TEFL Skills in Context

R$925,00
TESTE SEU INGLÊS      QUERO SER ALUNO

The online course 'TEFL Skills in Context' will empower participants to better understand how different contexts may impact the learning process and enable them to plan classes taking these variables into account.

In general, classes are organized around a set of lessons. For each of those lessons, the teacher plans a sequence of activities that aim at guiding the students to effectively reach their goals. In our case, we, EFL teachers, help our students to learn a new language, a domain that is connected to many other features besides the content itself.

In a language class, many students may be interested and motivated to learn, others may not. Some students may have a wide range of vocabulary but not be able to express themselves. Others may lack some more formal knowledge of the language and, even so, be able to communicate with almost no effort. Some students may be introverted and seemingly unable to follow the group and later on surprise us with how much they have absorbed from the lessons delivered.

Considering that, how can the teacher plan a lesson that suits every student in the group? How can the teacher identify those profiles and design lessons that meet students’ needs? How can the teacher see students individually when the group is really large?

In his book, From Language Learner to Language Teacher (2007), Snow points out the fact that students differ from each other in significant ways as the main reason to view language learning as student centered. Since no one-size-fits-all lessons or programs will suit all students, teachers should be aware that planning a lesson is a multi-faceted task. Many contextual variables will affect the way classes are organized and delivered.

This course was designed taking all that into account. The goal of the TEFL Skills in Context course is to empower participants to better understand how different contexts may impact the learning process and to enable them to plan classes with these variables in mind. So let’s go for it!

Topics (Tópicos)

- Outline the benefits of teaching large groups (delinear os benefícios de ensinar grupos numerosos);
- State the main challenges one may face when teaching those groups (Listar os maiores desafios que alguém pode encontrar ao ensinar grupos numerosos);
- Identify ways of dealing with the challenges presented (identificar formas de lidar com os desafios apresentados);
- Plan lessons that include strategies to highlight the benefits and minimize the challenges (planejar aulas que incluam estratégias que privilegiam os benefícios e minimizem os desafios);
- State what the CEFR is (declarar o que é CEFR);
- Name some characteristics of beginning, intermediate, and advanced-level learners (nomear algumas características de alunos dos níveis iniciante, intermediário e avançado);
- Point out strategies teachers can apply to maximize student learning at different levels (destacar estratégias que professores podem aplicar para maximizar a aprendizagem de alunos de diferentes níveis);
- Select appropriate activities for different proficiency levels (selecionar atividades apropriadas para diferentes níveis de proficiência);
- Understand Piaget’s Theory of Cognitive Development and Vygotsky’s Sociocultural Theory (entender a Teoria do Desenvolvimento Cognitivo de Piaget e a Teoria Sociocultural de Vygotsky);
- State the implications of both theories to EFL teaching (apontar as implicações das duas teorias do ensino de EFL);
- Name some characteristics of learners at different age levels (nomear algumas características dos alunos de diferentes idades);
- Point out strategies teachers can apply to maximize the learning of students at different age levels (apontar estratégias que podem ser aplicadas por professores para maximizar a aprendizagem dos alunos de diferentes idades);
- Select appropriate activities for different age levels (selecionar atividades apropriadas para diferentes idades);
- Understand why learners’ individual characteristics should be considered when planning and delivering lessons (entender por que as características individuais dos alunos devem ser consideradas quando se planeja e se dá uma aula);
- State how neuro-linguistic programming explains individual variations (indicar como a programação neuro-linguística explica variações nos indivíduos);
- Understand Gardner’s Multiple Intelligences Theory (entender a Teoria de Múltiplas Inteligências de Gardner);
- Describe learning strategies (descrever estratégias de aprendizagem);
- Explain how personality and affective variables may impact the learning process (explicar como personalidade e variáveis afetivas podem impactar o processo de aprendizagem);
- Point out strategies teachers can apply to individualize attention, considering learner differences (apontar estratégias que os professores podem usar para individualizar a atenção, considerando as diferenças entre os alunos).

Number of hours 30 hours
Course duration 10 weeks
Assessment •Completion of activities:
- You are expected to perform at least 90% of the tasks.
•Instructor's feedback:
- You are encouraged to reflect upon your instructor’s feedback and reply to him/her.
•Peer feedback:
- You are supposed to provide meaningful feedback to peers, considering the guidelines given.

To succeed in your learning journey in the ten weeks and receive your Certificate of Participation in the TEFL Skills in Context Course, you must be an active participant and contribute substantially to discussions in the assigned activities. You are expected to complete at least 90% of the online activities proposed and attend at least two of the synchronous meetings.

Mais informações
Descrição
TESTE SEU INGLÊS      QUERO SER ALUNO

The online course 'TEFL Skills in Context' will empower participants to better understand how different contexts may impact the learning process and enable them to plan classes taking these variables into account.

In general, classes are organized around a set of lessons. For each of those lessons, the teacher plans a sequence of activities that aim at guiding the students to effectively reach their goals. In our case, we, EFL teachers, help our students to learn a new language, a domain that is connected to many other features besides the content itself.

In a language class, many students may be interested and motivated to learn, others may not. Some students may have a wide range of vocabulary but not be able to express themselves. Others may lack some more formal knowledge of the language and, even so, be able to communicate with almost no effort. Some students may be introverted and seemingly unable to follow the group and later on surprise us with how much they have absorbed from the lessons delivered.

Considering that, how can the teacher plan a lesson that suits every student in the group? How can the teacher identify those profiles and design lessons that meet students’ needs? How can the teacher see students individually when the group is really large?

In his book, From Language Learner to Language Teacher (2007), Snow points out the fact that students differ from each other in significant ways as the main reason to view language learning as student centered. Since no one-size-fits-all lessons or programs will suit all students, teachers should be aware that planning a lesson is a multi-faceted task. Many contextual variables will affect the way classes are organized and delivered.

This course was designed taking all that into account. The goal of the TEFL Skills in Context course is to empower participants to better understand how different contexts may impact the learning process and to enable them to plan classes with these variables in mind. So let’s go for it!

Topics (Tópicos)

- Outline the benefits of teaching large groups (delinear os benefícios de ensinar grupos numerosos);
- State the main challenges one may face when teaching those groups (Listar os maiores desafios que alguém pode encontrar ao ensinar grupos numerosos);
- Identify ways of dealing with the challenges presented (identificar formas de lidar com os desafios apresentados);
- Plan lessons that include strategies to highlight the benefits and minimize the challenges (planejar aulas que incluam estratégias que privilegiam os benefícios e minimizem os desafios);
- State what the CEFR is (declarar o que é CEFR);
- Name some characteristics of beginning, intermediate, and advanced-level learners (nomear algumas características de alunos dos níveis iniciante, intermediário e avançado);
- Point out strategies teachers can apply to maximize student learning at different levels (destacar estratégias que professores podem aplicar para maximizar a aprendizagem de alunos de diferentes níveis);
- Select appropriate activities for different proficiency levels (selecionar atividades apropriadas para diferentes níveis de proficiência);
- Understand Piaget’s Theory of Cognitive Development and Vygotsky’s Sociocultural Theory (entender a Teoria do Desenvolvimento Cognitivo de Piaget e a Teoria Sociocultural de Vygotsky);
- State the implications of both theories to EFL teaching (apontar as implicações das duas teorias do ensino de EFL);
- Name some characteristics of learners at different age levels (nomear algumas características dos alunos de diferentes idades);
- Point out strategies teachers can apply to maximize the learning of students at different age levels (apontar estratégias que podem ser aplicadas por professores para maximizar a aprendizagem dos alunos de diferentes idades);
- Select appropriate activities for different age levels (selecionar atividades apropriadas para diferentes idades);
- Understand why learners’ individual characteristics should be considered when planning and delivering lessons (entender por que as características individuais dos alunos devem ser consideradas quando se planeja e se dá uma aula);
- State how neuro-linguistic programming explains individual variations (indicar como a programação neuro-linguística explica variações nos indivíduos);
- Understand Gardner’s Multiple Intelligences Theory (entender a Teoria de Múltiplas Inteligências de Gardner);
- Describe learning strategies (descrever estratégias de aprendizagem);
- Explain how personality and affective variables may impact the learning process (explicar como personalidade e variáveis afetivas podem impactar o processo de aprendizagem);
- Point out strategies teachers can apply to individualize attention, considering learner differences (apontar estratégias que os professores podem usar para individualizar a atenção, considerando as diferenças entre os alunos).

Number of hours 30 hours
Course duration 10 weeks
Assessment •Completion of activities:
- You are expected to perform at least 90% of the tasks.
•Instructor's feedback:
- You are encouraged to reflect upon your instructor’s feedback and reply to him/her.
•Peer feedback:
- You are supposed to provide meaningful feedback to peers, considering the guidelines given.

To succeed in your learning journey in the ten weeks and receive your Certificate of Participation in the TEFL Skills in Context Course, you must be an active participant and contribute substantially to discussions in the assigned activities. You are expected to complete at least 90% of the online activities proposed and attend at least two of the synchronous meetings.

Totvs Code
3.000090
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