Uniwersytet Warszawski - Centralny System UwierzytelnianiaNie jesteś zalogowany | zaloguj się
katalog przedmiotów - pomoc

CM3 - Tools of reflective teaching: (Introduction to Teaching Portfolio)

Informacje ogólne

Kod przedmiotu: 2300-GPTE-CM3-TRT Kod Erasmus / ISCED: (brak danych) / (brak danych)
Nazwa przedmiotu: CM3 - Tools of reflective teaching: (Introduction to Teaching Portfolio)
Jednostka: Wydział Pedagogiczny
Grupy:
Punkty ECTS i inne: (brak)
Język prowadzenia: (brak danych)
Skrócony opis:

The main aim of this course is to introduce trainee teachers to the practice of reflection in their professional activity and the use of portfolio as proof of both process and achievement.

Three areas of focus for the participants are:

To use portfolio as a tool for recording experience, reflection, and achievement

To actively develop reflective skills necessary to understand teaching and learning contexts and themselves as teachers.

To experience and appreciate collaborative learning and the support of a professional peer group

Pełny opis:

Trainees will:

Engage in a variety of tasks which require reflection on the teaching process and its outcomes

Practice critical observation by analysing examples of teaching ( observing mentor teachers, peers, video lessons, lesson-transcripts, case studies)

Discuss the aim and recognize the value of using learning/teaching portfolios

Investigate a variety of portfolio types and entries, and actively work on their own materials

Discuss and formulate a personal teaching philosophy statement

Trainees will be able to :

List and discuss a variety of techniques which aid professional reflection

Apply selected procedures which stimulate and support professional reflection

Assess the value of the techniques they applied for their own professional development

Demonstrate an ability to collaboratively identify, discuss and interpret teaching and learning behaviours

Compare and critically analyze examples of classroom practice

Compare their own values and beliefs with those of other trainee teachers

Recognize, report and evaluate the results of individual and team work

Relate to their professional experience in an reflective essay

Literatura:

Bailey, K.M. 2006. Language Teacher Supervision. A Case-Based Approach. Cambridge: Cambridge University Press.

Bailey, K.M. and Nunan, D. (eds) 1996. Voices From the Language Classroom. Cambridge: Cambridge University Press.

Educational Technology and Mobile Learning. http://www.educatorstechnology.com

Farrell, T. Reflective Teaching. The Principles and Practices. Forum, v36 n4 Oct-Dec 1998

Gebhard, J.G. and Oprandy, R. 1999. Language Teaching Awareness. A Guide to Exploring Beliefs and Practice. Cambridge: Cambridge University Press.

James,P.2001Teachers in Action. Tasks for in-service teacher education and development. Cambridge: Cambridge University Press.

Kelly, M .and Grenfell, M. 2006.European Profile for Language Teacher Education. A Frame of Reference. www.lang.soton.ac.uk/profile.

Richards, J.C.1998. Beyond Training. Cambridge: Cambridge University Press.

Richards, J.C and Farrell,T.C.2011. Practice Teaching. A Reflective Approach. Cambridge: Cambridge University Press.

Richards, J.C and Farrell,T.C.2005.Professional Development for Language Teachers. Strategies for Teacher Learning. Cambridge: Cambridge University Press.

Richards, J.C. and Lockhart,C. 1994. Reflective Teaching in Second Language Classrooms. Cambridge: Cambridge University Press.

Randall, M. And Thornton,B.2001.Advising and Supporting Teachers. Cambridge: Cambridge University Press

Tripp,D.,1993. Critical Incidents in Teaching. Developing Professional Judgement. London: RoutledgeEuropean Profile for

Efekty uczenia się:

Trainees will be able to :

List and discuss a variety of techniques which aid professional reflection

Apply selected procedures which stimulate and support professional reflection

Assess the value of the techniques they applied for their own professional development

Demonstrate an ability to collaboratively identify, discuss and interpret teaching and learning behaviors

Compare and critically analyze examples of classroom practice

Compare their own values and beliefs with those of other trainee teachers

Recognize, report and evaluate the results of individual and teamwork

Relate to their professional experience in an reflective essay

Metody i kryteria oceniania:

Trainees form learning teams ( groups of 4-5 students) which work together for the length of the term. Each trainee in turn takes on the role of moderator of the team’s activity for a week. At the end of the session students prepare a reflective journal entry. They are encouraged to refer to their group discussion as well as the study tasks.

Tools and techniques used include: self-discovery and awareness raising tasks, using metaphor and personal histories, eliciting and formulating beliefs, using questionnaires, applying check- lists and taxonomies, practising non-judgemental listening and rephrasing techniques,

Assignments:

reflective journal- an entry at least once a a week shared with other trainees

selected viewings / readings for class set by trainer or other trainees

Assessment

half-term: My Language Learning History ( 500 –600 words)

End of term: A Reflective Essay based on work done ( 600- 800 words)

Zajęcia w cyklu "Semestr zimowy 2019/20" (zakończony)

Okres: 2019-10-01 - 2020-01-27
Wybrany podział planu:


powiększ
zobacz plan zajęć
Typ zajęć: Warsztaty, 30 godzin więcej informacji
Koordynatorzy: Katarzyna Brzosko-Barratt, Hanna Kijowska
Prowadzący grup: Hanna Kijowska
Lista studentów: (nie masz dostępu)
Zaliczenie: Zaliczenie

Zajęcia w cyklu "Semestr zimowy 2020/21" (jeszcze nie rozpoczęty)

Okres: 2020-10-15 - 2021-01-31
Wybrany podział planu:


powiększ
zobacz plan zajęć
Typ zajęć: Warsztaty, 30 godzin więcej informacji
Koordynatorzy: Katarzyna Brzosko-Barratt, Hanna Kijowska
Prowadzący grup: (brak danych)
Lista studentów: (nie masz dostępu)
Zaliczenie: Zaliczenie
Opisy przedmiotów w USOS i USOSweb są chronione prawem autorskim.
Właścicielem praw autorskich jest Uniwersytet Warszawski.