Evaluating F25.004
| Nummer: | PLU.EN01.04-PS.F25.004 |
|---|---|
| Veranstalter: | PLU.Fach und Unterricht |
| Leitung: | Silvia Frank Schmid |
| ECTS-Punkte: | 2 |
| Datum: | 26.02.2025 - 04.06.2025 |
| Raum: | UP 2.A05 |
| Unterrichtssprache: | Englisch |
| Weitere Informationen: |
Ziele und Inhalte
The main emphasis of this final module is laid on reflecting, analyzing and assessing. The students reflect on their practical experiences based on TBL, CLIL and culture. Furthermore, they deepen their understanding of the development of the learner language and learn how to deal with specific errors and mistakes made by primary school pupils. This in-depth analysis of learners’ oral and written production forms the basis for criteria-based assessment of pupils’ communicative language competence.
Additionally, students become aware of learners' needs and know how to support heterogeneous groups during classes as well as in times of transition (very first lessons, continuity between primary to secondary school).
Finally, the students connect the topics covered over the past semesters, interlink different theories and teaching approaches and evaluate their relevance for their future teaching.
The following learning objectives reflect the requirements of this module:
The students …
- can reflect on their own teaching practice referring to theories of CLT.
- can argue in favour of modern language teaching appraoches.
- understand the concept of interlanguage and can apply it when analyzing learners’ mistakes.
- know how to assess and mark communicative competence of primary school learners of English.
- know when and how to correct mistakes and give feedback.
- can provide various options for differentiation.
- can anticipate problems weak and strong learners might face and apply techniques to cater for different needs.
- know how to organize English lessons in mixed-age classes.
- can plan the very first English lessons in grade 3.
- develop ideas to support continuity between primary and secondary school.
- can plan their first English lessons.
- can link their theoretical knowledge of foreign language learning to different teaching techniques and approaches.
With regard to PHLU framework of reference, activities throughout the semester are geared towards establishing basic professional competences:
- 03 Kompetenz zur adaptiven Lernbegleitung und Beratung
- 04 Diagnose- und Beurteilungskompetenz
Handlungsbereiche
- E Begleiten und Beurteilen der Lernprozesse der Schülerinnen und Schüler
Lehr- und Lernformen
Reflection on teaching experience, theoretical inputs, analysis of pupils’ mistakes and test material, training sequences for assessing productive skills, practical ideas for differentiation and transition, discussion of open questions, repetition for BA exam.
Obligatorische Literatur bzw. Medien
Kolb, A. & Schocker, M. (2021). Teaching English in the Primary School. Hannover: Kallmeyer Klett, Kapitel 12
Zeiger, A. (2023). How good is my English: «Sprechen» kompetenzorientiert beurteilen. In H. Lötscher, M. Naas & M. Roos (Hrsg.), Kompetenzorientiert beurteilen (2. Aufl., S. 217-240). Bern: hep verlag ag.
Frank, S. (2019). Möglichkeiten der Differenzierung rund um Lernaufgaben für das heterogene Englischschulzimmer. Babylonia 01/2019
Frigerio Sayilir, C. (2011). Kinder mit besonderen Bedürfnissen lernen Fremdsprachen. Babylonia 02/2011
Voraussetzungen für die Teilnahme
Unless students have a special agreement with the Studiengangsleitung regarding their stay abroad, students are only allowed to attend this module if they have done their Fremdsprachen- und Kulturaufenthalt.
Präsenzpflicht
A min. of 8 out of 9 sessions (marked with *) have to be attended. Furthermore, students are expected to do the self-study tasks. The revision lessons that prepare for the BA exam are optional.