Presentation on theme: "The MLCS Apprenticeship Program Dr. Natalia Pylypiuk, Professor Ukrainian Literature and Language 6 September 2011 (On the basis of materials prepared."— Presentation transcript:
The MLCS Apprenticeship Program Dr. Natalia Pylypiuk, Professor Ukrainian Literature and Language 6 September 2011 (On the basis of materials prepared by Dr. Alla Nedashkivska and other members of the Language Coordinators’ Committee)
What is the Apprenticeship Program? A program funded by the Learning Enhancement Initiative (LEI), whose goals are: ◦ to enhance the quality of undergraduate learning ◦ to prepare graduate students for their professional duties
Benefits at the undergraduate end of the spectrum: Undergraduate students always study a second language under the tutelage of experienced instructors. They also get to observe experienced instructors working with apprentices in a collaborative manner, thereby learning about collaboration in the target language.
Benefits at the graduate end of the spectrum: The Apprentice … ◦ develops the skills of observation and comparative analysis, by visiting various classes and studying their instructors, ◦ gains first-hand experience in teaching and classroom management skills before assuming complete responsibility for a language class.
Benefits at the graduate end of the spectrum: Principal instructors ◦ practice teaching a subject (2L in this case) and how to teach it, by explaining why they do as they do, ◦ have the opportunity to reflect on their own teaching skills and how to improve them through close collaboration with the Apprentice/s and by paying attention to their observations.
Responsibilities of the Apprentice Observe and assist Principal Instructor in daily lessons Practice under the guidance of the Principal Instructor (lesson planning, grading, quizzes, handouts) Assist with classroom activities, student group work, etc. Observe other classes on a regular basis, Apprentices observe other instructors and complete observation reports
Responsibilities of the Apprentice (cont. 1) Hold office hours offer general help sessions or conduct conversational sessions for undergraduates Participate in Apprentice workshops Attend meetings of Apprentices from all areas in MLCS (1-2 per academic year) Participate in language-specific coordination meetings discussion of concerns, etc. workshops on language specific topics group preparation of common exams, quizzes etc.
Responsibilities of the Apprentice (cont. 2) Engage in self-reflection teaching journals (comments, ideas and reflection on both teaching in general and on classes observed, as well as self-reflection on the their own current teaching experiences) observation reports (other classes/instructors) Work toward professional development attend workshops in order to enhance pedagogical and technological skills (ATL=Academic Technologies for Learning; ARC=Arts Resource Centre; e-class workshops; FGSR teaching workshops etc.)
Classroom Schedule* WeekTasksWeekTasks 0 (half week) -observe7-teach 1 class (50 or 80 min) 1-observe8-teach 1 class (50 or 80 min) 2-observe9-teach 1 class (50 or 80 min) 3-present 3-4 short activities10-teach 2 consecutive classes 4-present 3-4 short activities11-teach 1-2 classes 5-teach 1 class (50 min)12-teach 1-2 classes 6-teach 1 class (50 or 80 min)13 (half week) -help with review sessions
Link to description of Apprenticeship Program http://www.humanities.ualberta.ca/MLCS/appr ent_prog.html * Please note that division of hours and details of schedule might vary according to type and level of language course. However, the discrete differences between the duties of the Principle Instructor and those of the Apprentice ought to be observed at all times.
Tasks of Principal Instructors Makes time to be available for the Apprentice Provides guidance to Apprentices concerning lesson planning, grading, design of exams, etc. Provides advice and feedback to Apprentice
Tasks of Coordinators Conduct an unofficial observation of Apprentices a minimum of once per term, in order to help improve teaching practices [In consultation with the principal instructor] fill out the Apprentice Evaluation Form that includes recommendations with respect to the apprentice’s overall performance during the term
To sum up… The Apprentice-Principal instructor- Coordinator relationship is very rewarding ◦ when there is genuine team work and all team members perform their respective responsibilities ◦ when team members are willing to learn from each other
To sum up… when team members inform each other of developments, especially the Coordinator, to obtain advice and assistance when team members are reciprocally courteous and willing to foster professional growth when team members bear in mind their responsibility to deliver an enjoyable and high quality learning experience to their undergraduate charges.
Have a Happy 2011-2012! I wish you an auspicious and productive academic year, as you harmoniously balance the double role of teacher and student. Come for a visit! Natalia Pylypiuk Arts 437 - E