קינן אסנת 79-427-02 הוראה זוטא – אנגלית

שלחו לחבר

 

שם ומספר הקורס: הוראה זוטא – אנגלית -79-427-02

    Micro-teaching – English

שם המרצה: גב' אסנת קינן

Asenath Keinan

סוג הקורס: סדנה

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

יום ושעה:  יום א' -12.00-14.00

   

מיקום: אולפני סטודיו: חינוך 905 קומה 3 חדר 321

מודל  – בר אילן אתר הקורס:  

asenathkeinan@gmail.comכתובת מייל:

שעת קבלה: ימי א' בשעה 11 בתיאום מראש  

 

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).

*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.

 

 

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 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

 

 

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 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.(001226261)

Alger, C. (2006). ‘What went well, what didn’t go so well’: growth of reflection in pre-service teachersReflective Practice, 7(3) , 287-301. (001226437)

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

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

Brown, P. C., Roediger III, H. L., & McDaniel, M. A. (2014). Make it stick. Cambridge, MA:  Harvard University Press. (002384263)( 370.1523 BRO m חינוך )

Carey, B. (2015). How we learn: the surprising truth about when, where, and why it happens. London, UK: Random House Trade Paperbacks. (002455513) (גישה אלקטרונית)

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

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 practicePBPL, 52                

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. Oxford, UK: Routledge. (אין בספריות אוניברסיטת בר-אילן)

Hattie, J.A.C. (2015).  Visible learning into action.  Maximizing impact on achievement. 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. New-York, NY:The Crown Publishing Group.(אין בספריות אוניברסיטת בר 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, UK: CUP. (1105922) (מכון פדגוגי 407 KOD i)

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

Lemov, D. (2010). Teach like a champion: 49 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. Tel-Aviv: Maalot. (1115306) (אנגלית420.7 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.(2015). Revised English Curriculum principles and standards for learning English as an International Language for all grades. English Department, Ministry of Education, Israel.  

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

Nunan, D.(1991) Language teaching methodology, Phoenix, AZ:  E.L.T. (000205947)  ( 407 NUN l מכון פדגוגי)

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. (2454690) (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) (428.2407  SCR l3 מכון פדגוגי)

Ur, P. (1996). A course in language teaching. Cambridge, UK: Cambridge University Press. (002434164) ( 407UR c2 מכון פדגוגי)

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

Ur, P. (2012). Vocabulary activities. Cambridge: Cambridge University Press. (2454693) (407 UR מכון פדגוגי)

Ur, P. (2016). Penny Ur's 100 Teaching Tips. Cambridge: Cambridge University Press. (002454694) (371.102 UR p מכון פדגוגי)

Walkington, J. (2005). Becoming a teacher: encouraging development of teacher identity through reflective practice. Asia-Pacific Journal of Teacher Education, Vol. 33 Issue 1, p53-64. (000437323)

 

 

ז. שם הקורס באנגלית:

Title of the course in English:

Micro-teaching – English