Finding the right balance between input and independence, Evidence-based learning and teaching, The competence-based approach, Differentiation in the EFL classroom, Assessment of and for learning, Standardised tests vs. achievement tests, Task-based language learning I, Task-based language learning II, Putting it into practice: textbook analysis, Tasks in the digital age, John Hattie revisited - the teacher`s perspective, Analysing teaching and learning materials, Klausur, Results and reflection
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
Admission settings
The course is part of admission "Anmeldung gesperrt (global)".
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