Bachelor
2021/2022
Foundations of Teaching for Learning: Planning for Teaching and Learning
Type:
Elective course (Foreign Languages and Intercultural Communication)
Area of studies:
Linguistics
Delivered by:
School of Foreign Languages
Where:
School of Foreign Languages
When:
2 year, 1 module
Mode of studies:
distance learning
Online hours:
2
Open to:
students of one campus
Instructors:
Elena Zyrianova
Language:
English
ECTS credits:
3
Contact hours:
2
Course Syllabus
Abstract
You will learn to think about your planning from three perspectives: considering, reflecting, and understanding. You will use these three perspectives to better understand how you can use learning principles to incorporate different worldviews into your teaching. We are going to ask you to think about how you could weave together practices from these three perspectives in your own setting. Then we introduce four key questions. The questions are diagnostic tools that can tell you how successful you are at giving your students clear expectations and providing them with good feedback. In this week’s lectures, readings and videos you will be provided with examples of how a range of schools are using these questions to focus their learning. We encourage you and your professional planning partner to design you own ways of using these questions in your school or setting. After that we explore how you can inform and deepen your planning for teaching and learning by engaging in a specific inquiry cycle. All of the lectures this week focus on the various phases or stages of the spiral of inquiry. The spiral of inquiry asks us to start with the experiences of our learners and to continually ask ourselves these questions: What’s going on for our learners? How do we know? Why does it matter? Link to the course: https://www.coursera.org/learn/teaching-plan#syllabus
Learning Objectives
- planning from three perspectives: considering, reflecting, and understanding
- giving your students clear expectations and providing them with good feedback
- applying current research knowledge to professional learning and planning
- planning intellectually and socially engaging practices for learners
- Teacher Professional Learning
Expected Learning Outcomes
- developing a growth mindset and setting goals as a planning professional
- apply ng current research knowledge to own professional learning and planning
- considering learners' needs
- designing more innovative learning environments for young people
- giving your students clear expectations and providing them with good feedback
- incorporating different worldviews into your teaching
- inform and deepen your planning for teaching and learning by engaging in a specific inquiry cycle
- planning from three perspectives: considering, reflecting, and understanding
- planning intellectually and socially engaging practices for learners
- using specific questions to focus their learning
- working from a model of learning when planning for teaching
Course Contents
- Mindsets for Learning and Teaching
- What We Know About Teaching and Learning
- Four Key Questions and Why They Matter
- Spirals of Inquiry for Planning and Teaching
- Innovation and Change
- Teacher Professional Learning
Assessment Elements
- Essay (Peer assessment)PEER ASSESSED TASK You will be provided with special instructions at Smart LMS platform following which you will write one essay (following the criteria cited here, in this syllabus) and anonymously assess one essay of your colleague. So in the end you will get the grade from anonymous assessor who will examine your essay. The grade will be included into the course final grade calculation according to the formula proportion, namely, 0,25 or 25% of the grade.
- Note takingCopypasting full text/patches/phrases from the script is considered to be plagiarism and unacceptable, it automatically provides grade 0. Full text (essay/summary style) without schemes/tables/mindmaps/structuring your notes showing the general logic is unacceptable. Similar works (schemes or essays of different students having similar patches/phrases/text) are considered plagiarism as well and are automatically considered failed, so please be careful when completing the tasks together. You are free to use any apps and platforms for the mindmaps creation. Hand-written variants are also affordable, just make a good quality picture or scan of it and attach to the google classroom. You are free to use pictures, emoji and different types of signs, just make sure it is universally aсknowledged and understandable.
- Exam
Interim Assessment
- 2021/2022 1st module0.5 * Exam + 0.25 * Note taking + 0.25 * Essay (Peer assessment)
Bibliography
Recommended Core Bibliography
- Ambrose, S. A. (2010). How Learning Works : Seven Research-Based Principles for Smart Teaching (Vol. 1st ed). San Francisco, CA: Jossey-Bass. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsebk&AN=320607
Recommended Additional Bibliography
- Astrida Skrinda. (2019). Teaching English: Perspectives, Methods, and Challenges. Nova.