th ed.). White Plains, NY : Pearson Longman. (001150821) (407 BRO p5 אנגלית)
Celce-Murcia, M. (2014). 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. (1226437)
Finlay, L. (2008). Reflecting on ‘Reflective practice`. PBPL paper 52 . A discussion paper prepared for PBPL CETL , January 2008.
Harmer, J. (2015). The practice of English language teaching (5th ed.). New York, NY: Pearson Education. (002434146 ) (428.24 HAR p5 מכון פדגוגי)
Hattie, J.A.C. (2012). Visible learning for teachers: Maximizing impact on achievement. London, UK: Routledge. ((לא קיים בספריות בר-אילן
Hattie, J.A.C., Masters, D. & Birch, K. (2016). Visible learning into action : International case studies of impact. London, UK: Routledge. (002418594) (371.394 HAT v חינוך)
Kagan, S. (1985). Cooperative Learning. 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. London : Profile Books. (לא קיים בספריות בר-אילן)
Klein, S. R. (2008). Holistic reflection in teacher education: issues and strategies. Reflective Practice. 9(2), 111-121. (1226437)
Koda, K. (2005). Insights into Second Language reading. Cambridge: Cambridge University Press.(1105922) (מכון פדגוגי 407 KOD)
Larsen-Freeman, D. (1986). Techniques and principles in language teaching .Oxford, UK: Oxford University Press. (000047509) (מכון פדגוגי 420.7 LAR-FRE)
Lemov, D. (2015). Teach like a champion: 49 techniques that put students on the path to college (2nd ed.). San Francisco: Jossey-Bass. (002398628) (חינוך 373.1102 LEM t)
Marzano, R. (2000). Transforming classroom grading. Alexandria: ASCD. (485116) (חינוך 371.272 MAR)
Ministry of Education and Culture, Pedagogical Secretariat, English Inspectorate (1993). A communicative methodology: suggestions for the teacher in the primary school and the intermediate school division. Jerusalem: Author. (0219461) (חינוך 420.7 COM)
Ministry of Education, Culture and Sport, Pedagogical Secretariat (2004). Professional standards for English teachers: knowledge and performance. Tel Aviv: Maalot. (1115306) (אנגלית 420.7 PRO)
Ministry of Education, Culture and Sport, Pedagogical Secretariat (2008). Adapting the English curriculum for students with disabilities. Jerusalem: Author.
Ministry of Education, Culture and Sport, Pedagogical Secretariat (2017). Integrating higher order thinking skills (HOTS) with the teaching of literature. Jerusalem: Author.
Ministry of Education, Culture and Sport, English Inspectorate.(2013). Revised English Curriculum principles and standards for learning English as an International Language for all grades. Jerusalem: Author.
Ministry of Education, Culture and Sport, English Inspectorate (2018). A practical guide for teaching vocabulary. Jerusalem: Author.
Nation, I.S.P. (2013). Learning vocabulary in another Language (2nd ed.). Cambridge, UK: Cambridge University Press. (002454698) ( מכון פדגוגי 418.0071 NAT l2)
Nunan, D.(1991) Language teaching methodology. Phoenix, AZ: E.L.T. Publishing. (000205947) ( מכון פדגוגי407 NUN l)
Quigley, A. (2016). The confident teacher; Developing successful habits of mind, body and pedagogy. London: Routledge. (002454690) (371.102 OUI c (מכון פדגוגי
Richard-Amato, P. (2003). Making it happen (3rd ed.). New York: Pearson Education. (000572404) (מכון פדגוגי 418.007 RIC-AMA)
Richards, J. C. & Renandya, W.A., (2002). Methodology in language teaching: An anthology of current practice. Cambridge, UK: 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, UK: Cambridge University Press. (002434152) (407 RIC a3 מכון פדגוגי)
Scrivener, J. (2011). Learning teaching: A guidebook for English language teachers (3rd ed.). Oxford: Macmillan. (002434158) (מכון פדגוגי428.24071 SCR l3)
Ur, P. (2016). A course in language teaching (2ND ed.) . Cambridge, UK: Cambridge University Press. (002434164) ( מכון פדגוגי407 UR c2)
Ur, P. (1988). Grammar practice activities : A practical guide for teachers. Cambridge, UK: Cambridge University Press . (000097053) מכון פדגוגי)420.7 UR g)
Ur, P. (2012). Vocabulary activities. Cambridge: Cambridge University Press.( 002454693) (428.24071 UR v (מכון פדגוגי
Ur, P. (2016). Penny Ur's 100 Teaching Tips. Cambridge, UK: 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: