The Development Courses
The online courses are hosted at one of our sister sites, Developing Courses.com. The courses develop with the experience, needs & interests of each participant, this personalisation means that they are individual courses, each participant exploring & developing at their own rate.
We use Moodle, an excellent course management system, within which to administer the courses, each course having its own password so only the individual participant plus the trainer can gain access.
The central focus on the courses within Moodle is the forum where we set the reading & assignments, & where there may be three or four different threads going on at the same time. Attached to these are a variety of resources. All are very easy to operate in Moodle.
The course consists of the following seven major modules:
1. Starting out
An introduction: an overview of the different areas of the course; attitudes to teaching and learning, an overview of classroom approaches, an introduction to all of the areas mentioned below.
2. The Learner & The Teacher
The Learner :
- history of the learner
- factors affecting learning
- learner needs
- learning styles
- multiple intelligence theory & practice
- learning strategies
- learner autonomy
- classroom management
- instruction giving
- teacher talk
- class interactions
- group dynamics
- the roles of the teacher
- problem solving
- teaching different levels
3. Speaking & Listening
- speaking sub-skills & background theory
- develop v involve approaches
- using drama in the classroom
- correction & the role of the teacher
- listening sub-skills & background theory
- approaches & procedures to the listening skill
- listening materials
4. Language focus & Presentation & practice options:
- an overview of the analysis process
- semantic & pragmatic meaning & checking meaning
- discourse: coherence & cohesion
- grammatical areas e.g. the futures, multi-word verbs, conditionals, reported speech, determiners
- vocabulary – a systematic approach – presentation - materials
Presentation & practice options:
- presentation approaches
- noticing & consciousness-raising
- controlled & lesser controlled practice activities
- correction & the role of the teacher
- the communicative classroom
- considerations when dealing with phonology
- voice quality/setting
- word stress
- prominence (sentence stress)
- intonation – functions x 4 & approaches
- sounds – the phonemic chart
- sounds in combination – weakening, linking, elision, intrusion & assimilation
6. Reading & Writing
- reading sub-skills & background theory
- reading/listening differences
- approaches & procedures to use with reading texts
- reading materials
- writing sub-skills & background theory
- writing/speaking differences
- writing procedures – product v process writing
- writing materials
7 . Evaluation & Syllabus and Materials
- informal testing
- formal test types
- test considerations
- discrete item & integrative testing techniques
- error analysis – background, approaches, identification, description & explanation of error
Syllabus and Materials:
- syllabus considerations
- approaches to syllabus design
- lesson planning - linear v tabular
- the coursebook analysed
- supplementary materials
- adapting & supplementing the coursebook
The Shorter Version
There is the possibility of following half of the course only, module 1, Starting Out, plus a choice of 3 other modules.
The Language-based course
And there is also a two-module course consisting of the Language Awareness & Phonology modules.
In addition to the lessons, workshops, forum & reading, participants are encouraged to keep a teaching journal for the duration of the course. This is integrated into the Moodle application.
There is also a chat module & we also offer the possibility of Skype computer to computer talk.
As a personalised approach is taken, the courses are intended for any level of teaching experience. As the site name suggests, we take a process approach & develop the courses to match the participant.
For those interested in English language teaching but with no actual experience we would start from the basics of the profession. We will help you to discover the nuts and bolts of the profession so that you would have the confidence to enter a classroom and give satisfying lessons to a variety of language level classes. This could also be preparation for a recognised Certificate course.
For the experienced practising teacher we will assume the relevant knowledge of the classroom and materials. This teacher might be one who has no local access to training and/or finds it impossible to devote the necessary time to a face-to-face training course. It is also an appropriate way to prepare for the Cambridge DELTA course.
The courses are very practical in nature as theory is always related to effective classroom practice. Whatever your teaching experience we will engage you in reflecting on the language learning process and provide a interesting and enjoyable journey through English language teaching.
At the end of each course we will send you a letter of completion, together with a course description. As mentioned, the courses are development courses, so they are not recognised as official qualifications in the same way that the Cambridge ESOL CELTA & DELTA courses are recognised.
Each course has a six-month limit, from beginning to end. There are no time limits set on the completion of each module within the six months. On receipt of the fees, a password is sent, giving access to the course.
The fees are payable though PayPal, a very secure online payment system. An account can be created to make payment or a simple credit card payment can be made. If it is not possible to use PayPal in your country of residence, we can supply details for a bank transfer.
For more information about the fees & an application form please contact us firstname.lastname@example.org