Tasks & Grades for MET4

Class Grades (0 -2) Video Recognition (Grade 1) Class Participation in tasks (based on ultimate objectives) (Grades 2 and 3) Effective Communication (Grade 4) Remedial classes + Phase III Focused Class Observations (Grade 5)

Other grades (same as in regular list) Portfolio (ALP equivalent) (folder with all written work from class tasks) Final Oral Exam (demo class) Final Written Exam (written test from the office)

ELT Advantage course An Introduction to Teaching Young Learners Starting in MET3 and through MET5, trainees will be taking this ELT Advantage course as an additional component of the MET courses Make sure you talk to the local Supervisor about the procedures to take the course Make sure you explain to the trainees how to take the course (hopefully you will have already taken this course by then – if not, please read the material carefully) Allow some minutes of your class to discuss the points covered in the ELT Advantage course. Provide suitable references/tips about teaching young learners A hard copy of the material (in a folder) is available in the Academic Dept. in your site There is no specific grade assigned for taking this course; however, a segment of the Final Written Exam will focus on the material covered in the ELT Advantage course that month

Video Recognition Participants are shown a grid/list where they check if they can identify different elements discussed in class in a selected video segment. The items you give them can be written on the board and participants can record their answers on a slip of paper to be collected later. You can do one with them so they can get familiar with the activity and then use another one for grading. Participants may identify seating arrangements, skills taught, correction techniques, etc. The results can be used as a springboard for further discussion, too. To this purpose you can use 3 video materials: (1) Shaping the Way we teach videos in Virtual Assistant (2) Interchange Video Training VHS tape (3) Utube links recommended in syllabus in Virtual Assistant

Sample (Unit 4) Check the statements (yes/no) based on what you see on the video segment: Class activities take care of different ‘sensory preferences’ Class activities focus on ‘multiple intelligences’ Teacher asked learners for feedback A part of the lesson was dedicated to learner training

Class Participation in tasks Participants are assigned a grade based on the quality and quantity of their contribution/performance in book tasks or other additional task (application/practice) provided by the teacher.

Effective communication (ability to convey message clearly) Participants are assigned a grade based on their effectiveness and appropriateness in using language for all different tasks

Focused Class Observations (Phase III) The purpose is to provide trainees with the opportunity to see a real class within an EFL context. Depending on the topics/skills covered in the current MET course, a relevant observation task must be assigned. Trainees are to observe one/two entire sessions. Please make the arrangements with the due Supervisor as they have been doing it with previous methodology courses. These arrangements will be based on the availability of the courses in your site and the specifications in the chart below. Please bear in mind that the purpose is for trainees to benefit from seeing a real class, not to supervise it or evaluate it. A special effort must be made to avoid making the teacher and class observed uncomfortable in any way. Trainees are to be advised accordingly to be the least intrusive they can, but the most polite, grateful and understanding. Teachers to be visited may be let known in advance. Trainees can write a short composition (1 or 2 paragraphs) to be filed in their portfolio based on the observation tasks. Sample tasks: What is the most challenging aspect you find about teaching this level? What can be done about it?

Remedial Classes The purpose is to make sure trainees have the opportunity to work with real students in an EFL context. These are hardly whole classes of 25 individuals, but small groups, instead. Trainees will basically offer support to B01/B02 groups as they were before. Please, make the arrangements with the due Supervisor As it would be logistically difficult to create the conditions for micro-teaching, please assign a grade based on the compliance with this task and the lesson plans, materials and/or reports you can ask the trainees to present before/after their B01/B02 class, respectively.

Portfolio (equivalent to ALP grade) Written products from tasks such as summaries, reflection paragraphs, material design, lesson plans, test items/test designs, collected information from the web, etc. are to be archived in a trainee’s portfolio. This will serve as the evidence of the trainee’s relevant artifacts and ongoing learning progress. Please assign an overall grade based on the quality and quantity for all the work done by the trainee along the course.

Final Oral Exam Oral exams will seek to give you evidence that the trainees are able to: (1) plan a coherent class (2) conduct effective instruction. Please assign a relevant area (listening, reading, writing, etc.) for trainees to prepare and give a demo class. There must be at least two tasks so you can see the transition. Based on the number of hours in the Suggested Teaching Schedule, allocate reasonable time for individuals, pairs or small groups to perform in front of the class.

Final Written Exam (from the office) Formal written evaluation is done through the official standardized final written exam from the office. The exam focuses on testing: (1) Knowledge and understanding of the relevant TEFL topics covered (2) Their practical application for a class. The exam uses different assessment formats (charts to complete, true-false sections, sample activities from real textbooks to specify class procedures, etc.)