TTT Intensive Training Certificate
To help teachers achieve excellence in their skills, knowledge, awareness and attitude in relation to contemporary English Language Teaching and Learning through a highly interactive and developmental program.
For teachers to
improve their own English language accuracy and fluency for the classroom
increase their awareness and knowledge of international cultures to enable greater student adaptability in international academic, work and social contexts
improve their skills in applying a more communicative approach to their teaching, including Task-based Language Learning, in order to build students’ communicative ability and fluency
broaden their ways of presenting and practicing new language in a meaningful way
gain techniques for the classroom management of primary and secondary learners
develop techniques for building reading and speaking skills through phonics
enhance their techniques for the use of songs, games, stories and audio-visual and IT resources in the primary classroom
develop skills for using formative assessment to promote language learning
increase their understanding of spoken English exams and how to prepare students
reflect on lesson planning and delivery
reflect on the use of a range of techniques and activities
Teachers will be trained over a total of six days per year in groups of either:
Primary teachers, or
Teaching methodology input and Micro-skills teaching practice
Teachers will learn from instruction, from ideas, from analysing their own teaching and from inspirational examples. Input sessions are highly interactive and utilize loop input as well as a range of unique training techniques. Input is supported by PowerPoint presentations, and handouts will be provided for each training session. More than half of each training will be dedicated to practical techniques in micro-skills teaching practice, where teachers try out a short sample of the kind of teaching that is focused on in the training with a small group of peers. The trainer first demonstrates or models a teaching technique, such as drilling or giving instructions. The teachers are then put into groups and take turns playing the role of the teacher, with the others in the group acting as students.
Train The Teacher delivers demonstration lessons for each group at two training sessions per year. The trainer will base the lesson around an appropriate text, and provide the lesson plan. As they watch, teachers will complete observation tasks, and the lesson will be followed by a group discussion. Teachers are encouraged to try out the lesson in their own class as part of the Independent Professional Development tasks.
Independent professional development tasks
For increased effectiveness, teachers are asked (but not required) to complete a number of independent professional development tasks between the training sessions. These follow-up and preparation tasks will be closely related to the training sessions and compiled in the teachers’ Professional Development Portfolio. These portfolios are regarded as providing very good records for the benefit of the individual teacher and the school.
Tasks will be of a practical nature and include:
Teaching and reflection tasks
Peer observation tasks (both observing and being observed)
Language and recording tasks
Lesson planning tasks
Resources and Materials tasks
These will be given twice a year. The lessons will match the level of the lesson at which students are being taught.
Demonstration lesson tasks for teachers
Tasks will match the level of the lesson and the competence of the teachers. The level of analysis and comment will increase with each year of the program and reach the level of lesson analysis expected on an international training certificate course.
Improving classroom management
Management will progress from control of the class and instruction giving to generating scaffolding and promoting formative assessment. It is expected that some aspects of management will need repetition for perfection.
Improving students’ communicative ability and fluency
Initial exposure to the fundamentals of communication such as task setting and interaction patterns will be supplemented by increasing skills in tasking that builds both accuracy and fluency.
Using drama for language learning
Basic principles such as body language and voice dynamics will progress to student understanding of whole texts and enacting plays in English for family and school.
Using games to promote language learning
Initial awareness of the significance of play in the learning process will progress to awareness of how to generate natural language use in a student-centered learning environment.
Using songs & chants to promote language learning
Early tasks such as repetition of songs and chants will progress to using these for performances. Use of songs and chants for developing lexis and grammatical awareness will progress to students writing their own.
Using phonics to build reading and speaking fluency
Fundamentals of phonics awareness in a systematic synthetic system will lead to developing reading skills and extensive reading programs.
Preparing students for spoken English exams
Principles of assessment will be explored initially, progressing to a full awareness of exam syllabus and techniques required for exam success.
Using formative assessment to promote language learning
The principles and examples in the New Curriculum Amendments 2012 will be used to build understanding of the concept. Instruction and practice following sample tasks will build to teachers using formative assessment independently.
Using task based language teaching
The rationale for TBL will be reviewed and exemplified in multiple examples of how this is utilized in Chinese and international course books.
Teaching about international cultures
In keeping with the Curriculum requirements for cultural awareness, teachers will be taught the principles and practical differences that identify different cultures. These will be exemplified in increasingly specific tasks.
Using software in language teaching and learning
Theory behind the use of software and its impact on learning will be followed by critical analysis of software available for learning. Practical techniques with increasing levels of sophistication will be identified.
Improving teacher language: accuracy and fluency
Underlying issues in the influence of Chinese on English fluency will be explored through contrastive analysis. Teachers will do increasingly nuanced tasks on identifying language that is both accurate and appropriate.
Preparing teachers for the spoken English exams
Teachers will be exposed to the requirements of the exam and given specific practice to build the accuracy and fluency that is tested.
Building teachers’ understanding of teaching theory
The works and ideas of educational theorists such as Piaget and Vygotsky will be examined with greater detail, leading to an awareness of the effects of these theorists on contemporary methodology.