On successful completion of this module, students should

• be familiar with current research in the field of evidence-based teaching, especially John Hattie`s Visible Learning and Visible Learning for Teachers
• be able to explain the difference between competence-based teaching as opposed to instructive approaches
• be familiar with the Common European Framework of Reference (CEFR) and be able to explain its significance and the impact it has had on language teaching

-know and be able to analyze syllabuses and curricula aimed at different age and ability groups
-be able to develop and evaluate lesson plans relying on the task-based approach but also on “classical” ways of lesson planning (PPP)

• be able to critically consider a variety of assessment methods suitable for classroom use
• be able to plan for differentiation in accordance with the syllabus
• be able to comment on “real-life” case studies of individuals and groups of language learners thus practicing their diagnostic skills

-make informed decisions on methods, seating, use of media etc. in light of current research
-be aware of the way culture shapes attitudes towards (language) learning and teaching and develop realistic goals for intercultural skills and communication, both in the classroom and beyond

Participants are expected to:

• Provide commentaries on topics discussed in class
• Pass a written exam (“Klausur”) at the end of the semester