The Microteaching (PPL 1)

By Anselmus Sudirman

MICROTEACHING

SARJANAWIYATA TAMANSISWA UNIVERSITY OF YOGYAKARTA

ACADEMIC YEAR 2013/2014

Study Program              : English Department Academic Year             : 2013/2014 Course Code & Name   :Microteaching Class                              : Total of Credit Points    : 2

Semester               : Semester VI Pre-requisite         : Lecturer’s Name  : Anselmus Sudirman, S.Pd.,M.Hum.

SYLLABUS

I. COURSE DESCRIPTION

This course provides students with microteaching theories and in-class teaching simulation practices.

II. COURSE COMPETENCY STANDARD

This course focuses on how students teach a 10-15 minute English lesson to their peers in the class. Peers pretend to be at the grade level selected by the student who is teaching the lesson. Written peer evaluations will be given to the instructor at the end of the class.

III.    TEACHING-LEARNING STRATEGIES

1.       Lecture; 2.       Practice and Presentation; 3.       Classroom Task/Assignment; 4.       Class and Group Discussion; 5.       Task/Assignment Supervision. 6.       Home Task/Assignment.

IV. EVALUATION CRITERIA

1.        Each student prepares a written plan 2.        Selects and teaches appropriate movement activities for the selected grade level 3.        Selects and uses appropriate teaching methods 4.        Selects and uses appropriate organizational techniques 5.        Monitors students’ performance, adjusts activities accordingly, and gives appropriate feedback during the lesson 6.        Clearly identifies (verbally within the lesson) the learner’s objectives for the lesson 7.        Monitors for safety concerns 8.        Minimizes waiting time for the students

V.  REFERENCES

1.       Grasha, Anthony F. 2002. Teaching with Style A Practical Guide to Enhancing Learning by Understanding Teaching and Learning Styles. California: Alliance Publishers. 2.       Kyriacou, Chris. 2007. Essential Teaching Skills. London: Nelson Thornes Ltd. 3.       Richards, Jack C. 2006. Communicative Language Teaching Today. Cambridge: Cambridge University Press.    4.       Richards, Jack C. 2011. Competence and Performance in Language Teaching. Cambridge: Cambridge University Press.

VI.    TEACHING-LEARNING SCENARIOS

Weeks	Basic Competencies	Major Topics	T.L. Strategies	Reference
1	To be able to understand the content of the course syllabus	§  General introduction and orientation to the course; §  Course syllabus: Course description, competency standard, strategies, reference sources, Assessment, scenarios	Lecture	Syllabus
	To be able to organise learning experience	Assignments/tasks, presentations, discussions, participant grouping and scheduling	Lecture and discussion	Syllabus
2         - 4	1.   Students are able to know a repertoire of techniques, procedures, and routines that a teacher should have: -      Opening the lesson -      Introducing and explaining tasks -      Setting up learning arrangements -      Checking students’ understanding -      Guiding student practice -      Monitoring students’ language use -      Making transitions from one task to another -      Ending the lesson 2.   Understand and apply teaching styles and learning styles 3.   Understand the roles teachers play when teaching	·  Teaching skills ·  Teaching Styles and Learning Styles ·  The roles teachers play	Lecture and discussion
5   – 6	Understand and practice major skills of microteaching: -     Skill of  Introducing a Lesson -     Skill of Explaining -     Skill of Stimulus Variation -     Skill of Questioning -     Skill of Reinforcement -     Skill of Illustration -     Skill of Black Board Writing -     Skill of achieving closure	·  Major skills of microteaching	Lecture and discussion
7	Mid-Term Exam
8 - 10	·     Students are able to recognize classroom activities: Focusing on fluency -      Reflect natural use of language -      Focus on achieving communication -      Require meaningful use of language -      Require the use of communication strategies -      Produce language that may not be predictable -      Seek to link language use to context Focusing on accuracy -      Reflect classroom use of language -      Focus on the formation of correct examples of language -      Practice language out of context -      Practice small samples of language -       Do not require meaningful communication -      Control choice of language ·     Understand pedagogical reasoning skills/special skills that enable English teachers to do the following: -   Analyze potential lesson content (e.g., a piece of realia, as in the preceding example, a text, an advertisement, a poem, a photo, etc.) and identify ways in which it could be used as a teaching resource. -   Identify specific linguistic goals (e.g., in the area of speaking, vocabulary, reading, writing, etc.) that could be developed from the chosen content. -   Anticipate any problems that might occur and ways of resolving them. -   Make appropriate decisions about time, sequencing, and grouping arrangements	·  Classroom Activities in Communicative Language Teaching ·  Pedagogical reasoning skills	Lecture and discussion
11 - 12	Students are able to apply a more learner-focused approach to teaching in their lessons reflected in characteristics like these: -      The degree of engagement learners have with the lesson -      The extent to which learners’ responses shape the lesson -      The quantity of student participation and interaction that occurs -      The learning outcomes the lesson produced -      The ability to present subject matter from a learner’s perspective -      The teacher’s ability to reshape the lesson based on learner feedback -      The extent to which the lesson reflects learners’ needs and preferences -      The degree to which the lesson connects with the learners’ life experiences -      The manner in which the teacher responds to learner’s difficulties Developing principles and teaching philosophy: -      Follow the learners’ interest to maintain students involvement. -      Always teach to the whole class - not just to the best students. -      Seek ways to encourage independent student learning. -      Make learning fun. -      Build take-away value in every lesson. -      Address learners’ mental processing capacities. -      Facilitate learner responsibility or autonomy.	·  Learner-focused teaching ·  Developing principles and a teaching philosophy	Lecture and discussion
13	Students are able to understand and apply: -           Interaction between the learner and users of the language -          Collaborative creation of meaning -          Creating meaningful and purposeful interaction through language -          Negotiation of meaning as the learner and his or her interlocutor arrive at understanding -          Learning through attending to the feedback learners get when they use the language -          Paying attention to the language one hears (the input) and trying to incorporate new forms into one’s developing communicative competence -          Trying out and experimenting with different ways of saying things	Process-Based CLT Approaches – Content-Based Instruction and Task-Based Instruction Product-Based CLT Approaches – Text-Based Instruction and Competency-Based Instruction
14	Final Exam