Target Audience
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| • |
Experienced native and non-native teachers.
- Upper Primary (12 +)
- Secondary school teachers
- Teachers of Adult Learners
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| • |
Teachers of other subjects than English who are interested in the practical
application of psychology. |
| • |
You need an upper intermediate to advanced level of English to follow this
course successfully. |
Please note that this course is not designed for teachers of Young
Learners (under 12)
Course Summary
This highly intensive methodology course explores how different types of
psychology affect our classroom practice. We will examine practical classroom
techniques and activities and also look at our understanding of the
psychological back ground to them and how this informs and influences our
teaching style and methodology.
Programme of the training activities
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| • |
Introduction to the four psychological models: Behaviourism, Cognitive
Psychology/Constructivism, Humanism and Social Constructivism. |
| • |
Ways of drilling, activities for repeating and recycling language. |
| • |
Humanism |
| • |
Introduction to the Lexical Approach and Spoken Grammar |
| • |
Language Across the Curriculum (LAC) |
| • |
Learner training and learner differences |
| • |
Role of creativity and self esteem |
| • |
Motivating your students, assessment and feedback. |
| • |
Introduction to Neuro-Linguistic Programming (NLLP) and the Theory of Multiple
Intelligences (MI) |
| • |
Teaching culture and teaching about culture, tolerance |
| • |
Introduction to The Silent Way |
| • |
Instant theatre, elements of drama and Psychodrama |
| • |
Blended Learning |
Description of training content:
Preparation
Each applicant to send in action plan 4 weeks before the course outlining hopes
and objectives for achievement as a result of attending this course.
Objectives
This course aims to provide the participants with opportunities to revitalise
their knowledge and use of English and to reinforce their confidence in using
the language
Expected results
As a result of attending this course, the participants will be more
knowledgeable, confident and fluent users of English.
Is this the right course for me?
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 |
| • |
Yes - if you want to reflect on your own teaching and broaden your range of
classroom techniques and approaches. |
| • |
Yes - if you want to approach psychology from an immediate, experiential
perspective. |
| • |
Yes - if you want to learn how psychology can enhance your own creative
abilities.
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 |
 |
If this is not the course for you, please consider one of the following:
Programme of the training activities day by day:
Please note this is an example of a daily programme. Course content may often be
usefully adapted to incorporate the needs of each specific group.
Week 1
| |
Monday |
Tuesday |
Wednesday |
Thursday |
Friday |
| AM 9.30-10.30 |
Group bonding |
Behaviourism |
Humanism |
Spoken Grammar |
Individual Differences: Learner thinking |
| 11.00-12.30 |
Needs analysis and goal setting |
Cognitive Psychology |
Psycholinguistics: Lexical approach |
Ways of drilling |
Individual Differences: Learning strategies |
| PM 14.00-15.30 |
Psychology for language teachers |
Social constructivism |
Theories of Motivation |
Memory |
Review of week and feedback |
Week 2
| |
Monday |
Tuesday |
Wednesday |
Thursday |
Friday |
| AM 9.30-10.30 |
Individual Differences: Multiple Intelligences |
Languages across the curriculum |
Self-esteem |
Blended Learning |
Group project |
| 11.00-12.30 |
Task based Learning |
NLP |
Creativity |
Teaching culture |
Feedback on group project |
| PM 14.00-15.30 |
Repetition and recycling |
Assessment and feedback |
Silent way |
Psychodrama |
Final feedback and farewells |
Recommended reading: Please note it is not necessary to buy these books
or bring them to the course:
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 |
| • |
“Expertise in Second Language Teaching” ed. Keith Johnson (Palgrave) 2005 |
| • |
“Psychology for Language Teachers” M. Williams & R. Burden (CUP) 1997 |
| • |
“Affect in Language Learning” J. Arnold (CUP) 1999 |
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