Assignments
See here for grading criteria.
First half
Weeks 1-2: Intro
- Self-intro assignment (Google Form) [due by week 2]
- Fill out the PAEI (Philosophy of Adult Education Inventory) or the compact version, score the results, and be ready to discuss them in the next class session.
- Google Form: Your response to the teaching methodology videos. Watch the videos of different teaching methods on the Materials site. Particularly watch the GTM, ALM, PPP, Direct Method, CLT and TBLT videos. Also skim the others - TPR, Suggestopedia, Community Language Learning, Silent Way. Then answer the questions in the Google Form. Due before clas on Thursday, week 2.
- Google Form: PAIE. What were the results of your PAEI? Do the results make sense to you - do you agree? Why do you think you scored the way you did? Due by Sunday night.
Teaching philosophy statement: Draft version
A teaching philosophy statement [TPS] can address a few or some (but not all) of the following topics.
- The language teaching method that you prefer, what it means to you, and how you would implement it; e.g., if you like CLT, then define the type of CLT that you would do (as CLT is somewhat broad), and how you would do CLT in your classroom
- Your pedagogical philosophy (based on the inventory we did at the start of the semester) and what that means for you, in actual practice
- What your actual classroom teaching would look like, and why
- Students' particular difficulties in the subject you would teach, and how you would address them
- How you might motivate students
- For any of the above: Provide specific examples of what you do or would do in the classroom.
You can project yourself a few years in the future and imagine that you are applying for a teaching job somewhere. The draft should be about 2 pages (double-spaced). You can refer to the following for guidelines and ideas on what to write about. For the TPS manual, you can disregard section 3 on worldviews / paradigms (that is for professors in various fields). The manual has a few appropriate examples - yours need not be as long as many of these examples. [1] TPS manual ; [2] TPS rubric - guidelines for a good TPS; [3] TPS example for language teachers
Motivation and personality factors
Fill out this Google Form assignment about motivation and personality factors. Please read the handouts and readings on the materials page on MBTI, learning styles, and motivation.
Sample course syllabus
Imagine a new course that you might design and teach in the future, and develop a sample syllabus (document) for it. You can be brief with the policies, but you should have a concise (and not too vague) statement of the course objectives. Be sure to define the type of students this is for, and their background (in the actual syllabus, or in a separate cover sheet or intro section before the actual syllabus). This syllabus should be at least two pages. Make sure that the contents that you outline are reasonable and doable for one semester. Do not copy from someone else's syllabus; this should be your own original syllabus. Refer to the handout on course, syllabus and lesson design (on the materials page).
Midterm portfolio
The following are due during midterms week, in place of a midterm exam.
- Teaching philosophy statement (final version)
- Course syllabus (final version)
Teaching philosophy statement: Revised version
The revised TPS should be at least 1-2 pages (double-spaced). Try to be real and specific - avoid sounding like many typical TPSs that are fluffy and vague, and sound like commercials or self-promotions. Note that many TPS examples (many examples online or even some in my TPS manual) can sound vague or overly promotional. Your TPS should sound authentic and sincere.
Second half
Minor assignments
- Midterm feedback [optional; anonymous feedback form]
- Response to Ellis article on inductive / consciousness-raising activities (due 29 April)
- Final project outline: Propose your project topic for the lesson plan and micro-teaching assignments here.
Assessment assignment
You will create a sample assessment rubric for a major assignment for a course that you might hypothetically teach. This can be in the form of a one-page chart, table, or other format. In addition, you will need to write a few sentences to explain the assignment, and your specific objectives for the assignment. This could be for any kind of level or target audience. Possible topics include:
- oral presentations
- essays
- group projects
- group activities
- other major assignments
Requirements:
- At least a paragraph explaining the assignment (for which the rubric is written), plus information on: level, types of students, your learning objectives for the students, how you will grade and score it.
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A rubric of about one page. Different kinds of rubrics are possible, such as a Likert scale, ten-point scale, detailed rubric for different grades, or a weighted rubric. For this assignment, however, you should have detailed criteria for each category, that would define criteria for at least A, B, and C quality work.
Please refer to the handout for examples (your rubric should not look too much like these examples, but should be your own original rubric): Rubrics handout
Lesson plan
This should be for a 40-60 minute language lesson - any kind of language, or a CBI lesson. The lesson plan should include not only the details of your lesson, but also sections that address the following before the actual lesson plan. Refer to the handout on course, syllabus and lesson design, and the template from our in-class discussion. The lesson should not be a traditional lesson (that is, not a GTM or ALM lesson), but one that is communicative, task-based or interactive (but a blend of PPP and CLT/TBLT, for example, would be okay). Also look at my grammar handbook or "grammar cookbook" on the materials website. As in the template, be sure to include the following.
- Identify the target audience - type and level of students
- Objective(s) and/or rationale of the lesson - specific skills or such to be learned
- Learning outcomes defined - how you can tell they have learned (based on what you can observe, or measure from an assignment)
In doing so, try to think of a topic that you would like to do for your micro-teaching at the end of the semester. That will make planning for that final assignment easier. You may refer to the handouts on the Materials page for ideas.
Final project: Micro-teaching
You will give a 10-12 minute demo lesson or lecture related to second language teaching. It should be based on the lesson plan assignment. Your micro-teaching can be a presentation of part(s) of the lesson plan, and you can skip over parts of it. Your classmates will serve as pretend students for your lesson.
We will break into four cohorts - two during the last week of class, and two during the final exam period (consisting of 2 separate cohorts, each meeting for 75 minutes). Each micro-teaching session will be 10-12 minutes. You will also fill out evaluation forms to evaluate your colleagues as they present. You only need to attend the session at which you are presenting, but you may visit others as well.
Requirements
- The should be a segment of a longer lesson that you might deliver someday; or a slightly condensed version of a classroom lesson.
- The lecture must be appropriate for your target audience, be it children or adults.
- The lecture and/or target langauge can be in English, but you can also use L2 immersion, Korean explanations of some points, or a CBI lesson.
- You may use any kind of media - PPT, Prezi, video file, handout, whiteboard, realia, etc., but this is not required.
- It should be doable in 15 minutes, i.e., not too much material, or too little for the time frame.
- It must be well organized and clearly presented.
- It should be somehow interactive, i.e., not a traditional ALM or GTM style lesson.
Micro-teaching self-reflection
After your micro-teaching, you will write a self-reflection paper about your teaching and your lesson. This should be at least 2 pages (if double-spaced). In this paper you should assess the strengths and weaknesses of your lesson and presentation, and discuss possible improvements and how you might do it differently in the future. Please send it by the Saturday at the end of finals week to my "+e" email address. This and all other assignments (final lesson plan and assessment / rubric assignments) are due then.
Grading criteria
These are some of the rubrics on which you will be graded (these might be modified slightly, especially the micro-teaching rubric). All of these are available on Grading criteria the grading criteria handout. Here is a list of symbols I use in marking your papers: Editing symbols guide (my own system, which I use in grading your papers)
Major assignment grades
For some major homework assignments I may give letter grades, though I might sometimes give numerical grades, on a 100 point scale. Letter grades are recorded like so. Grades at or near 100 are rare, and are mainly reserved for superintelligent life forms.
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A+ = 97 A = 95 A- = 92 A-- = 90 |
B+ = 88 B = 85 B- = 82 B-- = 80 |
C+ = 78 C = 75 C- = 72 C-- = 70 |
F+ = 68 and so on |
Grades for minor assignments
Short write-ups such as webform-based write-ups and end-of-class response papers will be graded along the following 10-piont scale.
| points | criteria | criteria |
| 2 | minimal effort |
The student does not try to answer, indicates that s/he does not know, or offers minimal or no response.
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| 4 | incorrect answer;low effort |
The student tries to answer but shows no evidence of making effort; may show serious misconceptions; does not use any information from readings or lectures (or from previous courses, knowledge, or experience) to formulate the response.
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| 6 | partially correct answer, but still incomplete; medium effort |
Student shows some prior knowledge and uses some correct terminology, but does not provide a complete explanation for the answer. Student does not use appropriate information from the readings or lectures (or prior knowledge). Little evidence of original thought or analysis.
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| 8 | correct or nearly correct; good effort |
Student answers the question with few mistakes and with a complete explanation. Student incorporates information from the lectures and readings, and shows original thought or analysis.
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| 10 | correct; very high effort | Student provides a very detailed explanation, with information from outside the course materials, e.g., has obtained and incorporated more information from outside sources, and/or shows great creativity, original thought, or critical thinking skills. |
Syllabus assignment rubric
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Lesson plan assignment rubric
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Participation
Class participation will be assessed as follows:
| criterion | poor (1/10) | excellent (10/10) |
| Attendance | Skipping class; often late; lacking or not providing a valid reason for absence or lateness; seemingly contrived or artificial excuses for absences or tardiness; overburdens prof. with questions about missed work or contents; fails to make up work in time |
Always in class and on time; contacts prof. about legitimate reasons for repeated lateness or absence; finds out from fellow students about missed work and contents, contacting prof. when necessary; takes care of missed work responsibly
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| Attentiveness |
Does not seem to pay attention to lectures; seems to be using devices or materials for non-class-related purposes; falls asleep in class; ...
| Usually focused on the lecture, discussion and class activities; well prepared |
| Active participation |
Not participating in group & class discussions or class activities; not answering questions or raising relevant questions in class; never talks to prof. after / outside of class about difficulties; or may try to dominate discussions unfairly, not allowing others a chance to participate
| Regularly participates in class discussion and activities; asks and/or responds to questions in class; sees prof. about questions or difficulties after class; does not try to dominate discussions |
| Quality of contributions to class & group discussions | Likes to say things that are not relevant, tangential, or self-focused; no intelligent or insightful contributions; says little beyond what is obvious; shows little sign of critical thinking | Has intelligent, specific, insightful, focused comments or questions; comments or questions demonstrate critical thinking skills and creativity |
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Assessment assignment
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Micro-teaching
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