Microteaching Assignment

Microteachin" rel="nofollow">ing Assignment Microteachin" rel="nofollow">ing task: Your task is to teach a speakin" rel="nofollow">ing or listenin" rel="nofollow">ing or pronunciation activity. You will only have 10 min" rel="nofollow">inutes so the activity needs to be brief. 1. Thin" rel="nofollow">ink about who your learners are goin" rel="nofollow">ing to be. What level? What are their needs? Is there a particular function, grammar poin" rel="nofollow">int or situational topic that would be appropriate? If this is a listenin" rel="nofollow">ing activity, is there a particular language context that these learners really need to comprehend? What kin" rel="nofollow">ind of language would they LIKE to understand? At the begin" rel="nofollow">innin" rel="nofollow">ing of your activity, you will need to let us know who the target learners are and your underlyin" rel="nofollow">ing rationale for the activity or the listenin" rel="nofollow">ing passage. 2. For a speakin" rel="nofollow">ing activity, fin" rel="nofollow">ind an activity in" rel="nofollow">in an ESL methods text or design one of your own. Choose/adapt/design your activity based on your target learners. For a listenin" rel="nofollow">ing activity, locate a listenin" rel="nofollow">ing passage that would be suitable for your target learners. Make sure it is not too long! What do they ideally need to take away from this passage? How can you help them to achieve that type of comprehension? 3. Thin" rel="nofollow">ink through the stages of the activity. How will you give in" rel="nofollow">instructions? How will you check that learners have understood? Will they be workin" rel="nofollow">ing in" rel="nofollow">in pairs or groups? If so, how will you group them? What will be the pre, while, and post-listenin" rel="nofollow">ing activities? What tasks will you set? How many times will learners be able to listen to the passage? If you’ve broken it down in" rel="nofollow">into chucks, how long is each chunk? How will you check that learners have understood (i.e. is there some output/produce that they generate based on what they’ve understood?) 4. Decide what you will do while students are engaged in" rel="nofollow">in the activity. Will you walk around the class listenin" rel="nofollow">ing, sit at the front, join" rel="nofollow">in in" rel="nofollow">in? 5. How will you provide feedback? (Thin" rel="nofollow">ink about this even in" rel="nofollow">in a hypothetical sense—obviously we are “teachin" rel="nofollow">ing” our peers, not real language learners) Audience task: While your classmate is teachin" rel="nofollow">ing, try to notice the followin" rel="nofollow">ing aspects of his/her performance: 1. How are the in" rel="nofollow">instructions given? 2. How much language do the teacher and learners speak durin" rel="nofollow">ing the activity? 3. What kin" rel="nofollow">ind of language is generated durin" rel="nofollow">ing this activity? 4. What does the teacher do durin" rel="nofollow">ing the activity? 5. How does the teacher begin" rel="nofollow">in and close the activity? 6. Is there any feedback or follow-up to the activity? Follow-up After you do your microteachin" rel="nofollow">ing, you need to make an appoin" rel="nofollow">intment with me and 3 other classmates in" rel="nofollow">in your group accordin" rel="nofollow">ing to the sign-up sheet. The conference will last approximately 40 min" rel="nofollow">inutes and we will discuss each lesson in" rel="nofollow">in turn. Before meetin" rel="nofollow">ing, you will need to view the video of yourself & your peers. So, not only do you need to view your own lesson, but in" rel="nofollow">in order to give the most valuable feedback to your peers, you need to re-view their lessons as well. I’ll try to get them up on the web as soon as possible. You need to brin" rel="nofollow">ing to the conference: 1. A self-evaluation of your lesson (the form is on the web). 2. Two copies each of your peer evaluations for the other members of your group. This is so that I can have one and the person bein" rel="nofollow">ing evaluated can also have one. For these evaluations, you will address the audience poin" rel="nofollow">ints mentioned above and also 2 open-ended questions: a. What was most effective about this person’s microteachin" rel="nofollow">ing? What did you really like? b. What suggestions do you have for improvement? What could the teacher have done differently?