Dvoudenní seminář se uskuteční ve dnech 24.–25. května 2013.
Summary of the programme
This programme will focus on identification and design of learning outcomes and how they are reflected in monitoring, assessing and providing feedback for students on English language components of specialist subject courses. The programme is practical and largely non-theoretical and will include a series of presentations, workshops and discussions. It will also provide materials and information guidelines that teachers will be able to use in their own learning and teaching contexts.
Participants will be actively involved in negotiating the flow of discussions by providing input on subject areas, levels of teaching, sample student profiles, types of learning activity, current methods of assessment and type of feedback provided. This will be discussed in relation to institutional expectations and how they impact the needs of teachers and students who are required to work with English language components in their courses.
Where possible, participants should bring examples of course descriptions, assignment descriptions, anonymised samples of student work and typical problems that students and teachers may be faced with. These ideas will be used to contextualise issues within participants’ learning and teaching environments towards individualisation of course materials and recommendations.
Areas for presentation and discussion include:
1) Presentation and workshop 1 (2 hours)
- Subject teaching areas, class size, course duration and level.
- Type of learning activity and methods of assessment.
2) Presentation and workshop 2 (2 hours)
- Amount of time allocated for marking and feedback.
- Type of feedback provided and interpretation of marking descriptors.
- Expectations of level, register and style.
3) Presentation and workshop 3 (2 hours)
- What to do with language errors.
- Clarity of argument vs. accuracy of language.
4) Presentation and workshop 4 (2 hours)
- Essays, reports, projects, presentations and other assignment formats.
- Designing or interpreting learning outcomes and matching outcomes to assessment.
5) Participant team discussions and presentation of action plans (2 hours)
- Participants identify focus groups for focused discussion and action plans in their own subject areas. These can be specialist focus or mixed focus groups depending on participants’ subject fields.
- Groups create sample profiles of learning situations and students for peer group discussions, presentation of action plans and need for further information and support.
I have been working as an English language teacher since 1987 and have worked extensively at university level in the UK and other countries such as Thailand, Indonesia, Taiwan and France. I have worked at Aberystwyth University on the west coast of Wales in the UK for the past 12 years, primarily in the field of language and writing development, but also work on innovative teaching practices through the use of digital technologies. As part of my work I have designed a number of academic programmes, some of which carry academic credits and some of which are free to attend as additional programmes. All these programmes reflect a careful balance between methods of learning and teaching and methods of assessment.As and additional part of my work I collaborate with staff and students at Masaryk University on a regular basis, either by video conferencing or by direct visiting exchange programmes, for postgraduate writing programmes, student seminars and discussion and input to research projects. My personal interest and current research field is in digital poetics and visual writing.
Místo a čas konání: Jazyková učebna, Centrum jazykového vzdělávání, Masarykova univerzita, Komenského nám. 2, 602 00 Brno, od 10.00 do 17.30 hod.
Kontaktní osoba: Magda Nezvalová (firstname.lastname@example.org)