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Course ideas
Beliefs inherent in planning |
Explain where the idea for your outlined course came from.
Whose needs does this course meet? (Teacher’s, parents’, director’s, institution’s, employer’s, students’…) What is the over-all goal for the course?
What areas of language and what language skills are emphasised in this course (and lesson?) Why? Are other kinds of learning valued, apart from language? Is this made explicit?
Does L1 have a role in this course (and in this lesson) Why?
What kinds of activities make up this lesson? Why?
What is the teacher’s role? (e.g. The teacher might model, direct, observe, correct…)
What is the student’s role? How does this relate to the teacher’s role?
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REFERENCES |
| Context
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Where would such a course (and lesson) be held?
What adaptations would have to be made if the context changed? Are there constraints or restrictions placed on what you can do in your context? What aspects of your context facilitate teaching and learning?
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| Student proficiency
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What level(s) of English language skills/needs would the course (and lesson) be appropriate to?
What adaptations would you have to make for students whose interests/needs/abilities differed?
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| Lesson ideas, content and process. | How does this lesson fit into the rest of the course? (What has preceded which prepares students for this lesson? What does this lesson lead to? )
Look at and comment on the content of the lesson.
How will the goals and objectives of the lesson be made clear?
What have you found in your experience, research, reading and course or topics activities that justify the choices you have made during planning?
Look at and comment on the balance of activities within the lesson. Look at and comment on the sequence of activities. Does each activity have clear learning outcomes? Does every learning outcome contribute to the whole lesson goal(s)? Do they contribute to the overall course goal?
How does the teacher respond to student errors?
Is there room for student choice and negotiation?
How does the teacher monitor and respond to student understanding and engagement? Is teacher awareness of students’ affective states important?
Is there an assessment component? Does this clearly relate to explicitly stated goals and objectives or learning outcomes?
How does the teacher cater for different levels of proficiency or different learning styles and preferences?
Think about and record ways in which the lesson could be modified or improved upon. What could go wrong? Have you got contingency plans in place for the unexpected in your lesson? What can’t you plan for?
Is your lesson plan so clear that you could pass it to another teacher to conduct the lesson with your students? What would such a person need to know that is not stated in your plan? Comment on this. |
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| Classroom Management and organisation | Explain your choice of resources.
Look at and comment on how you have chosen to organise the classroom (layout, student groupings, central information point e.g. whiteboard, movement.)
Look at and comment on how time and resources are managed.
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| Effectiveness of goals and objectives | Comment on how appropriate and achievable your goals and objectives are.
Explain how you and your individual students will know whether goals and objectives have been achieved.
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| Clarity and correctness | Ask someone else to read your journal and ensure that it is clear and easy to follow
Ensure that ideas are clearly expressed Check spelling Check grammar Check language use
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| Referencing and annotations | Are all resources used listed correctly using the APA system? (Referencing)
Have you briefly described 2 of your resources? (Annotations 100 words each) Have you explained the usefulness of your sources? Have you noted their strengths and weaknesses?
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| Presentation | Check that all requirements are met as listed on the TESOL cover sheet/ in your Topic Handbook.
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| Length | Eliminate repetitions, generalisations, or unsubstantiated statements. Do not exceed 2000 words. |
