Week 1 January 13 : Contrasting the Role of Teacher in
Various ESL/EFL Environments.
·
The who, what, where, why
and how of ESL/EFL teaching
·
The myths of teaching
(Ayers, pp.10-16)
·
Assignment: 1) Complete Reflection Worksheet #1; 2) Read Ayers,
Chapters 1 & 2
January 20 is
Martin Luther King Jr. Day and a
Week 2 January
27: The Elements of a Lesson
Plan
·
Lesson
goals
·
Choosing a method and mixing
methods
·
Planning the lesson
(previewing, time management, reviewing, follow-ups)
·
Assignments: 1) Read Ayers,
Chapter 3; 2) Group assignment to design a lesson using a particular
method. In week three, the group
will give a short presentation of the lesson mentioning how the method manifests
the theoretical approach.
Week 3 Feb.
3: Designing, Revising and Teaching Lesson
Plans
·
Group presentations.
·
Assignment: 1) Read Ayers,
Chapter 4; 2) Internet lesson plan search
·
Students should have started
their classroom observations by this time.
Week 4 Feb.
10: From Planning to
Practice
·
Role plays using internet
lessons
·
Assignments: 1) Read Ayers, Chapter 5; 2) Design at
least two lesson plans—One to be used for the
role-plays in week 5.
February 17 is Presidents’ Day and a
USC holiday; there will be no class meeting.
Week 5 Feb.
24: Practicing
Improvisation
·
More role play
practice
·
Impromptu
lessons
·
Assignments: 1) Read Ayers,
Chapter 6
·
Students should be about
half finished with their classroom observations by this
time.
Week 6 March 3: When the Lesson is
Finished: Reflection
·
What were the strong points
of the lesson?
·
What could I have done
differently?
·
How can I improve the
lesson?
·
Assignments: 1) Worksheet #
2
Week 7 March 10:
Classroom
Management
·
Students should be finished
with their classroom observations by this time.
·
Students should be
volunteering as tutors and conversation partners or be placed into a teaching
role by this time.
·
The class will not meet as a
class during these weeks. Instead
the instructor will be conducting observations and meeting with students for 1
to 1 feedback conferences.
·
Students will also be
required to attend a professional conference and prepare a brief report. Students unable to attend a conference
will be given an alternative assignment.
·
Assignments: 1) Worksheet #
3
Week 10 April 7 Teachers Sharing
Ideas
Assignments: 1) Read Ayers,
Chapter 7
Week 11 April
14 How to Avoid Sending the Wrong
Message
Assignments: 1) Read Ayers, Chapter 8; 2) Worksheet
#4
Week 12 April 21
Final
Observations/Conferences (No class
meeting)
Assignments: 1) Worksheet #
5
Week 13 April
28 Reflections
COURSE
REQUIREMENTS
Personal Reflection
Journal
Each student must keep a
personal journal of their preparation, teaching and reflection experiences. Since this journal is of a personal
nature, the instructor will not read the journal. However, students will be required to
turn in a log sheet of journal entries with dates and a general topic
listed.
50
points
There will be 5 worksheets
for students to complete. These
worksheets are designed to get teachers thinking about issues both in the
classroom and outside the classroom. 50
points (10 pts. ea.)
Each student must observe at
least 10 hours of ESL/EFL teaching.
100
points
Each student will be
evaluated on three role plays in which they assume the role of
teacher.
60 points (20 pts.
ea.)
Each student will complete a
minimum of 5 hours of teaching in a situation that is logistically sensible with
consideration to the student’s goals and experience. 100 points
40
points