1. European Portfolio for Student Teachers of Languages

2. Contents: 1. Introduction 2. A personal statement 3. Self-assessment 4. Dossier 5. Summation

4. 1. Introduction EPOSTL AIMS: REFLECTION ASSESSMENT MONITOR ONE’S PROGRESS RECORD EXPERIENCES

5. PORTFOLIO IN POLAND

6. autonomy oriented, portrays the outcomes (what learners know), unifies teachers’ competence and presents constructivist approach. promotes discussion

7. 2. Personal statement TEACHING METHODS AUTONOMY ONE’S OWN REFLECTION: - Guided reflection - Reflection assisted by other person - Written reflection - Unstructured reflection

8. What are the most important qualities of a teacher ?

9. Reflection

10. Reflection

11. Reflection Guided reflection – set of questions

12. 3. Self-assessment 193 descriptors of competences

13. Self-assesment

14. Self-Assessment EPOSTL’S assumptions are present in syllabi at Polish univeristies, but it is not in portfolio form Portfolio

15. Self-Assessment EPOSTL POLAND ‘I can understand the personal, intellectual and cultural value of learning other languages.’ ‘Student is aware of personal abilities in language learning process’ ‘I can understand the requirements set in national and local curricula.’ ‘I can recognise the organisational constraints and resource limitations existent at my school and adapt my teaching accordingly.’ ‘Student has the preliminary knowledge on teacher’s macroroles and understands its implications for english teaching process.’

16. EPOSTLPOLAND ‘Teacher as: an expert, educator, cultural mediator, evaluator Researcher’ ‘Functions of the contemporary L2 teacher as an expert, educator, cultural mediator, counsellor, evaluator an d researcher ; implications of the teacher’s neuropsychological knowledge for L2 classroom,’ ‘the role of the European Language Portfolio in developing L2 learner language awareness and intercultural communicative competence, action research as the tool of improving L2 teaching practice.’

17. EPOSTLPOLAND ‘I can take into account differing motivations for learning another language.’ ‘I can take into account the cognitive needs of learners (problem solving, drive for communication, acquiring knowledge etc.).’ ‘Student is prepared to diagnose cognitive hemispheric prefernces and numerous pupils’ brains.’

18. EPOSTLPOLAND ‘I can take into account the knowledge of other languages learners may already possess and help them to build on this knowledge when learning additional languages.’ ‘Student take into account the knowledge of other possessed languages that are compatible, e.g. English-Spanish-French.’

19. EPOSTLPOLAND ‘I can take into account and assess the expectations and impact of educational stakeholders (employers, parents, funding agencies etc.).’ ‘Cooperates with other teachers, parents, pedagogues.’ ‘I can recognise the organisational constraints and resource limitations existent at my school and adapt my teaching accordingly.’ ‘Understand the micro and macro roles of teacher’ ‘Microroles- in classroom environment Macroroles- At school, between schools, between school and local authorities.’

20. EPOSTLPOLAND I can locate relevant articles, journals and research findings relating to aspects of teaching and learning. Students use real-life sources that they find by themselves online, e.g. Online tutorials Articles Radio recordings

21. EPOSTLPOLAND Conducting a lesson‘Appropriately and effectively formulates instructions, questions and explanations by using target language’ ‘Create positive atmosphere based on humanistic psychology.’ Lesson Planning ‘Plan a lesson based on communicative attitude with a use of audiovisual tools.’

22. Methodolgy: Speaking

23. Metodology: Speaking Methods used to practice speaking: „ Say it Right” book - it is used during our phonetics lessons - Every single sound is presented there and recorded on the CD attached to the book - contains: vocabulary, sentences, articles, false friends examples,

24. Metodology: Speaking

25. ISSUES STORYLINE

26. Metodology: Writing ‘I can evaluate and select activities which help learners to participate in written exchanges (emails, job applications etc.) and to initiate or respond to texts appropriately.’

27. Metodology: Writing Book: ‘ Issues’ Exercises on: word formation, collocations; articels that give us inspiration

28. Metodology: Listening Language and communication labratory; LCL studio is available to the Faculty of English staff, PhD. students, M.A. and B.A. students.

29. Methodology: Listening Course in phonetics, we use real life sources from NPR, NBC News which present a model General American pronounciation,

30. Methodology: Listening tv series – to imitate particular utterances from the sources we used, gapped sentences,

31. Methodology: Reading: ‘Issues’ ‘Say it Right’ Articles from magazines and newspapers

32. Methodology Grammar Exercises: - paraphrazing, - word formation, - gap filling, - trios – you must find one word that suits all three sentences, - error correction; you need to have 80% to pass each weekly quiz, If you don’t understand grammatical problem, it’s translated to Polish and it allows you to make it clearer, I can use grammatical metalanguage if and when appropriate to the learners’ needs. Visualize grammatical problem, using your imagination it’s easier to learn grammatical rules,

36. phrasal verbs

37. Methodology Vocabulary „Issues”

39. Methodology Culture There is a course in culture: British and American seperately Topics: geography; political system; economy; education; mass media; society; leasure and entertainment;

40. Methodology Culture From EPOSTL: ‘I can evaluate and select a variety of texts, source materials and activities which awaken learners’ interest in and help them to develop their knowledge and understanding of their own and the other language culture (cultural facts, events, attitudes and identity etc.).’

41. Resources Creating your own teaching tool, for example phrasal verbs race; Domino game teaching different verb forms; sentences structure in different tenses Use of different dictionaties, Internet sources: corpus COCA, vocabulary.com, idioms dictionary I can locate and select listening and reading materials appropriate for the needs of my learners from a variety of sources, such as literature, mass media and the Internet.

42. I can select and use ICT materials and activities in the classroom which are appropriate for my earners. I can design ICT materials and activities appropriate for my learners. – online games, quizes I can initiate and facilitate various learning environments (learning platforms, discussion forums, web pages etc.).

43. Lesson planning Ted-ed http://ed.ted.com/http://ed.ted.com/ Encourage students to think critically, autonomously, self-interpretation, reinforce imagination, self-reflections, self-assessment It also applies to teachers’ work.

44. Students know what they are supposed to do throughout the academic year We learn how to cope with lesson planning and content during our internship at school We are taught according to constructive learning method

45. I can vary and balance activities in order to respond to individuals learners’ learning styles. I can take on board learners’ feedback and comments and incorporate this in future lessons. I can involve learners in lesson planning.- storyline

46. I can select from and plan a variety of organisational form – mingling pairs, group work, closed pairs, open pairs,

47. Conducting a lesson Internships at schools Methods encouraging student from the beginning of the class, Preparing exit tickets with issues they haven’t understood.

48. I can create opportunities for and manage individual, partner, group and whole class work. I can make and use resources efficiently (flashcards, charts etc.).

49. Classroom language I can conduct a lesson in the target language. We are encouraged to use target language as much as possible to make pupils pick up a language,

50. I can decide when it is appropriate to use the target language and when not to. ( grammar issues, instructions that students do not understand)

51. Classroom language I can use various strategies when learners do not understand the target language. using gestures, demonstration, description, I can encourage learners to use the target language in their activities- echoing,

52. Independent learning Autonomous learner I can guide and assist learners in setting their own aims and objectives and in planning their own learning. I can help learners to reflect on and evaluate their own learning processes and evaluate the outcomes. I can evaluate and select tasks most suited to be carried out by learners at home.

53. Projects A plethora of various projects carried out by students I can assist the learners in their choices during the various stages of project work. I can assess the process and outcome of project work in cooperation with learners.

54. Assessment I can evaluate and select valid assessment procedures (tests, portfolios, self- assessment etc.) appropriate to learning aims and objectives. I can design and use in-class activities to monitor and assess learners’ participation and performance.

55. Teach students to examine their own data and set learning goals I can identify strengths and areas for improvement in a learner’s performance- feedback

56. I can help learners to set personal targets and assess their own performance. I can help learners to engage in peer assessment.

57. Dosier is a detailed record of teacher’s professional development with a varied content; it includes different forms of evidence of one’s growing competence and expertise.

58. Teacher student decides what is neccessary and significant to include in the dossier Aim of the dossier is to increase self- knowledge and the ability to formulate personal goals.

59. Dossier is not obligatory, it’s encouraged to students but it’s up to you if you follow it. Evidence from lessons you have given – we run teaching diary – in which we write down our observations and opinion on our performance at school – it is checked by didactics teachers and we receive it back for our evaluation.

60. lesson observation notes post-lesson evaluations written by you and/ or others learner tasks produced by you and/ or by others, learners’ work, audio/video recordings of learners working together reflections on particular philosophies of modern language teaching

61. case studies of learners (e.g. older/ younger individuals/ groups; less able/ more able learners etc.) – we did during our didactic course

62. Conclusions Polish universities fulfill EPOSTL assumptions but the word „portfolio” is not present in our syllabi,