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APPL600 Language Teaching Methodologies Assessment task 3: Evaluating and reflecting on English language teaching (ELT) For this assignment you will conduct a short lesson and make a recording of yourself teaching. You will write an evaluative commentary of the session. You will need to find some ‘learners’ to practise on. This may be a class you are currently teaching, a group of friends, family members, fellow students, work colleagues etc. You can conduct this ‘practice’ class on a topic/theme of your own choice but it must have a clear language/skill focus. You may like to use some of the materials that you designed for your Task 2. Record the session on a video camera, tablet or phone in a format that you can upload to iLearn. Note: Make sure that you have asked your learners’ permission to tape the session and explain why you need to do this. In a school context you may need written permission. Assignment submission requirements: 1. Select and submit a 10 minute section of the recording for commentary. You may choose to edit the video and select different sections of the lesson – 10 minutes maximum as we will watch it all. Landscape is generally best, and a tripod will keep it still. Make sure the audio and video are both clear. 2. Write a report discussing the following elements of the micro-teaching session: a) language/skill focus which is shown clearly in the recording Self evaluation and commentary on: a) your planning and preparation b) your teacher talk e.g. clarity of instructions, ratio of T-Ss talk etc. c) your implementation e.g. What methodology did you use and why? d) your classroom management e.g. pair/group work 3. Reflect overall on the success or otherwise of the class and discuss how it might shape your teaching in future. 4. Use ELT theory, unit readings and further readings to support your commentary and reflections. Include in text references and a reference list – APA referencing Additional advice: Please look at the teaching report template in the Practicum Handbook for APPL922 (provided on APPL600 iLearn). This will be used by your mentor teacher to evaluate your teaching during the practicum and provides a good basis for some of the items that you may wish to discuss in this assignment. You may also find the APPL922 course book useful. Richards, J.C. & Farrell, T.S.C., (2011). Practice teaching: a reflective approach, Cambridge University Press, New York *Note: If you are currently doing your practicum please do not duplicate a teaching session on which you have already been assessed. *Submit one file with a link to the video included OR Submit 2 files - video + commentary both named correctly e.g. chomskyn_APPL600_3video for the video Assessment Task 3 ** See iLearn for Marking Rubric Due: Sunday 11.55pm Week 13 Length: 1,500 word report/commentary Total weighting: 45% APPL600 Language Teaching Methodologies S217 1 APPL600 Assignment 3 APPL600 Assignment 3 Evaluating your teaching 1 Assignment in Brief TASK DESCRIPTION WEIGHTING DUE DATE Assignment 3: Evaluating ELT teaching ELT – English Language Teaching Evaluation of your own teaching - plan, conduct reflect and comment 45% 1,500 word report (commentary) + 10 minute video End week 13 Sunday 12 November 2017 11:55 pm 2 Calibri, double spacing, APA referencing, report style headings Academic style, but you may use ‘I’ for your reflection. Standards for ESL/EFL Teachers of Adults This is from a US publication but is equally relevant for TESOL internationally Standard 1: Planning Teachers plan instruction to promote learning and meet learner goals, and modify plans to assure learner engagement and achievement. Standard 2: Instructing Teachers create supportive environments that engage all learners in purposeful learning and promote respectful classroom interactions. Standard 3: Assessing Teachers recognize the importance of and are able to gather and interpret information about learning and performance to promote the continuous intellectual and linguistic development of each learner. Teachers use knowledge of student performance to make decisions about planning and instruction “on the spot” and for the future. Teachers involve learners in determining what will be assessed and provide constructive feedback to learners, based on assessments of their learning. Standard 4: Identity and Context Teachers understand the importance of who learners are and how their communities, backgrounds and goals shape learning and expectations of learning. Teachers recognize how context contributes to identity formation and therefore influences learning. Teachers use this knowledge of identity and settings in planning, instructing, and assessing. 3 Standards for ESL/EFL Teachers of Adults cont. Standard 5: Language Proficiency Teachers demonstrate proficiency in social, business/workplace and academic English. Proficiency in speaking, listening, reading and writing means that a teacher is functionally equivalent to a native speaker with some higher education. Standard 6: Learning Teachers draw on their knowledge of language and adult language learning to understand the processes by which learners acquire a new language in and out of classroom settings. They use this knowledge to support adult language learning. Standard 7: Content Teachers understand that language learning is most likely to occur when learners are trying to use the language for genuine communicative purposes. Teachers understand that the content of the language course is the language that learners need in order to discuss, listen to, read and write about a subject or content area. Teachers design their lessons to help learners acquire the language they need to successfully communicate in the subject or content areas about which they want or need to learn. Standard 8: Commitment and Professionalism Teachers continue to nuance their understanding of the relationships between second language teaching and learning through the community of English language teaching professionals, the broader teaching community, and communities at large. This knowledge, in turn, informs and changes both the teachers and the communities. http://www.tesol.org.au/RESOURCES/Australian-Professional-Standards-for-Teachers 4 http://www.tesol.org.au/RESOURCES/Australian-Professional-Standards-for-Teachers 5 For this assignment you will conduct and make a recording of yourself – teaching a small group of students (4 minimum) and then write an evaluative commentary of the session. You will need to find some ‘learners’ to practice on. This may be a class you are currently teaching, a group of friends, family members, fellow students – real people You can conduct this ‘practice’ class on a topic/theme of your own choice but it must have a clear language focus (you may like to try out some of the materials that you designed for APPL600 Task 2 to do this). You (or a friend) will need to record the session on a video camera, tablet or smartphone. If you are working with classmates you can book space in the library – it can be a little noisy, but it can work. Do not leave it until the last week. You will need to book the space very soon. Note: Make sure that you have asked your learners’ permission to record the session and explain why you need to record the session and that only the markers will see it If you need a letter, there is one available on iLearn Assessment Task 3 or if you have specific needs (e.g. special wording for a school classroom), email Janice Additional advice: The teaching report template in the following slides is taken from the Practicum Handbook for APPL922 (provided on APPL600 iLearn). This will be used by your mentor teacher to evaluate your teaching during the practicum and provides a good basis for some of the items that you may wish to discuss in this assignment. Assignment requirements: Select and submit a 10 minute section of the recording for commentary. Discuss the following elements of the micro-teaching session: (you could use these as the headings for your report) These need to be shown in your video Your planning and preparation e.g. content, aims, sequence, aids and materials – slide 7 Your teacher talk e.g. clarity of instructions, ratio of T-Ss talk – slide 8 Your implementation e.g. what methodology did you use and why; procedures; explanations; questioning – slide 9 Your classroom management e.g. pair/group work – what and why; monitoring; use of materials/aids – slide 10 Reflect overall on the success or otherwise of the class and discuss how it might shape your teaching in future - unit readings on reflection and the APPL922 coursebook: Richards, J.C. & Farrell, T.S.C., (2011). Practice teaching: a reflective approach, Cambridge University Press, New York *Note: If you are currently doing your practicum please do not duplicate a teaching session on which you have already been assessed. 6 PREPARATION FOR TEACHING Not Achieved Developing Achieved Lesson plan completed in time for discussion and revision Appropriate objectives/outcomes for level of class and stage of course Content is appropriate Lesson has a language/skills focus Lesson plan is well structured Sequence is clear and appropriate Aids and materials appropriate and well organised Lesson and materials appropriate for cultural background of learners 7 COMMUNICATION SKILLS Not Achieved Developing Achieved Gave clear instructions Encouraged and listened to learners Spoke with clear, pleasant voice Used appropriate questioning Made effective use of non-verbal communication 8 IMPLEMENTATION Not Achieved Developing Achieved Used appropriate introductory procedures Motivated learners Included interactive activities Appropriate ratio of student/teacher talk Grammar explanations clear and effective (if grammar activity) Effective transition between activities Used questioning and eliciting effectively, and responded positively to answers Gave effective explanations (e.g. of vocabulary or new concepts) Used appropriate correction techniques