2018 Description of Courses
This course explores some basic practices in Communicative Language Teaching (CLT). Using student centered instruction as a foundational principle, we explore some techniques, such as modeling and setting up pair work activities. The combination of theory and practical activities in this course supports teachers as they develop their awareness, understanding, and ability to provide instruction that is motivating for students and effective in supporting language development.
This new course is aimed at teachers of English who want to help their students develop their reading skills. Through a series of topics and communicative activities, teachers will find out about various strategies for developing reading skills, watch model lessons and discover techniques for reading lessons, including a framework for planning lessons. Teachers will create their own lessons and micro-teach parts of them to their peers, receiving feedback from the trainer as well as other participants on the course. The reading materials on the course will also help teachers develop their own teaching skills.
This course examines principles for designing listening lesson and helps teachers of English develop their own listening skills, as well as strategies for helping students improve. Each lesson is organized around a demo listening lesson in which participants get to experience what it is like to be a learner. This experiential approach provides an example from which teachers can analyze factors that help, and hinder, student learning. Listening texts include a mix of authentic materials and textbook lessons. Finally, teachers have opportunities for deliberate practice by delivering segments of a lesson.
This innovative course gives participants a chance to plan, observe, reflect on, and do some real one-on-one tutoring. A volunteer, lower level AUA student joins each class for short lessons. Before the lessons, time is spent planning and developing materials. After the lessons, there is time for reflecting on what worked well, and changes that could made. In addition, the course introduces a framework for teaching one-on-one, which participants can apply to any tutoring context.
Participants are introduced to key ideas in the field of teacher reflection from writers such as John Dewey. Participants deliver short content lessons to the class. Using these lessons as the concrete experience, participants develop their reflection skills in community using David Kolb’s ELC (experiential learning cycle). In addition to the demo lessons, the course includes some in-class writing and reading. The course is intended for pre or in-service teachers.
Fundamental classroom skills
This is a practical, hands-on course for pre or in-service teachers. Many teacher education programs focus on theory, but provide little time for teachers to practice and learn the skills that are so critical to being confident and successful in the classroom, such as classroom management, giving instructions, varying roles, eliciting, and modeling. Through demonstrations and videos, teachers experience and analyze these different skills. In addition, teachers have opportunities for deliberate practice applying the skills through micro-teaching. Finally, feedback and reflection give teachers the chance to plan how they can apply their learning in their own teaching practice.
This course provides a foundation in using the communicative approach for teaching speaking. Participants have a chance to participate in hands-on workshops and develop their reflection skills. We examine key principles and activities for helping students develop fluency and accuracy. In addition, there are chances for micro-teaching and feedback, so that participants can practice putting the ideas and techniques from the workshops into action.