English: Observation Period Leading to the Teaching Experience (4cr)

Evaluation scale

H-5

Objective

Through getting insights into teaching English on primary level in the Finnish context students should be able to:
- recognize components of different types of foreign language lessons
- learn about what motivates pupils, what promotes or hinders foreign language learning
- recognize how differentiation helps teaching in mixed ability groups
- compare methods and techniques used in foreign language lessons in a Finnish school and in the home country
- achieve readiness to plan and teach foreign language lessons

Execution methods

Guided observation of 10 or 20 English lessons, related assignments.

Accomplishment methods

Completion of written observation tasks. 10 or 20 lessons observed and documented (2 or 4 ects, respectively) if the observation is taken as an independent component. 20 lessons observed and documented (4 ects) if the observation will be followed by teaching.
SO,
Observation of 10 English lessons and completion of written observation tasks 2 ects
Pass/fail

OR
Observation of 20 English lessons and completion of written observation tasks
4 ects Pass/fail

However, if the home university of a student requires a grade, it can be granted on request.
Observation of 10 English lessons and completion of written observation tasks 2 ects 5-1/fail

Observation of 20 English lessons and completion of written observation tasks
4 ects 5-1/fail

Content

This component provides a lead-in to teaching. It includes guided observation of 10 or 20 English lessons and completion of set tasks related to the observation. Students will be familiarized with teaching English on primary level in the Finnish context. They will understand and follow a structure of a foreign language lesson with focus on what promotes language learning in a primary classroom and what motivates pupils. The Observation Period will facilitate planning a foreign language lesson using a variety of teaching methods.

Assessment criteria, satisfactory (1)

Fail (0)
Details about the content of the observations and evaluation criteria will be distributed before observations start. The content of the observations demonstrates student’s insufficient understanding of foreign language teaching and learning pedagogies. Observations include inaccurate or insufficient analysis of the teaching-learning situations or no analysis at all. There are no links to theory. Observations are incomplete or don’t follow the guidelines so the person reading the content cannot have an idea about what happened in the lesson, what teaching methods were used and how pupils responded to teaching. The teaching-learning processes are analysed insufficiently and do not meet even minimal criteria. Only very few aspects of teaching and learning are considered in focused observations. Observations (either general or focused) are missing.

Satisfactory (2) and Sufficient (1)
Details about the content of the observations and evaluation criteria will be distributed before observations start. The content of the observations demonstrates student’s adequate understanding of foreign language teaching and learning pedagogies. Observations include quite accurate analysis of the teaching-learning situations but without or very superficial links to theory. Descriptions of some aspects of the observation may be missing. Observations are incomplete, superficial or unclear so the person reading the content cannot have a good and clear picture of what happened in the lesson, what teaching methods were used and how pupils responded to teaching. The teaching-learning processes are analysed insufficiently but still meet minimal criteria. Only some aspects of teaching and learning are considered in focused observations. Alternative ways of teaching are not included or present only in very few observations. Learning situations can be described but not analysed.

Assessment criteria, good (3)

Very good (4) and Good (3)

Details about the content of the observations and evaluation criteria will be distributed before observations start. The content of the observations demonstrates student’s sound knowledge of foreign language teaching and learning pedagogies. Observations include thorough analysis of the teaching-learning situations with links to theory. Descriptions of all required observation aspects are completed. Observations are mostly detailed enough and clear so the person reading the content can have a good and clear picture of what happened in the lesson, what teaching methods were used and how pupils responded to teaching. The teaching-learning processes are well analysed. In focused observations, again all aspects of teaching and learning are considered, following guidelines. Alternative ways of teaching are included in most observations and demonstrate student’s ability to analyse the learning situations observed and learn from those observations.

Assessment criteria, excellent (5)

Excellent (5)

Details about the content of the observations and evaluation criteria will be distributed before observations start. The content of the observations demonstrates student’s excellent understanding of foreign language teaching and learning pedagogies. Observations include in-depth analysis of the teaching-learning situations with links to theory. Descriptions of all required observation aspects are completed. Observations are detailed and clear so the person reading the content can have a very good and clear picture of what happened in the lesson, what teaching methods were used and how pupils responded to teaching. The teaching-learning processes are analysed in-depth. In focused observations, again all aspects of teaching and learning are considered, following guidelines. Alternative ways of teaching are included and demonstrate student’s ability to analyse the learning situations observed and learn from those observations.

Assessment criteria, approved/failed

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

Details about the content of the observations and evaluation criteria will be distributed before observations start. The content of the observations demonstrates student’s insufficient understanding of foreign language teaching and learning pedagogies. Observations include inaccurate or insufficient analysis of the teaching-learning situations or no analysis at all. There are no links to theory. Observations are incomplete or don’t follow the guidelines so the person reading the content cannot have an idea about what happened in the lesson, what teaching methods were used and how pupils responded to teaching. The teaching-learning processes are analysed insufficiently and do not meet even minimal criteria. Only very few aspects of teaching and learning are considered in focused observations. Observations (either general or focused) are missing.

pass / approved

“pass”corresponds to AT LEAST grade 3-4 on the numerical scale

Details about the content of the observations and evaluation criteria will be distributed before observations start. The content of the observations demonstrates student’s sound knowledge of foreign language teaching and learning pedagogies. Observations include thorough analysis of the teaching-learning situations with links to theory. Descriptions of all required observation aspects are completed. Observations are mostly detailed enough and clear so the person reading the content can have a good and clear picture of what happened in the lesson, what teaching methods were used and how pupils responded to teaching. The teaching-learning processes are well analysed. In focused observations, again all aspects of teaching and learning are considered, following guidelines. Alternative ways of teaching are included in most observations and demonstrate student’s ability to analyse the learning situations observed and learn from those observations.

Qualifications

Students are expected to be familiar with a foreign language lesson structure and foreign language teaching methods and approaches. Therefore completion of the following courses is highly recommended. Please note that if you intend to teach (see IEDU0013), the same recommended courses become compulsory:LAPE 1623 Pedagogy of English and Swedish languages (the English part) 2 ects in the autumn semester, or IEDU0008 Teaching English as a Foreign Language (EFL) 2 ects in the spring semester. Equivalence of other relevant courses which have been already completed will be considered on individual basis. CEFR level B2 of English. A very general assessment of one’s CEFR level can be found here

http://kaares.ulapland.fi/home/hkunta/ealssen/exss/CEFR.html