The Modular TESOL course is designed to meet the needs of your teaching context and the needs of in-service teachers. This course endeavors to address the current best practices, explore new possibilities with regard to practices, motivation to make changes involved in the adoption of those practices, and the knowledge and skills required to do so.
Who is it for?
The course is designed (can be adapted to) elementary, middle and high state school teachers, who already have formal education either in TESOL or Applied Linguistics form their national college and who would like to further develop their knowledge, awareness and skills in teaching, and who are motivated to help their learners to love the language.
The required level of language proficiency starts with A2 level of CEFR (early Intermediate); if the level is below we recommend taking our EFL for Teachers course first.While individual teachers may or may not agree with, or hold the same beliefs espoused in this course, the requirement is to try them out. It is in the process of trying new things, of discovery, that one comes to know oneself. Through keeping an open mind, developing a curious mind, then change can be accepted or rejected with reason based on the exploration taken.
The curriculum is competency based, focusing on what the teachers will be able to do after completion of the course:
• plan and prepare framework based problematized lessons with SMART learning objectives, relevant context, and supportive language.
• analyze the Form, Meaning, Use and Pronunciation of words, phrases and grammar points.
• deliver independent and co-taught lessons that exhibit scaffolding of student learning and use techniques that support clear instructions and student engagement.
• observe, reflect and provide feedback on learning and teaching experiences, and write SMART action plans for improvement.
The teachers will assess their progress through the course guided by the Self-Assessment Learning Log. This assessment, along with Trainer comments, will help them to know, understand, and be able to articulate their knowledge, skills, attitudes and awareness of who they are personally and professionally.
Assessment is one of the key course principles, as we believe that the practice of short continuous assessment of language learning that supports communicative language teaching theory. It is a continuous interplay between performance of and feedback for the learner. It relates to the (SMART) objective of the lesson and the objectives of the activities. It is both a teaching tool and a learning tool, providing description for learners’ ELC. Criteria for the assessment (performance) must be clear, public and relevant to the objective. Feedback needs to be frequent, including not just the assessment, but ways to improve (strategies), and may come from peers as well as the teacher. Assessment is learner- and learning-centered.
The main course assessment components for the participants are: course practice teaching (including written lesson plans and reflections), on-course writing and reading assignments, submitted final course portfolio in combination with participant self-assessment.