LANGUAGE COURSE DESIGN: MICRO-TEACHING

Course Information
TitleΣΧΕΔΙΑΣΜΟΣ ΓΛΩΣΣΙΚΟΥ ΜΑΘΗΜΑΤΟΣ: ΜΙΚΡΟΔΙΔΑΣΚΑΛΙΑ / LANGUAGE COURSE DESIGN: MICRO-TEACHING
CodeΓλ3-460
FacultyPhilosophy
SchoolEnglish Language and Literature
Cycle / Level1st / Undergraduate
Teaching PeriodWinter/Spring
CommonNo
StatusActive
Course ID600005479

Programme of Study: 2024-2025

Registered students: 0
OrientationAttendance TypeSemesterYearECTS
KORMOSElective CoursesWinter/Spring-6
Class Information
Academic Year2019 – 2020
Class PeriodSpring
Faculty Instructors
Weekly Hours3
Total Hours39
Class ID
600161634
Course Type 2016-2020
  • Scientific Area
  • Skills Development
Course Type 2011-2015
Specific Foundation / Core
Mode of Delivery
  • Face to face
Digital Course Content
Erasmus
The course is also offered to exchange programme students.
Language of Instruction
  • English (Instruction, Examination)
Prerequisites
General Prerequisites
Participants should have enrolled in the compulsory courses offered by the Department.
Learning Outcomes
Βy the end of this course, students will be able to (i) make an effective lesson plan, (ii) select appropriate teaching aids, (iii) implement suitable tasks for a given situation, (iv) reflect upon their teaching in a critical way
General Competences
  • Apply knowledge in practice
  • Work autonomously
  • Be critical and self-critical
  • Advance free, creative and causative thinking
Course Content (Syllabus)
Micro-teaching denotes a context in which a teaching situation has been reduced in scope and/or simplified in some systematic way. This course will familiarise student-trainees with the art of teaching by preparing micro-lessons, teaching the micro-class and adopting the reflective model through group discussions and keeping a teaching diary. The micro-lessons will be based on selected topics ranging from beginner to advanced learners. Peer-teaching is expected to give insights into learning problems by assuming the learners’ role. Some key issues related to classroom/time management, use of activities, use of visual aids as well as the quality of input/interaction, questioning techniques, management of feedback and promotion of more realistic use of language for communication will also be raised.
Keywords
lesson planning, reflective thinking, microteaching
Educational Material Types
  • Slide presentations
  • Audio
Use of Information and Communication Technologies
Use of ICT
  • Use of ICT in Course Teaching
  • Use of ICT in Communication with Students
Description
powerpoint presentations
Course Organization
ActivitiesWorkloadECTSIndividualTeamworkErasmus
Lectures80✓
Laboratory Work50✓✓
Reading Assigment20✓✓
Total150
Student Assessment
Description
Criteria microlesson Lesson plan and report Participation
Student Assessment methods
  • Written Assignment (Formative, Summative)
  • Oral Exams (Formative, Summative)
  • Performance / Staging (Formative, Summative)
Bibliography
Additional bibliography for study
Brown, G. Micro-Teaching: A Programme of Teaching Skills. Methuen. Cohen, L. and Manion, L. 1989. A Guide to Teaching Practice. Routledge. Halliwell, S. and Jones, B. 1991. On Target: Teaching in the Target Language. CILT. Richards, J. and Lockhart, C. 1994. Reflective Teaching in Second Language Classrooms. CUP. Prodromou, L. 1992. Mixed Ability Classes. Macmillan. Scrivener, J. 1994. Learning Teaching: A Guidebook for English Language Teachers. Heinemann. Tierney, D. and Humphreys, F. 1992. Improve your Image: The Effective Use of the OHP. CILT. Ur, P. 2012. A Course in English Language Teaching. CUP. Wallace, M. 1991. Training Foreign Language Teachers: A Reflective Approach. CUP. Wright, A. and Haleem, S. 1991. Visuals for the Language Classroom. Longman.
Last Update
04-03-2020