Project ACTOSTL ACTFL-ECML 1 project group: Empowering Student and Initial Language Teachers through Framework-based Portfolios and Can-do Statements Summary of initial findings Title of project: Using the ACTFL/NCATE (CAEP) Teacher Standards and EPOSTL descriptors of teacher competences to define excellence in language teaching (project acronym: ACTOSTL) Coordinators: David Newby, Dave McAlpine Evaluation: Eva-Lisa Hasan Research question: To determine what student and initial language teachers consider to be good practice in foreign language teaching by means of the ACTFL/NCATE (CAEP) Program Standards for the Preparation of Foreign Language Teachers and The European Portfolio for Student Teachers of Languages (EPOSTL) descriptors of didactic competences. Specific aims: To highlight good practice for purposes of determining high-leverage teaching practices To focus on effective development of communicative and cultural competencies and assessment identified in both frameworks To develop student and initial teachers ability to observe and evaluate language teaching practices To inform foreign language program instruction Number of participating student teachers/teachers: 112 Number of countries: 5 Number of observations: 2745 1 Explanation of acronyms: ACTFL = American Council on the Teaching of Foreign Languages NCATE = National Foreign Language Standards Collaborative CAEP = Council for the Accreditation of Educator Preparation ECML = European Centre for Modern Languages EPOSTL = European Portfolio for Student Teachers of Languages
ACTOSTL project descriptors chosen for project A. ACTFL/CAEP Standard 3 (Planning) 1. The teacher structures the lesson plan in a coherent and varied sequence of content. 2. The teacher ensures smooth transitions between activities and tasks for individuals, groups, and the whole class. 3. The teacher varies and balances activities to include a variety of skills and competences. 4. The teacher takes into account different levels of ability or educational needs. B. ACTFL/CAEP Standard 4 (Teaching) 5. The teacher settles a group of learners into a room and gains their attention at the beginning of a lesson. 6. The teacher creates a supportive atmosphere that invites learners to take part in speaking activities. 7. The teacher provides grammar exercises and activities which support oral and written communication. 8. The teacher provides a variety of activities which help learners to learn vocabulary. 9. The teacher relates the content to learners knowledge and previous language learning experiences. 10. The teacher keeps and maximizes the attention of learners during a lesson. 11. The teacher helps learners to develop appropriate learning strategies. 12. The teacher encourages learner participation whenever possible. 13. The teacher takes on different roles according to the needs of the learners and requirements of the activity (resource person, mediator, supervisor, etc.) 14. The teacher uses various strategies when learners do not understand the target language. 15. The teacher supports learners to use the target language in their activities. 16. The teacher finishes off a lesson in a focused way. C. ACTFL/CAEP Standard 2 (Evidence of Culture) 17. The teacher uses texts, source materials, and activities to makes learners aware of stereotyped views. 18. The teacher uses materials and activities which make learners aware of similarities and differences in sociocultural norms of behavior. 19. The teacher uses a variety of materials and activities which help learners to reflect on the concept of otherness and understand different value systems. D. ACTFL/CAEP Standard 5 (Assessing) 20. The teacher deals with errors that occur in class in a way which supports learning processes and communication. 21. The teacher monitors and assesses learners participation and performance. 22. The teacher uses appropriate assessment procedures to chart and monitor a learner s progress (reports, checklists, grades, etc.) What have you learnt from carrying out the observation tasks? Please write any comments you may have in this space.
Key words / concepts from observation sheets: A. ACTFL/CAEP Standard 3 (Planning) 1. The teacher structures the lesson plan in a coherent and varied sequence of content. (EPOSTL: Lesson planning, Lesson Content, p.35) Lesson plan: -the teacher has a clear lesson plan for him/herself (2) -the teacher has a plan for a longer period of time (fall /semester) (2) -changes in the lesson plan may occur during the lesson without it being disrupting (2) -the teacher followed the curriculum -lesson divided into sequences / segments (3) -length of activities taken into account in the lesson plan (4) -sticking to the schedule -different themes and approaches in the plan -common theme for the lesson, even if other assignments included in the lesson (3) -the same theme looked at from several perspectives -aim of the lesson is clear (3) -activities are relevant to the aim of the lesson plan Activities: -activities are connected with each other in a coherent manner (based on the previous one, moving from simple to advanced, linked to each other by topic ) (12) -clear and engaging transitions between activities (2) - let them know what they would talk about beforehand, -different kinds of activities (individual, pairs, groups..) (4) -various types of competences included in exercises (listening, speaking ) (3) -clearly explained and stated tasks -clear structured worksheet Beginning the lesson: -starting with a speaking activity to set the mood for the language -covering the previous lesson at the beginning (3) -presenting the content/aims of lesson/unit/next couple of lessons to students in the beginning of the lesson (orally, on the blackboard, handout sheet) (15) Ending the lesson -summary of the lesson at the end -asks to prepare for next class
A. ACTFL/CAEP Standard 4 (Teaching) 15. The teacher supports learners to use the target language in their activities. (EPOSTL: Conducting a Lesson, Classroom Language, p.43) Choice of language - Teacher urges/reminds/commands/encourages learners to use target language (41) - Teacher uses target language (17) - use of native language not allowed/only target language allowed (7) Creating a secure environment - 1 st grade: helping students formulate correct sentences and helping them with vocabulary, established communication in English if necessary - learners know that they are allowed to make mistakes - teacher helps students if necessary - teacher tries to take away their fear (of using a second language) - support could be verbal compliments - corrects mistakes, but in an appropriate way - students allowed to ask a question in native language if they did not understand something - did not focus too much on mistakes - did not correct pronunciation mistakes to create a secure environment Methods used: -teacher doesn t understand native language (8) -only answers to questions in English - teacher always answers/talks to students in target language (even if question/comment in native language) (5) - when a learners ask a question in native language, teacher reformulates the question in target language and answers in target language -teacher walks around/observes students in order to get sure that the students use/try to use the target language (4) - supervises group/peer activities - encourages to find synonym, use gestures, paraphrasing words when students cannot remember one (3) - underlined/explained the importance of using a language (2) - language police (a student who reminds others to speak the target language) (2) - rule: learners can talk during speaking exercises as much as they want only if they speak the target language - lets students do dialogues -lets students to work in small groups so that they dare to speak in target language - provides vocabulary - T spells words in English - additional, less appealing work for those who refuse to speak English: punishment
C. ACTFL/CAEP Standard 2 (Evidence of Culture) 17. The teacher uses texts, source materials, and activities to makes learners aware of stereotyped views. (EPOSTL: Methodology, Culture, p. 29) -The students have read the book The World without Us, a book which questions humanity's superiority on earth. -she used role-play in order to make pupils aware of stereotypes and prejudice -she used famous people s quotes to present horrific stereotypes (pupils reacted as expected and hoped for) -she provided activities which included prejudices and stereotypes towards themselves (e.g. what makes you a typical Austrian, etc) -The teacher does projects with the pupils about different cultures and their stereotypes. -Talking about hobbies: What are "normal" hobbies? What are "strange" hobbies? -She introduced Ireland in a lesson I watched. She asked the students to name items they related to the country then she explained further items and habits. -She asked her students whether they knew any songs concerning the topic of stereotypes. They listened to the songs together next lesson. -The class listened to a text about people from all over the world asking questions about Americans and then an American girl answered the questions. -Uses a listening text about American stereotypes debunked. -She organizes a short role play of a typical American gathering. -She shows a video clip from YouTube where stereotyped views are made comical. Then she analyses the video with the class. -The teacher established a discussion on stereotyped views: "what is typical American?" -The pupils read a short story explaining stereotypical blacks and whites during segregation. -Gave them tasks to compare stereotypes -Had audiotapes of several people with different nationalities talking about their view of other nationalities -He uses music styles and explains stereotypes (which people listen to which music styles)
Summary of Final Comments: What have you learnt from carrying out the observation tasks? Please write any comments you may have in this space. Process of observation 1. To focus on specific aspects of teaching while observing 2. Observing closely and focussing on a certain aspect of teaching or of a lesson. 3. There are lots of different things which can be observed during a lesson. 4. It was difficult to focus only on positive aspects of teaching 5. To focus more on the positive aspects and successful strategies. 6. Observing lessons always helps and broadens one's horizon. 7. Observing lessons is a good insight on how to organize a lesson. It helps to see how professional teachers have their routines, we might want to adapt to a certain point. 8. When observing you must focus your attention on certain aspects, which is not always easy since there are lots of interesting things to observe in a lesson. 9. That there's a lot of questions to ask and I can't possibly keep more than 2 in my head during any one observation? (not sure if that is a good reflection) (Dis)advantages of a descriptor approach to observation 10. Observations are more focused, organized and clear; it's easier to observe certain guidelines, because you really know what to look at; 11. Reading through the observation sheet in advance made me focus on many interesting aspects when actually observing the lessons. 12. It was interesting to focus on particular isolated aspects rather than on the lesson in total 13. In contrast to other observation sheets, this form enables you to focus not only on some aspects that you might have chosen prior to the observed lesson, but also adapt your observation focus according to what actually happens in class. In short, such an observation provides for more flexibility and adaptation during a lesson seems easier. 14. That I do remember more than I thought I would, but this is from a large variety of lessons. I hope this is acceptable. 15. The observation tasks enabled me to get an insight into conducting lessons in smooth, learner-friendly environment. 16. I had to think about the lessons I had observed. I had to focus on a specific aspect of each lesson to be able to carry out the observation tasks. 17. The observation task was very interesting. I focused on things which I usually do not concentrate on. However, the questions are too many because it s very difficult to concentrate on so many things. 18. During the process of observation I kept making notes which I transferred to the observation sheet later. If I had had it from the beginning, I would have had a good overview of the points to be observed. 19. The task requires the observer to critically analyse the T's conduct during a lesson. The format of the observation sheets obliges the observer to provide evidence of T's conduct, thus necessitates a closer inspection of T's actions. The observer has to state the methods of teaching more explicitly and may also increase their own repertoire.
20. That many of these answers need a broad overview over the lesson which does not, usually, correlate with the other observation tasks we'd had to do (which are more detailed) so writing this here gave an opportunity to consider broader implications. What was observed in the classroom(s) 21. Unfortunately, most things do not work that well :( Most of my observations were rather chaotic or boring. 22. That although the lesson was not tightly structured, the students got a lot out of it. They were able to work autonomously and concentrate on what they had problems with. 23. The observed teacher managed to get the class whole attention and he chose a grammar exercise (letter of complaint) that stimulated the learners interests. 24. It was very interesting to see that students (final year) were really keen on talking, they actually used the setting as an opportunity for speaking English. I consider it very good practice for their finals 25. While carrying out this observation sheet I thought about my first teaching experiences again. I have seen many brilliant, but unfortunately also many bad teachers so far. 26. The observations showed me that the teacher I observed fulfils didactic principles to a large extent and at the same time takes social aspects into account. This was a very inspiring experience. 27. Students are very quiet all the time, nearly obedient. I think that was due to a certain distance the teacher kept all the time. I think the lesson could have been a bit more learner-centered. What was learnt about teaching 28. Reminding me once again that teaching includes a large number of tasks and is not only about the subject itself. Also cultural and social aspects have to be kept in mind while creating a lesson. 29. I would definitely not start a new activity if only 3 minutes are left 30. After a reading activity it seems to me that is crucial that the pupils have a chance to discuss what they have read. They need to share their own experiences. 31. In this observation I have learnt that as a teacher one has to play many roles, which do not only stay in the classroom. I have learnt that it is important to be motivated, to have a well-structured lesson plan and to have respect for the students. I think these factors play a great role in successful lessons, in which students learn something. 32. I think I have profited a lot from observing her lessons because she uses mainly studentcentred approaches which I think is very good. When I was in school, my teacher used exclusively teacher-centred techniques, which strongly influenced me in my choices of becoming a teacher. I thought that this way could not be the only/right way and that I could do it better. I think I learned many tools in order to do so. 33. Teachers do not have to be afraid to deviate from the lesson plan if the new procedure is fruitful and important in that situation. Making sure that everyone is on the same page and is on top of everything is more important than perfect time management. Keeping a
professional attitude is crucial, being a nice teacher does not mean being the students friend. 34. I have learned that the lessons I observed, even if I didn t observe them for a very long period of time, provided many good practices in foreign language teaching. There were also some good practices for teaching culture but not that much, which is why I decided against this descriptor. In addition, I have also learned that in each and every lesson there always are some good practices in foreign language teaching. 35. I learned how important it is to respect the pupils and relate the activities and tasks to the pupils interests and skills. I got to know a wide range of new vocabulary exercises. 36. It is not always necessary to use a great variety of methods / media to encourage and inspire students. The working and own passion can act as a great mediator between the teacher and the students. Compliments and positive remarks strengthen self-efficacy of students and these can motivate students. It is essential to answer the question why for the students to gain their interest, that as a result the students have a reason to learn. 37. I have learned, or been reminded of, rather, the importance of a teacher being wellprepared for class. The better prepared you are, the better able you are to face difficulties if things don't go as planned. I also learned how important mutual respect is between the teacher and the learners, to ensure that the learners do as instructed. Your lesson plans and preparation can be top notch, but if the learners don't listen to you, very little learning will take place. On the whole, some of these competences were hard to give feedback on, as for instance grammar was not really part of any of the lessons I observed. 38. I have learned that being a teacher is a complex job. It is a very giving profession for the teachers who care about their students, but can be a very boring profession for the teachers who seem to not care. I have learned that there are a lot of things to take under consideration when one are planning a lecture. 39. I have seen many good ways of teaching, but I have also seen very interesting responses on different teaching methods from various pupils. I have seen how different teachers manage to reach their pupils in magnificent ways. I know that if I carry this experience with me, I will become a better teacher in the future, but I also know that I need to figure out the best ways for me personally to teach by myself. 40. I learned that there are many different approaches to teaching. Some teachers focus more on some aspects than others, like for instance class discussions. Others focus more on working in pairs or groups. And to encourage the students to speak English all the time can be quite hard and demanding, but will be worth it for the students. 41. That we,as students, do a lot more work in micro-teaching classes than teachers do in the school; That the teacher relies heavily on the textbook not using any of additional material 42. I have noticed pupils are enigmas. Even though they seem to be reading or participating, they can be mentally miles away from the classroom. 43. Traditional ways of teaching are terrible. I could not see any motivation and inspiration. Teachers should not be yelling, that makes students demotivated. Some teachers do use English all the time but some of them are using none of it. Teachers should know the names of her students after some period of time.
44. I have learned what not to do during the class: not to yell at students, not to create a distance, not to use the mother tongue all the time, not to use traditional methods of teaching. 45. The observation task showed me the overall importance of a teacher s behaviour and what impacts it may have on the lesson: is it the classroom atmosphere, the correcting of errors or any other aspect of interest. Observation by teacher educators 46. It's a bit difficult to observe normal classes, either the teacher is not that free, or the students are contracted. Teachers try to hide what happens in a normal class, when you are not there. Some students, especially young learners tell you a lot of things, but when you are outside the classroom. 47. Sometimes I tell the teacher and the students I have come to learn from you, feel free, I am not an inspector, but again it is still in our mentality, that whoever adult comes to our classroom he/she has come to control, and will say positive or negative things. 48. Student teachers need a lot of support. They are still learning the content, while learning the methodology. Typical points for development are: classroom management, formative and summative ways of assessing students on a regular basis, make content meaningful, and use grammar to support content 49. Scrolling through the different competences I once more saw how difficult it is to be a good teacher. I also recognised that the teachers I have observed so far did not focus enough on the topic of stereotypes and otherness.