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Please download a Padlet app and a Quick Scan app from your app store

Please scan the QR code and join me

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With a person next to you, discuss the following questions:

1. How long have you taught your course (es) in English?
2. Are you the author of your course (es)?
3. Do you enjoy teaching the course (es)?
4. Who are your students and what are their interests?

Current Affair
http://www.taipeitimes.com/News/taiwan/archives/2018/05/28/2003693869

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Converting existing courses into English (as a medium of instruction)  - Opportunities  

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Converting existing courses into English (as a medium of instruction)  - Opportunities  

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Understand your course (content)
Enjoy the course content - like what you teach
Know your students and their interests
Know your course goals, course objectives and student learning outcomes + communicate these with your students

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Course goal(s), objective(s) and student learning outcomes

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Course goal(s), objective(s) and student learning outcomes

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•A course goal is a broad definition of student competence. E.g.

–Teach competency in critical questioning and analysis.

–Teach problem solving and critical thinking skills.

•A course objective describes what a faculty member will cover in a course. E.g.

–Students will gain an understanding of the historical origins of art history.

•Student learning outcomes a detailed description of what a student must be able to do at the conclusion of a course. E.g.

–Demonstrate graphically and explain how a change in expectations will affect the loanable funds market.

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•Think of one course you teach.

•Write down one course goal, one course objective and one student learning outcome for that course.
•Compare and discuss with your partner. Are these clear to you and your students?

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What do you find most challenging about delivering lectures in English?
What strategies do you use to engage your students in the lectures?

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Challenges of delivering courses in English 

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Challenges of delivering courses in English 

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* Varied level of English among the students in the same class
* The need for varied methodology
* The need to structure the lectures in English

* The need to develop materials in English
* Ensure students understanding of content delivered - student engagement

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Potential Solutions                                                                             Structuring your lecture - stages 

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Potential Solutions                                                                             Structuring your lecture - stages 

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1. Plan your lesson
# Establish your goals for the lesson, lesson objectives and student         outcomes.
# consider your students’ level of English - do they need any support before or during the lesson?
2. Start the lesson with a warmer, discussion, context setting - establish rapport with your students.
# show a video/pictures
# tell a story
# ask what they think about the topic
3. Present the content for the day - key stage of the lesson. Make the lesson memorable for the students.
# Choose activities that suit your students best and/or a particular lesson content
# Vary delivery modes (on-line, face-to-face, blended)
4. Allow students practice the content delivered.
# Think of additional tools you can use to make student experience and lesson delivery more engaging e.g. :

^ encourage devices use e.g. mobile phones and tablets
^ technology and social media use:
# QR codes (QR code generator)
# Padlet.com
# Kahoot.com
# Prezi.com - to substitute PowerPoint
# Quizizz.com
# Facebook.com
# Dictionary.com (on-line dictionaries)
# TED Talks (for listening, critical thinking, discussion)
# podcasts (https://www.fluentu.com/blog/english/learn-esl-english-podcasts/)
^ flip the classroom (concept exploration - video, podcasts, reading)
^ project based learning (PBL) investigation of authentic problems, learning through understanding and discovery

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discovery - learning through doing
5. Review / Wrap - up
# Finnish the lesson with a discussion, a question that the student can ponder when away form the lecture theatre.
# Set up for the following lecture
6. Ultimately - supplement your course with what is widely available to you and COLLABORATE with your peers.

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# Always consider your Teacher Talking Time (TTT) vs. Student Talking Time (STT) - the more opportunities the students get to talk the more engaged they are going to be in the lecture
# Evaluate lesson content and decide if you need to pre-tech content/concepts/vocabulary to ensure you cater for all students (of mixed level abilities)
# Always have a spare activity - in case you underestimate your time for the lesson
# Plan for and find balance between individual and work group during the lectures.
# Ensure your assessments match with content taught.

# Always include concept checking activities/questions in your lesson

e.g. reflecting in groups, what they have learnt, use Kahoot and Quizziz to check understanding of targeted topic areas - which should lead to the design of meaningful and relevant formative assessments

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Which of the ideas presented in the workshop today could you utilise in your own course and how?

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"Designing a course", (20180, Teacher Center, Washington University in St. Louis, USA, retrieved from http://teachingcenter.wustl.edu/resources/course-design/designing-a-course/

"Examples of Learning Outcomes", 2018, Centre for Teaching, Support and Innovation, University of Toronto, Canada

J. Pierce, et al (2015), "CHALLENGES OF ADAPTING ENGLISH MEDIUM INSTRUCTION INTO THE SPANISH UNIVERISTY CURRICULA AND SOME NOVEL SOLUTIONS: TECHENGLISH" Universidad Politécnica de Madrid, SPAIN, retrieved from http://oa.upm.es/42361/1/INVE_MEM_2015_227808.pdf

Po-Hsuan, W.  & Hetherington, W. (2018), "Ministry to push courses in English", p.2, Taipei Times, retrieved from: http://www.taipeitimes.com/News/taiwan/archives/2018/05/28/2003693869