TEFL CourseTEFL CourseOctober 2011 October 2011

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Course TutorsCourse Tutors

• Mary Kay MaasMary Kay Maas• Chris EvendenChris Evenden• Stephanie BiancoStephanie Bianco• Adriana Real – Adriana Real –

adriana@oviedoteflcentre.comadriana@oviedoteflcentre.com

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About the CourseAbout the Course

• Input unitsInput units• Self-study componentSelf-study component• Teaching practiceTeaching practice

– ClassesClasses– PlanningPlanning– Observation Observation

TOTAL: 145 hours (minimum)TOTAL: 145 hours (minimum)

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Input UNITSInput UNITS

18 compulsory input units 18 compulsory input units each unit consists of 3 sessions each unit consists of 3 sessions

(75’)(75’) 2 optional input units (TKT - EP)2 optional input units (TKT - EP)

TOTAL 75 hoursTOTAL 75 hours

self-study packself-study packTOTAL 45 hoursTOTAL 45 hours

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Teaching PracticeTeaching Practice Compulsory (divided in two levels):Compulsory (divided in two levels):

6 hours teaching practice + 6 hours teaching practice + 6 hours planning + 6 hours planning + 3 hours feedback + 3 hours feedback + 2 assessed lesson 2 assessed lesson Class OBSERVATIONClass OBSERVATION

Optional Optional one more hour TP, planning and feedback one more hour TP, planning and feedback per per

level level one more level with 4 hrs TP, 4 hrs planning one more level with 4 hrs TP, 4 hrs planning

and 2 hrs feedback + 1 more assessed and 2 hrs feedback + 1 more assessed lessonlesson

TOTAL 60 hoursTOTAL 60 hours

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AssessmentAssessment

Minimum Requirements :Minimum Requirements :

• 4 assignments 750 – 1500 words each4 assignments 750 – 1500 words each• 2 assessed teaching practice + lesson 2 assessed teaching practice + lesson

plansplans• 2 observation forms, 2 observation forms, • 4 lesson plans4 lesson plans• portfolioportfolio

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THEORY SNAPSHOT THEORY SNAPSHOT

AWARENESSAWARENESS

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GLOSSARYGLOSSARY

• http://www.cambridgeesol.org/assets/pdf/tkt_glossary_august_2009_final.pdf

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Methods and approachesMethods and approaches(source: Eugene McKendry)(source: Eugene McKendry)

(Richards & Rodgers 1985:17)(Richards & Rodgers 1985:17)

METHOD

Procedure

Approach Design

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Traditional Traditional Methods and approachesMethods and approaches

Grammar Translation MethodDirect Method

Audiolingualism

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Methods and approaches Methods and approaches “Designer” Methods“Designer” Methods

• The Silent WayThe Silent Way– Caleb Gattegno, Egyptian - ~1972Caleb Gattegno, Egyptian - ~1972

• When Gattegno studied himself as a learner, he realised that only When Gattegno studied himself as a learner, he realised that only awareness can be educated in humans. His approach is therefore awareness can be educated in humans. His approach is therefore based on producing awareness rather than providing knowledge.based on producing awareness rather than providing knowledge.

• SuggestopediaSuggestopedia– Georgi Lozanov, Bulgarian - ~1971Georgi Lozanov, Bulgarian - ~1971

• The intended purpose of Suggestopedia was to enhance learning The intended purpose of Suggestopedia was to enhance learning by lowering the affective filter of learners by lowering the affective filter of learners

• TPR - Total Physical Response TPR - Total Physical Response – James Asher, American - ~1966James Asher, American - ~1966

• It looks to the way that children learn their native language. It looks to the way that children learn their native language.

From WikipediaFrom Wikipedia

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Methods and approachesMethods and approaches

• The wholistic Approach (CLL)The wholistic Approach (CLL)(Community Language Learning) (Community Language Learning) – The person as a wholeThe person as a whole

• The Communicative Approach (CLT)The Communicative Approach (CLT)– Notional – Functional SyllabiNotional – Functional Syllabi

• The Natural Approach The Natural Approach – Krashen, acquisition vs learning, ~1980Krashen, acquisition vs learning, ~1980

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TEACHING PENDULUMTEACHING PENDULUM

GTM Silent Way

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ECLECTICISMECLECTICISM

Making decisions on the basis of Making decisions on the basis of what seems best instead of following what seems best instead of following some single doctrine or style some single doctrine or style

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A Vision of K-12 A Vision of K-12 Students TodayStudents Today

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LEARNER LEARNER CHARACTERISTICSCHARACTERISTICS

Visual

learners learn best through

seeingAuditory hearingKinaesthetic using the body

Group working with othersIndividual working aloneReflective considering choices

Impulsive responding immediately

LEARNING STYLESLEARNING STYLES

What kind of learner are you?What kind of learner are you?http://www.vark-learn.com/english/page.asp?p=visual

Source: The TKT Course, CUP. Source: The TKT Course, CUP. 20052005

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LEARNING STRATEGIESLEARNING STRATEGIES

Experimenting

Paraphrasing

Recording Deciding

Asking

Guessing

Repeating

Language Language Learning Learning StrategiesStrategies

Source: The TKT Course, CUP. 2005Source: The TKT Course, CUP. 2005

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LEARNER NEEDSLEARNER NEEDS

How to meet learner How to meet learner needsneeds

Choosing suitable:Choosing suitable:

materialsmaterials level-of language-and-skills level-of language-and-skills

topics topics workloadworkload ACTIVITIESACTIVITIES approach-to-teachingapproach-to-teaching treatment-of-treatment-of-

individual-learnersindividual-learners skillsskills

interaction-patternsinteraction-patterns feedbackfeedback PACEPACE language-and-skillslanguage-and-skills learning-learning-

strategiesstrategies20

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TEACHER’S ROLESTEACHER’S ROLES

A “JUG A “JUG AND AND

MUG” MUG” TEACHERTEACHER

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Choose “A” or “B” or write “C”Choose “A” or “B” or write “C” if you believe you should be in between if you believe you should be in between

AA B

I have all the information

The syllabus, the exam, and the information are here for us to share

It is my job to transmit knowledge to you

I am not the fount of all knowledge

I am responsible for your learning

You are responsible for your learning

It is my job to make sure that you work

I am here to facilitate your learning by providing resources and support

As the adult, and the professional, I have the expertise to make the right judgements and decisions about your learning

I trust that you want to learn and will take responsibility for your own learning

Source: Anita Szabo, CUP. 2000Source: Anita Szabo, CUP. 200023

Match, pleaseMatch, please• PlannerPlanner

• InformerInformer

• ManagerManager

• MonitorMonitor

• InvolverInvolver

• Parent/FriendParent/Friend

• DiagnosticianDiagnostician

• Resource Resource

Comforts learners when they are upset or unhappyComforts learners when they are upset or unhappy Prepares and thinks through the lesson in detail Prepares and thinks through the lesson in detail

before teaching it so that it has variety and there are before teaching it so that it has variety and there are appropriate activities for the different learners in appropriate activities for the different learners in the classthe class

Makes sure all the learners are taking part in the Makes sure all the learners are taking part in the activitiesactivities

Can be used by the learners for help and adviceCan be used by the learners for help and advice Gives the learners detailed information about the Gives the learners detailed information about the

language or about an activitylanguage or about an activity Is able to recognise the cause of learners’ difficultiesIs able to recognise the cause of learners’ difficulties Goes around the class during individual, pair and Goes around the class during individual, pair and

group work activities, checking learninggroup work activities, checking learning Organises the learning space, makes sure Organises the learning space, makes sure

everything in the classroom is running smoothly and everything in the classroom is running smoothly and sets up rules and routines for behavioursets up rules and routines for behaviour

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CELTA BOOKCELTA BOOKTHE LEARNERS AND THEIR THE LEARNERS AND THEIR CONTEXTSCONTEXTS

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CU NXT CLASSCU NXT CLASS