English:Teaching Experience (4 - 8op)

Osaamistavoitteet

Students will develop foreign language teaching skills in contextualized settings by hands-on experience in a real class. Students will gain awareness of teacher’s work and the whole school environment. They should be able to reflect on their teaching, and self-evaluate implementation of their planning during foreign language lessons. They will be able to plan and execute a sequence of foreign language lessons linked by an overall theme.

Sisältö

The Teaching Experience period includes guided lesson planning, preparation of teaching materials, actual teaching, self-evaluation and feedback after taught lessons.

Esitietovaatimukset

Pedagogical preparation for teaching foreign languages is a prerequisite for taking this module. The Teaching Experience must be preceded by a foreign language teaching course and The Observation Period (LTAS 0101), and followed by the Teaching Experience Reflective Report (LTAS 0203). Therefore the following must be completed before teaching:-- LAPE 1623 Pedagogy of English and Swedish languages (the English part)  2 ects in the autumn semester, or IEDU 0007 Teaching English as a Foreign Language (EFL) 2 ects in the spring semester, or equivalent (certified).-- LTAS 0101 – 20 English lessons observed, documented, and approved by the supervising university lecturer. CEFR level B2 of English. A very general assessment of one’s CEFR level can be found at
http://kaares.ulapland.fi/home/hkunta/ealssen/exss/CEFR.html

Arviointikriteerit, tyydyttävä (1)

if a grade is needed

0 - hylätty /fail

Language competence and communicative skills: the level of language skills in inadequate for teaching; CEFR level B1, A2 or A1
 
Planning and preparation: Aims of the lessons are either inappropriate or very unclear. The student prepares some materials but they are not pupil age and language level appropriate. Deadlines for submitting period and lesson plans and materials to the tutor teacher are regularly missed or plans and materials are not submitted at all. The student teaches lessons without lesson plans and is improvising.
 
Teaching: The methods used for individual, pair and group work are not adequate. The student does not properly reflect on teaching and cannot adjust teaching to the pupils’ age and language level. Instructions are mostly or always unclear.
There is no differentiation in the lessons. Lessons are predominantly teacher-centred. Pupils’ learning needs are not taken into consideration.
 
Class management: The student is not concerned with class management at all or does not demonstrate a level of management skills favourable for learning. The student cannot handle challenging situations in the classroom.
 
Interaction with pupils and personal attitude: The student does not seem to be interested in teaching and pupils’ learning and regularly forgets to give feedback. Rapport with pupils is less than adequate.

1 - välttävä / sufficient and 2 - tyydyttävä / satisfactory


Language competence and communicative skills: mostly competent and confident use of the English language; CEFR level low B2 or high B1
 
Planning and preparation: Aims of the lessons are mostly appropriate but sometimes not clear enough. Teaching material preparation is adequate. The materials do not enhance communication so much. Deadlines for submitting period and lesson plans and materials to the tutor teacher are sometimes missed
 
Teaching: The methods used for individual, pair and group work are sometimes not adequate enough. The student reflects on teaching but implementation of the reflection into teaching is lacking. The student cannot recognize the levels of pupils well so the lessons are too difficult or not challenging enough. Some of the instruction are clear, some too verbose or complicated. Differentiation and different learning styles are not always taken into consideration. Lessons are mostly teacher-centred.

Class management: The student finds it quite difficult to maintain a disciplined learning environment, which supports learning and good working atmosphere for all learners. The student finds it difficult to handle challenging classroom situations.
 
Interaction with pupils and personal attitude: The student is positively minded towards teaching and the pupils, but sometimes forgets to give supportive and constructive feedback. The student is moderately interested in teaching and pupils’ learning, and demonstrates adequate rapport with pupils.

Arviointikriteerit, hyvä (3)

if a grade is needed

3 - hyvä / good and 4 - kiitettävä / very god


Language competence and communicative skills: competent and confident use of the English language; CEFR level B2
 
Planning and preparation: Aims of the lessons are mostly clear and pupil age and language level appropriate. Teaching materials are well prepared. They are mostly attractive and motivating. Pupils’ interests are not always taken into consideration and some materials may be not so communicative or meaningful.
Deadlines for submitting period and lesson plans and materials to the tutor teacher are observed.
 
Teaching: Appropriate methods and techniques are mostly used for individual, pair and group work. The student reflects on teaching to improve methods and techniques. The student tries to recognize pupils’ levels and adjust teaching accordingly by using scaffolding. The instructions are mostly clear. Differentiation and different learning styles are mostly taken into consideration.
Some lessons are pupil-centred but others can be teacher-centred.

 
Class management: The student maintains a disciplined learning environment, which supports learning and good working atmosphere for all learners. The student can handle challenging classroom situations most of the times.
 
Interaction with pupils and personal attitude: The student is positively minded towards teaching and the pupils, and gives supportive and constructive feedback most of the times. The student is interested in teaching and pupils’ learning, and demonstrates good rapport with pupils.

Arviointikriteerit, kiitettävä (5)

if a grade is needed

5 - erinomainen /excellent



Language competence and communicative skills: very competent and confident use of the English language; CEFR level C2, C1 or a high level of B2
 
Planning and preparation: Aims of the lessons are very clear, well thought over and pupil age and language level appropriate. Teaching materials take into consideration pupils’ interests. The materials are attractive and enhance motivation and communication in a foreign language. It is evident that the student invested time and effort into creating them. Deadlines for submitting period and lesson plans and materials to the tutor teacher are observed.
 
Teaching: Appropriate methods and techniques are always used for individual, pair and group work. The student invests effort into reflecting on teaching after each lesson and improving teaching. Also, the student learns to recognize pupils’ levels and adjusts teaching to make it not too difficult but also challenging enough for the pupils to reach the next learning level. The student uses scaffolding and clear instructions. Differentiation and different learning styles are taken into consideration. The lessons are mostly pupil-centred.

 
Class management: The student always maintains a disciplined learning environment, which supports learning and good working atmosphere for all learners. The student can handle well challenging classroom situations.
 
Interaction with pupils and personal attitude: The student is positively minded towards teaching and the pupils, even enthusiastic about teaching. The student always gives supportive and constructive feedback. The student is interested in teaching and pupils’ learning, and shows initiative. The student demonstrates excellent rapport with pupils.

Arviointikriteeri, hyväksytty/hylätty

if a grade is not needed

pass / approved
“pass”corresponds to AT LEAST grade 3-4 on the numerical scale; If a student's performance is below level "3", he or she will be required to teach more lessons (1- 2 lessons), so that the level of the grade "pass" can be achieved.

Language competence and communicative skills: competent and confident use of the English language; CEFR level B2
Planning and preparation: Aims of the lessons are mostly clear and pupil age and language level appropriate. Teaching materials are well prepared. They are mostly attractive and motivating. Pupils’ interests are not always taken into consideration and some materials may be not so communicative or meaningful. Deadlines for submitting period and lesson plans and materials to the tutor teacher are observed.

Teaching: Appropriate methods and techniques are mostly used for individual, pair and group work. The student reflects on teaching to improve methods and techniques. The student tries to recognize pupils’ levels and adjust teaching accordingly by using scaffolding. The instructions are mostly clear. Differentiation and different learning styles are mostly taken into consideration.
 
Some lessons are pupil-centred but others can be teacher-centred.

Class management: The student maintains a disciplined learning environment, which supports learning and good working atmosphere for all learners. The student can handle challenging classroom situations most of the times.

Interaction with pupils and personal attitude: The student is positively minded towards teaching and the pupils, and gives supportive and constructive feedback most of the times. The student is interested in teaching and pupils’ learning, and demonstrates good rapport with pupils.

Fail (0)
fail corresponds to "fail" (0) on the numerical scale

Language competence and communicative skills: the level of language skills in inadequate for teaching; CEFR level B1, A2 or A1
 
Planning and preparation: Aims of the lessons are either inappropriate or very unclear. The student prepares some materials but they are not pupil age and language level appropriate. Deadlines for submitting period and lesson plans and materials to the tutor teacher are regularly missed or plans and materials are not submitted at all. The student teaches a lesson without a lesson plan and is improvising.
 
Teaching: The methods used for individual, pair and group work are not adequate. The student does not properly reflect on teaching and cannot adjust teaching to the pupils’ age and language level. Instructions are mostly or always unclear.
There is no differentiation in the lessons. Lessons are predominantly teacher-centred. Pupils’ learning needs are not taken into consideration.
 
Class management: The student is not concerned with class management at all or does not demonstrate a level of management skills favourable for learning. The student cannot handle challenging situations in the classroom.
 
Interaction with pupils and personal attitude: The student does not seem to be interested in teaching and pupils’ learning and regularly forgets to give supportive and constructive feedback. Rapport with pupils is less than adequate.

Oppimateriaalit

Materials and teaching methods and techniques covered during LAPE 1623 Pedagogy of English and Swedish languages (the English part)  2 ects in the autumn semester, or IEDU 0007 Teaching English as a Foreign Language (EFL) 2 ects in the spring semester, English school books, period plan forms, lesson plan forms, other materials recommended by teachers.

Lisätiedot

Lisätiedot
Participation in LTAS 0202 is subject to agreement with appointed teachers at the University of Lapland Teacher Training School. Credits for the module are awarded jointly by the Faculty of Education and the Teacher Training School. Details about tasks and documentation related to teaching the lessons will be obtained from the tutor (Elizabeth Alssen). Students who wish to take this module have to contact the tutor [E. Alssen elizabeth.alssen(at)ulapland.fi] in person prior to enrolment. LTAS 0202 must be followed by the The Teaching Experience Reflective Report (LTAS 0203). Participation in this module is arranged individually with E. Alssen

Toteutustavat

Methods related to preparing and teaching 4(6) - 8 English language lessons.

Suoritustavat

Successfully delivered teaching and a teaching portfolio completed according to guidelines, including a period plan, lesson plans, teaching materials, and other assigned components. If a grade for teaching is NOT required, the minimum number of taught lessons is 4. If a grade IS REQUIRED, the minimum number of taught lessons is 6. The maximum number of taught lessons is 8, in either case. Teaching more than 8 lessons CAN be discussed with the supervising school teacher but CANNOT be guaranteed.

The exact number of lessons a student will be able to teach above the required minimum will be agreed on with a supervising school teacher, based on the above prerequisites and the school capacity to provide teaching time. The capacity may differ from semester to semester and teacher to teacher. Therefore a final number of lessons a student will be able to teach will be decided after students have arrived at the University of Lapland and met appointed teachers at the University of Lapland Teacher Training School.