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APPL922 – Practicum in TESOL

2017 – S1 Fieldwork

General Information

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Unit convenor and teaching staff Unit convenor and teaching staff Unit Convenor
Philip Chappell
Contact via philip.chappell@mq.edu.au
C5A 574
Lecturer
Janice Ford
Contact via email
C5A 5th floor
By appointment
Credit points Credit points
4
Prerequisites Prerequisites
Admission to PGCertTESOL or GradCertTESOL or MAppLingTESOL or MTransInterMAppLingTESOL
Corequisites Corequisites
(APPL920 and APPL921) or (APPL600 and APPL601 and APPL920)
Co-badged status Co-badged status
Unit description Unit description
This unit is centred on TESOL classroom practice. It is a practical application of the content of APPL920, APPL600 and APPL601. It involves learners completing classroom observation tasks, supervised practice teaching, lesson and materials preparation, reflective teaching activities, and preparation of a teaching portfolio. The majority of time is spent on site at a language teaching institution.

Important Academic Dates

Information about important academic dates including deadlines for withdrawing from units are available at http://students.mq.edu.au/student_admin/enrolmentguide/academicdates/

Learning Outcomes

  1. Reflect upon observations of language lessons taught by others and identify the main elements that enabled and inhibited successful teaching/learning to be achieve
  2. Conduct an initial needs assessment and create a learner group profile to facilitate the setting of lesson aims and objectives
  3. Apply a range of teaching strategies suitable for a particular learner group
  4. Plan effective language learning activities that support lesson aims and objectives
  5. Plan effective lessons in which the development of the four macro skills are integrated
  6. Create motivating and engaging materials to support language learning activities
  7. Reflect upon language lessons they have taught and identify the main elements that enabled and inhibited successful teaching/learning to be achieved.

General Assessment Information

The portfolio is submitted online through iLearn. There is a lateness policy that is outlined in full on iLearn. Generally speaking, requests for extensions are not granted unless a valid reason is provided in a request to the Lecturer in advance of the due date.

Assessment Tasks

Name Weighting Hurdle Due
Preparation Activity 0% ongoing
Observation and Teaching 0% By end week 13
Portfolio 100% End of week 14

Preparation Activity

Due: ongoing
Weighting: 0%

Weekly reading and research tasks to introduce the practicum experience and prepare teachers for the range of activities that they will encounter.

Responses to the preparation tasks are to be included in the practicum portfolio and may also be discussed online through the APPL922 'Open' discussion forum


This Assessment Task relates to the following Learning Outcomes:
  • Reflect upon observations of language lessons taught by others and identify the main elements that enabled and inhibited successful teaching/learning to be achieve
  • Conduct an initial needs assessment and create a learner group profile to facilitate the setting of lesson aims and objectives
  • Apply a range of teaching strategies suitable for a particular learner group
  • Reflect upon language lessons they have taught and identify the main elements that enabled and inhibited successful teaching/learning to be achieved.

Observation and Teaching

Due: By end week 13
Weighting: 0%

  • Observation and teaching in one language teaching institution eg. Adult Migrant English Program in a community college, ELICOS, TAFE, or primary or secondary school.

    This task must be successfully completed in order to pass the unit.


This Assessment Task relates to the following Learning Outcomes:
  • Reflect upon observations of language lessons taught by others and identify the main elements that enabled and inhibited successful teaching/learning to be achieve
  • Conduct an initial needs assessment and create a learner group profile to facilitate the setting of lesson aims and objectives
  • Apply a range of teaching strategies suitable for a particular learner group
  • Plan effective language learning activities that support lesson aims and objectives
  • Plan effective lessons in which the development of the four macro skills are integrated
  • Create motivating and engaging materials to support language learning activities
  • Reflect upon language lessons they have taught and identify the main elements that enabled and inhibited successful teaching/learning to be achieved.

Portfolio

Due: End of week 14
Weighting: 100%

The portfolio is a complete record of the teacher's practicum experiences and includes practcum preparation tasks, notes and reflections on observations, reports on practice teaching sessions, a practice teaching journal, lesson plans and materials, and other artefacts from the practicum.


This Assessment Task relates to the following Learning Outcomes:
  • Reflect upon observations of language lessons taught by others and identify the main elements that enabled and inhibited successful teaching/learning to be achieve
  • Conduct an initial needs assessment and create a learner group profile to facilitate the setting of lesson aims and objectives
  • Apply a range of teaching strategies suitable for a particular learner group
  • Plan effective language learning activities that support lesson aims and objectives
  • Plan effective lessons in which the development of the four macro skills are integrated
  • Create motivating and engaging materials to support language learning activities
  • Reflect upon language lessons they have taught and identify the main elements that enabled and inhibited successful teaching/learning to be achieved.

Delivery and Resources

The initial part of the unit is delivered via iLearn and involves students reading, completing tasks, and completing practicum preparation tasks. These are included in the practicum portfolio and may also be discussed online with other students completing their practicum.

The remainder of the unit is carried out in an approved school or college. Students also work from home to complete their portfolio.

Policies and Procedures

Macquarie University policies and procedures are accessible from Policy Central. Students should be aware of the following policies in particular with regard to Learning and Teaching:

Academic Honesty Policy http://mq.edu.au/policy/docs/academic_honesty/policy.html

Assessment Policy http://mq.edu.au/policy/docs/assessment/policy_2016.html

Grade Appeal Policy http://mq.edu.au/policy/docs/gradeappeal/policy.html

Complaint Management Procedure for Students and Members of the Public http://www.mq.edu.au/policy/docs/complaint_management/procedure.html​

Disruption to Studies Policy (in effect until Dec 4th, 2017): http://www.mq.edu.au/policy/docs/disruption_studies/policy.html

Special Consideration Policy (in effect from Dec 4th, 2017): https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policies/special-consideration

In addition, a number of other policies can be found in the Learning and Teaching Category of Policy Central.

Student Code of Conduct

Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/support/student_conduct/

Results

Results shown in iLearn, or released directly by your Unit Convenor, are not confirmed as they are subject to final approval by the University. Once approved, final results will be sent to your student email address and will be made available in eStudent. For more information visit ask.mq.edu.au.

Student Support

Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/

Learning Skills

Learning Skills (mq.edu.au/learningskills) provides academic writing resources and study strategies to improve your marks and take control of your study.

Student Enquiry Service

For all student enquiries, visit Student Connect at ask.mq.edu.au

Equity Support

Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.

IT Help

For help with University computer systems and technology, visit http://www.mq.edu.au/about_us/offices_and_units/information_technology/help/

When using the University's IT, you must adhere to the Acceptable Use of IT Resources Policy. The policy applies to all who connect to the MQ network including students.

Graduate Capabilities

PG - Capable of Professional and Personal Judgment and Initiative

Our postgraduates will demonstrate a high standard of discernment and common sense in their professional and personal judgment. They will have the ability to make informed choices and decisions that reflect both the nature of their professional work and their personal perspectives.

This graduate capability is supported by:

Learning outcomes

  • Apply a range of teaching strategies suitable for a particular learner group
  • Plan effective language learning activities that support lesson aims and objectives
  • Create motivating and engaging materials to support language learning activities
  • Reflect upon language lessons they have taught and identify the main elements that enabled and inhibited successful teaching/learning to be achieved.

Assessment tasks

  • Preparation Activity
  • Observation and Teaching
  • Portfolio

PG - Discipline Knowledge and Skills

Our postgraduates will be able to demonstrate a significantly enhanced depth and breadth of knowledge, scholarly understanding, and specific subject content knowledge in their chosen fields.

This graduate capability is supported by:

Learning outcomes

  • Reflect upon observations of language lessons taught by others and identify the main elements that enabled and inhibited successful teaching/learning to be achieve
  • Conduct an initial needs assessment and create a learner group profile to facilitate the setting of lesson aims and objectives
  • Apply a range of teaching strategies suitable for a particular learner group
  • Plan effective language learning activities that support lesson aims and objectives
  • Plan effective lessons in which the development of the four macro skills are integrated
  • Create motivating and engaging materials to support language learning activities
  • Reflect upon language lessons they have taught and identify the main elements that enabled and inhibited successful teaching/learning to be achieved.

Assessment tasks

  • Preparation Activity
  • Observation and Teaching
  • Portfolio

PG - Critical, Analytical and Integrative Thinking

Our postgraduates will be capable of utilising and reflecting on prior knowledge and experience, of applying higher level critical thinking skills, and of integrating and synthesising learning and knowledge from a range of sources and environments. A characteristic of this form of thinking is the generation of new, professionally oriented knowledge through personal or group-based critique of practice and theory.

This graduate capability is supported by:

Learning outcomes

  • Reflect upon observations of language lessons taught by others and identify the main elements that enabled and inhibited successful teaching/learning to be achieve
  • Conduct an initial needs assessment and create a learner group profile to facilitate the setting of lesson aims and objectives
  • Apply a range of teaching strategies suitable for a particular learner group
  • Plan effective language learning activities that support lesson aims and objectives
  • Plan effective lessons in which the development of the four macro skills are integrated
  • Create motivating and engaging materials to support language learning activities
  • Reflect upon language lessons they have taught and identify the main elements that enabled and inhibited successful teaching/learning to be achieved.

Assessment tasks

  • Preparation Activity
  • Observation and Teaching
  • Portfolio

PG - Research and Problem Solving Capability

Our postgraduates will be capable of systematic enquiry; able to use research skills to create new knowledge that can be applied to real world issues, or contribute to a field of study or practice to enhance society. They will be capable of creative questioning, problem finding and problem solving.

This graduate capability is supported by:

Learning outcomes

  • Conduct an initial needs assessment and create a learner group profile to facilitate the setting of lesson aims and objectives
  • Apply a range of teaching strategies suitable for a particular learner group
  • Create motivating and engaging materials to support language learning activities
  • Reflect upon language lessons they have taught and identify the main elements that enabled and inhibited successful teaching/learning to be achieved.

Assessment tasks

  • Preparation Activity
  • Observation and Teaching
  • Portfolio

PG - Effective Communication

Our postgraduates will be able to communicate effectively and convey their views to different social, cultural, and professional audiences. They will be able to use a variety of technologically supported media to communicate with empathy using a range of written, spoken or visual formats.

This graduate capability is supported by:

Learning outcomes

  • Apply a range of teaching strategies suitable for a particular learner group
  • Plan effective language learning activities that support lesson aims and objectives
  • Plan effective lessons in which the development of the four macro skills are integrated
  • Reflect upon language lessons they have taught and identify the main elements that enabled and inhibited successful teaching/learning to be achieved.

Assessment tasks

  • Preparation Activity
  • Observation and Teaching
  • Portfolio

PG - Engaged and Responsible, Active and Ethical Citizens

Our postgraduates will be ethically aware and capable of confident transformative action in relation to their professional responsibilities and the wider community. They will have a sense of connectedness with others and country and have a sense of mutual obligation. They will be able to appreciate the impact of their professional roles for social justice and inclusion related to national and global issues

This graduate capability is supported by:

Learning outcomes

  • Reflect upon observations of language lessons taught by others and identify the main elements that enabled and inhibited successful teaching/learning to be achieve
  • Conduct an initial needs assessment and create a learner group profile to facilitate the setting of lesson aims and objectives
  • Apply a range of teaching strategies suitable for a particular learner group
  • Plan effective language learning activities that support lesson aims and objectives
  • Plan effective lessons in which the development of the four macro skills are integrated
  • Create motivating and engaging materials to support language learning activities
  • Reflect upon language lessons they have taught and identify the main elements that enabled and inhibited successful teaching/learning to be achieved.

Assessment tasks

  • Preparation Activity
  • Observation and Teaching
  • Portfolio

Changes since First Published

Date Description
21/03/2017 Submission of Portfolio is online through iLearn.