An Original Teacher Training Program

By Mica TucciMonterey Institute of International StudiesEDUC 8662: Language Teacher Education

Dr. Kathleen M. BaileyJanuary 28, 2011

THE CONTEXT trainees students language program

THE TRAINING PROGRAM goals syllabus

OUTLINE

The contextTrainees: 12 Salvadoran English majors,

inexperienced with language teaching (camp counselors)

Students: Salvadoran children, ages 8-16, (campers)

Language program: Summer camp course to improve students’ speaking, listening, reading, and writing in English. Students and counselors live together in English-only cabins.

Training program: One week at the camp, 8 hours per day + evenings, one week before program starts. Equipment: video and audio recorders w/ playback.

More on the traineesHappy and willing to learn…

BUT some show fierce loyalty to how they were taught

Must meet parents’ goals while entertaining campers

GOALS

SYLLABUS

The Training Program

GOALS Guiding principle: Knowledge, Skills, Attitude, & Awareness (Freeman,

1989) Guiding principle: Received & experiential knowledge (Wallace, 1991) Guiding principle: Developing autonomy: Reflective practice & cooperative

development (Wallace, 1991; Bailey, Curtis, & Nunan, 2001; Glatthorn, 1987)

Guiding Principle: Practice what you preach (Wallace, 1991; Freeman, 1987)

Cognitive GoalsAs a result of taking this course, trainees will…be aware of the ways they were taught

foreign language and how these may or may not be effective in the summer camp context.

be aware of some current SLA research on how children and adolescents learn foreign languages.

be aware of different models of lesson planning and their potential to be effective.

be aware of appropriate teacher English use for the classroom.

Performative GoalsAs a result of taking this course, trainees will…be able to prepare and implement lesson plans

across the four skills of reading, writing, speaking, and listening for the summer camp.

be able to manage a classroom of children in the summer camp context.

be able to provide constructive feedback to their peers (fellow trainees) and reflect critically on feedback given to them.

be able to lead out-of-class activities for campers for the evenings, in and out of their cabins.

Affective GoalsAs a result of taking this course, trainees will…feel confident preparing and teaching lessons

across the four skills for the language students in the summer camp, including using appropriate classroom language.

feel confident leading out-of-class activities.feel comfortable collaborating with each

other throughout the course of the summer camp.

SYLLABUS

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY SUNDAY

8AM - 8:30AM

Icebreakers

Icebreakers Icebreakers Icebreakers Icebreakers

Presentations of Minilessons

Trainee-chosen topics

8:30AM - 10AM Observation: video-taped lessons

Observation: video-taped lessons

Observation: video-taped lessons

Observation: video-taped lessons

10AM - 12PM Discovering existing schemata

Language Camp Models TPR Focus on Reading Integrating the 4

Skills

12 PM - 1 PM LUNCH BREAK LUNCH BREAK LUNCH BREAK LUNCH BREAK LUNCH BREAK LUNCH BREAK LUNCH BREAK

1PM - 3PM Needs Assessment

Models of Lesson Planning

Communicative Activities Focus on Writing Focus on Assessment Presentations of

MinilessonsAnalyzing Journals

3PM - 5PMReflective Practice:

Journaling

Classroom Management

Strategies

Using Music to Teach English Work stations Minilesson

preparation Self-observation: Watch minilesson

videos

Goals-Based Evaluation

5PM - 5:30PM Program Evaluations Program Evaluations Program Evaluations Program Evaluations Program Evaluations

Dinner & ClosingCeremony

5:30PM - 7:30PM DINNER BREAK DINNER BREAK DINNER BREAK DINNER BREAK DINNER BREAK DINNER BREAK

7:30PM - 10PM Movie & Discussion Bonfire Cooking Pupusas TEFL Games Minilesson

preparation Minilesson revision Dancing

... = community building;.. = models; ....= organization; ... = methodology;.... = practice; ... = reflection