the origins of the epostl
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EPOSTL
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EPOSTL
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EPOSTL
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The origins of the EPOSTL The origins of the EPOSTL
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Project TasksProject Tasks
Address content of teacher education Address content of teacher education core competencescore competences
To formulate didactic competence To formulate didactic competence descriptorsdescriptors (I can…) relating to language (I can…) relating to language teaching teaching
Develop a Develop a PortfolioPortfolio to help student to help student teachers reflect on their knowledge, skills teachers reflect on their knowledge, skills and valuesand values
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The central aims of the EPOSTL The central aims of the EPOSTL
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to encourage to encourage students to reflect students to reflect on the on the competences a competences a teacher strives to teacher strives to attain and on the attain and on the underlying underlying knowledge which knowledge which feeds these feeds these competencescompetences
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to promote to promote discussion discussion between between students and students and between between students and students and their teacher their teacher educators and educators and mentorsmentors
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to facilitate to facilitate self-self-assessment assessment of students’ of students’ competencecompetence
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to provide to provide an an instrument instrument which which helps chart helps chart progressprogress
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to provide to provide support during support during teaching teaching practice and practice and assist in assist in discussions discussions with mentors with mentors and teacher and teacher educatorseducators
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The structure of the EPOSTL The structure of the EPOSTL
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I can cater for a range of learning
styles
I can evaluate and select a
variety of materials to
stimulate writing
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I can creative a supportive
atmosphere that invites learners to
take part in speaking activities.
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I would let pupils work in small
groups.
I wouldn’t correct their
mistakes all the time.
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Categorisation of descriptorsCategorisation of descriptors
1.1. ContextContext
2.2. MethodologyMethodology
3.3. ResourcesResources
4.4. Lesson planningLesson planning
5.5. Conducting a lessonConducting a lesson
6.6. Independent Independent LearningLearning
7.7. Assessment of Assessment of learninglearning
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I can understand I can understand the requirements the requirements set in national set in national and local and local curricula.curricula.
I can understand and I can understand and integrate content of integrate content of
European documents European documents (e.g. CEFR, ELP) as (e.g. CEFR, ELP) as
appropriate in my appropriate in my teaching.teaching.
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Quantifying competences Quantifying competences C2C2 Can exploit a comprehensive and reliable mastery of a very wide range of Can exploit a comprehensive and reliable mastery of a very wide range of
language to formulate thoughts precisely, give emphasis, differentiate and language to formulate thoughts precisely, give emphasis, differentiate and eliminate ambiguity.eliminate ambiguity.
C1C1 Can select an appropriate formulation from a broad range of language to Can select an appropriate formulation from a broad range of language to express him/herself clearly, without having to restrict what he/she wants to express him/herself clearly, without having to restrict what he/she wants to say.say.
B2B2 Can express him/herself clearly and without much sign of having to restrict Can express him/herself clearly and without much sign of having to restrict what he/she wants to say.what he/she wants to say.
B1B1 Has a sufficient range of language to describe unpredictable situations, Has a sufficient range of language to describe unpredictable situations, explain the main points in an idea or problem with reasonable precision and explain the main points in an idea or problem with reasonable precision and express thoughts on abstract or cultural topics such as music and films.express thoughts on abstract or cultural topics such as music and films.
A2A2 Has a repertoire of basic language which enables him/her to deal with Has a repertoire of basic language which enables him/her to deal with everyday situations with predictable content, though he/she will generally everyday situations with predictable content, though he/she will generally have to compromise the message and search for words.have to compromise the message and search for words.
A1A1 Has a very basic range of simple expressions about personal details and Has a very basic range of simple expressions about personal details and needs of a concrete type.needs of a concrete type.
EPOSTL?
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1.
2.
3.
4.
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European Commission/Univ. European Commission/Univ. of Southamptonof Southampton– European Profile for Language European Profile for Language
Teacher Education – a frame of Teacher Education – a frame of referencereference
Council of EuropeCouncil of Europe– Common European Framework Common European Framework
of Referenceof Reference– European Language PortfolioEuropean Language Portfolio
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The The Common European Framework Common European Framework provides a common basis for the provides a common basis for the elaboration of language syllabuses, elaboration of language syllabuses, curriculum guidelines, examinations, curriculum guidelines, examinations, textbooks etc. across Europe.textbooks etc. across Europe.
The EPOSTL provides a common basis for the specification and discussion of didactic competences and teacher education curricula across Europe.
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The The Common European Framework Common European Framework (…) (…) describes in a comprehensive way what describes in a comprehensive way what language learnerslanguage learners have to learn to do in have to learn to do in order to use a language for communication order to use a language for communication and what knowledge and skills they have to and what knowledge and skills they have to develop so as to be able to act effectively.develop so as to be able to act effectively.
The The EPOSTL EPOSTL describes in a describes in a comprehensive way what comprehensive way what language language teachersteachers have to learn to do in order to have to learn to do in order to teach learners to use a language for teach learners to use a language for communication and what knowledge and communication and what knowledge and skills they have to help learners to skills they have to help learners to develop so as to be able to act develop so as to be able to act effectively. effectively.
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CEFR: Overall reading comprehension (p.69) EPOSTL: Methodology, D. Reading
B1. Can read straightforward factual texts on subjects related to his/her field and interest with a satisfactory level of comprehension.
1. I can select texts appropriate to the needs, interests and language level of the learners.
CEFR: Reading for orientation (p.70) EPOSTL: Methodology, D. Reading
B1. Can scan longer texts in order to locate desired information, and gather information from different parts of a text, or from different texts in order to fulfil a specific task.
5. I can set different activities in order to practise and develop different reading strategies according to the purpose of reading (skimming, scanning etc.).
CEFR: Reading for information and argumentation (p.70)
EPOSTL: Methodology, D. Reading
B2. Can understand articles and reports concerned with contemporary problems in which the writers adopt particular stances or viewpoints.
9. I can help learners to develop critical reading skills (reflection, interpretation, analysis etc.).
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European Language PortfolioEuropean Language Portfolio
Language/learner-based:Language/learner-based:
I can understand short simple texts written I can understand short simple texts written in common everyday language in common everyday language
EPOSTLEPOSTLDidactic/teacher-based:Didactic/teacher-based:
I can select texts appropriate to I can select texts appropriate to the needs and language level of the needs and language level of the learnersthe learners
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‘The Profile presents a toolkit of 40 items which could be included in a teacher education programme to equip language teachers with the necessary skills and knowledge’ (http://www.lang.soton.ac.uk/profile/report/MainRep
ort.pdf)
What is the Profile?What is the Profile?
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Profile item 28:Profile item 28:Training in the practical Training in the practical application of curricula and application of curricula and syllabuses.syllabuses.
I can identify curriculum I can identify curriculum requirements and set requirements and set learning aims and learning aims and objectives suited to my objectives suited to my learners needs and learners needs and interests.interests.
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Profile item 19:Profile item 19:Training in the application of various Training in the application of various assessment procedures and ways of assessment procedures and ways of recording learners’ progress.recording learners’ progress.
EPOSTLEPOSTL ::I can assess the process of I can assess the process of project work.project work.
I can design a range of tests I can design a range of tests appropriate for my testing aims appropriate for my testing aims and learners’ needs.and learners’ needs.
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European Input to FTE ProjectEuropean Input to FTE Project
ECEuropean
Profile
CofE (ECML)Platform of
Teacher Educators
CofE (LPD)European Language Portfolio
European Portfolio for Student Teachers of Languages
(EPOSTL)
CofE (LPD)Common European Framework
Categories,Insights
Reflection,Self-assessment
International ex- pertise, experience
Rationale,‘Can-do’ descriptors
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Expected outcomesExpected outcomes
Provide greater transparency of aims and Provide greater transparency of aims and didactic competences in teacher education for didactic competences in teacher education for both students and educators both students and educators
Support a reflective mode of teacher education Support a reflective mode of teacher education
Aid harmonisation of bottom-up, need-based Aid harmonisation of bottom-up, need-based objectives and top-town curriculum planning objectives and top-town curriculum planning
Aid comparison of teacher education Aid comparison of teacher education programmesprogrammes
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More information and More information and downloadable versions of the EPOSTL fromdownloadable versions of the EPOSTL from
http://epostl2.ecml.at/
PowerPoint production:
David Newby
Nancy Campbell
Christian Stenner
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S P E C I A L T H A N K S TO S T U D E N TS F R O M
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A L L O F W H O M U S E …
EPOSTL
http://epostl2.ecml.at/
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