EDUC 5420 - TESOL in Pract - Lesson Planning & Teaching Pract

North Terrace Campus - Semester 2 - 2016

This course is designed to prepare students to plan, implement and evaluate English language curriculum and syllabus in a range of TESOL situations. Students will be encouraged to critically analyse commercial materials as well as develop their own language teaching materials and lesson plans appropriate for their teaching context. The topic encourages students to develop their analytical and reflective skills and to explore the relationship between theory and practice.

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Course Details

Course Code	EDUC 5420
Course	TESOL in Pract - Lesson Planning & Teaching Pract
Coordinating Unit	School of Education
Term	Semester 2
Level	Postgraduate Coursework
Location/s	North Terrace Campus
Units	3
Contact	Up to 3 hours per week
Available for Study Abroad and Exchange	Y
Assessment	Curriculum design unit of work. 1,500 words (30%); Critical Review 1,000 words (20%); Teaching Portfolio 2,500 words (40%); Participation (10%)

Course Staff

Course Coordinator: Mrs Paula Dimmell

Ms Paula Dimmell
Email: paula.dimmell@adelaide.edu.au

Course Timetable

The full timetable of all activities for this course can be accessed from .

Course Learning Outcomes

On successful completion of this course students will be able to:

#	Course Learning Outcomes	GA
1	Develop students’ ability to plan and deliver lessons based on learners’ needs	1, 2, 3, 4, 6
2	Familiarise students with English language curriculum and syllabus types	1, 4
3	Increase students’ awareness of different types of learners and learning styles	1, 2, 4, 5, 6
4	Enable students to select and adapt materials and activities based on lesson aims and learner needs	2, 3, 4
5	Demonstrate self-evaluation skills through critical reflective practice	1, 2, 6
6	Access resources effectively necessary to complete set tasks	1, 2, 4
7	Critically review key research related to TESOL in Practice	1, 2,
8	Interact and network effectively with peers	3, 4, 6

最新糖心Vlog Graduate Attributes

This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

最新糖心Vlog Graduate Attribute	Course Learning Outcome(s)
Deep discipline knowledge informed and infused by cutting edge research, scaffolded throughout their program of studies acquired from personal interaction with research active educators, from year 1 accredited or validated against national or international standards (for relevant programs)	1, 2, 3, 5, 6, 7
Critical thinking and problem solving steeped in research methods and rigor based on empirical evidence and the scientific approach to knowledge development demonstrated through appropriate and relevant assessment	1, 3, 4, 5, 6, 7
Teamwork and communication skills developed from, with, and via the SGDE honed through assessment and practice throughout the program of studies encouraged and valued in all aspects of learning	1, 4, 8
Career and leadership readiness technology savvy professional and, where relevant, fully accredited forward thinking and well informed tested and validated by work based experiences	1, 2, 3, 4, 6, 8
Intercultural and ethical competency adept at operating in other cultures comfortable with different nationalities and social contexts able to determine and contribute to desirable social outcomes demonstrated by study abroad or with an understanding of indigenous knowledges	3
Self-awareness and emotional intelligence a capacity for self-reflection and a willingness to engage in self-appraisal open to objective and constructive feedback from supervisors and peers able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate	1, 3, 5, 8

Learning Resources

Required Resources

There is no textbook for this course. Rather students will be required to read selected literature on key research design processes covered in the course and disciplinary texts as appropriate.

Recommended Resources

Ur, P. (2012) A Course in English language teaching, Cambridge 最新糖心Vlog press. UK Harmer, J (2007) The Practice of English Language Teaching. Pearson Education.

Online Learning

Additional course-related material is available through MyUni.

Learning & Teaching Modes

Workshop style lectures with numerous opportunities to discuss learning and teaching methodology, strategies and curriculum. Sessions will include guided and open discussions, practical activities relating to teaching strategies. Teaching Practice with volunteer students and observation of classes within the English Language Centre.

Workload

The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

Workload	Total Hours
1 x 3 hour workshop per week (x12)	36 hours per semester
Reading per week (x12)	40 hours per semester
Teaching practice, preparation & observation	25 hours per semester
Preparation for Assignment 1 (Critical Review)	10 hours per semester
Preparation for Assignment 2 (Unit of Work)	20 hours per semester
Preparation for Assignment 3 (Teaching Portfolio)	25 hours per semester
	Total = 156 hours per semester

Learning Activities Summary

Schedule
Week	Topic	Lecture	Learning Outcomes
Week 1	Introduction to ESOL Curriculum & Syllabus types	Historical perspectives and theoretical underpinning of ELT curriculum Case study analysis of a current curriculum document Review and analyse different types of syllabuses used in an ELT classroom	2, 7
Week 2	A view of the Learner	The learner and motivation Working with individual differences Student Levels Learners and their needs Prepare a Needs Analysis	1, 3
Week 3	Lesson Planning	What do we need to know in order to plan our lessons Sequencing components of a lesson	1, 2, 3, 4, 6, 8
Week 4	Analysing, adapting and supplementing course books and materials	Advantages / disadvantages to using a coursebook Different types of coursebook evaluation Adapting course materials Using supplementary materials	1, 2, 4, 6, 8
Week 5	Reflective Practice	Reflective practice Becoming a reflective practitioner Implications for teaching & training	3, 5, 7, 8
Week 6	Teaching Practice/Observation		1, 3, 4, 5, 6, 8
Week 7	Teaching Practice/Observation		1, 3, 4, 5, 6, 8
Week 8	Teaching Practice/Observation		1, 3, 4, 5, 6, 8
Week 9	Teaching Practice/Observation		1, 3, 4, 5, 6, 8
Week 10	Teaching Practice/Observation		1, 3, 4, 5, 6, 8
Week 11	Teaching Practice/Observation		1, 3, 4, 5, 6, 8
Week 12	Teaching Practice/Observation		1, 3, 4, 5, 6, 8

*Depending on class size workshop order may vary.

Small Group Discovery Experience

1 hour lecture and 2 hour tutorial combined to form a 3 hour seminar.
Participant numbers capped at 25
Group size ranges from pairs to groups of 6
Activity types – collaborative lesson planning and material design, peer teaching and feedback, task based learning, peer-instruction, Socratic Method
Work based learning - Teaching practice integrated into course with volunteer students. Participants form teams to plan and deliver lessons. Observations and feedback (self and peer) are used as part of Assignment 3. 2 lecturers mentoring during these sessions.
1 lecturer per seminar – leading, guiding and facilitating activities

The 最新糖心Vlog's policy on Assessment for Coursework Programs is based on the following four principles:

Assessment must encourage and reinforce learning.
Assessment must enable robust and fair judgements about student performance.
Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
Assessment must maintain academic standards.

Assessment Summary

Assessment Task	Task Type	Due Date	Weighting	Course Learning Outcomes
Assignment 1	Critical Review (1,000 words)	Week 6	20%	2, 3, 5, 7
Assignment 2	Unit of Work (1,500 words)	Week 9	30%	1, 2, 3, 4, 6, 7, 8
Assignment 3	Teaching Portfolio (2,500 words)	Week 13	40%	1, 2, 3, 4, 5, 6, 7
Participation in TP and Observation	Ongoing Participation	Ongoing Participation	10%	1, 2, 3, 4, 6, 8

Assessment Detail

No information currently available.

Submission

Submission is online through MyUni.

Assessment pieces submitted late will receive a 5% deduction per day past the due date.

Course Grading

Grades for your performance in this course will be awarded in accordance with the following scheme:

M10 (Coursework Mark Scheme)
Grade	Mark	Description
FNS		Fail No Submission
F	1-49	Fail
P	50-64	Pass
C	65-74	Credit
D	75-84	Distinction
HD	85-100	High Distinction
CN		Continuing
NFE		No Formal Examination
RP		Result Pending

Further details of the grades/results can be obtained from Examinations.

Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

Final results for this course will be made available through .

Student Feedback

The 最新糖心Vlog places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the 最新糖心Vlog to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
Student Support
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
Fraud Awareness

Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student鈥檚 disciplinary procedures.

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Maintained by:	Course Outlines Administrator

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