Practicum Seminar 100-hour TEFL Training Program - Center for English as a Second Language - University of Arizona, Summer 2007
Course Description
The Practicum Seminar provides teachers various opportunities to plan, explore and reflect upon their classroom instructional experiences via self-observation and self-reflection. Instructors are encouraged to engage themselves in action-research by collecting data about their own teaching beliefs and the styles of delivery they practice. By examining their attitudes, assumptions and beliefs about teaching and learning language, instructors will be able to use the information they obtain as a basis for critical reflection on teaching practices.
Week 1: Introduction to Reflective Teaching
Readings: Murphy, J.M. (2001) Reflective Teaching ELT in Celce-Murcia, pp. 499-514
Richards & Lockhart (1995) The Role of Teacher Chapter 5, pp. 97-108
Topics and Activities
Seminar Introduction
Reflective Teaching in ELT PowerPoint
Journal, lesson report & observation instructions
The Role of Teacher (teacher training video)
Escuela Gante, Nogales, Sonora, Mexico information
Lesson Plan Preparation
HW: Journal, Lesson Report, Self and Peer observations, Appendix 6 (pp. 24-26)
Week 2: Lesson Organization and Classroom Management
Readings: Richards & Lockhart ('95) Chapter 2, pp. 29-37, 48-49; Chapter 6, pp. 113-125; Chapter 3, pp. 52-66
Topics and Activities
Teacher's Belief Inventory and Nogales Reflections
Teacher's Beliefs Questionnaire
Structure of a Language Lesson
Focusing on the Learner
Lesson Plan Preparation
HW: Journal, Lesson Report, Self and Peer observations
Week 3: Classroom Management continued
Readings: Richards & Lockhart ('95) Chapter 7, pp. 138-149; Chapter 8, pp. 161-180; Chapter 9, pp. 182-197
Topics and Activities
Interaction in the Second Language Classroom
The Nature of Language Learning Activities
Language Use in the Classroom
Lesson Plan Preparation
HW: Journal, Lesson Report, Self and Peer observations
Course Description
The Practicum Seminar provides teachers various opportunities to plan, explore and reflect upon their classroom instructional experiences via self-observation and self-reflection. Instructors are encouraged to engage themselves in action-research by collecting data about their own teaching beliefs and the styles of delivery they practice. By examining their attitudes, assumptions and beliefs about teaching and learning language, instructors will be able to use the information they obtain as a basis for critical reflection on teaching practices.
Week 1: Introduction to Reflective Teaching
Readings: Murphy, J.M. (2001) Reflective Teaching ELT in Celce-Murcia, pp. 499-514
Richards & Lockhart (1995) The Role of Teacher Chapter 5, pp. 97-108
Topics and Activities
Seminar Introduction
Reflective Teaching in ELT PowerPoint
Journal, lesson report & observation instructions
The Role of Teacher (teacher training video)
Escuela Gante, Nogales, Sonora, Mexico information
Lesson Plan Preparation
HW: Journal, Lesson Report, Self and Peer observations, Appendix 6 (pp. 24-26)
Week 2: Lesson Organization and Classroom Management
Readings: Richards & Lockhart ('95) Chapter 2, pp. 29-37, 48-49; Chapter 6, pp. 113-125; Chapter 3, pp. 52-66
Topics and Activities
Teacher's Belief Inventory and Nogales Reflections
Teacher's Beliefs Questionnaire
Structure of a Language Lesson
Focusing on the Learner
Lesson Plan Preparation
HW: Journal, Lesson Report, Self and Peer observations
Week 3: Classroom Management continued
Readings: Richards & Lockhart ('95) Chapter 7, pp. 138-149; Chapter 8, pp. 161-180; Chapter 9, pp. 182-197
Topics and Activities
Interaction in the Second Language Classroom
The Nature of Language Learning Activities
Language Use in the Classroom
Lesson Plan Preparation
HW: Journal, Lesson Report, Self and Peer observations