Content:
This course will explore how to teach fictional and nonfictional texts in the context of learning English as a foreign language. We will examine key methods of teaching various texts and their application to teaching and learning English in Germany (Saarland). The course will highlight how to teach the reading of various texts as a form of inquiry and in a context of inquiry in order to consider how texts work conceptually to explore issues, values and ways of being, and how literary texts operate at the global and more local levels to create meaning and effect.
Goals:
Students will learn
-how to use a process-oriented cognitive apprenticeship approach to teaching reading and the reading of fiction and non-fiction texts
-how to design inquiry units and inquiry oriented lessons requiring student engagement and meaning-making
-how to support readers both conceptually and procedurally before, during and after reading
-how to teach students how to use “rules of notice” to focus reader’s attention on relevant topics, key details, and textual organization
-how to use frontloading, think aloud, visual strategies, drama/action strategies and traditional writing strategies to help students develop conceptual and strategic knowledge
-how to use questioning and discussion strategies
-how to use strategies for developing vocabulary
-how to differentiate and individualize instruction in an inquiry context
-how to support a growth mindset, student reflection, and the use of procedural feedback as and for learning
-how to use assessment strategies as and for learning
Students will
-create an inquiry unit as the context for teaching the reading of a variety of texts
-create multiple inquiry-oriented lessons for teaching various concepts and features of various texts
-will engage in micro-teaching of lessons
-will collaborate to present a workshop to the class
-justify their unit and lesson designs with theory and research
-will reflect on their work and feedforward to set the task before them.
Methods:
Interactive workshops, team-taught workshops, peer-assessment, self-study readings, electronic Moodle interactions.
Assessment:
Attendance (These are full day Saturday sessions attendance is required), completion of all assignments for unit and lesson design, a team-taught workshop, reading reports and postings on our Moodle site
Materials:
A selection of relevant articles and (excerpts from) books will be made available via our Moodle, and students will contribute materials themselves through Moodle postings.
Strategic Reading, Wilhelm 2001
Nb:
This course is primarily for LA/Wipäd students. Other students may be able to attend the course after discussion with the course leader.
|
