TEFL6_week 2 - getting started

• Engels
• HBO
• Studiejaar 2

TEFL 6 session 2 2019-2020

Getting started

TEFL 6 session 2 2019-2020

• Welcome to your group.
• Give each member a number - teacher assigns roles
• Exchange notes on motivations & personal learning objectives

Learning objectives

• You know the course organisation, the product and the assessment criteria.
• You can start working on the project with your team based on each individual's personal motivation and preferences.

Course outline

1. Brief recap + video
   
2. Course organisation
3. Requirements & assessment
   
4. Getting started - teaching contexts & teaching areas
5. Team work

Brief recap: active learning = more effective learning

Do you remember all 6 topics and what they entail?

Briefly run past the 6 topics to bring them back to memory so they recognise features in the video.

Which of the topics can your group spot in the following video and this TEFL 6 lesson so far?

Watch about 3 minutes of the video in your group.

Then discuss what you saw. 

Get ready to give information.

Briefly run past the 6 topics to bring them back to memory so they recognise features in the video.

Which subjects did you spot?

Course organisation

• Groups based on choices made - make a helpful video product
• Teaching context & teaching area
• From theory exploration to application in practice (OWK, RS)
• Group work > individual assessment
• Mostly work in class in your group
• Course planner on #OO

Introduce the innovative course design:

adaptive & cooperative, but individual assessment, only the flipping clip is assessed per group, the rest is individual.

Each group works on their topic, based on the 1st or 2nd choice. Each group gets a different teaching context/setting + teaching area to work with - info not given can be made up based on the group members' teaching experience. The theory is a type of research and is done together, just like to video in which the theory is applied on the target group. Flipping clip briefly defines the topic and presents the practical application in a persuasive way to other teachers/peers in class. 

Requirements & assessment

Personal learning dossier:

1. personal learning objectives & final reflection
2. flipping clip on your own topic (max. 8 minutes)
   
3. reflection on feedback flipping clip
4. personal review of other group's flipping clip
   

assessment form on #OO

Follow-up

1. BRING scientific background information on topic to next class and think about relevance to teaching context and area.
   
2. PREPARE to present information to your team!

Getting started

teaching contexts & teaching areas

Make a choice

Start working in teams

1. Receive, discuss and choose your context
2. Exchange experience with aimed setting and teaching area
3. Start planning and organising for follow-up next week

1. Groups first start team-building, just like with the Design Challenge- find out why the other group members have chosen this topic and what they expect to get from this complete course > students may have to adapt this after hearing all course info and requirements earlier during this class. The group members can help each other.
2. Next, they discuss their qualities (kernkwaliteiten) and preferences to divide tasks. Unlike with Design Challenge we do not set specific tasks - it's up to them to plan and organise themselves. 
3. Main thing to discuss in planning is: is it clear what they need to do for the flipping clip and when will they (each) work on the task?