Manual for a teaching dossier

MANUAL FOR A TEACHING DOSSIER

GENERAL INFORMATION.

THE AIMS FOR THE TRAINING.

This manual is designed to help in creaing teaching dossier in any of the following areas:

Language Awareness Language and Culture Language Learning Processes Language Teaching Planning and Evaluation Self-Assessment and Development

GENERAL REQUIREMENTS

For the training process, it is needed to have the necessary material resources, human resources, material resources, financial resources, logistical and teaching staff, with the necessary characteristics for operation of the teachers’ training.

WHICH LANGUAGE THE TRAINING IS OFFERED IN AND FOR.

The training will be offered in English and Spanish.

REQUIREMENTS FOR THE COURSE.

To join the course "Teachers’ training” trainees must demonstrate the following

competencies:

Basic:

1. Properly use Spanish, both oral and written expression.

2. Use properly English, both oral and written expression in a minimum level B1.

3. Use logical and systematic reasoning.

4. Organizes and uses a proprietary method of study: learning to learn, autonomy and

personal initiative.

5. Interacts and communicates with one or more people in their social group.

6. Competently handles word processing and basic computer tools.

Specific

1. Master the four skills of English at an intermediate to advanced intermediate

minimum. (Level B2 of the ALTE; Breakthrough of Cambridge; 500-550 pts. Pen

and paper TOEFL exam, Level B2 of the Common European Framework of

Reference for Languages.

APPLICATION FORM:

APPLICATION FORM FOR TRAINEESLast Name Name Telephone SEX Male femaleE-mail AddressEnglish Level B2 C1Document TOEFL TRINITY OTHER PRESENTE

D

QUESTIONNAIRE:

Thank you for participating in the teachers’ training.

We would like to know about your current skills level as well as your profile. It will only take few minutes of your time toto answer these questions. There is no right or wrong answers, as we are interested only in knowing your opinions.

Full name: _______________________________________ Date__________1. I feel that I could run training for teachers.

a. Completely agree b. Agree c. Don’t agree at all

2. I can describe what subjects relate to language awareness. a. Completely agree b. Agree c. Don’t agree at all.

3. I can describe what subjects relate with Language and culture.a. Completely agree b. Agree c. Don’t agree at all.

4. I can describe what subjects relate to Language and Learning process.a. Completely agree b. Agree c. Don’t agree at all

5. I am able to describe what subjects relate to Language Teaching.

a. Completely agree b. Agree c. Don’t agree at all

6. I am able to describe what subjects relate to Planning and evaluation. a. Completely agree b. Agree c. Don’t agree at all

7. I can describe what subjects relate to assessment and development. a. Completely agreeb. Agreec. Don’t agree at all

COURSE RULES.

The participant must maintain a 80% attendance. No absences will be excused under any circumstances.

To be considered as approved the participant must obtain grades equal or over 80. Participants must show an appropriate attitude to their peer participants. Participants must give the appropriate use to equipment and furniture. Participants must respect the building facilities and surrounding areas.

THE MAIN SIX AREAS OF DESCRIPTION

These content areas are included in the teachers’ training:

I. Language Awareness II. Language and Culture III. Language Learning Processes IV. Language Teaching V. Planning and Evaluation VI. Self-Assessment and Development

I. LANGUAGE AWARENESS

Trainees are able to do at the end of the course: Describe the language I am teaching and use the appropriate terminology Understand the principles of language learning and teaching Select the appropriate teaching points from teaching materials to suit different levels Provide my students with clear and effective explanations in a way that is

helpful to them Select and apply the appropriate methodological tools to highlight

differences in language systems Use reference materials (i.e. grammar books) effectively to provide my

students with clear answers with regards to language-related questions

II. LANGUAGE AND CULTURE

Trainees are able to do at the end of the course:

Take into account and incorporate into my teaching the educational experiences my students have had previously

Provide for individual learner styles and strategies in my teaching Design my lessons with my students' needs and interests in mind in order to make it interesting, lively and motivating Give my students feedback on their language competence in a way that is appropriate and helpful (i.e.

error correction) taking into account the stage of language development they are at Encourage and motivate my students to improve

III. LANGUAGE LEARNING PROCESSES


Take into account and incorporate into my teaching the educational experiences my students have had previously

Provide for individual learner styles and strategies in my teaching Design my lessons with my students' needs and interests in mind in order to make it interesting, lively

and motivating Give my students feedback on their language competence in a way that is appropriate and helpful (i.e.

error correction) taking into account the stage of language development they are as well as the stage aim we are trying to achieve in a particular stage of a lesson

Encourage and motivate my students to improve, being aware of different types of motivation and capable to relate those to my students

IV. LANGUAGE TEACHING


Define the aims of my lesson and understand how to achieve them by the endof the lesson as well as make my students aware of what my aims are

Be confident in selecting, adapting and designing materials to suits those aims Use a variety of exercise types Use various media forms appropriately (Moodle, whiteboard, Smartboard...) Evaluate learning tasks and activities Incorporate learning tasks and activities which encourage and facilitate learner autonomy and take

into account learners' learning styles and cultural expectations Give clear instructions and make sure they are understood Manage a class effectively in a wide variety of contexts taking into consideration the learners' needs

and levels of language competence as well as mixed abilities Clarify the meaning of new vocabulary through the use of different means and I am able to check that

the students have understood

V. PLANNING AND EVALUATION


State the general aims of a course with reference to the CEFR (European Framework) Define the aims of my lesson so that they fit within the context of the whole course Plan lessons and teaching programmes and include appropriate tasks to suit the learning outcomes Use various ways of conducting a course evaluation Do a needs analysis and assess my students' language competence according to the CEFR Inform my students on language examinations available to them and advice them on the appropriate

options for them Help my students to plan further learning to suit their needs Use a variety of inductive and deductive approaches to present a grammar structure and select an effective approach taking into account the grammar

point in question and the group I'm teaching

VI. SELF-ASSESSMENT AND DEVELOPMENT


Reflect and draw conclusions from observations and self-observation in order to gain a better understanding of the teaching situation and validate, bring changes to and improve my own teaching

Receive and make use of feedback on my teaching performance give constructive feedback to colleagues

Incorporate the systematic sharing of ideas with colleagues to promote best practice Access the relevant support systems that will enable me to develop further and find solutions to my

teaching problems Put forward ideas on how to ensure continuous professional development

CERTIFICATE

Criteria for passing the course: o The participant must maintain an 80% attendance otherwise he/she causes

global low course. o The participant deemed approved if he/she obtains the total at least 80

points at the end of the course.

o No absences will be excused under any circumstances.

2. Application form for Teachers’ Training Certification

Trainee Name: ______________ ________________ _______________Last First MiddleAddress: _________________________ ____________ ___________ (stree Address, Home number) City State_________ Zip Code

E-mail Address: ______________________ Phone number: ______________ I would like to apply for the teachers’ certification course and I agree all the information above is true. ______________________ Signature

FORM FOR A LESSON OBSERVATION:

Teachers’ know how to do:

Building a learning unit AU DE SA NA NA21 Set the objectives of the class session2 Target students adequately toward achieving the goal3 Set the class session consistently4 Selected the appropriate teaching tools to your audience5 The activities proposed where according to objectives set6 Prepared the necessary materials for your class 7 Used easily the selected material.

Conduct a teaching sequence AU DE SA NA NA28 Used materials to develop group dynamics9 Use equipment in the session to motivate the environment.

10 Used efficiently class time11 Used media to promote learners autonomy12 Did clear explanations13 Checked students understanding to instructions given14 Use materials to develop a class dynamic15 Did clear explanations

Evaluation AU DE SA NA NA2Encouraged the students to correct themselves.Promoted peer correctionUsed the errors to check a specific pointProposed remedial activities or autonomy to improvePracticed a positive assessmentConducted competency-based assessmentUsed rubrics and / or cross-checking lists in his/her assessment.Teachers’ knowledge: AU DE SA NA NA2Showed a mastery of the language based on the teaching levelUsed the language taught in a fluid and accurate wayParticipated actively in workshops and conferences.Create a good learning environment AU DE SA NA NA2Know to create a climate of confidence in the classroomListen to the studentsKnow how to face possible discipline problemsLook at the whole classroom when directed to all studentsSpeak loud enough for all to hear

Is always on timeIs well organizedIs patientIs dynamic

Observatios:

____________________________ ______________________________

Observer’s signature /DateTeacher’s signature /Date

The 6 areas for the dossier:

The content areas that should be included in your dossier are: a. Language Awareness b. Language and Culture c. Language Learning Processes d. Language Teaching e. Planning and Evaluation f. Self-Assessment and Development

a. Language Awareness Topics dealt with in this area: • Pronunciation training • Learning vocabulary • Listening comprehension, understanding different accents • Learning spoken and written language (and their differences)

b. Language And Culture Content for language and culture • Awareness of socio-cultural and intercultural aspects of language use and language learning • Dealing sensitively with difficult classroom situations relating to intercultural differences • Understanding different backgrounds (therefore different study methods) of students • Cross-cultural communication, e.g. work-related situations (do's and don't's) • Application of this knowledge to the teaching situation

c. Language Learning Processes Topics dealt with in this area: • How to correct mistakes • Use social forms - how adults learn a language • Which are the different learner types? • Learning strategies and learner autonomy • Progress tests • Application of theoretical knowledge in authentic situations

d. Language Teaching

Topics dealt with in this area: • Use of social forms • Speaking activities • How do I present a grammar structure? • Micro - peer teaching • Pronunciation training • Using pictures in a language classroom • Difficult classroom situations • Progress tests • The use of media - e-learning/blended learning • Encouraging and motivating the students to learn and use the language • Using authentic materials • How do I teach vocabulary?

e. Planning And Evaluation Topics dealt with in this area:

• Use of social forms • How do we draw up a lesson plan? • How do I present a grammar structure? • Micro-peer teaching • Pronunciation training • Using pictures in a language classroom • Difficult classroom situations • Progress tests • The use of media e-learning/ blended learning • Positive, yet constructive feedback • Explaining assessment criteria to students • Preparing materials (for class and online)

f. Self-Assessment And Development Topics dealt with in this area: • Micro-peer teaching • Feedback rules • Difficult classroom situations • Progress tests • Continuous self-assessment in e.g. learning diary • Setting targets for learning at the beginning of the course (or at the end, based on feedback, for further improvement)

EVALUATION

Content area: Language Awareness

Target Skills and Competencies (Please tick the boxes, if the statement is true for the person you are evaluating.)

The teacher is completely familiar with the basic tools for language analysis. The teacher is able to make general comparisons between the source language of

the learners and the target language. The teacher can deploy this knowledge in his/her teaching, using it in particular for

the planning of language lessons and language courses. The teacher is able to check his/her knowledge of the language system and to

further develop it, using relevant reference sources. There is clear evidence of the mastery of the following skills and competencies in the candidate's certification dossier.

The teacher is able to use correct and appropriate terminology to describe language. formulate learning objectives clearly and comprehensibly for language lessons and

parts of language lessons analyse language and help learners to understand language structures perceive and understand difficulties related to the structures of the target language which learners encounter and to provide appropriate didactical and methodological measures to deal with such problems provide grammatical explanations which are readily comprehensible and accessible to his/her learners

Content area: Language and Culture Target Skills and Competencies (Please tick the boxes, if the statement is true for the person you are evaluating.) The teacher is aware of socio-cultural and intercultural aspects in language use and language production. The trainer is able to sensitive learners to cultural differences. There is evidence of the following skills and competencies in the certification dossier: The teacher is able to Show empathy with/sensitivity to the cultural background(s) of the learners Promote sensitivity towards cultural differences whilst avoiding cultural tereotypes in his/her learners. Integrate socio-cultural and intercultural topics into the language lessons.

Content area: Language Learning Process


The teacher Takes into account and incorporate into his/her teaching the educational experiences their students have had previously Provides for individual learner styles and strategies in his/her teaching. Designs the lessons with my students' needs and interests in mind in order to make it interesting, lively and motivating. Gives his/her students feedback on their language competence in a way that is appropriate and helpful (i.e. error correction) taking into account the stage of language development they are as well as the stage aim we are trying to achieve in a particular stage of a lesson Encourages and motivates his/her students to improve, being aware of different types of motivation and capable to relate those to my students

In his/her certificate dossier the teacher has provided evidence that s/he is able to:

Manage different educational contexts of learning and teaching (awareness of the

educational experiences that learners bring into the classroom) Know about theories of language learning and acquisition. Correct and give feedback.

Content area: Language Teaching Target Skills and Competencies (Please tick the boxes, if the statement is true for the person you are evaluating.)

The teacher defines the aims of the lesson and understands how to achieve them by the end of

the lesson as well as makes his/her students aware of what thier aims are. is confident in selecting, adapting and designing materials to suits those aims uses a variety of exercise types. uses various media forms appropriately (Moodle, whiteboard, Smartboard...) evaluates learning tasks and activities. gives clear instructions and make sure they are understood manages a class effectively in a wide variety of contexts taking into consideration

the learners' needs and levels of language competence as well as mixed abilities. clarifies the meaning of new vocabulary through the use of different means and is to check that the students have understood. In his/her certificate dossier the teacher has provided evidence that s/he is able to:

Select of appropriate methods to suit learning and teaching objectives. Evaluate, select and adapt different teaching and learning materials to suit the aims of the lesson. How to evaluate language learning tasks. Include any use of media.

Content area: Planning and Evaluation Target Skills and Competencies (Please tick the boxes, if the statement is true for the person you are evaluating.) The teacher

Is able to plan and evaluate language lessons within the context of a given curriculum/course of studies.

Understands the institutional context of his/her teaching activities and is familiar with the overall training programmes offered within his/her institution.

Understands the levels of competence defined in the European Framework of Reference, is familiar with the main language examinations offered in the target language and is able to prepare learners to take such examinations.

In his/her certificate dossier the teacher has provided evidence that s/he is able to: State general aims and objectives for a course or a series of lessons. Define aims and objectives for a lesson and integrate them in the context of a course.

Plan lessons, selecting appropriate learning tasks and activities to suit the aims and objectives of the lesson

Content area: Self-Assessment and Development


Practical teaching competence The teacher is able to Combine theoretical knowledge with practical language teaching. Acquire basic methodological-didactic competence and skills and know when and

how to apply them. Understand the different aspects and problems related to modern language teaching Ability to reflect and judge The teacher is able to

Reflect and analyse own teaching, based on practical examples, and draw conclusions for own further development.

Try out and evaluate new and alternative solutions.

Cooperation The teacher is able to

learn from others. work together with others.

CHECK LIST FOR THE CLASS OBSERVATION: Before the lesson takes part This is a list of headings and rationale for an acceptable lesson plan. You can choose other formats as long as you cover the same ground.

Cover Sheet: Date Location of Lesson Time and Length of Lesson Level of Class - Elementary, Intermediate, Advanced. You can also define the level by the number of hours of instruction, or by coursebook. Number of Students Class Composition - What sort of group they are, nationalities, sexes, strengths and weaknesses, know each other, etc. Aim(s) - What you expect your students to achieve in the lesson, or to have achieved by the end of the lesson! This needs careful thought and wording as your lesson will be assessed on your achievement of your aim(s). Make sure your aims are achievable. They must meet your students' needs. Sub-aim(s) - Use this section to include aims that you consider are of secondary importance. Assumptions - Language - what students have already covered in previous lessons or courses and so should be familiar with. Also assumptions you can make about the students, e.g. likes/preferences, familiarity with type of activity, etc. Anticipated Difficulties - This is a useful section where you can put any difficulties you may encounter in the lesson. These may be • Conceptual - problems with the meaning of a structure or vocab items • Structural - problems with the formation of a structure • Phonological - problems with getting their tongues round a structure or vocabulary item • Cultural - this can include the content causing problems or the activities you plan e.g. working in pairs • Other - time of class, class dynamics, use of Arabic, etc. Solutions - use this section to present your solutions to the above difficulties.

Some people prefer to put their solutions with the anticipated difficulties. Materials - include everything you will use in the lesson: whiteboard, board pens, cassette, pictures, realia, handouts, etc…..

During the lesson

Successful lesson is all about setting realistic aims that meet the students' needs and achieving them! Here's a list of aims and sub-aims: 1. Introducing and practising new vocabulary. 2. Revising previously taught vocabulary. 3. Introducing a new grammatical point. 4. Introducing new functional language. 5. Revising or reviewing one or more grammatical points. 6. Revising or reviewing functional exponents. 7. Giving controlled/less-controlled/freer practice of a language point. 8. Contrasting two (or more) grammatical points. 9. Contrasting two (or more) functional exponents. 10. "Warmers/icebreakers" - getting to know your students. 11. Raising awareness/ear training and/or practising aspects of phonology: a) pronunciation of phonemes/individual sounds b) word stress c) sentence stress d) intonation e) features of connected speech 11. Error correction work (usually revising previously taught language) 12. Self-access work. 13. Learner training. 14. Developing reading skills - prediction/skimming/scanning/inferring, etc. 15. Developing listening skills - prediction/gist/for specific information/inference, etc. 16. Developing speaking skills - fluency/accuracy practice/ consolidating recently taught language. 17. Freer speaking (e.g. role play) for revision of previously taught language. 18. Developing writing sub-skills - paragraph-writing/focus on linking devices, etc. 19. Developing study skills - note-taking/summarizing. 20. Developing dictionary skills. 21. Promoting interest in the culture. 22. Using video to build awareness of non-verbal communication. 23. Integrating the four skills. 24. Simulations for revision of previously taught language / for fluency practice. 25. To create a relaxed, non-threatening atmosphere in the classroom. After the lesson

Timetable Fit - classwork (past and future) - what was covered in previous lesson(s), and what will be covered in follow-up lesson(s). Does the lesson review language from previous lesson(s) or preview language for future lessons?

4.-Instructions: How to proceed with the evaluations and the assessment criteria

Manual for a teaching dossier

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