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.

  • General Course Information
    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
    Course Description 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.
    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 Planner.

  • Learning Outcomes
    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
    University Graduate Attributes

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

    University 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 University 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 Activities
    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


  • Assessment

    The University's policy on Assessment for Coursework Programs is based on the following four principles:

    1. Assessment must encourage and reinforce learning.
    2. Assessment must enable robust and fair judgements about student performance.
    3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
    4. 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 Access Adelaide.

  • Student Feedback

    The University 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 University 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
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