Level 7 Diploma in Teaching English

Credits : 120

Duration : 6 months / 9 months

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Unit Summary

Unit title Developing Professional Practice

EduQual level Diploma in Teaching English to Speakers of other Languages 60

Credits - LEVEL 7
Total Qualification Time 10
(Hours)
Unit aim The main aim of the unit is impact of English as a global language by
taking into account the context and factrs of learning. To promote
learning in different educative environmnet and to communicate
effectively.
Essential resources It is available from library, database or journal, brochures, case
studies, debates,news release, videos, editorials,instruction
manuals, internet and intranet,management plans, Vancouver or
harvard referencing systems, discussion posts,power point
presentations
Delivery and assessment Tutoring and advising should not be rigid and cater to the needs of
students. Regular guidance through direct or online will clear the
required theoretical knowledge. To guide students work
independently or in groups, analyzing and accumulating datas on
the subject. Individual and collective research, case studies,
simulations, exercises and debates are distinctive and winsome
ways of learning about the different types of consensus. Students
probably use tutor cum autonomous study that reflect know-how
and proficiency. For latest information and materials updations are
available at relevant websites and various Medias.

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Learning Outcome 1: Understand English language learning contexts and factors impacting on
learning.

Assessment criteria Indicative content Delivery

On completion of this
unit, the learner can
1.1 Analyse the impact Commonly spoken lingualearnenglish.com
of English as a global language in the world,
https://www.ukessays.com
language on learning language of international
and teaching. business, Easy to learn,
helps you understand other
languages, flexible,
language of modern Social learning theory and web based learning
1.2 Analyse the impact technology, continues to environments: A review of research and discussion
on learning and change. of implications by Janette R Hillsong & Richard E.
teaching of social, West
cultural and Applying constructs for
social learning theories in https://www.sciencedirect.com>pii
educational
web based learning
differences, motivation environments.
and learner
preferences and Learning styles in four
strategies. dimensions: Cognitive,
Affective, Physiological,
VARK -- learning style
model.

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Learning Outcome 2: Be able to plan inclusive learning and teaching.

Assessment criteria Indicative content Delivery

On completion of this
unit, the learner can:
2.1 Plan learning and Space, communal factors, https://www.ukessays.com
teaching taking account district factors, classroom
elliselewisite.blogspot.com>...
of context and factors factors, student
impacting on learning. characteristics, instructional https://www.teachingenglish.org.uk>com…
implications, socio-economic
https://www.tes.com>teaching-resource

2.2 Justify session plans Iindividual learning goals with

which meet the aims and learners, special learning
needs of individual needs, SMART TARGETS
learners

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Learning Outcome 3: Be able to deliver inclusive learning sessions.
Assessment criteria
On completion of this
unit, the learner can:
3.1 Select and use practical
classroom approaches and
activities techniques and
materials including new
and emerging technologies
to achieve specific learning
goals.
3.2 Promote inclusive
learning in different of
learning environment.
3.3 Communicate
effectively with learners.
3.4 Facilitate interaction
between learners.
3.5 Provide constructive
feedback to learners on
their progress and
achievement in language
and skills development.
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Indicative content Delivery
Learner should write practical https://www.sciencedirect.com/science/
and latest materials and article/pii/S1877042815030529
techniques that need to be used
by teachers in the classroom for
achieving goals in learning.
E learning and technology
enhanced learning inservice.ascd.org
Effective teaching practice, www.friendshipcircle.org
recognising and meeting
learning needs of all students,
academic support, prepare
teacher’s curriculum, integrate
Learning styles and inclusion by Gavin
student bodies, create a space reid
for discussion, high interest
level books, student information effective classroom communication
binder, games, pocketbook by Richard churches
https://www.healthknowledge.org.uk>e
Influential language in
f…
classrooms, presentation skills,
cognitive and social https://www.teaching
constructivism: developing tools english.org.uk>inc…
for an effective classroom, FIVE
Giving student feedback, tips to do it right,
W’S principles, theories and
by laura reynolds
methods of effective
communication. https://www.theguardian.com>s...
student participation,
collaborative learning,
socialisation, motivation,
interaction, student resistance,
self consciousness
Education feedback, one on one
conference, have student take
notes, assessment for learning,
ways to give better feedback to
students
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Learning Outcome 4: Be able to use resources for inclusive learning and teaching
Assessment criteria
On completion of this
unit, the learner can:
4.1 Select resources
including new and
emerging technologies to
promote learning in
specific contexts.
4.2 Use resources to
promote learning and
achievement.
4.3 Use ICT to its full
potential in inclusive
learning contexts.
4.4 Critically evaluate the
effectiveness of materials
and resources in the
inclusive learning context.
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Indicative content
New technologies to promote
learning, various other
resources to promote learning
interesting and effective.
Nature of resource,source of
the resource, level of openness
to promote learning and
achievement.
ICT access and usage to its
fullest extent in inclusive
learning contexts
Materials evaluation and
various another resources in
the inclusive learning
Delivery
10 Emerging Educational Technologies and How They
Are Being Used Across the Globe
By Saga Briggs
https://en.wikipedia.org/wiki/Education
al_technology
https://en.wikipedia.org/wiki/Informatio
n_and_communication_technologies_f
or_development
https://www.brookes.ac.uk/services/oc
sld/resources/inclusive_teaching.pdf
http://www.crlt.umich.edu/multicultural-
teaching/inclusive-teaching-strategies
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Learning Outcome 5: Be able to reflect critically on own and others’ teaching to improve on own
practice.
Assessment criteria
On completion of this unit,
the learner can:
5.1 Select criteria for critically
judging the effectiveness of
preparation and teaching and
learning in own and others’
lessons.
5.2 Use reflective tools and
action plans to extend own
development and growth as a
teacher.
5.3 Observe and analyse other
lessons taught by subject
specialists.
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Indicative content Delivery
https://www.nap.edu/read/10024/cha
pter/7#74
Qualities of effective
teacher and
students.Improving
teaching by examining https://www.tandfonline.com/doi/
student learning: outcome pdf/10.1080/0305763930190307
assessment, strengths and
weaknesses of curriculum
and instruction, strategies
The Professional Development of
and methods for formative Teachers — The Potential of Critical
evaluation, Repeated Reflection by Babara Jaworski
Measurements of Student University of Oxford
Learning and Teaching
Effectiveness https://www.sciencedirect.com/sci
ence/article/pii/S0742051X1630071
Teacher development—the place 3
of reflection, The reflective
process for the teacher,
http://www.educationworld.com/a
Extending experiential learning in
teacher professional _admin/admin/admin297.shtml
development
Teachers Observing Teachers: A
Professional Development Tool
for Every School, extending
professional development,
Teachers Observing Teachers"
Models, opportunities
to observe each other when
teaching a set of collaboratively
planned lessons.
Eachobservation .... include
external specialists such as
scientists, researchers, teacher
educators, andsubject specialists
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Learning Outcome 6: Understand language systems and language skills.
Assessment criteria
On completion of this
unit, the learner can:
6.1 Analyse systems and
language skills to meet the
needs of individual ESOL
learners.
6.2 Plan teaching and
learning activities to
develop learners’
understanding and use of
language.
6.3 Critically evaluate
learners’ progress in
language learning.
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Indicative content
Fully interactive and self marking
assessments in reading, writing
and listening.
Odd one out, brainstorming, fill
in exercise, dialogue, etc., Skills
Activitie like, Reading, Writing,
Speaking & Listening and how
the same used inthe class room
effectively.
Ways to measure language
learning progress,
Importance of measuring
progress, basic progress
tracking methods,
Delivery
https://www.bksb.co.uk/
ESL new teachers resource guide by Trish
kerns, marilyn knight mendelson
www.lasc.edu
https://www.teachingenglish.org.uk/arti
cle/context-developing-activities
https://sites.educ.ualberta.ca/staff/olenka
.bilash/Best%20of%20Bilash/fourskills.ht
ml
https://www.smartlanguagelearner.com/
measure-language-learning-progress/
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Learning Outcome 7: Understand professional development and standards of professional practice.

Assessment criteria Indicative content Delivery

On completion of this
unit, the learner can:
7.1 Analyse how own How do beliefs impact teaching, http://drhollygray.weebly.com/blog--
beliefs influence own components of good teaching, reflections-from-the-field/how-do-your-
approach to teaching. What lies in the heart of a great beliefs-impact-teaching
teacher?, Framework for the
analysis of teaching practices
https://www.oecd.org/berlin/435416
and beliefs, Beliefs about the 55.pdf
nature of teaching and learning
Development and learning
https://www.nap.edu/read/9853/cha
7.2 Review own competencies, key findings
about how early cognitive
pter/15#242
development with
reference to theories of abilities relate to learning, Facors
on people’s abilitiy to transfer
language learning and
what they have learned,
learning theory drawing on https://www.skillsyouneed.com/ps/p
Teaching for indepth learning,
feedback from different expert teachers, learning ersonal-development.html
sources. environments.
The Success Principles by Jack Canfield
Maslow’s needs theory,
7.3 Use feedback to developing personal vision,
identify personal and planning your personal
career opportunities. development, starting the
improvement process, recording
personal development,
reviewing and revising personal
development plans.
7.4 Comply with standards
of professional practice. learner has to comply with What
the Code of Ethics maintains and
what does the Standards of
Professional Conduct cover

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List of Learner Resources

Textbooks

 Social learning theory and web based learning environments: A review of research and discussion of
implications by Janette R Hillsong & Richard E. West
 Learning styles and inclusion by Gavin reid
 effective classroom communication pocketbook by Richard churches
 Giving student feedback, tips to do it right, by laura reynolds
 10 Emerging Educational Technologies and How They Are Being Used Across the Globe

 By Saga Briggs The Professional Development of Teachers — The Potential of Critical Reflection by
Babara Jaworski University of Oxford ESL new teachers resource guide by Trish kerns, marilyn knight
mendelson
 ESL new teachers resource guide by Trish kerns, marilyn knight mendelsonThe Success Principles by Jack
Canfiel

Journals

Websites

 lingualearnenglish.com
 https://www.ukessays.com
 https://www.sciencedirect.com>pii
 https://www.ukessays.com
 elliselewisite.blogspot.com>...
 https://www.teachingenglish.org.uk>com…
 https://www.sciencedirect.com/science/article/pii/S1877042815030529
 inservice.ascd.org
 www.friendshipcircle.orghttps://www.tes.com>teaching-resource
 https://www.healthknowledge.org.uk>ef…
 https://www.teaching english.org.uk>inc…
 https://en.wikipedia.org/wiki/Educational_technology
 https://en.wikipedia.org/wiki/Information_and_communication_technologies_for_developme
nt
 https://www.brookes.ac.uk/services/ocsld/resources/inclusive_teaching.pdf

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 http://www.crlt.umich.edu/multicultural-teaching/inclusive-teaching-strategies
https://www.theguardian.com>s...
 https://www.nap.edu/read/10024/chapter/7#74
 https://www.tandfonline.com/doi/pdf/10.1080/0305763930190307
 https://www.bksb.co.uk/
 http://drhollygray.weebly.com/blog--reflections-from-the-field/how-do-your-beliefs-impact-teaching
 https://www.oecd.org/berlin/43541655.pdf
 https://www.nap.edu/read/9853/chapter/15#242
 https://www.skillsyouneed.com/ps/personal-development.html

Other

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