最新糖心Vlog

Andrew Hartigan,  Jordan Level 5, ph, 8313 2424
Email: andrwew.hartigan@adelaide.edu.au
 
Please check your student email as course-related announcements are communicated via email. This will include notification of additions to the MyUni site for ESL Curriculum and Methodology.

Lecture Series: Thursday AITSL Standards incorporated.
 
Semester 1 

Week 1 
National Statements for EAL/D
The Diverse ESL Class
ESL Lesson Components including Assessment
1.1-1.6, 2.1-2.6,4.1-4.5

Week 2 
Group Presentations: Planning
6.1-6.4

Week 3 
Common Genres and Tasks[Written and Oral]
2.1-2.6,3.1,3.2, 3.3,3.4,3.5,3.6, 3.7

Week 4 
Applying Language Literacy Levels & use of ESL Scope and Scales
5.1-5.5

Week 5 
Group Presentations: Planning
6.1-6.4

Week 6
Text Analysis Task 1 Due
Group Presentations: Year 8 Text Analysis
2.1-2.6, 3.1-3.7, 4.1-4.5, 5.1-5.5, 6.1-6.4, 7.1-7.4

Semester Break
  
Week 7 
SACE: Planning and External Examination
ESL Issues in the School
1.1-1.6 2.1-2.6, 3.1-3.6 4.1-4.5, 5.1-5.5, 6.1-6.4, 7.1-7.4

Week 8 
Classroom Strategies/Preparation for
Teaching Practice
5.1-5.5, 6.1-6.4, 7.1-7.2
 
Teaching Practice 
 
The full timetable of all activities for this course can be accessed from the Course Planner at

#	On Successful completion of this course student will be able:	APST Standard	AQF7/8	GA
Semester One
1	Demonstrate deep knowledge and understanding of the complexity of the discipline and theteaching strategies of the learning area.	2.1	Knowledge	1,2,3,5,6,7
2	Design and sequence unit and lesson plans based on essential content of the subjectarea, curriculum, including effective assessment principles.	2.2 & 2.3 & 3.2	Application	1,2,3
3	Assemble a range of subject-appropriate resources, including online, that engage a diversity of students in their learning.	2.6 & 3.4	Application	2, 4, 5, 8
4	Integrate relevant research and theory to develop a broad repertoire of subject-appropriate teaching and learning strategies, including use of ICT.	3.3 7 3.2	Skills	2,3,5
5	Assemble relevant and appropriate sources of professional learning for teachers including subject professional associations.	6.2, 6.3 & 7.4	Knowledge & Skills	4, 5, 6, 7, 8
6	Demonstrate a commitment to work ethically and collaboratively so as to meet the professional expectations required of teachers	6.2, 6.3, 7.1, 7.2, 7.3, 7.4	Knowledge, Skills & Application	3,4,8
7	Demonstrate communication skills to present a clear and coherent exposition of knowledge and ideas to a diverse range of students	3.5, 4.2, 5.5	Knowledge, Skills & Application	2,4
Note: 最新糖心Vlogn Professional Standards for Teachers (APST):   最新糖心Vlogn Qualifications Framework (AQF):   Graduate Attributes: 最新糖心Vlog of Adelaide Graduate Attributes:

Burns, A. & Coffin, C. ( eds ) 2001, Analysing English in a Global Context, Routledge, London. $75.00
A collection of articles addressing key issues in English language teaching and applied linguistics, mostly within British and 最新糖心Vlogn language learning and teaching contexts.

Harmer, J, 1991, The Practice of English Language Teaching , New Edition,Longman,
London and New York.
Overview text of major theories and definitions for English teaching.

Harmer, J, 1998, How To Teach English, Longman, London
Practical basic guide for beginning teachers of English.

Richards, J.C & Lockhart, C, 1996, Reflective Teaching in Second Language Classrooms,
Cambridge, UK.
Useful text and thoughtful text challenging and discussing basic assumptions for beginning
ESL teachers.

Herrera, S.G & Murry.K.G, 2005, Mastering ESL and Bilingual Methods, Pearson Education, Inc, USA.
Clear explanation of the origins and nature of the diverse ESL class. Also offers
helpful suggestions for assessment and choice of tasks.

Wajnryb, R,1992, Classroom Observation Tasks, Cambridge 最新糖心Vlog Press, UK.
 A very handy resource book which encourages prior planning and post feedback for a wide variety of useful lessons.

Students are advised to check MyUni regularly for important languages related information. All course materials will be posted, including templates for adaptation in assignments. Contact details for languages education and professional learning opportunities such as language conferences and workshops will also be posted. Discussion online of key educational issues for all students will be expected and assessed throughout semester 1 and 2.

Workshops and Group work will allow students to work collaboratively in building resources, establishing
contacts and networking with practising teachers. This course will be taught through a weekly 2 hour workshop and
will be run in conjunction with the compulsory CAL course. It is a 2 semester course which will run for 8 weeks in
Semester 1 and a further 8 weeks in Semester 2.

The course gives opportunity for practical application of language teaching strategies within a supportive classroom
environment. Workshops will be interactive, incorporating a blend of whole class directed activity and, where
possible, language specific group work. This will depend on student enrolment numbers within the cohort.

In the first sessions, students will be encouraged to explore their own beliefs and experiences of language learning
in shaping their identities as language teachers. During these first weeks the course will focus on lesson planning
with opportunity for practice through group presentations of a text type. The group presentation will support
students in working toward the major individual assessment piece for this course due in semester 2.

First semester workshops will also look at unit planning with reference to current curriculum documents.
Second semester workshops will examine SACE curriculum and whole school language planning.

The practical focus of the workshops will allow strategies in effective classroom management to be regularly
practised and shared in preparing for teaching practice block.

The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
The contact time for the course is two hours per week. On top of this students are expected to spend
approximately two hours per week on individual work related to the course. This will primarily involve
familiarisation with specific curriculum documents and reading and preparation as directed during
seminars. Time spent on formal assessment tasks is in addition to weekly reading.

Students will be required to arrange times outside of workshops to meet with their group to prepare Group Presentations for Assignment 1.

Students will be required to work in small groups as Discovery Experience for both Assignments 1 & 2. They will explore the concepts of Text Analysis; collaborate meaningfully to choose an appropriate Text and then further decide on the most appropriate group presentation of a Text for Year 8 for Assignment 1.

They will also collaborate in small groups online to understand; engage; reflect and express their individual viewpoints and perspectives for 4 topics for Assignment 2.

Assignment 1
Course Learning Objective D & AITSL Standards 1-7 - 50%
Group presentation: Year 8 Text Analysis Due Week 6: Thursday.

Assignment 2
Course Learning Objectives A,B,C & AITSL Standards 1-7 - 40%
Online Discussion of four fortnightly set topics based on key educational issues. Assessment is individual. Due Date: Week 8, Thursday. Topics Set Fortnightly: Weeks 2, 4, 6, 8 each semester

Attendance at workshops is compulsory(10% attendance).

ASSIGNMENT 1-GROUP PRESENTATION

YEAR 8 TEXT ANALYSIS
This assignment addresses the following graduate attributes in its assessment: 1,4,7,8,9 and AITSL Standards: 1,2,3,4,5,6,7.

Learning Outcomes
This assignment aims to develop:
1) Collaborative skills
2) Classroom engagement strategies
3) Ability to analyse texts
4) Methodology for teaching about texts

This assignment is worth 50% of the assessment for specific language enrolment. It is an opportunity to work collegially in preparation for the final individual assignment for the course which is also worth 50%.

Description
Your group of 2 of 3 will be allocated a text type (eg recount, procedure, argument) to present to a mock Year 8 class. Your group is required to find an authentic example of this text type. More than one text may be used for comparative purposes although the intended audience (Year 8) and time constraints should be kept in mind when deciding how complex to make your lesson. Hint: If in doubt, keep it simple but have back up/extension material ready.

Your group will work together to develop a teaching and learning process on the given text type. The lesson will be presented to a mock Year 8 class (your friendly Language pre-service teacher peer group!). By the end of the lesson, your ‘Year 8’ students should: - Know the features of the text type - Be able to apply this knowledge within a given context .

Guidelines for Preparation
Your lesson should last for 20-30 minutes.
Use a lesson plan proforma.
* All group members should participate in the lesson delivery.
Visuals, handouts and use of supplementary resources are encouraged.

*Written group lesson plan to be submitted to lecturer prior to presentation.

Suggested Process for Preparation:
1) Select a text / texts
2) Identify and record text features. Ensure your group is in agreement or that you are clear on reasons for any differences!
3) Brainstorm ideas for presenting text.
4) Design a teaching and learning process.
5) Decide who will present which parts of the lesson. Allocate preparation tasks ( eg info for whiteboard, OHPs or slides, supplementary resources, handouts)
6) Rehearse! ( Or at least talk it through together and practice your parts individually at home)

Timeline
Weeks 1, 2 and 3: Introduction to lesson planning and text analysis. Some planning time will be given to groups during these seminars.
Week 7 : Lesson presentation

Assesment Criteria

Marking: Each section is worth 25% of total mark.
85%+ High Distinction
75-84% Distinction
65-74% Credit
50-64% Pass
Less than 50% Fail

1.Collaboration
Preparation and organization
Extremely well prepared group presentation demonstrating an effective working relationship.
Well organized presentation showing effective collaboration between group members.
Clear communication between group members in defining parts for presentation.
Some collaboration evident in assigning tasks to group members.
Little or no evidence of collaboration or preparation.

2.Text selection And lesson delivery
Audience engagement
Creative and highly engaging presentation using a variety of techniques to interact with learners within a sound curriculum context.
Creative and engaging lesson that involves students. Text clearly connects to learner context.
Clear delivery of lesson that is well structured and timed around an authentic text that reflects learner interests.
Most parts of lesson clearly presented with some attempt to involve students. Appropriate text selected.
Lesson hard to follow and understand. Selected text not appropriate.

3.Text type and features
Knowledge and understanding
Sound understanding of text features with reference to broader linguistic contexts.
 All features defined and described within the selected text context.
All features clearly identified and defined within the selected text context.
Most features identified in relation to the selected text.
Features incorrectly or not identified

4.Process of teaching and learning
Lesson content
Use of creative language activities that focus on student engagement with the text type.
Clear sequence of exercises and activities that encourage critical thinking about text type.
Clear sequence of exercises and activities that enhance understanding of text type.
Exercises and/or activities that focus on knowledge of text elements.
Presentation limited to information transmission.

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ASSIGNMENT 2: GROUP ONLINE DISCUSSION ASSIGNMENT
This online discussion assignment addresses the following graduate attributes in its assessment: 1, 2, 3, 4, 5, 6,7 ,8, 9 and AITSL Standards: 1,2,3,4,5,6,7. Assessment will be individual.

Purpose: To reflect on and discuss key educational issues with peers.

Description
Students will be allocated to a group of 5-6 people with whom you work with online discussions during each semester . Your group will need a name so that you can identify yourselves quickly when logging on to your online group.

Online Contributions 
Discussion topics will be posted on Monday of fortnights 2, 4, 6, and 8 of each semester.
· You are required to participate in each of the online discussion topics. If you miss a week, you can go back and do it at another time. You can set up a new conversation at any time if you want to discuss something else with your peers related to your school experience.
· No one else outside of your group has access to your group discussion except for the Course coordinator (Judith).

ASSESSMENT CRITERIA: Assignment 2
· Addresses each of the four fortnightly set topics in full to show understanding
· Content of contributions: connect points soundly so that text flows in logical manner
· Responses to others: respond thoughtfully and critically with supporting evidence
· Reflection
· Expression Mark/10 for each contribution and overall 40% weighting.

85%+ High Distinction
75-84% Distinction
65-74% Credit
50-64% Pass
Less than 50% Fail

 1.Understanding
Thorough understanding
Good understanding
Sound understanding
Limited Understanding
No evidence of understanding

2.Engaging with group members
Responds thoughtfully and critically
Good evidence of engagement
Considered evidence of engagement
Limited evidence of engagement
No evidence of engagement

3.Reflection
Detailed, insightful and sophisticated
Clear and Thoughtful
Considered evidence of reflection
Limited reflection
No evidence of reflection

4.Expression
Highly developed skills
Well developed skills
Good skills
Adequate skills
Rudimentary skills

Assignment 1 is to be submitted to the course coordinator immediately prior to your scheduled
group presentation. Resources should be posted on MyUni the same day.

Assignment 2 is an Online Discussion of four fortnightly set topics for each week of semester 1.
Please refer to your program handbook or further details.