Supervised Observation (Second Language) (EDUC90096)

Students undertake placements totalling 22 days of supervised observation and program involvement in settings relevant to their language teaching. This includes observation of teaching in the target language, both spoken and written; the design, implementation and evaluation of lessons and units of work for students at a variety of language levels, the adaptation of existing materials and development of original work to meet student needs and interests; the assessment and reporting of students' language development; the establishment of collaborative relationships with other staff members and the wider school community. Learning includes self-reflection and critical evaluation of links between this observed practice, and the knowledge base of additional language teaching. 

NOTE:

• This subject has a TESOL or Modern Languages/LOTE focus, according to the course within which the student is enrolled. 

• This subject has a quota and places are limited. Students must meet all prerequisites, including a current average of H2A (75%) or above. Students who do not meet this requirement will be removed from the subject and will need to select an alternative elective. Eligible students will be contacted by the Faculty of Education Academic Support Office by the end of the first week of the Semester to discuss placements.

• Due to the nature of this elective subject, students are encouraged to carefully consider the ability to commit to the in-person off-campus placement requirements before enrolling. Students can contact the course coordinator to discuss alternative elective subjects that do not include placement, but which are still beneficial to the program of study. 

Intended learning outcomes

On completion of this subject students should be able to:

• Explain how planning supports teacher implementation of classroom strategies in practice, and evaluation on whether lesson outcomes were achieved
• Argue how examples of practice reflect a reliable model of target language instruction (both spoken and written) in ways appropriate to the classroom and student's level of proficiency
• Reflect on how teacher's assessment of student language development informs the teaching cycle, and its impact on subsequent planning
• Evaluate resources used to inform teacher practice and support student learning
• Evaluate and defend their own professional development from the observation of others
• Successfully interact with others as a professional colleague within the wider school community.

Generic skills