The following principles are evident in all aspects of the course:
workshops, lesson planning, practice teaching, and written work.
SIT TESOL Certificate is based on learning directly from experience. In
experiential learning, learning is seen as a rich "process whereby
knowledge is created through the transformation of experience." (Kolb:
this model, the role of the learners is central to making learning
happen. The trainers' role is to structure activities to follow the
cycle of experiential learning and to guide participants in optimizing
their learning at each stage.
Development of action plans
Interpretations and theories
Concrete experiences: The
cycle begins with a concrete experience that all participants take part
in together. For example, on the first day of the course the
participants experience lessons in a foreign language.
Participants are asked to look back at the language learning and
describe what happened. They work towards an understanding of what
helps and hinders language learning. Trainers guide participants in
developing their skills at recalling key details.
Interpretations and theories: Next,
participants are asked to use their descriptions to make
generalizations about the teaching/learning process. Again, the
trainers' role is to guide them in analyzing and synthesizing their
experiences in order to develop progressively deeper understandings.
Development of action plans:
Finally, participants are asked to look forward to future teaching
situations. They are asked to generate ways that they can apply their
experience and knowledge, and test their ideas in future actions.
One simplification of this model is built around three questions.
What? So What? Now What?
What is it that I am learning?
Why is this relevant to me? How does it relate to my previous experience?
Now that I have learned this, how can I apply it to my future experiences?
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the course participants are asked to inspect their own motivations,
beliefs and assumptions, and how these inform the decisions they make
when teaching. This prepares participants to pose and solve problems
related to their teaching, empowering them to constantly improve upon
and renew their practices.
The course shows participants how to base their teaching on learners'
needs and motivations are well as on formalized curricula and materials.
Asking for and Responding to Feedback
believe that teaching follows learning. It follows that getting and
responding to feedback from learners on a regular basis is essential to
building a successful learning experience.
refers to interactions in which a participant "learns" by finding the
information on his or her own and drawing his or her own conclusions.
Recycling of Information
need to meet the same concepts in different contexts and at distinct
times in the course so they can internalize the principles and apply
them to their own practice. This is achieved through writing,
discussions, reading, and experiencing, for example.
will have the opportunity to work individually, in small groups and in
the large group; with and without the teacher.
Working in Groups
are asked to work in groups to complete assignments, to plan lessons,
to practice teach, to give feedback, etc. We consider group work and
cooperative learning powerful tools which:
Enhance creative problem solving skills
Aid in the retention of information
Foster positive social skills (necessary for teaching)
- Encourage learners to rely on their own skills and see others as valuable resources.
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