Micro-Teaching/Practicum in Teacher Programs: Challenges and Successes Antonia Schleicher Indiana University-Bloomington
Micro-Teaching/Practicum in Teacher Programs: Challenges and Successes
Antonia SchleicherIndiana University-Bloomington
Outline of the Presentation
1. Describing our Model2. Successes 3. Challenges and Solutions4. Questions and Answers
Participants and Their Instructors
Program Instructors
Describing Our Model• Coding and Assessing Modes
of Communication in the Sequence of– Acquire– Process – Apply and – Reflect
Describing Our Model
Acquire*Participants acquire the concept of: - Backward Curriculum Design
- 3 Modes of Communicationthrough NCOLCTL Online Course
Describing Our Modelhttp://onlinecourse.ncolctl.org/fundamentals/index.html
Describing Our Model
Process1. There is a general misconception that Grammar has no place in a Proficiency-Based Curriculum? What is your opinion about the role of Grammar in a Proficiency-Based instruction (module #1)
Describing Our Model
Process2. In module #1, briefly summarize the difference between the ACTFL Proficiency Guidelines and World Readiness Standards.
Describing Our Model
Process3. What is the role of Vocabulary
teaching in a Standards-Based Curriculum?
4. How can you incorporate language, content, and culture in your lesson plans?
Describing Our Model
Process5. What are major differences between the teaching of LCTLs and languages such as French, English, German, Italian and Spanish?
Describing Our Model
ApplyApplication through Micro-teaching sessions by the LI and other program instructors.
Feedback Approach• StarTalk Principle/s• Modelling• The Power of Feedback
– Self Evaluation– Peer Feedback– Master Teachers’ Feedback
LI Leading a Discussion on Standards
LI Leading a Discussion on Standards
Micro-teaching by Master Teacher
Micro-teaching by Master Teacher in Training
Micro-teaching by Master Teacher in Training
Participants’ Micro-teaching Sessions
Participants’ Micro-teaching Sessions
Participants’ Micro-teaching
Participants’ Demo Lesson
Participants’ Demo Lesson
Participants’ Demo Lesson
Pair Work Among the Participants
Participants’ Demo Lessons
Participants’ Demo Lessons
Participants’ Demo Lessons
Participants’ Demo Lesson
Performance Assessment in Different Modes
Micro-teaching Debriefing Session
Successes•The desire on the part of the teacher participants for the program to be longer than 2 weeks.
Successes• All demo lessons taught me that we
can teach anything if we plan well and give what needs to be learned smaller chunks. Also, there were things that I didn't believe were very effective such as repetition and pair work. I will use them more often in my class from now on. Thank you! (A Turkish instructor)
Successes• Things are getting clearer and clearer now.
The time spent on debriefing was shorter than we did at the beginning. We are all learning together. Focus on communication, have clear goal in our mind, understand proficiency level, create assessment, and design learning activities to help learners reach the goal. I'm equipped to teach differently when school starts next month. (A Chinese instructor)
Successes• Today it became so apparent that knowing
your students' proficiency level in the language is critical to designing a good lesson plan. As each of us teachers try to increase the amount of material to cover in one lesson, it is easy to see students struggling to master what is taught. On the other hand, when there is just enough new vocabulary to learn and enough practice, the lessons go well.
Successes• I am learning something new everyday!
Today's take-away is – teaching a foreign language has an order: Between speaking and writing, Speaking first, then writing. It makes more sense as we see the demo classes from different languages. In 20 minutes, we're able to talk about the things that the instructors wanted us to talk about in their respective languages.
Successes• The other thing of immense value I learned
was that it IS POSSIBLE to teach a class using 90% of the target language. Truthfully, I didn't think that was possible because I thought students needed to know each and every word that was being said to them. I have learned that they don't have to when the language used is peripheral to the lesson.
SuccessesThe trick is to be clear about what you want from them and to focus on that.This has been the biggest takeaway for me from this workshop - that it's possible to learn without understanding everything and how to go about achieving the objective within this scenario.
Successes• Another day of learning from my instructors
and classmates. Thank you all. Brenda reminded us of what a student-centered lesson looks like. I also experienced myself that repetition really helped me to understand the content and enable me to perform the task. We are getting so comfortable with writing good performance objectives and using 90% target language.
SuccessesI tried to include as many comprehensible input strategies as possible and we could see those components in our demo lessons. I really like this program. The most precious thing for me is knowing teachers from different cultures and experiencing the culture they represent. I also like the fact that our instructors always ask us questions, make us think before they answer our questions.
Participant’s Final Reflections
• First, it is a blessing and I am fortunate to study with teachers of different languages. We are teachers and learners, so we can share our feelings with each other and discuss materials together. During these two weeks, I’ve gained a huge knowledge, much information, and material resources. This is the best and highest level STARTALK I’ve ever joined so far. It is an excellent program and I enjoyed it!
Graduation Picture
Challenges and SolutionsChallenge #1* Very Diverse Group of Teacher Participants
Solution* Curriculum Clinic/ Office Hours
Challenges and Solutions
Challenge #2
• The Notion of “Less is More”
Solution
Solution #2• Learning Goals1 Planning - PL1.b The teacher uses units that have clearly identified performance objectivesin the three communicative modes.2 Planning - PL2.a The teacher designs assessment tasks in the modes of communication.
Solution3 Planning - PL6.a The teacher selects strategies to ensure language input is comprehensible.
4 Planning - PL6.c The teacher plans how to introduce and explain activities and concepts using the target language.
Another Group Photo
Questions and Answers