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This was the first time that I taught this course. I followed the course content and sources that are used last year. I think the course content and textbook were really effective so I think that the course development was effectively,

The number of students in class was low. Therefore, I did not lecture the class but organised discussions activities where I asked the students to share their experiences that are relevant to this course. At first, I was concerned about the low number of students enrolled in the course. 3 students took this course and one of them could not attend two sessions, so I had only two students in some sessions. This was concerning particularly because the sessions were really long – from 9 to 15:00. However, this did not cause any problem because students were highly active during the sessions. They had rich backgrounds, and this enabled us to have interesting discussions about the topics covered in this course. I did not have any difficulties in motivating students and encouraging them to be engaged in my class. For those reasons, I feel that my sessions were fruitful, and I am happy with my teaching experience in this course.Since there were few students in the class, I did not collect written feedback, but we talked about the effectiveness of this course in our final sessions. The students were happy with this course, and they said that this was a useful course. They seemed satisfied with the way I teach. They liked that I encouraged them to have discussions on how to put theoretical terms into practice. They also liked the articles that I posted to Blackboard. They reported that these articles allowed them to read research on topics relevant to this course. Students were also happy with the obligatory work of this course. They said that these tasks encouraged them to student systematically throughout the term and get better prepared for the final examination. Students raised two negative issues. Firstly, they said that it would be effective if they had my presentations. This would make it possible to follow the lesson more easily and effectively. I did not share my slides because I did not want them to rely on my ppts. I wanted them to read the books and sources that I shared. However, considering student feedback, I will create a student version of my ppts next year and share these with students before the lesson. Secondly, students were not happy with long sessions. They said that it was too difficult to focus on throughout the whole day. Instead, according to them, these sessions should have been a half day long. This is an issue that should be considered by the administrators of this course.

All in all, I was happy to hear that students were positive about taking this course. They said that this course provided them with new perspectives that are relevant to teaching English. Next year, I will do my best to improve the effectiveness of this course by taking into account the negative points that are mentioned by students.

NTNU:TIA:REST

Department of Teacher Education

Institutt for lærerutdanning

Engelsk

Mer om vurdering

Obligatoriske aktiviteter<ul><li>2-4 godkjente innleveringer og presentasjoner</li></ul>Gjennomføring av obligatoriske aktiviteter krever at studenten deltar i undervisningen. Obligatoriske aktiviteter vurderes til godkjent/ikke godkjent og må være bestått for å fremstille seg til eksamen.VurderingHjemmeeksamen, 5 dager

Forkunnskapskrav

30 studiepoeng i språkfaget (engelsk, fransk, spansk eller tysk). Forkunnskapskravet må være innfridd for å starte på emnet.

Faglig innhold

Emnet gir studentene innsikt i en tilnærming til grammatikk som er ment å støtte effektiv undervisning i og læring av strukturer i ulike språk. Emnet vil gjøre studentene kjent med sentrale elementer av grammatikken og slik hjelpe dem til å se sammenhengen mellom underliggende strukturer og språk i bruk. Vanlige problemer som oppstår når språkinnlærere bruker grammatiske strukturer i kommunikasjon vil bli identifisert, samtidig som tilnærminger til undervisning som hjelper til med å oppnå mer presis bruk av grammatiske strukturer i relevante kontekster vil bli gjennomgått.

Kursmateriell

Pensumliste gjøres tilgjengelig før semesterstart. Artikler legges ut før undervisningssamlinger på emnets rom på NTNUs læringsplattform.

Læringsutbytte

KunnskapKandidaten har<ul><li>avansert kunnskap om de grammatiske strukturene det vanligvis undervises i, ulike teoretiske perspektiver på grammatikkundervisning og innhold i læreplaner</li><li>inngående kunnskap om hvordan spesifikke grammatiske strukturer kan bli undervist i spesifikke klasseromssituasjoner</li></ul>FerdigheterKandidaten kan<ul><li>identifisere og analysere vanlige problemer språkinnlærere har og forstå årsakene som ligger bak disse problemene</li><li>kritisk reflektere over sine egne erfaringer innenfor læring av grammatikk og grammatikkundervisning</li></ul>Generell kompetanseKandidaten kan<ul><li>analysere relevante fag- og forskningsetiske problemstillinger innenfor utvikling av grammatisk kompetanse</li><li>anvende sine kunnskaper og ferdigheter om utvikling av grammatisk kompetanse i gjennomføring av et selvstendig prosjektarbeid</li></ul>

Læringsformer og aktiviteter

Forelesninger, diskusjoner og gruppearbeid, presentasjoner.

2-4 godkjente innleveringer og presentasjoner

Pedagogisk grammatikk

Fagdidaktikk

Master i fagdidaktikk

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-       The icebreakers we got introduced to were fun and engaging.  -       We really liked that the professor did physical lectures even though few students could attend, and further accommodated so that the rest of the students could attend digitally. Showing how he as a teacher listened and accommodated our needs as students.   -       The pedagogical grammar book was challenging to read and comprehend at times, and we sometimes experienced a lack of correlation between the assigned reading and the lectures.  -       We liked that the professor responded quickly to emails.  -       We felt included in the class and perceived the learning environment to be positive and good.  -       There was some confusion regarding the obligatory assignment, and we perceived the assessment criteria to be a bit vague and confusing.

Forelesninger, diskusjoner og gruppearbeid, presentasjoner.Obligatoriske aktiviteter2-4 godkjente innlevering er og presentasjoner. Gjennomføring av obligatoriske aktiviteter krever at studenten deltar i undervisningen. Obligatoriske aktiviteter vurderes til godkjent/ikke godkjent og må være bestått for å fremstille seg til eksamen.

KunnskapKandidaten<ul><li>har avansert kunnskap om de grammatiske strukturene det vanligvis undervises i, ulike teoretiske perspektiver på grammatikkundervisning og innhold i læreplaner</li><li>har inngående kunnskap om hvordan spesifikke grammatiske strukturer kan bli undervist i spesifikke klasseromssituasjoner</li></ul>FerdigheterKandidaten<ul><li>kan identifisere og analysere vanlige problemer språkinnlærere har og forstå årsakene som ligger bak disse problemene</li><li>kan kritisk reflektere over sine egne erfaringer innenfor læring av grammatikk og grammatikkundervisning</li></ul>Generell kompetanseKandidaten<ul><li>kan analysere relevante fag- og forskningsetiske problemstillinger innenfor utvikling av grammatisk kompetanse</li><li>kan anvende sine kunnskaper og ferdigheter om utvikling av grammatisk kompetanse i gjennomføring av et selvstendig prosjektarbeid</li></ul>

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Comments to the subject: -       We experienced some lack of correlation between the readings and the lectures. Some students commented that they are confused and not sure what this subject is about. However, for this point there was some disagreement between the students in the class, but as some mentioned this confusion, we felt it as necessary to mention it in this report. -       The students agreed that there was some overlap between thus subject and DID3301. As we only had four and a half days of teaching in each subject (20 days all together), we would have preferred not to use two of days on almost the exact same topic. (This is related to the day we had about multilingualism in DID3302)-       The students are positive to the text assignment. It is good to use a lot of time on reflection. -       The students also liked the “ice breakers” used in the very start of each session. They are inspiring and relevant to grammar. However, the students wish that more time was used on discussing how these activities could be used in the classroom. -       When it comes to the teacher of the course, the students are satisfied and happy that he is available on mail most of the time. -       The learning environment is also good, we have the impression that everyone feels included in the class. -       It is also positive with a lot of activities during the lectures. The whole days of teaching can be a challenge, but the teacher manage to have a diverse teaching which make the learning outcome better.  Further suggestions: -       Better communication between the teachers in the different subjects (refers to the point above about the overlap).-       Would be preferably to spread the presentations over the semester. -       A suggestion is to separate the text assignment into two smaller parts, for example like this: o  Start with an assignment where the students write about their view of learning in the beginning of the semester. o  Later in the semester, write another smaller task where more of the suggested readings are used. o  It will be more natural to use the readings after we have had about it in class and discussed it more. -       The students miss some discussions about parts of grammar which pupils often find hard to understand. How to solve these problems? This should have been discussed more. The lectures should be connected to the aims for the subject. The expectations many of the students had for this subject did not turn out right, as they did not feel like it was so much related to grammar, and also the explanation for the subject gave wrong expectations

Forelesninger, diskusjoner og gruppearbeid, presentasjoner. Obligatoriske aktiviteter
2-4 godkjente innleveringer og presentasjoner. Gjennomføring av obligatoriske aktiviteter krever at studenten deltar i undervisningen. Obligatoriske aktiviteter vurderes til godkjent/ikke godkjent.


Kunnskap
Studenten
-har avansert kunnskap om de grammatiske strukturene det vanligvis undervises i, ulike teoretiske perspektiver på grammatikkundervisning og innhold i læreplaner
-har inngående kunnskap om hvordan spesifikke grammatiske strukturer kan bli undervist i spesifikke klasseromssituasjoner

Ferdigheter
Studenten
-kan identifisere og analysere vanlige problemer språkinnlærere har og forstå årsakene som ligger bak disse problemene
-kan kritisk reflektere over sine egne erfaringer innenfor læring av grammatikk og grammatikkundervisning

Generell kompetanse
Studenten
-kan analysere relevante fag- og forskningsetiske problemstillinger innenfor utvikling av grammatisk kompetanse
-kan anvende sine kunnskaper og ferdigheter om utvikling av grammatisk kompetanse i gjennomføring av et selvstendig prosjektarbeid


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Pedagogisk grammatikk - DID3302