Department of Culture and Communication Institutionen för kultur och kommunikation (IKK) Teachers’ Programme Version 2012-2013

Inriktningsbok

Teachers’ Programme Guide

for

English 1-60 hp

Focussing on

Didactics and VFU

Mikael Jungevall Lars Liljegren Nigel Musk

English for Student Teachers, 1-60 hp (ECTS Credits)

Introduction

Didactics and VFU (Teaching Practice) Welcome to English within the teachers’ programme, 1-60hp. The entire course is constructed so that 45hp are points for studies within the subject English and 15hp are points for studies within Didactics and VFU (Verksamhetsförlagd utbildning). The course modules belonging to each of these two areas are not to be regarded as separate parts, but as integrated parts of a greater whole, together providing you with the tools necessary to become a good teacher of English. Firstly, you will be studying various courses within the subject English. Secondly, there are didactics seminars dealing with various aspects of teaching English, which run in parallel throughout your studies with us. Finally, the knowledge, insights and skills gained in your subject courses and the didactics seminars are to be applied in your VFU projects in schools. You will then be reporting back on these projects in follow-up seminars and in written reports, to allow for feedback from both peers and teachers. Basically, your year of English studies is constructed as follows:

• English subject courses • Didactics & VFU follow-up seminars • Teaching practice & VFU projects

All the VFU projects are preceded by introductory didactics seminars dealing with the assigned task.

Examination The VFU projects are to be carried out in accordance with the written instructions found in this compendium. In reporting back on the various assignments, your report should focus most on your personal reflections, i.e. an analysis of what you have experienced when carrying out your project, and what these experiences mean for your future profession as a teacher. In the specific instructions for each of the projects there are “points to consider” which will aid you in your analysis. Furthermore, your analysis should be supported by theory, both as regards second language acquisition and the art and practice of teaching English as a foreign language. This means we are not primarily interested in reports where we are told that everything went well and the pupils liked it. On the contrary, regardless of whether or not an assignment went well, the important thing is what you make of your experiences. What have you learnt that you didn’t know before? What could be done in another way, and what would you gain or lose by changing the way you conducted your project? The skill of reflection and analysis is essential to

your becoming a good teacher, since you can never develop as a teacher if you cannot analyse why things went well or badly. When you know why, you can draw valuable conclusions for your future teaching, and thereby continue to refine your teaching skills. Naturally, the didactics and VFU follow-up seminars are compulsory, since they are essential both for the success of your VFU projects and the attainment of a higher level of awareness and maturity for your future career as a teacher. The projects can be dealt with individually or in pairs, depending on whether one or two of you have been assigned to a supervisor. When two of you share a supervisor, the descriptive part of the project including your lesson plans, i.e. accounting for what you did, should be jointly written, but the reflective and analytical part must be written individually. This means that after having written your joint account you just add your individual analysis to the same report, preferably under a heading that clearly states the name of the author. It goes without saying that you must be prepared to account for all aspects of your projects in the oral follow-up seminars.

Procedure Your studies within VFU and Didactics start with two introductory lectures on language didactics. These are followed by didactics seminars, in which your VFU projects are presented one at a time. On the completion of a project, you should start planning your report, which will be dealt with in both a written report and in an oral follow-up seminar. Throughout the course, Tricia Hedge’s Teaching and Learning in the Language Classroom is to be used as one of the foundations for seminar discussions and be referred to in the analysis section of your reports. In some cases, practical circumstances (your supervisor’s schedule etc.) might make it more suitable to start your project before it is actually introduced in the corresponding didactics seminar(s). For example, your supervisor may not be able to help you the very hours you are scheduled for this particular project. This is why it is essential that you and your supervisor compare schedules and discuss where to place the various projects in time. This must be done as soon as possible in the term. However, everyone must have completed their projects and have posted their reports on It’s learning by the agreed deadline for each respective follow-up seminar. In addition to the above, it should be noted that your VFU projects do not constitute all of your teaching practice. Indeed, throughout your year of English studies you are required to teach at least 40 hours in the classroom, which will generally extend beyond simply carrying out your projects. Furthermore, you are not simply required to teach the necessary number of lessons and then leave for the day. Instead, you should stay for the entire school day and take part in all the various activities pertaining to the duties of a teacher. Indeed, your supervisor will

be required to report back on your participation in follow-up discussions of your teaching, staff meetings and the like. You will visit your schools during certain “block weeks”. The relevant weeks for you are weeks 42-43, 2-4, 12-13. Moreover, in the spring term, there will be a week in Chester, where you will be doing school visits. Try to get to know your classes as soon as possible, preferably before starting your projects, as this will enhance your chances of success. While you are doing your teaching practice in schools, you are naturally to follow your supervisor’s lessons, but we strongly recommend that you also take the initiative to ask other teachers if you may visit their lessons too. This is good for two reasons: firstly, your supervisor may teach too few hours of English for your purposes. Secondly, the more teachers you get a chance to observe in action, the greater the wealth and variety of your teaching practice experience will be. As you may well understand, you must be on your best behaviour at all times in your host school. Regard your teaching practice as a shop window, where you are on display for future employers. One of the most common requests when you apply for your first teaching job is a reference from your VFU school. Indeed, making a good impression during teaching practice has led to many students getting a job at their VFU school straight after graduation! On the following pages, there will be an overview of the various modules and requirements in your entire inriktning, general instructions to you and your supervisor, a summary of the requirements of your teaching practice and related university seminars, as well as detailed presentations of each individual VFU project. At the end you will also find assessment forms to be filled by your supervisor after you have completed your two terms of VFU. Good Luck!

Constituent Courses and Exam Codes Below, you can find an overview of the various exam codes, as they appear in Ladok. You can here see what is required of you in order to get a mark reported into Ladok. Moreover, by comparing these codes with your Ladok reports, you can easily see exactly what remains to be done in the course as a whole. Thus, it should be impossible to “forget” that you have not completed a certain module. Should you miss a grade that ought to have been reported, please contact your teacher immediately. Please note that if the normal grades (U/G/VG) are not used for a particular module, this is indicated within brackets at the end.

9EN331, Language and Culture MTN2 Muntlig tentamen: American Short Stories Högskolepoäng: 1.5 Oral Exam: American Short Stories ST10 Skriftlig tentamen: hemtentamen Language Studies Högskolepoäng: 3.0 Written Exam: take-home exam, Language Studies ST11 Skriftlig tentamen: Shakespeare Högskolepoäng: 1.5 Written Exam: Shakespeare STN6 Skriftlig tentamen: Pedagogical Grammar Högskolepoäng: 2.0 Written Exam: Pedagogical Grammar STN7 Skriftlig tentamen: British Literature in a Högskolepoäng: 2.0 Cultural Context Written Exam: British Literature in a Cultural Context STN8 Skriftlig tentamen: American Literature in a Högskolepoäng: 2.0 Cultural Context Written Exam: American Literature in a Cultural Context STN9 Skriftlig tentamen: Language Proficiency Exam Högskolepoäng: 3.0 Written Exam: Language Proficiency Exam _________________ 15hp For a VG on the entire course, one of the two criteria below needs to be fulfilled: Either 7.5hp need to be VG, including the Language Proficiency Exam or 9hp VG and a G+ on the Language Proficiency Exam.

9EN341, VFU and Culture MTN1 Muntlig tentamen Austen/Brontë Högskolepoäng: 2.0 Oral exam Austen/Brontë MTN2 Muntlig tentamen Dickens Högskolepoäng: 1.5 Oral exam Dickens MTN3 Muntlig tentamen Fitzgerald/Miller Högskolepoäng: 1.5 Oral exam Fitzgerald/Miller OBL1 Obligatoriskt moment: seminarium Didactics Högskolepoäng: 0.0 Seminars Mandatory part Didactics Seminars PRO1 Projekt: skriftlig och muntlig redovisning Högskolepoäng: 2.0 Grammar Project: oral and written presentation Grammar PRO2 Projekt: skriftlig och muntlig redovisning Free Högskolepoäng: 3.0 Proj Project: oral and written presentation Free Proj RAP1 Rapport: skriftlig redovisning Schools Högskolepoäng: 1.5 Paper: written presentation Schools RAP2 Rapport: skriftlig redovisning Culture Högskolepoäng: 1.5 Paper: written presentation Culture TDLF Tillämpade didaktiska lärarförmågor Högskolepoäng: 1.0 Applied Didactical Teaching Abilities TSLF Tillämpade sociala lärarförmågor Högskolepoäng: 1.0 Applied Social Teaching Abilities _____ 15hp As most of the modules above can only result in a G, the final grade for this course can only result in a G.

The Supervisor and VFU

The Supervisor’s Tasks

• Plan, carry out, evaluate and assess the various VFU projects together with the student/s/

• contribute to the VFU project being carried out within the limits of the task description

• make his/her own work and knowledge clear to the student/s/, provide tips and make

time for feedback

• with the help of the assessment forms (“bedömningsformulär för VFU”) assess the student’s/students’ performance and development

• contact the field mentor (“fältmentor”) in the case of problems arising or the supervisor not being satisfied. The above means that the supervisor is not to give the student a mark for each VFU project, but that he/she must contact field mentor to “sound the alarm” in cases where the project cannot be solved satisfactorily or when other problems arise.

The Supervisor’s Opportunities/Possibilities

• The supervisor can make use of the student teachers in his/her regular teaching (outside the frames of the VFU projects), as the total number of active teaching hours required is more than what is stipulated in the requirements for the various projects. With the help of a reading list and a syllabus for the student teachers, the supervisor can see what areas they might teach in his or her classes

• time and interest allowing, the supervisor can partake in the didactics follow-up

seminars scheduled after each VFU project. This ought to count as competence development (check with your headmaster/-mistress)

To Supervisors and Students

Regarding the Formulation and Interpretation of the VFU projects

It should be noted that for all the VFU projects on the following pages, the instructions make up an ideal example of how to carry out the Projects. They are intended to provide an image of how the work is intended to be carried out. Naturally, different schools have different organizational and practical limits that may make it hard to carry out the Project in accordance with the precise instruction. It is also important that the supervisor’s regular teaching is not negatively affected by the VFU projects having been too narrowly defined. In these situations, it is up to the supervisor and the student to reformulate the project together so that it can be carried out in another, but equivalent, way. If this is the case, it should be commented on in your written report. As regards the planning, carrying out and assessing of projects, students are naturally expected to show increased independence throughout their entire year within English. When there is uncertainty as regards the above, the supervisor and student are advised to contact the teacher responsible for the project: Mikael Jungevall, mikael.jungevall@liu.se. In case he is not available, it is also possible to contact Lars Liljegren, lars.liljegren@liu.se, who is responsible for English at the teacher programme at Linköping University.

Including the projects below, students are to actively teach English for at least

40 hours in total during their year within the subject English. This means they

are to acquire more experience of teaching English than what is required by the

projects alone.

Summary of Course Requirements for VFU & Didactics

1. Attending didactics lectures, didactics seminars and VFU follow-up seminars.

2. Carrying out all the VFU projects.

3. Teaching at least 40 hours in the classroom (including running your VFU

projects) and participating in other activities pertaining to teaching at your host school.

4. Publishing all your written VFU reports with your reflections and analyses

on It’s learning.

5. Reporting back orally on each of your projects in the VFU follow-up seminars.

6. Showing increased independence in the planning, carrying out and assessing of projects throughout the year within English.

7. Completed and submitted VFU assessments from your supervisor (one per

term). Note: For students studying English as their second Inriktning, the projects are to be carried out in the same way as for those studying English as their first Inriktning. However, there are sometimes higher requirements in the marking of these VFU reports. All the criteria on which the projects are assessed are clearly stated in the syllabus. For instance, students in the second Inriktning are required to show greater analytical skills, to take a more critical approach and to show greater independence in both the carrying out and reporting of the projects.

VFU (Teaching Practice) Assignments

Project 1 – Cultural Studies We would like to remind students and supervisors of the introductory text to the VFU projects in this compendium, “To Supervisors and Students”, where we make a point of the necessity of the below instructions being regarded as the ideal way to carry out your project – not as the only possible way. Naturally, reality often prevents students and supervisors from following these instructions to the minute. If some aspects in the project description cannot be carried out, the student is instead required to consider how these aspects could be used in a teaching situation.

Introduction and Aim Your task is to connect to your own cultural studies and present one or two aspects of life in an English-speaking country. There is a wide range of subjects to choose from (education, nature & wildlife, political life, sports, the Industrial Revolution are but a few examples). The main purpose of this project is to enthuse your pupils to extend and deepen their understanding of a chosen aspect of life in the English-speaking world.

Planning and Carrying Out Your Project There are obvious printed and recorded sources, such as brochures, encyclopaedias, schoolbooks, CDs, videos, etc. But you are also to develop your ability to use electronically published material to the benefit of your pupils.

• Plan a series of lessons on your subject – in whatever form you think is appropriate – and carry out what you have planned with a group of pupils

Points to Consider • What are your reasons for choosing the area of interest you settle for? • How are you going to enthuse your pupils? • What resources are available to you, and which are you going to use and why? • How can you ensure that pupils don’t just copy and paste text, etc.? • How will you give instructions to your pupils to enable your pupils to grasp what

they have to do? (in English/Swedish or bilingually, with visual/written help, etc.) • How will you prepare your pupils for the activities you wish them to carry out

(including the language input they need)? • How will you help pupils to organise their work? • What language skills are to be practised?

Writing Up Your Project • Write a report of of 3-4 A4 pages (12 points) in English addressing the above points. • What year (grade) and type of class have you been teaching? • Include your lesson plans (as an appendix) describing your cultural studies activities.

The following points should take up at least half of your report:

• Discuss how your pupils made use of the available resources • Discuss the learning process and learning outcomes for the pupils. Did they learn

what you had intended? Were there any other things they learnt? Were there any particular difficulties?

• Discuss how you made sure that the pupils didn’t just copy and paste text, etc. without having understood.

• Analyse what you have learnt from your experience. To what extent did you succeed with your activities and why? How would you improve them next time?

• Publish the following on It’s learning:

o your report 3 days before the follow-up seminar

Seminar Preparations • Read all the reports written by the members of your subgroup, considering the extent

to which they have addressed the considerations in the section “Points to Consider” above. Focus particularly on the resources used.

• Pose 2-3 probing questions relating to the “Points to Consider” to each of your fellow subgroup members in the It’s learning discussion forum (making sure that you don’t ask the same questions as anyone else)

• Print out the questions posed to you by your fellow subgroup members on the It’s learning discussion forum, and prepare answers to these as part of your oral report.

• Prepare to give a 10-minute oral report in class or in core groups on what you have learnt from this project (your analysis).

Project 2 – Oral Communication We would like to remind students and supervisors of the introductory text to the VFU projects in this compendium, “To Supervisors and Students”, where we make a point of the necessity of the below instructions being regarded as the ideal way to carry out your project – not as the only possible way. Naturally, reality often prevents students and supervisors from following these instructions to the minute. If some aspects in the project description cannot be carried out, the student is instead required to consider how these aspects could be used in a teaching situation.

Introduction and Aim It is perhaps one of the English teacher’s foremost tasks to enable his/her pupils to dare to speak English whatever level they are at. Therefore the aim of this project is to plan and carry out a series of lessons, a total of at least 3 periods (lektionstimmar), which will enable your pupils to practice and develop their oral communication skills. You are free to spread your project over a longer period of time and integrate these activities with more lessons. Indeed, this may be pedagogically preferable. Your main goal is to enthuse your pupils to dare to speak and make full use of their knowledge of English.

Planning and Carrying Out Your Project • Plan and carry out a set of activities meeting the above aim. • Find out what aspects of pronunciation your pupils have problems with. • Plan and provide explicit pronunciation practice that addresses these problems?

Points to Consider • What are your general strategies to activate and motivate your pupils to speak? • How can you integrate your activities with whatever else the class has been doing in

English (thematically or grammatically, etc.)? • How will you give instructions to your pupils to enable your pupils to grasp what

they have to do? (in English/Swedish or bilingually, with visual/written help, etc.) • How will you prepare your pupils for the activities you wish them to carry out

(including the language input they need)? • How can you find the right level and provide progression in your activities and

between different year groups? • What would you do if you notice that your pupils have difficulties pronouncing certain

sounds?

Writing Up Your Project • Write a report of of 3-4 A4 pages (12 points) in English addressing the above points. • What year (grade) and type of class have you been teaching? • Include your lesson plans (as an appendix) describing your oral communication

activities. The following points should take up at least half of your report:

• Discuss the learning process and learning outcomes for the pupils. Did they learn what you had intended? Were there any other things they learnt? Were there any particular difficulties?

• Analyse what you have learnt from your experience. To what extent did you succeed with your activities? How would you improve them next time?

• Provide theoretical support for your analysis, e.g. from the course literature.

• Publish the following on It’s learning: o your report 3 days before the follow-up seminar

Seminar Preparations • Read all the reports written by the members of your subgroup, considering the extent

to which they have addressed the considerations in the section “Points to Consider” above. Focus particularly on the resources used.

• Pose 2-3 probing questions relating to the “Points to Consider” to each of your fellow subgroup members in the It’s learning discussion forum (making sure that you don’t ask the same questions as anyone else)

• Print out the questions posed to you by your fellow subgroup members on the It’s learning discussion forum, and prepare answers to these as part of your oral report.

• Prepare to give a 10-minute oral report in class or in core groups on what you have learnt from this project (your analysis).

Project 3 – Reading Literature We would like to remind students and supervisors of the introductory text to the VFU projects in this compendium, “To Supervisors and Students”, where we make a point of the necessity of the below instructions being regarded as the ideal way to carry out your project – not as the only possible way. Naturally, reality often prevents students and supervisors from following these instructions to the minute. If some aspects in the project description cannot be carried out, the student is instead required to consider how these aspects could be used in a teaching situation.

Introduction and Aim Reading is one of the four language skills, yet much of the reading we do in the language classroom focuses on intensive reading (where pupils are expected to understand every single word). However, in real life one of the main reasons why we read is for enjoyment, which involves a different reading technique. Indeed, the compulsory school syllabus for the subject English (2001) explicitly mentions that pupils should “develop their ability to read different types of texts for pleasure.” Here it would suffice for pupils to gain a global understanding of the text (involving contextual guesswork).

Authentic fiction from the English-speaking world (ranging from children’s literature to literary classics) also provides a meeting with the cultures of English-speaking countries. This meeting should ideally be one which engages pupils and encourages them to focus on content. Thus one important task for the teacher is to select suitable literature for the age and ability (range) of the pupils.

The main goal of this task is to plan and carry out a literature project, which both facilitates pupils’ reading for

pleasure and provides a meaningful follow-up to their reading experience.

Planning/Carrying Out Your Project • Select a suitable work/works of fiction. • Plan and carry out a literature project meeting the above aim. • Include both suitable pre-reading and follow-up activities.

Points to Consider • What resources are available to you: do you already have any suitable works of

fiction, does the school have any English fiction, and is there anything suitable on the Internet?

• To what extent are your chosen work(s) of fiction and your accompanying activities relevant and meaningful to your pupils?

• Consider whether you can integrate your activities with whatever else the class has been doing in English (e.g. thematically).

• To what extent do your activities integrate different skills, e.g. reading comprehension, vocabulary learning, oral and written skills?

• How will you give instructions to your pupils to enable your pupils to grasp what they have to do? (in English/Swedish or bilingually, with visual/written help, etc.)

• How will you enthuse and prepare your pupils for the reading activities you wish them to carry out, (including the language input they need)?

• How can you provide for a range of ability levels in your choice of fiction as well as the construction of your activities and tasks (individualisation)?

• What precautionary measures will you take to avoid pupils simply taking summaries of works of fiction from the Internet

Writing Up Your Project • Write a report of of 3-4 A4 pages (12 points) in English addressing the above points. • What year (grade) and type of class have you been teaching? • Include your lesson plans (as an appendix) describing your reading activities and a

copy of your pupil handouts. The next point should take up at least half of your report:

• Analyse what you have learnt from your experience. To what extent did you succeed with your activities? How would you improve them next time?

• Assess the suitability of your chosen work(s) of literature. • Provide theoretical support for your analysis, e.g. from the course literature. • Publish the following on It’s learning:

o your report 3 days before the follow-up seminar

Seminar Preparations • Read all the reports written by the members of your subgroup, considering the extent

to which they have addressed the considerations in the section “Points to Consider” above. Focus particularly on the resources used.

• Pose 2-3 probing questions relating to the “Points to Consider” to each of your fellow subgroup members in the It’s learning discussion forum (making sure that you don’t ask the same questions as anyone else)

• Print out the questions posed to you by your fellow subgroup members on the It’s learning discussion forum, and prepare answers to these as part of your oral report.

• Prepare to give a 10-minute oral report in class or in core groups on what you have learnt from this project (your analysis).

Project 4 – Grammar We would like to remind students and supervisors of the introductory text to the VFU projects in this compendium, “To Supervisors and Students”, where we make a point of the necessity of the below instructions being regarded as the ideal way to carry out your project – not as the only possible way. Naturally, reality often prevents students and supervisors from following these instructions to the minute. If some aspects in the project description cannot be carried out, the student is instead required to consider how these aspects could be used in a teaching situation.

Introduction and Aim Learning grammar is probably one of the most obvious aspects of foreign language learning. It is also an aspect of teaching English where pupils possibly need motivating most, perhaps because they tend to associate grammar with the mechanical written exercises typically found in printed course books, e.g. translation and gap-filling exercises. Your challenge is therefore to make grammar teaching and learning meaningful, by creating activities that focus on meaning and communication as well as on form.

This project partly involves a diagnostic exercise, whereby you set your pupils a free written task and then analyse the errors they make. On the basis of this, you are required to plan and carry out a series of 2-3 lessons, to focus on and practise one or two pedagogically suitable aspects of English grammar. You are, however, free to spread your project over a longer period of time and integrate these activities with more lessons. Indeed, this may be pedagogically preferable.

The main goal of this project is to raise your pupils’ grammatical awareness and thinking as well as provide

meaningful practice of suitably selected points of grammar.

Planning and Carrying Out Your Project • Set your pupils a free written task, e.g. writing a story. • With the help of your supervisor, analyse your pupils’ writing to find out what aspects

of grammar they have problems with. • Plan and carry out a set of activities that address one or two of the problems you

identify.

Points to Consider • Have you selected practical areas of grammar that lend themselves to a grammatical

focus on meaning and form? • How can you guide your pupils to discover grammar (patterns and ‘rules’) for

themselves? • What is a good approach to contextualise the aspect(s) of grammar you wish to focus

on? • What combination of skills may be best used to practice this/these aspect(s) of

grammar? • Are there any suitable ICT resources available (e.g. computer software & interactive

websites) to practise your selected point(s) of grammar?

• How can you integrate your activities with whatever else the class has been doing in English (e.g. thematically)?

• Besides your grammar focus, how will you prepare your pupils for the activities you wish them to carry out (including the language input they need)?

• Discuss with your supervisor, how to find the right level and provide progression in your activities and between different year groups.

• How will you assess the extent to which the learning outcomes have been attained?

Writing Up Your Project • Write a report of of 3-4 A4 pages (12 points) in English addressing the above points. • What year (grade) and type of class have you been teaching? • Include your lesson plans (as an appendix) describing your grammar activities.

The following points should take up at least half of your report:

• Discuss the learning process. How did you help your pupils to work towards the intended learning outcomes.

• Discuss your assessment criteria. Did the pupils learn what you had intended? To what extent were your assessment criteria suited to the learning outcomes?

• Analyse what you have learnt from your experience. To what extent did you succeed with your activities and why? How would you improve them next time?

• Provide theoretical support for your analysis, e.g. from the course literature. • Publish the following on It’s learning:

o your report 3 days before the follow-up seminar

Seminar Preparations • Read all the reports written by the members of your subgroup, considering the extent

to which they have addressed the considerations in the section “Points to Consider” above. Focus particularly on the resources used.

• Pose 2-3 probing questions relating to the “Points to Consider” to each of your fellow subgroup members in the It’s learning discussion forum (making sure that you don’t ask the same questions as anyone else)

• Print out the questions posed to you by your fellow subgroup members on the It’s learning discussion forum, and prepare answers to these as part of your oral report.

• Prepare to give a 10-minute oral report in class or in core groups on what you have learnt from this project (your analysis).

• Bring to class a brief review of the ICT resources you have encountered, and be prepared to comment on the level of language, interest value and its general suitability for your pupils.

Project 5 – Free Project We would like to remind students and supervisors of the introductory text to the VFU projects in this compendium, “To Supervisors and Students”, where we make a point of the necessity of the below instructions being regarded as the ideal way to carry out your project – not as the only possible way. Naturally, reality often prevents students and supervisors from following these instructions to the minute. If some aspects in the project description cannot be carried out, the student is instead required to consider how these aspects could be used in a teaching situation.

Introduction and Aim Your task is to devise a project of your own based on aspects of English that have been dealt with in one way or another during your year of English studies. Although the range of possible points of departure for your project is very wide, this project should integrate different language skills and provide for a degree of learner autonomy.

It is your task to introduce the project to your pupils and create an interest in the materials and the approach you have chosen. As far as materials are concerned you are free to use any resources you see fit as long as you don’t infringe copyright laws.

The main purpose of this project is to allow your pupils to develop their knowledge and understanding of the aspects you have chosen to deal with. You are also to plan your project so that your pupils get to practise a range of skills while completing their tasks. The project must contain some degree of learner autonomy.

Planning and Carrying Out Your Project This being a free project means that you are free to use any materials as long as you don’t infringe copyright laws. You are also free to choose any approach you wish. However, the limitations on this project lie in the ends to be met:

• an integrated range of skills • a degree of learner autonomy • specified learning outcomes (goals to aim for/goals to attain) • suitable assessment criteria.

Points to Consider • What are your reasons for choosing the area of interest you settle for? • How are you going to enthuse your pupils? • What skills are to be developed and how are they going to be integrated and

practised? • What resources and materials are available to you, and which are you going to use

and why? • How are you going to use your material to focus on the learning outcomes you have

decided to address? • How will you assess the extent to which the learning outcomes have been attained? • How is your project to be organised (e. g. as regards teacher-led and autonomous

activities, group and individual activities)? • How will you instruct and prepare your pupils in order to allow for a degree of

learner autonomy?

Writing Up Your Project • Write a report of 3-4 A4 pages (12 points) in English addressing the above points. • What year (grade) and type of class have you been teaching? • Include your lesson plans (as an appendix) describing what materials you have used

and how you have used them.

The following points should take up at least half of your report: • Discuss how your pupils made use of the available resources. • Discuss the learning process. How did you help your pupils to work towards the

specified learning outcomes. • Discuss your assessment criteria. Did the pupils learn what you had intended? To

what extent were your assessment criteria suited to the learning outcomes? • Analyse what you have learnt from your experience. To what extent did you succeed

with your activities and why? How would you improve them next time? • Provide theoretical support for your analysis, e.g. from the course literature. • For those doing English as their second Inriktning: consider how the two

Inriktningar you have studied put different demands on you as a teacher. What aspects on teaching are different between the teaching of English and your first Inriktning?

• Publish the following on It’s learning: o your report 3 days before the follow-up seminar

Seminar Preparations • Read all the reports written by the members of your subgroup, considering the extent

to which they have addressed the considerations in the section “Points to Consider” above. Focus particularly on the resources used.

• Pose 2-3 probing questions relating to the “Points to Consider” to each of your fellow subgroup members in the It’s learning discussion forum (making sure that you don’t ask the same questions as anyone else)

• Print out the questions posed to you by your fellow subgroup members on the It’s learning discussion forum, and prepare answers to these as part of your oral report.

• Prepare to give a 10-minute oral report in class or in core groups on what you have learnt from this project (your analysis).

Bedömningsmall för VFU i inriktning engelska (efter 1:a terminen)

• Handledare och student samtalar om, diskuterar och utvärderar kontinuerligt VFU:n. Det innebär

att en fortlöpande bedömning görs. Mot slutet av läsåret gör handledare och student tillsammans en totalbedömning av hur VFU:n fungerat under året.

• Nedanstående frågor används som utgångspunkt för de fortlöpande samtalen och den slutliga

bedömningen. • Använd gärna den här mallen när ni skriver ner er samlade bedömning. Det är också OK att

utforma ett eget dokument – under förutsättning att det täcker in de aspekter på studentens VFU som framgår av mallen.

1 Studenten som ledare för elever

• Kan studenten etablera kontakt med elever och grupper av elever? Är studenten medveten

om sitt sätt att fungera tillsammans med elever och elevgrupper? • Kan studenten identifiera elevers och elevgruppers behov i förhållande till aktuellt

ämnesinnehåll? Hur tänker studenten kring frågor av den typen? • Visar studenten förmåga att leda arbetet i elevgrupper? • Kan studenten anpassa urval och metoder till olika gruppers förutsättningar och behov? • Har studenten förmåga att organisera arbetet i klassrummet så att eleverna är införstådda

med vad som ska göras och verksamheten flyter friktionsfritt? • Kan studenten variera arbetsformerna samtidigt som han/hon skapar ett inre sammanhang

i arbetet i ämnet?

2 Studentens planering av lektionspass och lektionsserier • Kan studenten planera sitt arbete utifrån vad som är viktigt och relevant för den berörda

elevgruppen? • Har studenten en genomtänkt plan för hur den enskilda lektionen ska genomföras? • Har studenten förmåga att själv ta ansvar för planering, genomförande och uppföljning av

längre undervisningssekvenser? • Kan studenten motivera varför han/hon väljer att genomföra en lektion eller en serie

lektioner på det sätt han/hon gör det? • Har studenten förmåga att, om situationen uppstår, anpassa sin planering och ta vara på

pedagogiska möjligheter sprungna ur t ex elevreaktioner? • Har studentens planering av arbetet stöd i relevant teori rörande språk-undervisning? • Har studenten förhållandet mellan motiv, synsätt och mål klart för sig – vilka är skälen till

de val studenten gör, hur är de relaterade till synen på under-visning och hur påverkar det vilka mål man ställer upp?

• Visar studenten förmåga att analysera den undervisning han/hon själv genomför liksom

annan undervisning där studenten på ett eller annat sätt deltar? • Visar studenten förmåga att reflektera över andra möjliga sätt att organisera och bearbeta

ett innehåll tillsammans med eleverna? • Har studenten stabil grund i egna kunskaper i de områden som han/hon arbetar med

tillsammans med elever?

3 Studentens reflektion över sitt eget lärande • Kan studenten se på sitt lärande under VFU:n, relatera det till kunskaper och erfarenheter

han/hon tillägnat sig redan tidigare och beskriva sin egen utveckling? • Visar studenten vilja och intresse att reflektera över sitt lärande? • Hur förhåller sig studentens bild av detta till handledares reflektioner beträffande

studentens lärande under VFU:n?

4 Studenten som medlem av personalgruppen • Visar studenten förmåga att samverka med andra vuxna kring barns och ungas lärande

och sociala utveckling? • Visar studenten vilja och förmåga att ta och upprätthålla kontakt med elever och vuxna i

skolan? • Visar studenten vilja och förmåga att ta ansvar i skolvardagen? • Tar studenten initiativ till egna lösningar på pedagogiska situationer? • Vad behöver studenten främst arbeta med och utveckla?

Frågeställningarna utgör dels en stomme för det fortlöpande samtalet mellan student och handledare, dels en bakgrund att utgå från när VFU:n under våren ska summeras. Såväl samtalet som den slutliga summeringen har student och handledare frihet att genomföra på tider som passar och på det sätt som ni själva väljer. Ett förslag inför slutsummeringen kan vara att ni på var sitt håll tänker igenom och formulerar era tankar utifrån frågorna. Därefter sätter ni er tillsammans ner och skriver ett gemensamt dokument, som ni också undertecknar tillsammans. Detta dokument lämnas sedan till examinator för inriktningen. Dokumentet utgör del av examinationsunderlaget på inriktningens VFU-anknutna 10 poäng. Frågor angående den här mallen kan ställas till någon av följande personer. Lars Liljegren Mikael Jungevall IKK IKK lars.liljegren@liu.se mikael.jungevall@liu.se 013-28 18 46

Bedömning av VFU i inriktning engelska (efter 1:a terminen)

Angående (studentens namn):___________________________________________________________ Studenten som ledare för elever och elevers arbete __________________________________________________________________________________

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Det här bör studenten arbeta med för att utveckla ytterligare

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Min bedömning är att studenten har klarat inte har klarat ett godkänt betyg i

ovanstående moment (tillämpade didaktiska lärarförmågor). Vid osäkerhet kring bedömning, v.v. kontakta Lars Liljegren (Inriktningsansvarig):

013-281846 / lars.liljegren@liu.se

Efter avslutad VFU (termin ett)lämnas en bedömning av densamma, undertecknad av handledare, till

Mikael Jungevall, IKK, Linköpings universitet, 581 83 Linköping - mikael.jungevall@liu.se.

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handledare

tel:_____________________ ________ e-post:__________________________

Handledarens bedömning vid inriktningens slut För bedömning av hela inriktningen, vid vårterminens slut, hänvisas till http://www.liu.se/utbildning/program/larare/student/vfu/handledare/bedomningsformular-antagna-fore-h11?l=sv Skrolla ner till rätt formulär, d.v.s. var noga med om det är studentens första eller andra inriktning som bedöms. Detta skickas sedan till: Mikael Jungevall Linköpings universitet IKK 581 83 Linköping OBS! Formuläret får inte skickas med studenten själv!