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.
By the end of this session, participants will be able to:
Teacher trainers in EFL teacher training programs
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.
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 21st-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.
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
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.
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
Potential Sponsors
Teacher Education Interest Section
Norwegian National Academic Council for English Studies
The action starts on Jan 8, 2017.
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Name (last, first) |
Email address |
Location (country of residence) |
Biodata (not more than 50 words) |
Picture |
Krulatz, Anna |
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.
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Neokleous, Georgios
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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.
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