Faculty of Social Sciences EDGT830 Methodology in Second Language Teaching Subject Outline School of Education Autumn 2017 2 | EDGT830 SUBJECT OUTLINE AUTUMN 2017 SUBJECT OUTLINE Subject Code: EDGT830 Subject Name: Methodology in Second Language Teaching Credit Points: 6 Pre-requisites: None Co-requisites: None Mode of Delivery: On campus & distance Delivery Locations: Wollongong Version history and subject improvements 3rd ediition Dr Michael Burri, School of Education, UOW 2017 2nd edition Assoc Prof Honglin Chen, School of Education, UOW 2016 1st edition Assoc Prof Honglin Chen and Dr Steven Pickford, School of Education, UOW Updated Subject learning outcomes, content and assessment tasks revised based on 2013 TESOL Review and AQF requirements. 2015 © University of Wollongong 2017, All rights reserved. Copyright and Disclaimer No part of this work may be reproduced without the prior written consent of the University of Wollongong. All requests and enquiries should be directed to the University of Wollongong, Northfields Avenue, Wollongong NSW 2522 Australia. Telephone +61 2 4221 3920. http://www.uow.edu.au/about/disclaimer/index.html The University of Wollongong attempts to ensure that the information contained here is correct at the time of production, however, sections may be amended without notice by the University in response to changing circumstances or for any other reason. 3 | EDGT830 SUBJECT OUTLINE AUTUMN 2017 SUBJECT CONTACTS Subject Coordinator & Lecturer Dr Michael Burri School of Education Location: 67.317 Telephone: 02-4221-4865 Email: [email protected] Consultation Times: Thursday 10:00 – 12:00 (appointment recommended) Lecturer Associate Professor Honglin Chen School of Education Location: Building 67, Room 324 Telephone: 02-4221-3941 Email: [email protected] 4 | EDGT830 SUBJECT OUTLINE AUTUMN 2017 SUBJECT DETAILS Subject Description This subject is designed to introduce key approaches, methodologies and issues related to teaching English to speakers of other languages (TESOL). It builds upon current second language acquisition and sociocultural theory to develop a sound understanding of principles of second language learning, curriculum planning and classroom teaching. As such it provides an introduction to understanding and responding to diverse learner needs through learning design, scaffolded instruction, and supported learner participation. These areas of practice are explored in the context of an integrated approach to the development of teaching speaking, writing, listening, reading and viewing. The subject includes investigations of teaching experiences with children, teenagers and adults in various second or foreign language contexts through readings and case studies, and provides an informed basis for making decisions and judgements about the most effective ways to teach English to students with different language backgrounds, while introducing professional literature and sources that will contribute to ongoing professional development and participation in the field. Subject Orientation This subject has a 'process' orientation to understanding second language teaching and learning. By this is meant a concern with the kinds of interactions and interrelationships that occur in second language classrooms between teacher and learners, learners and learners, learners and the resources that are available. Traditional views of methodology have been dominated by a concern with 'method' or procedure, often setting out steps to follow, underpinned by an assumption that if the steps are followed learning is somewhat guaranteed (see Richards and Rodgers, 2001, Approaches and methods in language teaching, CUP, Cambridge). What has been less explored until more recently, are the processes that occur in second language teaching classrooms: the classroom discourse processes which form the basis for engagement with language, language learning and the knowledge, attitudes and socio-cultural meanings that language conveys. This subject provides a perspective on methodology that is both descriptive and analytical. Subject Learning Outcomes Subject Learning Outcome (SLO) 1. articulate principles underlying a range of approaches in implementing ESL/EFL programs with children, teenagers or adults 2. identify and implement key principles in relation to effective second language pedagogy 3. identify language demands of the curriculum for a specific group of learners 4. identify appropriate teaching and learning strategies appropriate to different learners 5. outline and implement principles of planning and learning design for second language teaching 6. design and implement an integrated approach to teaching listening, reading, speaking, writing and viewing for a specific group of second language learners 5 | EDGT830 SUBJECT OUTLINE AUTUMN 2017 Lecture/Tutorial/Workshop Times Current timetable information is located at http://www.uow.edu.au/student/timetables/index.html Major Text Harmer, J. (2015). The practice of English language teaching (5th ed). Harlow, England: Pearson Education. Gibbons, P. (2006). Bridging discourses in the ESL classroom. Continuum, London. Note: Gibbon’s book is available as ebook in UOW online library Recommended Readings Please see the Moodle site for a list of recommended readings. This is not an exhaustive list. Students are encouraged to use the UOW Library catalogue and databases to locate additional resources. Subject eLearning This subject is supported by an eLearning site using Moodle platform. Lecture notes and other learning resources can be downloaded from the subject elearning site. You need to be formally enrolled in the subject, in the correct session, to be able to access the Moodle site for the subject. The steps for accessing the subject material are as follows: 1. From University Home page: http://www.uow.edu.au go to ‘Current Students’ (link in top black banner). 2. On the Current Students page, click the SOLS (Student On-Line Services) link on the right-handside of the page – This will open a username/ password textbox (enter your UOW username and password). 3. Your SOLS homepage is displayed. Click on the eLearning link from the top on the main menu list (left-hand-side). 4. Your subjects for this year will be displayed in a list. 5. Click on the required subject to open the Moodle eLearning site. All other subjects you are enrolled in will be available on the left-hand navigation column. Changes to the Subject Outline In extraordinary circumstances the provisions stipulated in this Subject Outline may require amendment after the Subject Outline has been distributed. All students enrolled in the subject must be notified and have the opportunity to provide feedback in relation to the proposed amendment, prior to the amendment being finalised. Learning Analytics Data on student performance and engagement (such as Moodle and University Library usage, task marks, use of SOLS) will be available to the Subject Coordinator to assist in analysing student engagement, and to identify and recommend support to students who may be at risk of failure. If you have questions about the kinds of data the University uses, how we collect it, and how we protect your privacy in the use of this data, please refer to http://www.uow.edu.au/dvca/bala/analytics/index.html. 6 | EDGT830 SUBJECT OUTLINE AUTUMN 2017 Student Support Services A range of services, programs and resources designed to support students can be found at http://www.uow.edu.au/student/services/ eLearning Guides You can find guidelines to eLearning here http://www.uow.edu.au/student/elearning/guide/index.html and to ‘Netiquette’ here http://www.uow.edu.au/student/elearning/netiquette/index.html. Student Workload Students should note that UOW policy equates 1 credit point with 2 hours of study per week that includes lectures and tutorials/workshops/practicals. For example, in a 6 credit point subject, a total of 12 hours of study per week is expected. School of Education Only Teacher Education Blog All School of Education students have access to the School of Education Teacher Education blog - http://www.uowblogs.com/ted/. This online site lists relevant teacher education sites and explains how to access ICT tools such as Scootle and Interactive Whiteboard (IWB) sofware (SMART Notebook). Lecture Schedule (Distance Subject) To ensure that your study program is regular and without stress, each week you should:  Read through the course notes (i.e., the green books available in Moodle) for the week’s topic and complete the tasks in the course notes  Read through the assigned readings (and if possible, through some of the optional readings). At first, you might simply skim the readings, concentrating on those bits that are of particular interest. Later on, you might revisit these readings in more detail, for example when preparing for an activity or assignment  Listen to the online lecture available in Moodle  Make notes on points which you would like to give feedback to your tutor, and jot down any questions which you would like to ask your tutor/classmates (use the Discussion & Question Forum)  Contribute to the discussion questions your lecturer posts on Moodle (this non-assessed feature is implemented to enhance/stimulate learning) Lecture Schedule (On-Campus Subject) To ensure that your study program is regular and without stress, each week you should:  Do the required readings (and if possible, some of the optional readings) prior to attending class  Download the handout/lecture notes for the lecture  Attend class (attendance is mandatory)  Optional: Read through the course notes (i.e., the green book available in Moodle) for the week’s topic  Contribute to the discussion questions your lecturer posts on Moodle (this non-assessed feature is implemented to enhance/stimulate learning) 7 | EDGT830 SUBJECT OUTLINE AUTUMN 2017 LECTURE SCHEDULE Week Beginning (Monday) Topic Reading Task Due Week 1 27 February Introduction to Second Language Teaching, Learning and Acquisition (Honglin) Harmer (2015): Chapters 1-3 Canagarajah (2015) Week 2 6 March Designing Pedagogy: A Communicative Approach (Michael) Harmer (2015): Chapter 4 Littlewood (2013) Week 3 13 March Task-based Language Teaching (Michael) Ellis & Shintani (2014) Week 4 20 March (SELFDIRECTED Study: No OnCampus Class) Content and Language Integrated Learning and Context Sensitivity: Developing a Critical Perspective Gibbons (2006): Pages 59-63 Huang (2011) Kumaravadivelu (2006) Week 5 27 March Sociocultural Approach: Play and Activity-based Language Teaching (Honglin) Gibbons (2006): Chapter 2 Lantolf (2000) Task 1 Week 6 3 April Dialogic Teaching and Teaching as Mediation and Scaffolding (Honglin) Harmer (2015): Chapter 8 Gibbons (2006): Pages 115-119 Week 7 10 April* Differentiating Learning: Learners’ Characteristics, Needs and Affordances (Michael) Harmer (2015): Chapter 5 Gibbons (2006): Chapter 8 Recess – 17 April to 21 April Week 8 24 April Planning, Programming and Resourcing (Michael) Harmer (2015): Chapter 12 Week 9 1 May Developing Vocabulary (Michael) Harmer (2015): Chapter 15 Task 2 Week 10 8 May Self-study (no lecture) Week 11 15 May Developing Metalinguistic Knowledge (Honglin) Harmer (2015): Chapter 14 Week 12 22 May Designing Integrated Learning: Speaking, Writing, Listening, and Reading (Michael) Harmer (2015): Chapter 17 8 | EDGT830 SUBJECT OUTLINE AUTUMN 2017 Week 13 29 May Encouraging Participation: Creating a Culturally and Linguistically Inclusive Learning Environment (Michael) Lee (2014) Task 3 * Public holiday 14 April, 25 April 9 | EDGT830 SUBJECT OUTLINE AUTUMN 2017 ASSESSMENT Minimum attendance requirements Students are expected to attend all classes. Attendance records are kept for tutorials and students are required to attend a minimum of 80% of all tutorials. Where attendance is affected due to illness or misadventure an application for academic consideration will need to be lodged. Failure to comply may result in a failure in the subject. Minimum performance requirements All assessment tasks must be submitted. To achieve a passing grade in the subject students must achieve a total mark of 50% or over and obtain a minimum of 45% in each task weighted 40% or higher. Students who do not meet the minimum performance requirements (i.e. complete all assessment tasks) may be given a TF (Technical Fail) grade on their Academic Transcript. Where Professional Experience is attached to a subject students must pass/satisfactorily complete both the coursework and the professional experience to pass this subject. Students will be required to repeat both the coursework and the professional experience if they fail the subject. See the General Course Rules at http://www.uow.edu.au/handbook/generalcourserules/index.html See also the Code of Practice – Student Professional Experience at http://www.uow.edu.au/about/policy/UOW058662.html Particular requirements related to student contributions Group assignments are typically assessed as a group product, usually with the same mark allocated to each group member. However, the subject co-ordinator reserves the right to allocate individual marks for students for an assessment task when necessary (for example, in cases where contributions of group members have been unequal). Scaling Marks awarded for any assessment task (including examinations) may be subject to scaling at the end of the session by the School Assessment Committee (SAC) and/or the Faculty Assessment Committee (FAC). Marks may be scaled in accordance with University policy. Scaling will not affect any individual student’s rank order within their cohort. For more information refer to Standards for Finalisation of Student Results: http://www.uow.edu.au/about/policy/UOW039331.html Supplementary Assessment Supplementary assessment may be offered to students whose performance in this subject is close to that required to pass the subject, and are otherwise identified as meriting an offer of a supplementary assessment. The precise form of supplementary assessment will be determined at the time the offer of a supplementary is made. For more information refer to the Supplementary Assessment Guidelines http://www.uow.edu.au/about/policy/UOW116801.html 10 | EDGT830 SUBJECT OUTLINE AUTUMN 2017 Referencing The Harvard referencing system is used in the School of Geography & Sustainable Communities and the School of Health & Society. The APA referencing system is used in the School of Education and the School of Psychology. These are also known as author-date systems due to the order of the information presented. Failure to document adequately and fully is to ignore scholarly rules – and run the risk of plagiarism. Please consult the UOW library website for further information: http://www.library.uow.edu.au/resourcesbytopic/UOW026621.html Academic Integrity The University’s policy on acknowledgement practice and plagiarism provides detailed information about how to acknowledge the work of others: http://www.uow.edu.au/about/policy/UOW058648.html The University’s Academic Integrity Policy, Faculty Handbooks and subject guides clearly set out the University’s expectation that students submit only their own original work for assessment and avoid plagiarising the work of others or cheating. Re-using any of your own work (either in part or in full) which you have submitted previously for assessment is not permitted without appropriate acknowledgement or without the explicit permission of the Subject Coordinator. Plagiarism can be detected and has led to students being expelled from the University. The use by students of any website that provides access to essays or other assessment items (sometimes marketed as ‘resources’), is extremely unwise. Students who provide an assessment item (or provide access to an assessment item) to others, either directly or indirectly (for example by uploading an assessment item to a website) are considered by the University to be intentionally or recklessly helping other students to cheat. Uploading an assessment task, subject outline or other course materials without express permission of the university is considered academic misconduct and students place themselves at risk of being expelled from the University. Assessment Quality Cycle The University of Wollongong is committed to the quality assurance and quality enhancement of assessment. The University will meet its legislative and regulatory obligations, to ensure consistent and appropriate assessment through course management and coordination, including assessment quality assurance procedures. An Assessment Quality Cycle is used to describe quality assurance at the points of assessment design, assessment delivery, the declaration of marks and grades, and review and improvement activities Retention of Submitted Work Copies of student work may be retained by the University in order to facilitate quality assurance of assessment processes. Student Academic Complaints Policy In accordance with the Coursework Student Academic Complaints Policy, a student may request an explanation of a mark for an assessment task or a final grade for a subject consistent with the student’s right to appropriate and useful feedback on their performance in an assessment task. Refer to the Coursework Student Academic Complaints Policy (http://www.uow.edu.au/about/policy/UOW058653.html) for further information. 11 | EDGT830 SUBJECT OUTLINE AUTUMN 2017 UOW Grade Descriptors Grade Mark (%) Descriptor High Distinction HD 85-100 A high distinction grade (HD) is awarded for performance that provides evidence of an outstanding level of attainment of the relevant subject learning outcomes, demonstrating the attributes of a distinction grade plus (as applicable): • consistent evidence of deep and critical understanding • substantial originality and insight in identifying, generating and communicating competing arguments, perspectives or problem-solving approaches • critical evaluation of problems, their solutions and their implications • use of quantitative analysis of data as the basis for deep and thoughtful judgments, drawing insightful, carefully qualified conclusions from this work • creativity in application as appropriate to the discipline • eloquent and sophisticated communication of information and ideas in terms of the conventions of the discipline • consistent application of appropriate skills, techniques and methods with outstanding levels of precision and accuracy • all or almost all answers correct, very few or none incorrect Distinction D 75-84 A distinction grade (D) is awarded for performance that provides evidence of a superior level of attainment of the relevant subject learning outcomes, demonstrating the attributes of a credit grade plus (as applicable): • evidence of integration and evaluation of critical ideas, principles, concepts and/or theories • distinctive insight and ability in applying relevant skills, techniques, methods and/or concepts • demonstration of frequent originality in defining and analysing issues or problems and providing solutions • fluent and thorough communication of information and ideas in terms of the conventions of the discipline • frequent application of appropriate skills, techniques and methods with superior levels of precision and accuracy • most answers correct, few incorrect Credit C 65-74 A credit grade (C) is awarded for performance that provides evidence of a high level of attainment of the relevant subject learning outcomes, demonstrating the attributes of a pass grade plus (as applicable): • evidence of learning that goes beyond replication of content knowledge or skills • demonstration of solid understanding of fundamental concepts in the field of study • demonstration of the ability to apply these concepts in a variety of contexts • use of convincing arguments with appropriate coherent and logical reasoning • clear communication of information and ideas in terms of the conventions of the discipline • regular application of appropriate skills, techniques and methods with high levels of precision and accuracy • many answers correct, some incorrect 12 | EDGT830 SUBJECT OUTLINE AUTUMN 2017 Pass P 50-64 A pass grade (P) is awarded for performance that provides evidence of a satisfactory level attainment of the relevant subject learning outcomes, demonstrating (as applicable): • knowledge, understanding and application of fundamental concepts of the field of study • use of routine arguments with acceptable reasoning • adequate communication of information and ideas in terms of the conventions of the discipline • ability to apply appropriate skills, techniques and methods with satisfactory levels of precision and accuracy • a combination of correct and incorrect answers Fail F ~ <50 A fail grade (F) is given for performance that does not provide sufficient evidence of attainment of the relevant subject learning outcomes. Technical Fail TF A technical fail (TF) grade is given when minimum performance level requirements for at least one assessment item in the subject as a whole has not been met despite the student achieving at least a satisfactory level of attainment of the subject learning outcomes. Satisfactory S A satisfactory grade (S) is awarded for performance that demonstrates a satisfactory level of attainment of the relevant subject learning outcomes. Unsatisfactory U An unsatisfactory grade (U) is awarded for performance that demonstrates an unsatisfactory level of attainment of the relevant subject learning outcomes. 13 | EDGT830 SUBJECT OUTLINE AUTUMN 2017 SUBMISSION AND RETURN OF ASSESSMENT ITEMS Procedures for the Submission and Return of Assessed Work  Written assignments should be word processed in 12 point New Times Roman font and doublespaced.  All hardcopy assignments should be submitted with a coversheet. Students are responsible for ensuring that the receipt (at the bottom of the coversheet) is signed and that they retain it until the assignment is returned. Electronic receipts must also be kept until the assignment mark is posted.  Copies of assignments made before submission should be retained by students.  Hard copy assignments should be submitted in tutorials to the tutor unless alternative arrangements are made by the Subject Coordinator.  Online/Electronic Submission – Special requirements for online submission and return of work will be provided by your lecturer or Subject Coordinator where relevant. A coversheet (using the appropriate template) must be submitted for all online work.  Except in the case of special assignments (e.g., online forum participation), all assignments are to be submitted via Turnitin in the Assignment submission area of the subject’s Moodle site. Grademark will be used to facilitate grading of assessment tasks.  Unless directed otherwise, marked assignments will be available within 3 weeks of submission. The Subject Coordinator will advise students of the procedure for returning marked assignments.  Assignments will be retained for 21 days after distribution of mark or release of final grade. For further information refer to Code of Practice – Teaching and Assessment: Late Submission of Assessment Tasks Assessed work must be handed in by the date and time given. If an assessment is submitted late, it will be marked in the normal way, and a penalty will then be applied. Late Submission Penalty Late submissions will receive a penalty of 5% per day (or part thereof) of the total possible marks for the assessment task for up to ten (10) days after the due date and time for submission (including weekends, and public holidays), or, where an extension has been granted, for up to ten (10) days after the nominated extension deadline. For the purposes of this penalty a weekend (Saturday and Sunday) will be regarded as two days. No marks will be awarded for work submitted: a) more than ten (10) days after the due date, or b) after the assessment has been returned to the students; whichever is applicable. In such an instance, a mark of zero and a result of Fail for the task will be applied. Note: Assessments must still be submitted to meet minimum performance requirements even though no mark is to be awarded. 14 | EDGT830 SUBJECT OUTLINE AUTUMN 2017 Examples of penalties: Assignment Value Student Mark Number of Days Late Penalty (5% of Total Possible Mark) Student Actual Mark 100 80 0 0 80 100 80 1 5 75 100 80 2 10 70 20 16 0 0 16 20 16 1 1 15 20 16 2 2 14 50 40 2 5 35 Extensions Extensions of time to submit material for assessment can only be granted in exceptional circumstances such as illness, injury, other serious cause, or extenuating circumstance - further details are available at http://www.uow.edu.au/about/policy/UOW058721.html Note: This Subject Outline provides details of requirements for the subject and this information includes the dates for the submission of work for assessment. Pressure of work, either from employment or from other subjects, is not an acceptable reason for seeking an extension of time. Student Academic Consideration Applications from students for academic consideration should be made only on the grounds of serious or extenuating circumstances. You can apply for academic consideration in Student Online Services (SOLS). Applications for academic consideration are governed by the University’s Student Academic Consideration Policy at http://www.uow.edu.au/about/policy/UOW058721.html Do not assume that an application for academic consideration will be automatically granted. Turnitin Assignments submitted to this subject may be requested in electronic format. An originality check through Turnitin or other text matching software may be undertaken for any submitted assignment. 15 | EDGT830 SUBJECT OUTLINE AUTUMN 2017 ASSESSMENT TASKS ASSESSMEN T 1 Video Analysis of Classroom Practice Due Date On Campus & Distance: Week 5, March 29 (Wednesday), 2017 Method of Submission This assessment task has been set up to be checked by Turnitin, a tool for checking if it has unreferenced content. You can submit your assessment task to Turnitin prior to the due date and Turnitin will give you an originality report. You can then make any changes that may be required and re-submit you final version by the due date. Weighting 30% Length 1,500 words Subject Learning Outcomes SLO 1, 2, 3, 4 Task This task requires you to make links between what you have read about theories of second language teaching and classroom practice. Choose one video clip of an ESL/EFL teacher and class in action from lessons included in Harmer (2007) or Illustration of Personalised Learning published by ACARA (Australian Curriculum, Assessment and Reporting Authority). Watch the video clip and reflect on the lesson taught by the teacher. Write an essay by drawing on relevant theories/principles of second language teaching that:  provides a brief summary of the selection and sequence of activities of the lesson;  describes a significant episode of the lesson where you think the teacher worked to promote maximum student learning. Relate to concepts and terms discussed in Weeks15, discuss why this episode was significant to you? What did you learn from this lesson? How will this lesson influence your teaching in the future? Video clips included in Harmer (2007) are available via YouTube: https://www.youtube.com/watch?v=rv_Ud2lq-Ww&list=PLrk8hPUvXUfdiG-RDlT4vgaxYn9_idEe The ACARA Illustration of Personalised Learning can be accessed via the links below: Creating stories: http://v75.australiancurriculum.edu.au/Illustrations/Metadata/IOPL00012?group=PrimarySecondary Analysing language in narrative texts: http://www.australiancurriculum.edu.au/Illustrations/Metadata/IOPL00013?group=Primary Secondary Writing a persuasive letter: http://www.australiancurriculum.edu.au/Illustrations/Metadata/IOPL00011?group=Primary Secondary You should draw on relevant literature from the recommended readings or any other readings to complete the task. You are expected to go beyond the prescribed readings and 16 | EDGT830 SUBJECT OUTLINE AUTUMN 2017 demonstrate evidence of extensive research and a higher level of critical analysis. Assessment Criteria Your work will be assessed according to the following criteria:  Demonstrated ability to identify and discuss various factors impinging upon second language teaching  Demonstrated understanding of relevant theories and principles of second language teaching  Evidence of effective reflection and analysis  Evidence of research  Evidence of effective organisation – Argument, language, and referencing ASSESSMENT 2 Designing L2 Classroom Tasks and Discourse Due Date On Campus & Distance: Week 9, May 7 (Sunday), 2017 Method of Submission This assessment task has been set up to be checked by Turnitin, a tool for checking if it has unreferenced content. You can submit your assessment task to Turnitin prior to the due date and Turnitin will give you an originality report. You can then make any changes that may be required and re-submit you final version by the due date. Weighting 30% Length 1,000 words Subject Learning Outcomes SLO 1, 2, 4, 5 Task Task Specification (On Campus): Team teaching The ability to design a teaching and learning task is an important competency of a trainee teacher. Throughout the semester you will be involved in team teaching a free English conversation class at the UOW College. The assessment requires you to design a short sequence of teaching and learning tasks that would demonstrate how you put a theory/concept into practice. The task will include the following components: Self-reflection 1: Reflect on your experience in the team teaching tasks. Write about how you went around designing and developing lesson plans (e.g. selection of topics, design of learning activities, sequence of lessons). Make sure that you make reference to the theory/concept that has informed your design. Say how the lesson was implemented in a meaningful and sequential way. Lesson plan and peer feedback: Include two lesson plans outlining where each group member has contributed, along with activity resources used in the lessons. At the end of each teaching session, provide constructive written feedback on the teaching of your group members, commenting on what you liked about the lesson and suggesting areas for improvement. Self-reflection 2: Teachers are reflective practitioners. In this section, you need to critically examine one teaching episode and self-evaluate your teaching. You are to reflect on: how the episode went; what could be improved; why/how 17 | EDGT830 SUBJECT OUTLINE AUTUMN 2017 improvements are considered in relation to peer feedback given to you. You may like to consider the following questions:  What were the most positive aspects of the lesson? (e.g. students’ participation, interaction, motivation in learning etc)  What is one important thing your students learn from you? How did you know?  What would you do differently if the lesson were repeated?  What should you do in order to improve? Task Specification (Distance): Scripting classroom tasks Design a teaching and learning task that would stimulate collaborative dialogue between a teacher and a second language learner according to the dialogic principles discussed in Topic 6 and the following steps suggested below:  Study Figure One: Scripting ESL/EFL Classroom Discourse (available in Moodle: see Assessment section)  Drawing from the subject related readings, write a definition for each discourse feature in each circle (e.g., recasting, modelling etc.) and explain how it works in the dialogue extracts in each circle from a dialogic teaching perspective  Design a teaching and learning task for each of three discourse features that would stimulate collaborative dialogue between a teacher and a second language learner. The tasks can be in the same lesson or different lessons. (see list of additional discourse features at the bottom of Figure One)  Create and explain a dialogue between teacher and learner which illustrates the discourse feature in each task, showing where in the dialogue the feature occurs  Provide the lesson background to the task, i.e., the lesson topic and learning outcomes Reference each discourse feature to the prescribed text or relevant readings covered in Topics 3-6 Assessment Criteria  Successful completion of all assessment specifications  Demonstrated understanding of effective lesson planning and classroom discourse features  Demonstrated application of an aspect of classroom discourse suitable for an ESL/EFL setting  Demonstrated ability to implement a lesson plan and reflect on teaching  Evidence of collegiality (on campus) 18 | EDGT830 SUBJECT OUTLINE AUTUMN 2017 ASSESSMENT 3 Designing Pedagogy Due Date On Campus & Distance: Week 13, May 31 (Wednesday), 2017 Method of Submission This assessment task has been set up to be checked by Turnitin, a tool for checking if it has unreferenced content. You can submit your assessment task to Turnitin prior to the due date and Turnitin will give you an originality report. You can then make any changes that may be required and re-submit you final version by the due date. Weighting 40% Length 2,500 words (including lesson plans, teaching resources, and 1,500 word rationale) Subject Learning Outcomes SLO 1, 2, 3, 4, 5, 6 Task This task requires you to design a sequence of three lessons which  is based on a topic relevant to a particular group of ESL/EFL learners  draws upon an integrated approach to second language teaching (e.g. the Teaching-Learning/Curriculum Cycle in Gibbons, 2002) The task will consist of the following components: 1. Lesson plans In this component, you are to design a sequence of three lessons using an integrated approach to language teaching (see Week 12). Design three lesson plans (60 minutes each) that describe in detail a set of steps that would lead to the objectives of the lessons. The plans should include:  aims/outcomes/indicators/language level  the lesson content, teaching sequence; teaching and learning activities  class participation structure, and evidence of anticipated learning  an indication of where and what assessment and evaluation procedures might be included across the sequence (formative/summative)  Reference to the aids and resources to be used (Do not submit copies of resources or aids) The lesson plan template available in the “Conversation Classes” section in Moodle should be used. 2. Learning tasks This component requires you to create two learning tasks for the lessons. The tasks must be chosen from different lessons:  one pair work activity (such as information gap, or barrier game activity) that would have students develop vocabulary/grammar knowledge  one group activity that would encourage collaborative learning The activities should be presented in worksheet format, which should include instructions that will assist learners to complete the activities. 3. Rationale (1,500 words) Write a rationale to justify the decisions that you have made and explain how the activities would lead to the identified objectives and address the needs of this group of students. Your essay should conform to the usual conventions for academic essays (see Faculty Handbook for more detail) and should include the following aspects: 19 | EDGT830 SUBJECT OUTLINE AUTUMN 2017  A brief profile of a group of learners. The group might be learners with whom you are currently working, or with whom you intend to work in the near future, or with whom you have worked previously, or they might be hypothetical. Choose a group of learners in which you have an interest: young children, adolescents, adults: in school, workplace, community, tertiary or vocational programs. Include in your profile any student characteristics which need to be taken into account when designing your sequence of lessons  An outline of any contextual factors which need to be considered either with regard to the immediate context (where the lessons will be delivered) or the target context (where students will be using English they are learning)  A rationale for the choices that incorporate the readings and research: o How the lessons were designed o Why you selected and sequenced certain activities o How you see the activities would lead to the identified objectives o How the design of the activities was informed by your views of second language teaching You are expected to go beyond provision of justification of the adopted approach and demonstrate evidence of greater critique and analysis. Assessment Criteria Your work will be assessed according to the following criteria: Lesson plans  a clear overview  well identified aims and objectives  appropriate learning experiences and activities  appropriate classroom interaction patterns and assessment ideas  well thought-out lesson sequences Learning tasks  Provision of learning experiences and activities appropriate to the lessons  Suitability of the activities  Potential instructional effect  Clarity of instructions Rationale  Demonstrated understanding of lesson sequencing and planning for the nominated group of ESL learners  Demonstrate an ability to carefully plan and implement an engaging, goal oriented lesson which addresses the language and learning outcomes  Demonstrate knowledge and understanding of a range of effective language teaching strategies and pedagogy  Develops a strongly argued rationale  Clear schematic presentation, appropriate and correct use of written language, and acknowledgement of references Marks are awarded according to the depth of understanding and the extent to which conceptual connections are made across the text, readings and professional practices. 20 | EDGT830 SUBJECT OUTLINE AUTUMN 2017 STUDENT SUPPORT Faculty of Social Sciences Student Services Centre Location 23.G21 Student Hub 41 Telephone +61 2 4221 3981 +61 2 4221 5962 Facsimile +61 2 4221 3892 Email [email protected] Student Support Adviser (SSA) Campus Contact Southern Highlands Wollongong Contact details can be found here: http://www.uow.edu.au/student/services/SSA/contact/index.html Batemans Bay Bega Shoalhaven Sue Leppan [email protected] Shoalhaven Campus, Ray Cleary Building, Room UG12 Library Services Save yourself time and enhance your studies: connect with information specialists and resources anytime, anywhere. Ask Us: http://www.library.uow.edu.au/ask/UOW026599.html or Google - UOW library ask us Online – Ask a Librarian Ask questions and receive a response within 1 business day In person – Book a Librarian 30-minute appointment with an Librarian Research Consultation Service 1 hour appointment with an information specialist. Available to UOW academics, HDRs, postgraduates, Honours and Masters students. By phone +61 2 4221 3548 The Main Library (Building 16) and Education Curriculum Resources Centre (Building 22) are located at the Wollongong Campus. UOW Libraries at other locations are listed on the Library website. 21 | EDGT830 SUBJECT OUTLINE AUTUMN 2017 GENERAL INFORMATION Teaching and Assessment: Code of Practice - Teaching This Code is a key document in implementing the University’s Teaching and Assessment Policy and sets out the specific responsibilities of parties affected in relation to learning, teaching and assessment, as well as procedures for teaching staff. The Code can be found at http://www.uow.edu.au/about/policy/UOW058666.html Teaching and Assessment: Assessment and Feedback Policy The purpose of this Policy is to set out the University of Wollongong’s approach to effective learning, teaching and assessment, including the principles and minimum standards underlying teaching and assessment practice. The Policy can be found at http://www.uow.edu.au/about/policy/alphalisting/UOW222905.html Teaching and Assessment: Subject Delivery Policy This Policy sets out specific requirements in relation to the delivery of Subjects. The policy can be found at http://www.uow.edu.au/about/policy/alphalisting/UOW222906.html The Student Charter – Your Rights and Responsibilities The Student Charter is shaped by the University’s mission to excel through providing world-class teaching, learning and research opportunities that challenge, inform and inspire its students in a diverse and inclusive environment. The Student Charter is based on principles that guide all members of the University and that promote responsible partnerships within and beyond the University community. It acknowledges the importance of the connection that is forged between students and staff of the University as well as the broader community. It encompasses a commitment to academic integrity and the five fundamental values on which this rests: honesty, trust, fairness, respect and responsibility. http://www.uow.edu.au/student/charter/index.html Academic Integrity and Plagiarism Policy The University’s policy on acknowledgement practice and plagiarism provides detailed information about how to acknowledge the work of others: http://www.uow.edu.au/about/policy/UOW058648.html Student Academic Consideration Policy The purpose of the Student Academic Consideration Policy is to enable student requests for academic consideration for specific assessment tasks, examinations, academic progress or attendance requirements in a subject relevant to their course to be evaluated in a fair, reasonable, timely and consistent manner throughout the University. This Policy sets out clear and defined requirements allowing for transparency, ease of interpretation and implementation. Consistency in criteria, procedures, and outcomes in the processing of applications for academic consideration for all forms of assessment are requirements of this Policy. The Policy can be found at http://www.uow.edu.au/about/policy/UOW058721.html 22 | EDGT830 SUBJECT OUTLINE AUTUMN 2017 Course Progress Policy The Course Progress Policy establishes the requirements, definitions and procedures to be used in determining the standards of acceptable course progress; the definitions of the roles and responsibilities of UOW staff and students with regard to course progress; and the descriptions of the resources and choices available to assist students at risk of not achieving course progress standards. The Policy can be found at http://www.uow.edu.au/about/policy/UOW058679.html Coursework Student Academic Complaints Policy UOW aims to provide a transparent and consistent process for resolving student academic grievances. Further information is available at http://www.uow.edu.au/about/policy/UOW058653.html Inclusive Language Guidelines UOW endorses a policy of non-discriminatory language practice in all academic and administrative activities of the University. Further information is available from http://www.uow.edu.au/about/policy/alphalisting/UOW140611.html Copyright Policy The purpose of this Policy is to outline responsibilities and procedures regarding the use of third party copyright material, with the objectives of reducing staff and UOW exposure to the risks associated with the use of third party copyright material, assisting staff to make full legal use of the materials at their disposal by clearly identifying responsibilities and promoting copyright compliance. The Policy can be found at http://www.uow.edu.au/about/policy/alphalisting/UOW026670.html Intellectual Property UOW’s Intellectual Property Policy provides guidance on the approach taken to Intellectual Property (IP), including its ownership, protection and exploitation. Further information about the management of IP is available at http://www.uow.edu.au/about/policy/UOW058689.html Student Conduct Rules In line with UOW’s commitment to academic integrity, new rules related to student conduct have been in effect since 1 January 2008. Relevant information may be found at http://www.uow.edu.au/about/policy/UOW058723.html Code of Practice – Research This Code mandates the current policy and best practice relating to procedures for responsible research. The Code can be found at http://www.uow.edu.au/about/policy/UOW058663.html 23 | EDGT830 SUBJECT OUTLINE AUTUMN 2017 Code of Practice – Honours This Code sets out the responsibilities of all parties involved in managing students undertaking Honours Programs. The Code can be found at http://www.uow.edu.au/about/policy/UOW058661.html The Code of Practice – Student Professional Experience The Code of Practice – Student Professional Experience sets out what is expected from students, the University and Host Organisations in providing student professional experience programs. It applies to student professional experience programs that form the whole or part of a subject or course offered at the University. The code assists in promoting a productive learning experience for students. Current policies and practices relating to the workplace experience and other practical training requirements can be found at http://www.uow.edu.au/about/policy/UOW058662.html IP Student Assignment of Intellectual Property Policy This policy applies to all Students (under-graduate and post-graduate) of the University of Wollongong (UOW). It may also apply to other persons by agreement. This policy sets out the approach taken by UOW in relation to Student assignment of intellectual property. Further information about this policy can be found here http://www.uow.edu.au/about/policy/UOW058690.html Ethical Objection by Students to the Use of Animal and Animal Products in Coursework Subjects The University of Wollongong is committed to recognition of the diversity of values held by students at the University and seeks to provide avenues for students to complete their chosen field of study without compromising their ethical commitments. The University, through its Animal Ethics Committee, has a responsibility to review any proposed research and teaching involving living animals in accordance with the NHMRC Australian Code of Practice for the Care and Use of Animals for Scientific Purposes (2004) and the Animal Research Act, 1985 (NSW). This policy provides a framework for recognition of and responses to students' ethical or religious objection to animal use in coursework subjects at the University of Wollongong. For the purpose of this policy, animal use includes killing of animals in experimental work, dissection of animals that are already dead, use of animal tissues, use of animal-derived products (such as sera). These uses are relevant to teaching and assessment. Further information about this policy can be found here http://www.uow.edu.au/about/policy/UOW058708.html Human Research Ethics Guidelines The Human Research Ethics Committee protects the welfare and rights of the participants in research activities. Further information can be found at http://www.uow.edu.au/research/ethics/human/index.html Workplace Health & Safety Policy The Workplace Health and Safety (WHS) unit at UOW aims to provide structures, system and support to ensure the health, safety and welfare of all at the campus. Further information is available from http://staff.uow.edu.au/ohs/ 24 | EDGT830 SUBJECT OUTLINE AUTUMN 2017 ONLINE Assignment Coversheet This form is to be completed by students submitting electronic essays or assignments for a Faculty of Social Sciences subject. Assignments are to be submitted through Moodle. PLAGIARISM Deliberate plagiarism may lead to failure in the subject. Plagiarism is cheating by using the written ideas or submitted work of someone else. The University of Wollongong has a strong policy against plagiarism. See Acknowledgement Practice/Plagiarism Prevention Policy at http://www.uow.edu.au/about/policy/UOW058648.html Student Name: Student Number: Subject Code & Name: Assignment Title: Tutor’s Name: Assignment Due Date: DECLARATION We certify that this is entirely our own work, except where we have given fully documented references to the work of others, and that the material contained in this assignment has not previously been submitted for assessment in any formal course of study. We understand the definition and consequences of plagiarism. ACKNOWLEDGEMENT The marker of this assessment item may, for the purpose of assessing this assignment, reproduce this assignment and provide a copy to another member of academic staff. If required to do so, we will provide an electronic copy of this assessment item to the marker and acknowledge that the assessor of this assignment may, for the purpose of assessing this assignment: a) Reproduce this assignment and provide a copy to another member of academic staff; and/or b) Communicate a copy of this assignment to a plagiarism checking service such as Turnitin (which may then retain a copy of this assignment on its database for the purpose of future plagiarism checking). Student Signature: Date: