Level 7 Diploma in Teaching English
Credits : 120 Duration : 6 months / 9 months
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Unit Summary Unit title
Developing Professional Practice
EduQual level
Diploma in Teaching English to Speakers of other Languages 60 Credits - LEVEL 7 10
Total Qualification Time (Hours) Unit aim
Essential resources
Delivery and assessment
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The main aim of the unit is impact of English as a global language by taking into account the context and factrs of learning. To promote learning in different educative environmnet and to communicate effectively. It is available from library, database or journal, brochures, case studies, debates,news release, videos, editorials,instruction manuals, internet and intranet,management plans, Vancouver or harvard referencing systems, discussion posts,power point presentations Tutoring and advising should not be rigid and cater to the needs of students. Regular guidance through direct or online will clear the required theoretical knowledge. To guide students work independently or in groups, analyzing and accumulating datas on the subject. Individual and collective research, case studies, simulations, exercises and debates are distinctive and winsome ways of learning about the different types of consensus. Students probably use tutor cum autonomous study that reflect know-how and proficiency. For latest information and materials updations are available at relevant websites and various Medias.
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Learning Outcome 1: Understand English language learning contexts and factors impacting on learning.
Assessment criteria On completion of this unit, the learner can
Indicative content
Delivery
1.1 Analyse the impact
Commonly spoken language in the world, language of international business, Easy to learn, helps you understand other languages, flexible, language of modern technology, continues to change.
lingualearnenglish.com
of English as a global language on learning and teaching.
1.2 Analyse the impact on learning and teaching of social, cultural and educational differences, motivation and learner preferences and strategies.
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Applying constructs for social learning theories in web based learning environments.
https://www.ukessays.com
Social learning theory and web based learning environments: A review of research and discussion of implications by Janette R Hillsong & Richard E. West https://www.sciencedirect.com>pii
Learning styles in four dimensions: Cognitive, Affective, Physiological, VARK -- learning style model.
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Learning Outcome 2: Be able to plan inclusive learning and teaching.
Assessment criteria On completion of this unit, the learner can:
Indicative content
Delivery
2.1 Plan learning and
Space, communal factors, district factors, classroom factors, student characteristics, instructional implications, socio-economic
https://www.ukessays.com
teaching taking account of context and factors impacting on learning.
2.2 Justify session plans which meet the aims and needs of individual learners
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elliselewisite.blogspot.com>... https://www.teachingenglish.org.uk>com‌ https://www.tes.com>teaching-resource
Iindividual learning goals with learners, special learning needs, SMART TARGETS
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Learning Outcome 3: Be able to deliver inclusive learning sessions.
Assessment criteria On completion of this unit, the learner can:
Indicative content
Delivery
3.1 Select and use practical
Learner should write practical and latest materials and techniques that need to be used by teachers in the classroom for achieving goals in learning.
https://www.sciencedirect.com/science/ article/pii/S1877042815030529
classroom approaches and activities techniques and materials including new and emerging technologies to achieve specific learning goals.
3.2 Promote inclusive learning in different of learning environment.
3.3 Communicate effectively with learners.
3.4 Facilitate interaction between learners. 3.5 Provide constructive feedback to learners on their progress and achievement in language and skills development.
E learning and technology enhanced learning
inservice.ascd.org
Effective teaching practice, recognising and meeting learning needs of all students, academic support, prepare teacher’s curriculum, integrate student bodies, create a space for discussion, high interest level books, student information binder, games,
www.friendshipcircle.org
Influential language in classrooms, presentation skills, cognitive and social constructivism: developing tools for an effective classroom, FIVE W’S principles, theories and methods of effective communication.
https://www.healthknowledge.org.uk>e f…
Learning styles and inclusion by Gavin reid effective classroom communication pocketbook by Richard churches
https://www.teaching english.org.uk>inc… Giving student feedback, tips to do it right, by laura reynolds https://www.theguardian.com>s...
student participation, collaborative learning, socialisation, motivation, interaction, student resistance, self consciousness Education feedback, one on one conference, have student take notes, assessment for learning, ways to give better feedback to students
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Learning Outcome 4: Be able to use resources for inclusive learning and teaching
Assessment criteria On completion of this unit, the learner can:
Indicative content
4.1 Select resources
New technologies to promote learning, various other resources to promote learning interesting and effective.
including new and emerging technologies to promote learning in specific contexts.
4.2 Use resources to promote learning and achievement.
4.3 Use ICT to its full potential in inclusive learning contexts.
4.4 Critically evaluate the effectiveness of materials and resources in the inclusive learning context.
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Delivery
10 Emerging Educational Technologies and How They Are Being Used Across the Globe By Saga Briggs
https://en.wikipedia.org/wiki/Education al_technology Nature of resource,source of the resource, level of openness to promote learning and achievement.
ICT access and usage to its fullest extent in inclusive learning contexts
https://en.wikipedia.org/wiki/Informatio n_and_communication_technologies_f or_development https://www.brookes.ac.uk/services/oc sld/resources/inclusive_teaching.pdf http://www.crlt.umich.edu/multiculturalteaching/inclusive-teaching-strategies
Materials evaluation and various another resources in the inclusive learning
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Learning Outcome 5: Be able to reflect critically on own and others’ teaching to improve on own practice.
Assessment criteria On completion of this unit, the learner can:
Indicative content
5.1 Select criteria for critically
judging the effectiveness of preparation and teaching and learning in own and others’ lessons.
5.2 Use reflective tools and action plans to extend own development and growth as a teacher.
5.3 Observe and analyse other lessons taught by subject specialists.
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Qualities of effective teacher and students.Improving teaching by examining student learning: outcome assessment, strengths and weaknesses of curriculum and instruction, strategies and methods for formative evaluation, Repeated Measurements of Student Learning and Teaching Effectiveness Teacher development—the place of reflection, The reflective process for the teacher, Extending experiential learning in teacher professional development Teachers Observing Teachers: A Professional Development Tool for Every School, extending professional development, Teachers Observing Teachers" Models, opportunities to observe each other when teaching a set of collaboratively planned lessons. Eachobservation .... include external specialists such as scientists, researchers, teacher educators, andsubject specialists
Delivery
https://www.nap.edu/read/10024/cha pter/7#74
https://www.tandfonline.com/doi/ pdf/10.1080/0305763930190307 The Professional Development of Teachers — The Potential of Critical Reflection by Babara Jaworski University of Oxford https://www.sciencedirect.com/sci ence/article/pii/S0742051X1630071 3 http://www.educationworld.com/a _admin/admin/admin297.shtml
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Learning Outcome 6: Understand language systems and language skills.
Assessment criteria On completion of this unit, the learner can:
Indicative content
Delivery
6.1 Analyse systems and
Fully interactive and self marking assessments in reading, writing and listening.
https://www.bksb.co.uk/
language skills to meet the needs of individual ESOL learners.
www.lasc.edu
6.2 Plan teaching and learning activities to develop learners’ understanding and use of language.
Odd one out, brainstorming, fill in exercise, dialogue, etc., Skills Activitie like, Reading, Writing, Speaking & Listening and how the same used inthe class room effectively.
6.3 Critically evaluate learners’ progress in language learning.
Ways to measure language learning progress, Importance of measuring progress, basic progress tracking methods,
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ESL new teachers resource guide by Trish kerns, marilyn knight mendelson
https://www.teachingenglish.org.uk/arti cle/context-developing-activities https://sites.educ.ualberta.ca/staff/olenka .bilash/Best%20of%20Bilash/fourskills.ht ml https://www.smartlanguagelearner.com/ measure-language-learning-progress/
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Learning Outcome 7: Understand professional development and standards of professional practice.
Assessment criteria On completion of this unit, the learner can:
Indicative content
Delivery
7.1 Analyse how own
How do beliefs impact teaching, components of good teaching, What lies in the heart of a great teacher?, Framework for the analysis of teaching practices and beliefs, Beliefs about the nature of teaching and learning
http://drhollygray.weebly.com/blog-reflections-from-the-field/how-do-yourbeliefs-impact-teaching
Development and learning competencies, key findings about how early cognitive abilities relate to learning, Facors on people’s abilitiy to transfer what they have learned, Teaching for indepth learning, expert teachers, learning environments.
https://www.nap.edu/read/9853/cha pter/15#242
beliefs influence own approach to teaching.
7.2 Review own development with reference to theories of language learning and learning theory drawing on feedback from different sources.
7.3 Use feedback to identify personal and career opportunities.
7.4 Comply with standards of professional practice.
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Maslow’s needs theory, developing personal vision, planning your personal development, starting the improvement process, recording personal development, reviewing and revising personal development plans.
https://www.oecd.org/berlin/435416 55.pdf
https://www.skillsyouneed.com/ps/p ersonal-development.html The Success Principles by Jack Canfield
learner has to comply with What the Code of Ethics maintains and what does the Standards of Professional Conduct cover
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List of Learner Resources Textbooks
Social learning theory and web based learning environments: A review of research and discussion of implications by Janette R Hillsong & Richard E. West
Learning styles and inclusion by Gavin reid
effective classroom communication pocketbook by Richard churches
Giving student feedback, tips to do it right, by laura reynolds
10 Emerging Educational Technologies and How They Are Being Used Across the Globe
By Saga Briggs The Professional Development of Teachers — The Potential of Critical Reflection by Babara Jaworski University of Oxford ESL new teachers resource guide by Trish kerns, marilyn knight mendelson
ESL new teachers resource guide by Trish kerns, marilyn knight mendelsonThe Success Principles by Jack Canfiel
Journals ●
Websites
lingualearnenglish.com
https://www.ukessays.com
https://www.sciencedirect.com>pii
https://www.ukessays.com
elliselewisite.blogspot.com>...
https://www.teachingenglish.org.uk>com…
https://www.sciencedirect.com/science/article/pii/S1877042815030529
inservice.ascd.org
www.friendshipcircle.orghttps://www.tes.com>teaching-resource
https://www.healthknowledge.org.uk>ef…
https://www.teaching english.org.uk>inc…
https://en.wikipedia.org/wiki/Educational_technology
https://en.wikipedia.org/wiki/Information_and_communication_technologies_for_developme nt
https://www.brookes.ac.uk/services/ocsld/resources/inclusive_teaching.pdf
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http://www.crlt.umich.edu/multicultural-teaching/inclusive-teaching-strategies https://www.theguardian.com>s...
https://www.nap.edu/read/10024/chapter/7#74
https://www.tandfonline.com/doi/pdf/10.1080/0305763930190307
https://www.bksb.co.uk/
http://drhollygray.weebly.com/blog--reflections-from-the-field/how-do-your-beliefs-impact-teaching
https://www.oecd.org/berlin/43541655.pdf https://www.nap.edu/read/9853/chapter/15#242 https://www.skillsyouneed.com/ps/personal-development.html
Other ●
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