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Micro-Teaching/Practicum in Teacher Programs: Challenges and Successes Antonia Schleicher Indiana University-Bloomington
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Micro-Teaching/Practicum in Teacher Programs: Challenges ...€¦ · Micro-Teaching/Practicum in Teacher Programs: Challenges and Successes Antonia Schleicher. Indiana University-Bloomington.

Aug 25, 2020

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Page 1: Micro-Teaching/Practicum in Teacher Programs: Challenges ...€¦ · 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

Page 2: Micro-Teaching/Practicum in Teacher Programs: Challenges ...€¦ · Micro-Teaching/Practicum in Teacher Programs: Challenges and Successes Antonia Schleicher. Indiana University-Bloomington.

Outline of the Presentation

1. Describing our Model2. Successes 3. Challenges and Solutions4. Questions and Answers

Page 3: Micro-Teaching/Practicum in Teacher Programs: Challenges ...€¦ · Micro-Teaching/Practicum in Teacher Programs: Challenges and Successes Antonia Schleicher. Indiana University-Bloomington.

Participants and Their Instructors

Page 4: Micro-Teaching/Practicum in Teacher Programs: Challenges ...€¦ · Micro-Teaching/Practicum in Teacher Programs: Challenges and Successes Antonia Schleicher. Indiana University-Bloomington.

Program Instructors

Page 5: Micro-Teaching/Practicum in Teacher Programs: Challenges ...€¦ · Micro-Teaching/Practicum in Teacher Programs: Challenges and Successes Antonia Schleicher. Indiana University-Bloomington.

Describing Our Model• Coding and Assessing Modes

of Communication in the Sequence of– Acquire– Process – Apply and – Reflect

Page 6: Micro-Teaching/Practicum in Teacher Programs: Challenges ...€¦ · Micro-Teaching/Practicum in Teacher Programs: Challenges and Successes Antonia Schleicher. Indiana University-Bloomington.

Describing Our Model

Acquire*Participants acquire the concept of: - Backward Curriculum Design

- 3 Modes of Communicationthrough NCOLCTL Online Course

Page 7: Micro-Teaching/Practicum in Teacher Programs: Challenges ...€¦ · Micro-Teaching/Practicum in Teacher Programs: Challenges and Successes Antonia Schleicher. Indiana University-Bloomington.

Describing Our Modelhttp://onlinecourse.ncolctl.org/fundamentals/index.html

Page 8: Micro-Teaching/Practicum in Teacher Programs: Challenges ...€¦ · Micro-Teaching/Practicum in Teacher Programs: Challenges and Successes Antonia Schleicher. Indiana University-Bloomington.

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)

Page 9: Micro-Teaching/Practicum in Teacher Programs: Challenges ...€¦ · Micro-Teaching/Practicum in Teacher Programs: Challenges and Successes Antonia Schleicher. Indiana University-Bloomington.

Describing Our Model

Process2. In module #1, briefly summarize the difference between the ACTFL Proficiency Guidelines and World Readiness Standards.

Page 10: Micro-Teaching/Practicum in Teacher Programs: Challenges ...€¦ · Micro-Teaching/Practicum in Teacher Programs: Challenges and Successes Antonia Schleicher. Indiana University-Bloomington.

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?

Page 11: Micro-Teaching/Practicum in Teacher Programs: Challenges ...€¦ · Micro-Teaching/Practicum in Teacher Programs: Challenges and Successes Antonia Schleicher. Indiana University-Bloomington.

Describing Our Model

Process5. What are major differences between the teaching of LCTLs and languages such as French, English, German, Italian and Spanish?

Page 12: Micro-Teaching/Practicum in Teacher Programs: Challenges ...€¦ · Micro-Teaching/Practicum in Teacher Programs: Challenges and Successes Antonia Schleicher. Indiana University-Bloomington.

Describing Our Model

ApplyApplication through Micro-teaching sessions by the LI and other program instructors.

Page 13: Micro-Teaching/Practicum in Teacher Programs: Challenges ...€¦ · Micro-Teaching/Practicum in Teacher Programs: Challenges and Successes Antonia Schleicher. Indiana University-Bloomington.

Feedback Approach• StarTalk Principle/s• Modelling• The Power of Feedback

– Self Evaluation– Peer Feedback– Master Teachers’ Feedback

Page 14: Micro-Teaching/Practicum in Teacher Programs: Challenges ...€¦ · Micro-Teaching/Practicum in Teacher Programs: Challenges and Successes Antonia Schleicher. Indiana University-Bloomington.

LI Leading a Discussion on Standards

Page 15: Micro-Teaching/Practicum in Teacher Programs: Challenges ...€¦ · Micro-Teaching/Practicum in Teacher Programs: Challenges and Successes Antonia Schleicher. Indiana University-Bloomington.

LI Leading a Discussion on Standards

Page 16: Micro-Teaching/Practicum in Teacher Programs: Challenges ...€¦ · Micro-Teaching/Practicum in Teacher Programs: Challenges and Successes Antonia Schleicher. Indiana University-Bloomington.

Micro-teaching by Master Teacher

Page 17: Micro-Teaching/Practicum in Teacher Programs: Challenges ...€¦ · Micro-Teaching/Practicum in Teacher Programs: Challenges and Successes Antonia Schleicher. Indiana University-Bloomington.

Micro-teaching by Master Teacher in Training

Page 18: Micro-Teaching/Practicum in Teacher Programs: Challenges ...€¦ · Micro-Teaching/Practicum in Teacher Programs: Challenges and Successes Antonia Schleicher. Indiana University-Bloomington.

Micro-teaching by Master Teacher in Training

Page 19: Micro-Teaching/Practicum in Teacher Programs: Challenges ...€¦ · Micro-Teaching/Practicum in Teacher Programs: Challenges and Successes Antonia Schleicher. Indiana University-Bloomington.

Participants’ Micro-teaching Sessions

Page 20: Micro-Teaching/Practicum in Teacher Programs: Challenges ...€¦ · Micro-Teaching/Practicum in Teacher Programs: Challenges and Successes Antonia Schleicher. Indiana University-Bloomington.

Participants’ Micro-teaching Sessions

Page 21: Micro-Teaching/Practicum in Teacher Programs: Challenges ...€¦ · Micro-Teaching/Practicum in Teacher Programs: Challenges and Successes Antonia Schleicher. Indiana University-Bloomington.

Participants’ Micro-teaching

Page 22: Micro-Teaching/Practicum in Teacher Programs: Challenges ...€¦ · Micro-Teaching/Practicum in Teacher Programs: Challenges and Successes Antonia Schleicher. Indiana University-Bloomington.

Participants’ Demo Lesson

Page 23: Micro-Teaching/Practicum in Teacher Programs: Challenges ...€¦ · Micro-Teaching/Practicum in Teacher Programs: Challenges and Successes Antonia Schleicher. Indiana University-Bloomington.

Participants’ Demo Lesson

Page 24: Micro-Teaching/Practicum in Teacher Programs: Challenges ...€¦ · Micro-Teaching/Practicum in Teacher Programs: Challenges and Successes Antonia Schleicher. Indiana University-Bloomington.

Participants’ Demo Lesson

Page 25: Micro-Teaching/Practicum in Teacher Programs: Challenges ...€¦ · Micro-Teaching/Practicum in Teacher Programs: Challenges and Successes Antonia Schleicher. Indiana University-Bloomington.

Pair Work Among the Participants

Page 26: Micro-Teaching/Practicum in Teacher Programs: Challenges ...€¦ · Micro-Teaching/Practicum in Teacher Programs: Challenges and Successes Antonia Schleicher. Indiana University-Bloomington.

Participants’ Demo Lessons

Page 27: Micro-Teaching/Practicum in Teacher Programs: Challenges ...€¦ · Micro-Teaching/Practicum in Teacher Programs: Challenges and Successes Antonia Schleicher. Indiana University-Bloomington.

Participants’ Demo Lessons

Page 28: Micro-Teaching/Practicum in Teacher Programs: Challenges ...€¦ · Micro-Teaching/Practicum in Teacher Programs: Challenges and Successes Antonia Schleicher. Indiana University-Bloomington.

Participants’ Demo Lessons

Page 29: Micro-Teaching/Practicum in Teacher Programs: Challenges ...€¦ · Micro-Teaching/Practicum in Teacher Programs: Challenges and Successes Antonia Schleicher. Indiana University-Bloomington.

Participants’ Demo Lesson

Page 30: Micro-Teaching/Practicum in Teacher Programs: Challenges ...€¦ · Micro-Teaching/Practicum in Teacher Programs: Challenges and Successes Antonia Schleicher. Indiana University-Bloomington.

Performance Assessment in Different Modes

Page 31: Micro-Teaching/Practicum in Teacher Programs: Challenges ...€¦ · Micro-Teaching/Practicum in Teacher Programs: Challenges and Successes Antonia Schleicher. Indiana University-Bloomington.

Micro-teaching Debriefing Session

Page 32: Micro-Teaching/Practicum in Teacher Programs: Challenges ...€¦ · Micro-Teaching/Practicum in Teacher Programs: Challenges and Successes Antonia Schleicher. Indiana University-Bloomington.

Successes•The desire on the part of the teacher participants for the program to be longer than 2 weeks.

Page 33: Micro-Teaching/Practicum in Teacher Programs: Challenges ...€¦ · Micro-Teaching/Practicum in Teacher Programs: Challenges and Successes Antonia Schleicher. Indiana University-Bloomington.

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)

Page 34: Micro-Teaching/Practicum in Teacher Programs: Challenges ...€¦ · Micro-Teaching/Practicum in Teacher Programs: Challenges and Successes Antonia Schleicher. Indiana University-Bloomington.

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)

Page 35: Micro-Teaching/Practicum in Teacher Programs: Challenges ...€¦ · Micro-Teaching/Practicum in Teacher Programs: Challenges and Successes Antonia Schleicher. Indiana University-Bloomington.

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.

Page 36: Micro-Teaching/Practicum in Teacher Programs: Challenges ...€¦ · Micro-Teaching/Practicum in Teacher Programs: Challenges and Successes Antonia Schleicher. Indiana University-Bloomington.

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.

Page 37: Micro-Teaching/Practicum in Teacher Programs: Challenges ...€¦ · Micro-Teaching/Practicum in Teacher Programs: Challenges and Successes Antonia Schleicher. Indiana University-Bloomington.

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.

Page 38: Micro-Teaching/Practicum in Teacher Programs: Challenges ...€¦ · Micro-Teaching/Practicum in Teacher Programs: Challenges and Successes Antonia Schleicher. Indiana University-Bloomington.

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.

Page 39: Micro-Teaching/Practicum in Teacher Programs: Challenges ...€¦ · Micro-Teaching/Practicum in Teacher Programs: Challenges and Successes Antonia Schleicher. Indiana University-Bloomington.

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.

Page 40: Micro-Teaching/Practicum in Teacher Programs: Challenges ...€¦ · Micro-Teaching/Practicum in Teacher Programs: Challenges and Successes Antonia Schleicher. Indiana University-Bloomington.

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.

Page 41: Micro-Teaching/Practicum in Teacher Programs: Challenges ...€¦ · Micro-Teaching/Practicum in Teacher Programs: Challenges and Successes Antonia Schleicher. Indiana University-Bloomington.

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!

Page 42: Micro-Teaching/Practicum in Teacher Programs: Challenges ...€¦ · Micro-Teaching/Practicum in Teacher Programs: Challenges and Successes Antonia Schleicher. Indiana University-Bloomington.

Graduation Picture

Page 43: Micro-Teaching/Practicum in Teacher Programs: Challenges ...€¦ · Micro-Teaching/Practicum in Teacher Programs: Challenges and Successes Antonia Schleicher. Indiana University-Bloomington.

Challenges and SolutionsChallenge #1* Very Diverse Group of Teacher Participants

Solution* Curriculum Clinic/ Office Hours

Page 44: Micro-Teaching/Practicum in Teacher Programs: Challenges ...€¦ · Micro-Teaching/Practicum in Teacher Programs: Challenges and Successes Antonia Schleicher. Indiana University-Bloomington.

Challenges and Solutions

Challenge #2

• The Notion of “Less is More”

Page 45: Micro-Teaching/Practicum in Teacher Programs: Challenges ...€¦ · Micro-Teaching/Practicum in Teacher Programs: Challenges and Successes Antonia Schleicher. Indiana University-Bloomington.

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.

Page 46: Micro-Teaching/Practicum in Teacher Programs: Challenges ...€¦ · Micro-Teaching/Practicum in Teacher Programs: Challenges and Successes Antonia Schleicher. Indiana University-Bloomington.

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.

Page 47: Micro-Teaching/Practicum in Teacher Programs: Challenges ...€¦ · Micro-Teaching/Practicum in Teacher Programs: Challenges and Successes Antonia Schleicher. Indiana University-Bloomington.

Another Group Photo

Page 48: Micro-Teaching/Practicum in Teacher Programs: Challenges ...€¦ · Micro-Teaching/Practicum in Teacher Programs: Challenges and Successes Antonia Schleicher. Indiana University-Bloomington.

Questions and Answers