Teaching Academic Subjects in English
Oct. 31, 2014
SCHEDULE
VERSION
Main Aim of the Course: ENGLISH and TEACHING
SKILLS
Aims of the Class:
1.
Language
skills: speaking, listening
2.
Didactics: practice, discussion
TIME management:
|
1) Greetings
|
2) Language skills: speaking, listening
|
3) Didactics: teaching an item
|
4) Didactics: course design, significant learning
|
5) Didactics: methods
|
Total 270
|
1)
GREETINGS
Present: 7 participants
Absent: 4 participants
INTRODUCING Greeting words
a)
Warm up: Tongue twisters: fat frog, woodchuck
b)
Planning. Video recording: The actual class in October-November
|
10
|
2)
Participants turn: practice. Teaching an item (about
20 min., individual task by participants) 6 participants
|
5 x 45 min
|
3) Didactics:
-
Item design in four steps
-
Course gap, design with three basic questions (What?
Why? How?)
-
Cultural Iceberg HO
|
30 min
|
4)
Homework: analyses of teaching items according to item design in four
steps. Post in blog.
|
|
Total 270 min
|
Oct. 24, 2014
SCHEDULE
VERSION
Main Aim of the Course: ENGLISH and TEACHING
SKILLS
Aims of the Class:
1.
Language
skills: speaking, listening
2.
Didactics: practice, discussion
1)
GREETINGS
Present: 7
participants
Absent: 4 participants
INTRODUCING Greeting words: Ursula
a)
Warm up: 2 Tongue twisters
|
15
|
2)
Participants turn: practice: teaching an item (about
20 min, individual task by participants), 2 participants
|
65 min
|
3) Didactics:
-
Five stages of a teacher´s professional development;
-
Three aspects in learning process (hand, head,
heart) and 5 basic psychological needs in learning environment;
-
Tell a metaphor as a learning method with impact on fast
mind and learning environment.
|
90 min
|
4) Terminology (referring back to the
discussion about ’prelim’ and other education-related terms).
Let’s take a look at the homepages of our own
institutions, bearing in mind an English-speaking student.
What kind of information would a foreign student need
to find?
Discussion, the ideas on whiteboard and in blog.
TTK, EMU and Security homepages studied –
participants choose, which one and may re-group, if needed (for each home
page there has to be at least one of their own institution).
Extra - if possible, take a look at a homepage of a
similar institution.
Google Drive: Spreadsheet for specific phrases
Google Drive: Questionnaire
|
70
|
5)
Homework: Planning. Video recording:
The actual class in October-November
|
5
|
Total 270 min
|
Oct. 17, 2014
SCHEDULE
VERSION
Main Aim of the Course: ENGLISH and TEACHING
SKILLS
Aims of the Class:
1.
Language
skills: speaking, listening
2.
Didactics; practice, discussion
TIME management:
|
1) Greetings
|
2) Language skills: speaking,
listening
|
3) Didactics: teaching an item
|
4) Didactics: course design,
significant learning
|
5) Institutional homepages:
information for foreign students
|
Total 270
|
1)
GREETINGS
Present: 8 participants
Absent: 3 participants
INTRODUCING Greeting words: Ursula
a) Warm up: Chant Twelve Cans of Tunafish
Rag (HO)
b) Pair work: ’customize’ the poem – change
some words and phrases
c) Vocabulary: food and containers
Scroll down for lots of packs and containers
|
20
|
2) Tips for everyday work
a) Tips by participants: Drive.google.com
(gmail access): slides, questionnaire, Doodle.com: questionnaire,
penultimate: visuals, padlet.com: brainstorm
b) Text slides: how to organise text so that
the learner would not be distracted and could focus on the task: highlight,
underline, white color, duplicate slide. Ursula
|
60
|
3) Participants turn: practice: teaching an
item (about 10 min., individual task by participants), 1 participant
|
34
|
4)
Preparation for teaching a longer item (about 20
min), in small groups (pairs or 3 persons). The participants present and
discuss their material.
|
60
|
BREAK
|
|
1) Learning method: speed dating
Text „Is
it good for people to fail occasionally?“ HO
Do you
agree with the article? Find keywords.
|
55
|
2)
Based on L. Dee Fink video about 'significant learning experience':
Learning method:
a)
Answer the quiz (HO)
-
individually
- in groups (2-3),
scratching
b) discussion of the method
|
25
|
3)
Homework:
a)
Preparing for the 20 min item-teaching. Preparation for presentation
(explanation, demonstration) of the item in groups in the class.
|
10
|
Total 270 min
|
Oct. 3, 2014
SCHEDULE
VERSION
Main Aim of the Course: ENGLISH and TEACHING
SKILLS
Aims of the Class:
1.
Language
skills: speaking, listening
2. Didactics; practice, discussion
TIME management:
|
1) Greetings
|
2) Language skills: speaking,
listening
|
3) Didactics: teaching an item
|
4) Didactics: course design,
significant learning
|
Total 270
|
1)
GREETINGS
Present: 7 participants
Absent: 4 participants
INTRODUCING
Greeting words: Ursula
Blog: Teaching issue, TTT text, Video library, Class drafts, poster
Chant “How do you like your coffee?” HO
|
15
|
2)
List of presenters on the whiteboard (6 participants)
Participants turn: practice:
teaching an item (about 10 min., individual task by participants)
List
on the whiteboard: Feedback: Important
aspects, noticed by participants
|
3 x 45 min
|
Lunch break
|
|
3)
Based on L. Dee Fink:
a)
Oral: What would you like your students to remember and know 2
years after finishing your course?
In pairs: 4 minutes’
preparation
Data projector: Finish the
sentence:
A year (or
more) after instruction is over I want and hope, that my students will be
able to ….
(Source: How to Design
& Teach a Course Using a Backwards Design Approach. Video 34 min. The model is based on a "backwards
design" course design approach outlined by L. Dee Fink (2003) in his
book, Creating Significant Learning Environments.
b)
Oral: Ursula´s version of planning a course (based on Dee Fink’s
question and practical aspects). Teacher´s aim and institutional aim. Course
design: Institutional framework EMÜ KE Why? and What? HO Teacher: How?
c)
Frontal discussion
|
60 min
|
4)
Terminology in learning-teaching process: HO
Terms: lecturer,
presenter, teacher, facilitator
How to define this terms?
How the participants
define their profession? + Explanation.
Frontal discussion
|
20 min.
|
5)
Getting Better As Teachers: Five Transformative
Teaching Practices by Dr. Dee Fink. Start the video (first 5 minutes)
60 min.
|
10 min.
|
6)
Homework:
a)
Watch the video and try to
figure out what Dee Fink means by 'significant learning experience':
b)
Preparing for the 20 min
item-teaching. Preparation for presentation (explanation, demonstration) of
the item in groups in the class.
|
|
Total 270 min
|
Sept. 26, 2014
SCHEDULE
VERSION
Main Aim of the Course: ENGLISH and TEACHING
SKILLS
Aims of the Class:
1. English: Terminology: subject and teaching
2. English: Speaking
skills
3. Teaching methods
4. Teaching: Course design
1) GREETINGS
Present: … Participants
Absent: ….
Data projector: Schedule + Course title
INTRODUCING
Greeting words: Ursula
Timetable. New copy. Poster on the wall
Feedback discussion. Ursula
|
20
|
2) Participants turn: The very beginning of the course (5
min)
4 members: teaching,
feedback, videorecording
|
3 x 45
|
3)
Reflections about the very beginning of the course (19.09.+ Ülle’s
notes) Ursula
Dee Fink intro to his
online course Video, 8 minutes
What did you notice?
|
20
|
4)
Terminology: usage and teaching: Ursula shows her favorite online
dictionaries, GoogleDocs for students´ group work (spreadsheet), Google
Search possibilities.
Online resources
online favorites: Est-Eng-Est: http://enet.animato.ee/
Eng-Eng: http://www.thefreedictionary.com/ http://glosbe.com/ (has its limits, as it's multililngual) http://www.linguee.com/ ametniku soovitussõnastik http://www.eki.ee/dict/ametnik/ ESTERM http://mt.legaltext.ee/esterm/ Eesti keele ressursside loend http://viki.keeleleek.ee/wiki/Eesti_keele_ressursside_loend Keeleveeb - eesti keelele (lemmatiseerija, sõnavormide moodustaja http://www.filosoft.ee/gene_et/ terminite otsimiseks google: glossary art http://www.tate.org.uk/learn/online-resources/glossary education terminology http://www.greatschools.org/special-education/LD-ADHD/670-educational-terms-learning-and-attention-defiicit.gs http://en.wikipedia.org/wiki/Glossary_of_education_terms Wikipedia translate event. Vikipeedia tõlkevõistlus.
Frontal. Additional sources from group
a)
Frontal discussion HO
Which sources do you use?
What are the criteria for good sources (quantity.
quality, availability)
Do you translate texts for study? If yes, then from
which language (Est>Eng; Eng>Est, some other languages)
Do you integrate terminology or do you pay special
attention to terminology?
|
45
|
5)
Item teaching 10 min:
- Ursula´s Example:
Terminology and Translation. Louis Kahn, pics by Pille.
- Feedback. Small sheets
or public
|
20
|
6)
Item Teaching: Text “Picasso. Parable” HO
a)
Preparation in groups: What
message did you notice in the text? Find the topic (What?). Choose the
teaching method (How?).
b)
Presentation of group work
|
30
|
Homework:
1)
Prepare to teach something you need in your actual work to our group. (Why?
How? What?) (teaching an item, about 10 min)
-
2) What do you think L. Dee Fink means by
'significant learning experience'? He has written and spoken about it, so if
you find any really good sources, would you please post the links, too.
|
5
|
Demonstration of course
related books
|
|
Total 270 min
|
Sept. 19, 2014
SCHEDULE
VERSION
Main Aim of the Course: ENGLISH and TEACHING
SKILLS
Aims of the Class:
1. Language skills: Pronunciation
2. Speaking skills: Monolog, dialog
3. Didactics: The substance of
feedback
4. Didactics:
How to begin a course
TIME management:
1) Greetings
2) Members turn: speaking and teaching skills. How to begin a
course
3) Feedback
4) Homework
|
1)
GREETINGS
Present: 9 participants
Absent: 2 participants
Data projector: Schedule +
Course title
INTRODUCING
a)
Greeting words: Ursula
b)
Tongue twister: Ursula
|
10
|
2)
Participants´ feedback (12.09.). Comments. Ursula
|
15
|
3)
Preparation for the participants turn: Focus on the very beginning of the lecture.
Frontal discussion: How did you understand
the homework assignment?
|
10
|
4)
Feedback (confidential, public, personal). Explanation
+ 3 HO. Ülle
|
15
|
5) Focus on the beginning of the first lecture of a course:
action (group members play students), video recording
+ written and oral feedback
White board: list of participants
|
60 min
|
6)
Homework
a)
Watch the videos posted by the participants
and comment on them (the "Comment" function under the post).
b)
After watching the one that Pille posted: Presentation
Zen: The Video By Garr Reynolds
http://www.peachpit.com/store/presentation-zen-the-video-dvd-9780321647047
would you please watch also Life After Death by Powerpoint 2010 by Don
McMillan
and comment on which one
you liked more and give some reasons.
|
5
|
Total 270 min (fire drill, reparations),
|
Teaching Academic Subjects in English
Sept. 12, 2014
SCHEDULE
VERSION
Main Aim of the Course: ENGLISH and TEACHING
SKILLS
Aims of the Class:
1. Course norms and rules
2. Specify the start position. Teaching in English: expectations, needs and wants
3. Speaking skills: dialog (discussion in pairs), monolog (introduce a person)
4.
Teaching methods: The substance of feedback
5. Teaching
methods: Body language
6. Technical
skills in teaching: blog,
GoogleDocs questionnaire, GoogleDocs spreadsheet,
PPT-slides
7. How to begin a course: Explanation for individual preparation as homework
TIME management:
|
|
1) Greetings
|
|
2) Course norms and rules
|
15
|
3) Expectations, needs and wants
|
60
|
4) Members turn: Speaking skills
|
45
|
5) Feedback and body language
|
75
|
6) Technical
skills in teaching process
|
40
|
7) Written reflection by participants
|
20
|
8) How to begin a course: Explanation for
individual preparation as homework
|
15
|
Total 270
|
1) GREETINGS
Present: 11 participants;
Absent: …..
Data projector: Schedule + Course title
INTRODUCING
Greeting words: Ursula
Short introducing of Ülle > prof CV in blog
Short introducing of Ursula > prof CV in blog
|
|
2) COURSE NORMS AND RULES, Course Outlines
2a) Explaining the SCHEDULE (ppt SLIDE): URSULA
Length in autumn term:
8 weeks in-class Sept. 12–Nov. 11, 2014
Schedule:
10.15 -11.45
Break 15 minutes
12-13.30
Lunch break 45 minutes
14.15-15.45
Schedule: once a week on Friday, 6 academic hours (3
hours Nov. 7), check the blog “Schedule for the course”.
Please take your laptops and memory sticks with you.
If the group member cannot participate, they inform
the group and lecturers about it via the blog.
Logistics:
Place: Tallinna Tehnikakõrgkool / University of
Applied Sciences, Humanitaarainete keskus / Centre for Humanities, Pärnu mnt
62, Tallinn
Lecturers: Ursula Erik (English) and Ülle Sihver (Didactics)
Participants: lecturers
Materials: blog,
desk, copies, classroom, literature, video, laptops, memory sticks; students
as test persons.
Schedule: 8 weeks:
 |
15 min
|
3. Expectations, needs and wants. Sometimes they overlap. URSULA
Subject: Statements about learning-teaching process
in English
a)
1 Handout with statements: a questionnaire and a discussion
What are my
concerns and the concerns of my partner?
Individually > pairs > frontal
Ursula writes keywords delivered by the participants
in the blog (frontal part).
Aim: English: Expressing opinion, dialog speaking
Aim: Social: Ice-breaker
Aim: Didactics: Standpoints for the discussion about
learning-teaching in English:
b) GoogleDocs Questionnaire
ba) Individual: the degree of my concerns.
Individual > frontal: the graph of concerns of the group members
bc) How to construct a GoogleDocs Questionnaire.
Aim: information about the needs in
learning-teaching in English: individual and the group.
bd)
groups of 3: Conclusions based on the results of the questionnaire.
Link to
terminology speaking about the graph. > Frontal, oral.
|
30 min +
30 min
|
4. Speaking skills. Introducing the partner
URSULA speaks a little about herself + maybe Ülle
Pair work - Forming pairs using name tags
Keypoints in blog
- Preparing in pairs: introduce the partner +
his/her professional specific feature.
- Introducing the colleague. Show (stand up, please),
11 participants.
- Frontal conclusions
Aim: communication in professional environment
|
45 min.
|
5. The substance of feedback
1 Handout: text Five Steps for Giving Productive Feedback http://www.entrepreneur.com/article/219437
a)
Individual: reading
b) Individual
or in pairs: Classify information from the article = Give feedback:
- personal
- for the colleague (confidential)
- for the group (public)
|
30 min
|
6. Video: Body Language 20 min
Yes-No tags:
1. Did you like the presentation?
2. Did she have a (professional) point?
Conclusion in pairs: Feedback: ÜLLE
What did you notice? No judgement.
1 Handout Fill in the noticing sheet (personal)
1 Handout Fill in the sheet (public)
1 Handout Fill in the confidential sheet for the Body-language-lady
|
45 min
|
7. Explaining the usage
of blog: URSULA
The blog is:
a) the source of course information
b) possibility for written conversation in a less
academic article-style (informal discussions and comments).
c) homework. Homework and posts in the blog are part
of the course.
2. Practical application: Reflections on the day
|
5 min.
|
11. Participants´ reflection about the training day. Writing
|
20 min.
|
12. Homework
1) 1. Find a video-lecture (as close to your
speciality as possible), post the link and comment on it. It has to be
something that you actually need. If it does not look interesting, you have
to make it interesting. Explain to the group (in the class) what could be
done to make it interesting. Focus on the very beginning of the lecture.
2) Prepare the beginning for the first lecture of
the course you have to start (it does not matter, when - spring 2014 or next
year or maybe you're just thinking about doing it). If you do not know if and
when you're going to teach, introduce a course you'd like to teach.
Frontal discussion.
|
5 min.
|
Total 270 min
|
Teaching Academic
Subjects in English, 2014
Course schedule in broad
lines (details about the tasks and topics during the classes):
1. Sept. 12 – introduction, mapping the focus of the group
2. Sept. 19 – practice: introduction to my course (about 5 min.,
individual task by participants)
3. Sept. 26 – practice: teaching an item (about 10 min., individual
task by participants)
4. Oct. 3 – practice: teaching an item (about 10 min., individual task
by participants)
Oct. 10
– break
5. Oct. 17 – reflections and preparing for the 20 min item-teaching
6. Oct. 24 – practice: teaching an item (about 20 min., individual
task by participants)
7. Oct. 31 – practice: teaching an item (about 20 min., individual
task by participants)
8. Nov. 7 (3 academic hours) – reflections and round-up
The schedule (except Nov. 7) will be as follows:
10.15-11.45
Break: 15 minutes
12.00-13.30
Break: 45 minutes
14.15–15.45
Individual tasks by
participants will be something they need for their work anyway – teaching an
item, preparing a beginning for a new course etc. The tasks will be video-
recorded and the participant will get the recording – it will be a chance to
see what the students see in the classes J.
login: emudoctorate@gmail.com
password: EMUdoctorate12
password: EMUdoctorate12
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