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2017_experiential-Learning

Page history last edited by Dr. Nellie Deutsch 7 years, 10 months ago

Experiential learning in teacher education

Abstract

This session promotes experiential learning in EFL teacher education as a way to strengthen the link between theory and practice in EFL teachers’ classroom pedagogies. Participants reflect on their own teaching and implement active learning strategies such as Loop Input in the teacher training courses they teach.

Session Objectives

By the end of this session, participants will be able to:

Explore their own learning styles by completing a learning styles inventory and understand how their learning styles affect their pedagogical choices
Understand the concept of experiential teaching and the importance of modeling it to pre- and in-service teachers enrolled in teacher education courses
Reflect on their teaching practice and reassess strategies and methods adopted in their teacher education courses and programs
Implement a range of experiential teaching activities, including Loop Input, into their courses
Create and share a lesson plan that utilizes experiential teaching techniques and focuses on a topic relevant to their program

Target audience

Teacher trainers in EFL teacher training programs

Syllabus

Weekly Content

Week 1 (Jan 8-14, 2017)

Course overview, participant and moderator introductions, and practice with session tools

Self-exploration and written/diary reflection: Learning styles inventory: how do I learn and how does it affect the way I teach?

Readings:

Stevenson, J. & Dunn, R. (2001). Knowledge management and learning styles: Prescriptions for future teachers. College Student Journal, 35(4), 483-490.

Dunn, R., and Dunn, K., & Price, G.E. (1996). Learning Style Inventory. Lawrence, KS: Price Systems.

Week 2 (Jan 15-21, 2017)

Warm-up discussion: What is the role of student-centered learning in EFL instruction?

Pre-test/post-test, online quiz: What is experiential teaching and how can it be implemented in EFL teacher education programs?

Weekly written/diary reflection

Readings:

Darling-Hammond, L. (2006). Constructing 21^st-century teacher education. Journal of Teacher Education, 57(3), 300-314.

Hickcox, L. (2002). Personalizing teaching through experiential learning. College Teaching, 50(4), 123-128.

Week 3 (Jan 22-28, 2017)

Reflection: Examination of your own teaching practices and beliefs as a first step to implement changes

Sharing and feedback among participants

Weekly written/diary reflection

Readings:

Krulatz, A. (forthcoming). Reflective practice in teacher education: How active learning is not enough. JISTE

Week 4 (Jan 29-Feb 4, 2017)

Video presentation by the moderators: Loop input model activities

Discussion: How can I integrate Loop input into a course I teach?

Individual work: Participants start work on a lesson plan that utilizes experiential learning

Weekly written/diary reflection

Readings:

Woodward, T. (2003). Loop input. ELT Journal, 57(3), 301-304.

Woodward, T. (1988). Loop-input: A new strategy for trainers. System, 16(1), 23-28.

Krulatz, A., & Neokleous, G. (forthcoming). Loop input in English teacher training: Contextualizing (pedagogical) grammar in a communicative way. TEIS News. The Newsletter of the Teacher Education Interest Section. Tesol International Association.

Week 5 (Feb 5-11, 2017)

Sharing ideas: Experiential learning in my EFL teacher education course – opportunities, challenges and future development.

End of session written/diary reflection

Wrap-up and session evaluations

Session Communication Tools

Interactive space: Schoology / Facebook
Content space: Schoology

Potential Sponsors

Teacher Education Interest Section

Norwegian National Academic Council for English Studies

Join this session

The action starts on Jan 8, 2017.

From January 1st:

To join this session: Go to https://www.schoology.com/

If you already have a Schoology account, Log in.

If you are a new user, click on Sign up, and join as Teacher. Basic Schoology accounts are free.

Once you have verified your registration, you can join our session: Experiential Learning: EVO 2017. Go to Courses, click on Join, and enter the following access code: 5J8KK-XQB4M

We will also keep office hours through a closed Facebook Group at https://www.facebook.com/groups/552242018303882/. Office hours dates and times will be posted in the Calendar on Schoology.

Any issues joining this session? Contact anna.m.krulatz@ntnu.no or georgios.neokleous@ntnu.no

Moderators

Name (last, first)

Email address

Location (country of residence)

Biodata (not more than 50 words)

Picture

Krulatz, Anna

Anna.m.krulatz@ntnu.no

Norway

Anna Krulatz is Associate Professor of English at the Faculty of Teacher Education at the Norwegian University of Science and Technology in Trondheim, Norway, where she works with pre- and in-service EFL teachers. Her research focuses on multilingualism with English, pragmatic development in adult language learners, content based instruction, and language teacher education.

Neokleous, Georgios

Georgios.neokleous@ntnu.no

Norway

Georgios Neokleous is Associate Professor of English at the Faculty of Teacher Education at the Norwegian University of Science and Technology in Trondheim, Norway, where he works with pre- and in-service EFL teachers. His research focuses on the use of the mother tongue in monolingual classrooms, English for Academic Purposes (EAP), and classroom anxiety.