Course Schedule
Lehrveranstaltungen
Planning and Evaluating Lessons (Seminar)
Dozent/in: Inga Dwenger
Termin:
wöchentlich | Mittwoch | 08:15 - 09:45 | 04.04.2016 - 10.07.2016 | C 5.326 (ICAM)
Inhalt: As part of the module “Texts and Methods”, in this seminar you will design as well as evaluate English lessons. Based on the theoretical knowledge and experience you gained in the modules ”Introduction to Didactics”, ”Didactics I” as well as in literature, liguistics, area studies, pedagogy and psychology, you will analyze given lesson plans and filmed lessons and use the outcome for planning your own lessons. The texts and methods you study in the seminar “Understanding and Teaching Texts“ can be used. This is the first English seminar in your course of becoming an English teacher in which German will sometimes be the language to work in. This is mainly because we will be dealing with topics that are linked to the German way of training teachers. - Diese deutsche Art der Lehrerausbildung beinhaltet einige Strukturen, die Sie für Ihren weiteren Weg zur Lehrkraft benötigen. Da Ihre Ausbildung und die Papiere, die Sie produzieren werden, in Deutsch angefertigt werden müssen, macht es nur Sinn, diese auch in der deutschen Sprache einzuführen und auszuprobieren.
Planning and Evaluating Lessons (Seminar)
Dozent/in: Jessica Nowoczien
Termin:
wöchentlich | Dienstag | 16:15 - 17:45 | 04.04.2016 - 10.07.2016 | C 5.310 Seminarraum
Inhalt: As part of the module “Texts and Methods”, in this seminar you will design as well as evaluate English lessons. Based on the theoretical knowledge and experience you gained in the modules ”Introduction to Didactics”, ”Didactics I” as well as in literature, liguistics, area studies, pedagogy and psychology, you will analyze given lesson plans and filmed lessons and use the outcome for planning your own lessons. The texts and methods you study in the seminar “Understanding and Teaching Texts“ can be used. This is the first English seminar in your course of becoming an English teacher in which German will sometimes be the language to work in. This is mainly because we will be dealing with topics that are linked to the German way of training teachers. - Diese deutsche Art der Lehrerausbildung beinhaltet einige Strukturen, die Sie für Ihren weiteren Weg zur Lehrkraft benötigen. Da Ihre Ausbildung und die Papiere, die Sie produzieren werden, in Deutsch angefertigt werden müssen, macht es nur Sinn, diese auch in der deutschen Sprache einzuführen und auszuprobieren.
Understanding and Teaching Texts - Seminar 1 (Seminar)
Dozent/in: Nora Benitt
Termin:
wöchentlich | Donnerstag | 10:15 - 11:45 | 04.04.2016 - 10.07.2016 | C 5.311 Seminarraum
Inhalt: Texts have been a central part of teaching foreign languages for a long time now. Thus it is our every day chore to find texts suitable for teaching the competences our pupils ought to acquire in English at the end of their school career. This task for the teacher is divided into two: 1. Finding a suitable text 2. Integrating this text into a lesson or teaching sequence As part of the module “Texts and Methods” this seminar will focus on the theory enabling you to find suitable texts as well as adapting them for a specific target group. As a start we need to know what we are looking for, what is a text? After that we can have a look at how we approach a text in order to get its message (comprehension and text-reception). As you may remember from your introduction to didactics, the question of authenticity revolves around each input into a language class. So it is necessary to find a definition of authenticity. Now we can decide how demanding a text is for the target group. In order to find an answer to this question we will return to the competence levels of using foreign languages as they are stated in the CEF as well as the ‘Bildungsstandards’ for the respective school in Lower Saxony. On the basis of this decision, we can prepare a text for this group by creating ‘tasks’. For that we are going to look at different approaches of teaching texts at school. The focus here lies on the different products the pupils can make while working on the given task and what we as teachers can do to support them in their work. In this seminar, we will be working with micro-teaching units to connect theoretical and practical aspects of teaching different kinds of texts in the EFL classroom. Students will be required to keep a learning log and reflect on their experiences in class.
Understanding and Teaching Texts - Seminar 2 (Seminar)
Dozent/in: Nora Benitt
Termin:
wöchentlich | Freitag | 10:15 - 11:45 | 04.04.2016 - 10.07.2016 | C 5.311 Seminarraum
Inhalt: Texts have been a central part of teaching foreign languages for a long time now. Thus it is our every day chore to find texts suitable for teaching the competences our pupils ought to acquire in English at the end of their school career. This task for the teacher is divided into two: 1. Finding a suitable text 2. Integrating this text into a lesson or teaching sequence As part of the module “Texts and Methods” this seminar will focus on the theory enabling you to find suitable texts for the target group you will teach later in your teaching career. As a start we need to know what we are looking for, what is a text? After that we can have a look at how we approach a text in order to get its message (comprehension and text-reception). As you may remember from your introduction to didactics, the question of authenticity revolves around each input into a language class. So it is necessary to find a definition of authenticity. Now we can decide how demanding a text is for the target group. In order to find an answer to this question we will return to the competence levels of using foreign languages as they are stated in the CEF as well as the ‘Bildungsstandards’ for the respective school in Lower Saxony. On the basis of this decision, we can prepare a text for this group by creating ‘tasks’. For that we are going to look at different approaches of teaching texts at school. The focus here lies on the different products the pupils can make while working on the given task and what we as teachers can do to support them in their work. Another aspect for the teacher is the assessment of the pupil’s product having worked on a text in class. The central question in this context is: At which waystage is the pupil on the proficiency level scale of using a foreign language? Again the competence levels in the CEF are our reference to grade the pupil’s product. Here the feedback to the pupils, i.e. how to deal with mistakes and errors, is an important issue to support the pupils in their task to progress on the proficiency scale. As a by-product there is also a feedback to us as the teacher: Was our evaluation of the text used for the task correct? What do the pupils need to progress in their language ability and how can I integrate this into my teaching? Do the changes to teaching interfere with the target competences of the school to be reached?