METHODOLOGY MODULES
Module 1 :
► DESIGN AND PLANNING
Introduction
General principles in lesson planning
Components of a lesson plan
a/ The lesson topic
b/ The lesson objectives
c/ The procedure
1/ The introduction
2/ The presentation
3/ The evaluation
d/ Assignment and contingency plan
e/ Comments
Module 2 :
► OBJECTIVES VS STANDARDS-BASED TEACHING
I/ Objectives:
Introduction
A/ What is an objective?
B/ Why use objectives?
C/ Rules for using objectives.
1/ Long range/ term objectives
2/ Short range/ term objectives
D/ Guidelines for writing objectives:
a/ Performance
b/ Conditions
c/ Criterion
II/ Standards-based education
Introduction
Definition of standards-based education
- Definition of standards
- Types of standards:
a/ Content standards
b/ Performance standards
c/ Proficiency standards
Goals of standards-based education
Mission of standards-based education
The five C’s of foreign language education
1/ Comunications
2/ Cultures
3/ Connections
4/ Comparisons
5/ Communities
The Weave of Curricular Elements
A/ Communication content standards
Communication:
- Interpersonal communication
- Interpretive communication
- Presentational communication
B/ Cultures content standards
Cultures
- practices of culture
- Products of culture
- Cultural comparisons
C/ Connections content standrards
Connections
- Connecting with other disciplines
- Accessing information in the target language
D/ Comparisons content standards
Comparisons
- Language comparisons
- Cultural comparisons
E/ Communities content standards
Communities
- School and community
- Personal enrichment
Competency-based Vs Non-competency based standards
Module 3 :
► TEACHING STRUCTURES AND LEXIS
Introduction
Deductive Vs Inductive approaches
1/ Teaching a structure:
a/ Presentation
b/ Drilling
c/ Exploitation
2/ Teaching lexis:
Introduction
Content words Vs function words
Principles of teaching vocabulary
a/ Presentation
b/ Manipulation
c/ Exploitation
3/ Teaching Functions
4/ Teaching Notions and concepts
Demonstration lessons
Module 4 :
► TEACHING SKILLS
Introduction
Teaching Listening Comprehension
Teaching Reading Comprehension
Teaching Writing
Teaching Speaking
Module 5 :
► EVALUATION AND ASSESSMENT
Introduction
Defining evaluation and assessment
Purpose of testing
Types of tests:
a/ Achievement tests
b/ Aptitude tests
c/ Diagnostic tests
d/ Proficiency tests
e/ Class progress tests
f/ Standardized tests
g/ Placement tests
Criteria for evaluating tests
1/ Validity
2/ Reliability
3/ Scorability
4/ Economy
5/ Administrability/practicality
Approaches to testing:
a/ Descrete- point testing
b/ Integrative testing Do’s and don’t s
- Praise
- Criticism
Test items:
a/ MCQs
b/ Cloze procedure
c/ The maze technique
d/ Dicto-comp
Module 6 :
► CLASSROOM MANAGEMENT AND CONTROL
Introduction
Classroom Management
Environment for learning
1/ The Physical environment
a/ Teaching Aids
b/ Bulletin Board
c/ The Seating Arrangement
d/ Temperature
e/ Noise level
2/ The Emotional environment
a/ Voices
b/ Expectations
c/ Tempo
d/ Humour
Planning and Scheduling
Module 7 :
► CONTRASTIVE VS ERROR ANALYSIS
A/ Contrastive Analysis:
Introduction
Theoretical and Practical Goals
Contrastive Analysis by Hypothesis
a/ The strong claim version
- Positive transfer
- Negative transfer
b/ The weak claim version
The Rationale for Contrastive Analysis
Methodology of Contrastive Analysis
-Selection
1- Polysystemic approach
2- Selection
-Comparability
1-Structural equivalence
2- Structural and construction equivalence
B/ Error Analysis
Introduction
Defining Error Analysis
a/ Location of the error
b/ Diagnosis
c/ Analysis
Steps of Error Analysis
Objectives of Error Analysis
Methodology of Error Analysis:
- Collection of Data
- Identification of errors
- Classification of errors
- Statement of relative frequency
- Identification of areas of difficulty Providing remedial work
- Determining the source of errors
- Determining the degree of seriousness
Module 8 :
► REFLECTIVE TEACHING
What is the Reflective Teaching Model?
* What is reflective teaching?
How does the Reflective Teaching Model Integrate Theory with Practice?
Exploring our own classroom practice
Why is it important ?
Beginning the process of reflection
1/ Teacher diary
2/ Peer observation
3/ Recording lesson
4/ Student feedback
What to do next?
a/ Think
b/ Talk
c/Read
d/ Ask
Conclusion
Module 9 :
► TEACHER DEVELOPMENT
Planning your professional development
- Lifelong learning
Creating your development portfolio
- What is a professional development portfolio?
- Why should I have a professional development portfolio?
Classroom action research
- What is classroom action research?
- Who is it for?
- What are the benefits?
- How to do ... Classroom action research ?
1 Reflect
2 Explore
3 Plan
4 Research
Peer observation
Teacher diary
Learner feedback
Lesson evaluation
Recording lessons
Reflecting on learners' work
Surveys
5 Analyze
6 Act
7 Review
Teacher diaries
- Why should I keep a teacher diary?
Peer observation
- What is it?
- What it is not
- Who observes?
- What is observed?
- How to do it ?
Before the lesson
During the lesson
After the lesson
Post-lesson feedback
How to give and receive feedback
Reflective practice
What is it?
How to do it
Surveys
Starting a professional community
-Teacher stories
-Telling your development story
Module 10 :
► INFORMATION AND COMMUNICATION TECHNOLOGY
- Information Technology (IT) Training Program
- Introduction
- Vision of the Future of Education
- Programmed Learning
- Simulation Approaches to Education
- Standards versus Empowerment in Online Education
- Online Education and Community
- Online Education and Learning Autonomy
- Online Education and Critical Thinking
- Online Education and Educational Quality
Module 11 :
► CIVIC EDUCATION
CIVIC EDUCATION AND CITIZENSHIP
INTRODUCTION
Defining citizenship
Educating Global Citizens
MEANING OF CIVIC EDUCATION (IMPORTANCE, SCOPE AND COMPONENTS)
A. What is Democracy?
- Equality
- Political Tolerance
- Accountability
- Transparency
- Regular, Free and Fair Elections
- Economic Freedom
- Control of the Abuse of Power
- Bill of Rights
- Human Rights
- Multi-Party System
- The Rule of Law
- CIVIC SKILLS
CIVIC DISPOSITIONS
1. Civility
2. Respect for the Rights of Other Individuals
3. Respect for the Law.
4. Honesty
5. Open Mindedness
6. Critical Mindedness
7. Negotiation and Compromise
8. Persistence
9. Civic Mindedness
10. Compassion
11. Patriotism
12. Courage.
Tolerance of Ambiguity
END OF MODULE
T E X T A N A L Y S I S MODULE :
1. Introduction to the module:
• Definitions of language.
• Features of spoken and written language.
• Text analysis: The power of language, Ingenious Pain, page 1, Edward Miller.
2. Functions of language:
• Properties of language.
• Mac Halliday’s model.
• Jackobson’s model.
• Text analysis: The two models: David Copperfield, pages 1, Charles Dickens.
3. Context and the interpretation of speech:
• General assumptions.
• Reference and Deixis.
• Inference, presupposition, and implicature.
• Context of situation:
Firth’s model (1957).
Dell Hymes’s model (1962,1964).
Lewis’s model (1972).
• Text analysis: Context, David Copperfield, page 2, Charles Dickens.
4. Communication:
• General assumptions.
• Communication and interaction.
• Speech acts: Austin (1962).
• Conversational techniques.
• Text analysis: Conversation, authentic data from daily life speech.
5. Language intricacies:
• Topic and the representation of content.
• Types of topic: sentential topic, title as topic, discourse topic.
• Speakers topic: relevance and speaking topically.
• Meta-topic: global and local topic.
• Cognitive relevance and social appropriateness.
• Coherence and cohesion.
• Text analysis: Conversation, authentic data from daily life.
6. Language and culture:
• Definitions of culture.
• Language and cultural differences.
• Language and minority groups.
• Language, dialect, creole, and register.
• Text analysis: Of Mice and Men, page 8, John Steinbeck.
E N D OF M O D U L E
M O D U L E : M E T H O D S A N D A P P R O A C H E S
1. Introduction to the module.
2. Approach, method, technique: Anthony Edwards (1922).
3. Approach, method, technique: practice, the aural-oral method.
4. Traditional methods:
A. The grammar-translation method:
• Presentation.
• Demonstration lesson.
B. The Direct method:
• Presentation.
• Demonstration lesson.
C. The Audio-lingual method:
• Presentation.
• Demonstration lesson.
D. The Cognitive Code Theory:
• Presentation.
• Demonstration lesson.
E. The Affective Humanistic Approach:
* Presentation.
* Demonstration lesson.
F. The Communicative Approach:
* Presentation.
* Demonstration lesson.
5. Current methods:
A. Suggestopedia: Georgi Losanov.
* Presentation.
* Demonstration lesson.
B. The Silent Way: Caleb Cattegno
* Presentation.
* Demonstration lesson.
C. Community Language Learning:
* Presentation.
* Demonstration lesson.
D. Total Physical Response:
* Presentation.
* Demonstration
6. New trends:
A. Whole Language: Rigg
B. Multiple Intelligences: Gardner
C. The lexical method.
D. Competency-based Teaching.
7. Evaluation
E N D O F M O D U L E
M O D U L E : L A N G U A G E A W A R E N E S S.
1. Language:
A. General assumptions.
B. Tenses:
C. Prepositions.
D. Transformations.
E. Exercises and practice.
2. Pronunciation:
A. General assumptions: Pronunciation and the vocal apparatus.
B. Phonemes and allophones.
C. Free Variation.
D. Complementary distribution.
E. Phonological rules.
F. Exercises and practice.
E N D O F M O D U LE
► EDUCATIONAL PSYCHOLOGY MODULES
- Apprentissage et Developpement
- Conduite et Animation de classe
- Communication
- Enseignement et Objectifs
- Compétences
- Evaluation et soutien
- Sociologie de l’école
- Documentation et production de documents pédagogiques
► ARABE
► FRANÇAIS
► GAESTION DES RELATIONS
