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TASKS AND

GRADES FOR MET 5


L e a r n i n g Te a c h i n g
Class Grades
(0 – 2 equivalent to Objectives)

Video Class Participation


Recognition in tasks

Material
Identification and Use

Effective Focused
communication Class Observation
(Advanced/YSP)
Other grades
Portfolio (0 - 3)
(folder with all written work from class tasks)

Demo Class (0 – 3)

Final Written Exam (0 – 4)


(written test from the office)
ELTeach courses
 Starting in MET3, trainees will take an ELTeach course online. They should
have selected one of the following courses at the beginning of the program:
• English-for-Teaching: Provides the trainee with the specific classroom
language needed to teach confidently in English.
• Professional Knowledge for Teaching: Focuses on giving the trainees the
professional knowledge required to make decisions about their work in
and out of the classroom.
 Please provide assistance to trainees when needed and make sure they are
making progress in the course they selected. (You can find a Guided Tour and
other guides at Virtual Icpna -> Documents)

 There is no specific grade assigned for taking this course.


Video Recognition
 Participants are shown a grid/list where they check if they can identify
different elements discussed in class in a selected video segment. The items
you give them can be written on the board and participants can record their
answers on a slip of paper to be collected later. You can do one with them so
they can get familiar with the activity and then use another one for grading.
Participants may identify seating arrangements, skills taught, correction
techniques, etc. The results can be used as a springboard for further
discussion, too.
 To this purpose you can use 3 video materials:
(1) Shaping the Way we teach videos in Virtual ICPNA
(2) Other videos of your choice
Sample (Unit 4)
Check the statements (yes/no) based on what you see
on the video segment:

1. Class activities take care of different ‘sensory preferences’


2. Class activities focus on ‘multiple intelligences’
3. Teacher asked learners for feedback
4. A part of the lesson was dedicated to learner training
Class Participation in Tasks
Participants are assigned a grade based on the quality and
quantity of their contribution/performance in book tasks or other
additional task (application/practice) provided by the teacher.
Effective Communication
(ability to use English to convey message clearly)

Participants are assigned a grade based on their effectiveness


and appropriateness in using language for all different tasks.
Focused Class Observations (Advanced/YSP)
 The purpose is to provide trainees with the opportunity to see a real class
within an EFL context. Depending on the topics/skills covered in the
current MET course, a relevant observation task must be assigned.
Trainees are to observe one/two entire sessions. Please make the
arrangements with the coach in charge. These arrangements will be
based on the availability of the courses in your site.
 Please bear in mind that the purpose is for trainees to benefit from
seeing a real class, not to supervise it or evaluate it. A special effort must
be made to avoid making the teacher and class observed uncomfortable
in any way. Trainees are to be advised accordingly to be the least
intrusive they can, but the most polite, grateful and understanding.
Teachers to be visited may be let known in advance. Trainees can write a
short composition (1 or 2 paragraphs) to be filed in their portfolio based
on the observation tasks.
Sample tasks: What is the most challenging aspect you find about
teaching this level? What can be done about it?
Material Identification and Use
 Trainees are expected to search for and identify teaching
materials that relate to the themes of the course.
 Besides presenting the materials, trainees will have to explain
how these materials relate to the concepts that they have been
studying and why they find them to be effective. This work
should be presented in written form.
 Please make sure to give students a short list of specific themes
you would like them to focus on, as well as adequate guidelines
for the preparation of their reports.
Portfolio
 Written products from tasks such as summaries, reflection
paragraphs, material design, lesson plans, test items/test
designs, collected information from the web, etc. are to be
archived in a trainee’s portfolio.
 This will serve as the evidence of the trainee’s relevant artifacts
and ongoing learning progress. Please assign an overall grade
based on the quality and quantity for all the work done by the
trainee along the course. Portfolios are kept by the trainee.
Demo Class
 The demo class seeks to give you evidence that the
trainees are able to:
(1) plan a coherent class
(2) conduct effective instruction.

 Please assign a relevant area (speaking, communicative


activity, etc.) for trainees to prepare and give a demo class.
Evaluate depending on the aims of the course. There must be
at least two tasks so you can see the transition. Based on the
number of hours in the Suggested Teaching Schedule,
allocate reasonable time for individuals, pairs or small groups
to perform in front of the class.
Final Written Exam
 Formal written evaluation is done through the official
standardized final written exam from the office.
 The exam focuses on testing:
(1) Knowledge and understanding of the relevant TEFL topics
covered
(2) Their practical application for a class. The exam uses
different assessment formats (charts to complete, true-false
sections, sample activities from real textbooks to specify
class procedures, etc.)