SUBCATEGORIES AND EXAMPLES OF
DESCRIPTORS (EPOSTL)
- Context
1.
Curriculum
g. I can understand
the requirements set in national and local curricula.
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2.
Aims and Needs
m. I can take into
account differing motivations for learning another language.
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3.
The Role of the Language Teacher
b. I can critically assess my
teaching in relation to theoretical principles.
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4.
Institutional Resources and Constraints
d. I can recognize the
organizational constraints and resource limitations existent at my school and
adapt my teaching accordingly.
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- Methodology
5.
Speaking/Spoken Interaction
w. I can create a supportive atmosphere that
invites learners to take part in speaking activities.
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6.
Writing/Written Interaction
e. I can evaluate and select
meaningful activities to encourage learners to develop their creative
potential.
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7.
Listening
k. I can help learners to
apply strategies to cope with typical aspects of spoken language (background
noise, redundancy etc.).
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8.
Reading
f. I can recommend books
appropriate to the needs, interests and language level of the learners.
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9.
Grammar
h. I can deal with questions
learners may ask about grammar and, if necessary, refer to appropriate grammar
reference books.
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10. Vocabulary
c. I can evaluate and select a
variety of activities which help learners to learn vocabulary.
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11. Culture
a. I can evaluate and select
texts, source materials and activities to make the learners aware of stereotyped
views and challenge these.
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- Lesson
planning
12. Identification of
Learning Objectives
j. I can set objectives which
challenge learners to reach their full potential.
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13. Lesson Content
l. I can plan activities which
link grammar and vocabulary with communication.
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14. Lesson Organization
s. I can select from and plan
a variety of organizational forms (frontal, individual, pair, group work) as
appropriate.
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- Conducting a Lesson
15. Using Lesson Plans
t. I can adjust my time
schedule when unforeseen situations occur.
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16. Content
n. I can relate what I teach
to current events in local and international contexts.
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17. Interaction with
Learners
o. I can encourage learner
participation whenever possible.
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18. Classroom
Management
bb. I can take on different
roles according to the needs of the learners and requirements of the activity
(resource person, mediator, supervisor etc.).
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19. Classroom Language
q. I can use the target
language as metalanguage.
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- Independent learning
20. Learner Autonomy
i. I can guide and assist
learners in setting their own aims and objectives and in planning their own
learning.
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21. Homework
v. I can evaluate and select
tasks most suited to be carried out by learners at home.
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22. Projects
aa. I can plan and manage
project work according to relevant aims and objectives.
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23. Portfolios
cc. I can supervise and give
constructive feedback on portfolio work.
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24. Virtual Learning
Environments
z. I can use various ICT
resources (email, web sites, computer programmes etc.).
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25. Extra-curricular
Activities
ee. I can set aims and
objectives for school trips, exchanges and international cooperation programmes.
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F.
Assessment
26. Designing
Assessment Tools
p. I can evaluate and select
valid assessment procedures (tests, portfolios, self-assessment etc.) appropriate
to learning aims and objectives.
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27. Evaluation
ff. I can identify strengths
and areas for improvement in a learner’s performance.
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28. Self- and Peer
Assessment
x. I can help learners to use
the European Language Portfolio.
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29. Language
Performance
r. I can assess a learner’s
ability to produce a written text according to criteria such as content, range,
accuracy, cohesion and coherence etc.
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30. Culture
dd. I can assess the learner’s
ability to respond and act appropriately in encounters with the target language
culture
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31. Error analysis
y. I can analyse learners’
errors and identify the processes that may cause them.
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- Resources
32. Resources
u. I can identify and evaluate
a range of coursebooks/materials appropriate for the age, interests and the
language level of the learners.
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