Participantâ ™s Manual

Participant’s Manual
Teaching English
in the New Context
(basic secondary education, grades 5-9)
www.britishcouncil.org
www.britishcouncil.org 1
9 Foreword
Foreword
This manual will navigate you along the way of professional development according to the ‘Teaching English
in the New Context. Grades 5-9’ in-service teacher training programme and the course of the same name.
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The programme and course contribute to further development of your professional competences in the
context of the NUS reform.
Overall objectives
Guides
By the end of the course you will be able to:
• deepen your knowledge and understanding of the Ukrainian education reform concepts
• explore ways of ensuring the quality of foreign language education and equal access to it, as well as
various aspects of the implementation of the principles of partnership pedagogy and the introduction
of a competency-based approach to education
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• improve the ability to navigate in the modern information space, receive information and process it in
accordance with your own professional needs, effectively use information and communication
technologies
• consider the tools for further professional development through reflection on your own professional
practices and cooperation with other teachers
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• deepen your awareness of the role of the teacher as the facilitator of learning
• investigate your own teaching beliefs and attitudes in relation to 5-9th graders
• identify the major differences between primary learners and 5-9th graders
• recognise the differences in the expected outcomes and the content for primary and 5-9th grade
learners as stated in the National Standards and the Curriculum
• analyse and evaluate ways of developing students' thinking skills according to Bloom's taxonomy, as
Module 2
well as conditions for developing core skills
• plan learning/teaching towards learning outcomes and map context, communicative language skills,
language functions, core skills, modes of interaction and materials
• simulate situations that encourage deep learning and information processing, effective questioning and
the use of core skills in learning a foreign language
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• examine various aspects of learning/teaching
• scrutinise the concept, principles, strategies and recognise the value of assessment for learning.
Certificates and success factors
Successful completion of the programme is endorsed by a certificate issued jointly by the Ministry of Module 4
Education and Science of Ukraine, the British Council Ukraine, and the regional in-service teacher training
institution. The certificate adds 2 credits (60 hours) to your professional development and is recognised by
educational authorities and attestation boards.
Module 5
To qualify for a certificate, you are expected to:

• complete 100% of the self-access course
• participate meaningfully in all forum discussions
• attend and fully engage in 100% of live sessions
• do all the portfolio tasks.
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The success of your learning on the Programme entirely depends on how fully you engage in the course
activities, how effectively you collaborate with peers, how deeply you process course materials and
additional resources, how accurately you complete the course tasks, how meaningfully you contribute to
forum discussions.
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9 Programme
Foreword
components
Teacher development programme “Teaching English in the New Context. Grades 5 – 9” is designed for
Components
7 weeks and integrates the following components:
• self-access course (individual asynchronous mode)
• moderated forums (group asynchronous mode)
• live sessions (group synchronous mode)
• reflective portfolio (individual asynchronous mode).
Guides
Your facilitators will communicate the timetable to you in due course.
Self-access course
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The self-access course is done on the British Council Online Teacher Community (OTC) platform. The British
Council has sent you relevant instructions on how to join the platform. A tutorial on the platform will guide
you on how to access course materials and how to process them effectively.
The course consists of five modules. Each module takes about three hours and offers a good balance of
Module 1
theory and practice. The module topics are listed in the Course content section.
Moderated forums
Your facilitators will invite you to participate in forum discussions where you will be able to express your
Module 2
views, share ideas, reflect, ask questions, etc. Discussions take place on the OTC platform and are
moderated. A tutorial on the platform will instruct you on how to find and access forums.
Forum discussions relate to the course content and will help you to establish connections between your
backgroud knowledge, new learning and your current professional context.
Module 3
You are expected to participate comprehensively in all the discussion threads. The Forum guide will help
you to contribute meaningfully to discussions.
Live sessions
Live sessions will run on Zoom. Your facilitators will communicate the timetable and session links to you in Module 4
due course. The live session topics are listed in the Course content section.
Under favourable conditions, live sessions can be delivered face-to-face. In this case, the venue for the
Module 5
sessions is selected by regional INSETT teacher educators together with facilitators.
During live sessions, you will engage in various activities, reflect on your experience and teaching practices,
construct your own knowledge in a variety of interaction modes. Some of the activities/tasks will be done
asynchronously to give you a taste of flipped learning.
Module 6
Zoom house rules will help you to make your participation in live sessions appropriate.
Module 7
Foreword
Reflective portfolio
A reflective portfolio is a collection of writings that summarise your insights and experiences gained from
Components
theory and practice.
Your reflective portfolio is located on the OTC platform. A tutorial on the platform will advise you on how to
access your portfolio and on the opportunities it provides. The portfolio is linked to your personal account
on the OTC platform and does not allow any unauthorised access to your portfolio entries.
Guides
The Reflective portfolio guide will give you some tips on how to make you portfolio useful for your
professional development. There are also portfolio tasks at the end of each module in the ‘Self-assessment,
reflection and further professional development’ section.
Pre-course tasks
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Your facilitators will have already contacted you about the course details and instructed you to do the pre-
course tasks. Remember! The pre-course tasks are mandatory.
Module 1
Before the actual start of the course, please do the following:
• Do the pre-course self-assessment survey (the link is on the OTC platform).
• Get acquainted with Zoom house rules.
• Familiarise with Zoom top tips https://www.facebook.com/watch/?v=299012798160708
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Module 3
Module 4
Module 5
Module 6
Module 7
9 Guides
Foreword
Components
Zoom house rules
• Ensure that you have a clean, work-appropriate background. This will reduce the chance that
participants will get distracted. Attend the course from a quiet area that has minimal background noise
and movement.
• Position yourself so that most of the light is coming from in front of you (behind your monitor), instead
Guides
of behind you. If you have a window behind you, shut the blinds. Otherwise, you will be backlit.
• Turn up a few minutes before the appointed time of the meeting. Zoom may take some time to open.
• Position yourself so the camera is seeing you from the chest or waist up, instead of just seeing your
face. This is more natural for the viewer and is especially beneficial if you tend to gesture a lot.
• Mute your microphone when you are not speaking. It’s human nature to chip in and make supportive
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(or not-such-supportive) noises, but that can interrupt the flow of the speaker.
• Put your hand up if you want to speak. Zoom has a facility to do this. Look for it on the screen.
• Use Zoom’s chat function which allows you to ask questions or comment on something while the other
person is speaking. You can send a question or statement to everyone or privately to a participant. This
means you’re not interrupting and can return to the comment later.
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• Share your screen if you’re talking about a document, a picture or a design, but, first, ask the
host/facilitator to allow you to do so.
• Look into the camera when speaking instead of looking at yourself on the screen. This gives other
participants the impression that you are looking at them rather than off to the side. Be sure to position
your web camera and monitor at eye level so you can look into the camera and simulate eye contact
with others.
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• Think about your actions on camera. Always remember that everyone can see you. Someone is
watching as you take a big, wide-mouth yawn, stretch, or wander around the room. These movements
are distracting to the audience and can be disruptive to the speaker.
• Refrain from multitasking, even though it’s tempting to check your e-mails, browse the Internet, play a
game, etc. You may miss something important.
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Module 4
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Module 6
Module 7
Foreword
Forum guide
Forum aim
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to engage in discussions on the OTC platform around professional topics in accordance with the teacher
development programme “Teaching English in the new context. Grades 5-9”.
Forum objectives
Guides
In the forums, you will be able to:
• explore your insights into learning/teaching
• express your views, share ideas, reflect, ask questions, voice concerns
• demonstrate your learning on the programme “Teaching English in the new context. Grades 5-9”.
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Preparation
• Watch the forum tutorials on the OTC platform.

• Familiarise with the Forum guidelines.
• Follow your facilitator’s instructions.
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Netiquette. General guidelines
• Be kind and professional. Conduct yourself in an online discussion with the same respect, politeness
and professionalism that you would exhibit in real life. Avoid dominating any discussion.
•
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Set a respectful tone. Use respectful greetings and signatures, full sentences and “please” and “thank
you” as you use in real life.
• Stay on topic. Irrelevant links, comments, thoughts or pictures spoil the discussion thread and can
distract other participants.
• Read first. Before posting your question or a response to a discussion board, check if anyone has asked
it already and received a reply.
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• Refer to a post. If you refer to something your peer said earlier in the discussion, quote just a few key
lines from their post so that others won't have to go back and figure out which post you're referring to.
• Respect the opinion of your peers. If you feel the need to disagree, do so respectfully and acknowledge
the valid points in your peer’s argument. Make sure your answer is accurate.
• Be brief. If you write a long dissertation in response to a simple question, it's unlikely that anyone will
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spend the time to read through it all.
• Avoid YELLING. Typing in ALL CAPS will look like you are screaming/shouting.
• Avoid sarcasm. Avoid writing anything that sounds angry or sarcastic even as a joke, because without
hearing your tone of voice, your peers might not realise you're joking. Sarcasm or a joke can come
across as off-putting or rude.
•
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Be forgiving. If your peer makes a mistake, don't badger him or her for it. Just let it go.
Participating in discussion forums
Social forum
Discussion 1.
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Respond to your facilitator’s welcome message by introducing yourself and replying to any specific
questions.
Discussion 2.
In response to your facilitator’s starter message, express your expectations for the teacher development
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programme.
Foreword
Coursework forums
Join the forums to engage in discussions around professional topics in accordance with the teacher
development programme “Teaching English in the new context. Grades 5-9”.
• Respond to your facilitator’s starter message in the relevant discussion thread by expressing your
Components
views.
• Reply to one or more contributions from your peers by commenting on their ideas: supporting,
agreeing, disagreeing, asking for clarification, voicing concerns. Note, that it is not necessary to reply to
every contribution.
• Explain your reasoning when expressing your ideas or commenting on your peers’ posts. Remember
that simple replies like ‘I agree’, ‘I disagree’, ‘I like your idea’, ‘Thank you’ are not acceptable.
Guides
• In your posts, it is important to make connections to the course materials and resources.
• Make sure to respond appropriately to anyone who replies substantively to any of your posts.
• Forum discussions are limited in time. As soon as the forum discussion is summarised by your facilitator
or an appointed participant, no more posts are expected.
• Please note that your participation in forum discussions counts towards your overall learning on the
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programme and qualifying for the certificate. To be successful, you are expected to respond to the
facilitator’s starter message and at least two posts from your peers in each of the discussion threads of
every forum.
Summarising a discussion
Module 1
If you volunteer or are appointed to summarise a forum discussion, you may benefit from the guidelines
below.
A forum discussion summary

• highlights the noticeable points made by individuals in the discussion, and presents them in a short and
Module 2
comprehensible form
• shows that you have actually read the posts
• is a resource in itself. Your facilitator might want to produce a PDF or other version of your forum
summary and store it in an easily accessible place. You and your peers can make use of the forum
summaries for review or revision purposes.
Module 3
A few tips
• Make sure you summarise the whole discussion thread. Include all the pertinent and insightful points
made in the discussion.
• Use contributors’ names discreetly especially when participants express opposing views. A bullet point
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list of the main points made in a discussion may sometimes suffice.
• A discussion forum summary does not always need to be purely discursive text or a series of bullet
points.
• You can employ a variety of summary models. The choice will depend on the character and content of
the discussion, the OTC platform functionality for forums, your digital skills.
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Sample summary models

• a mind map of key points
• tables, with and without images
• a word cloud of key words/points
• graphs or charts if appropriate
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• participants’ names as the organising principle of the summary.

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Foreword
Sample phrases for discussion forums
Introduction Summing up
Let’s begin/start with … . To sum up, … .
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Let me start with … . To conclude, … .
Let’s discuss … first. To summarise, … .
Taking everything into consideration, … .
I can suggest the following … .
I believe the most important is … .
We agree on the following … .
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Agreeing Disagreeing
I agree that … . I don’t think … .
I agree with (name) that … . I don’t believe that … .
I must admit that … . I wouldn’t say that … .
I totally/fully/partly agree. (Name) is right up to a point.
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Exactly! That’s a matter of opinion.
Absolutely! I can see (name’s) point, however ... .
That’s exactly my view. (Name) said that … . I don’t fully agree because … .
I think (name) is right, since … . (Name) said that … . However, in my opinion … .
That’s worth thinking about. I can't fully agree with what (name) said about … .
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Perhaps we could consider an alternative solution.
Expressing opinions Asking for opinion or clarification
I think … . Do you agree?
I believe … . Do you share my point of view?
In my opinion/view .. . What do you think?
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As far as I know … . What’s your opinion?
I’m convinced that … . What do you mean?
The way I see it … . What are your ideas?
It’s a fact that … . What are you trying to say?
I’ve never come across the idea that … .
Providing evidence and reasoning
Module 3
This is due to ... . An example can be seen ... .
Because ... . (Author's name) states that ... /suggests ... .
What I mean by this is ... . Statistics from (give a source) indicate ... .
Since … . In his/her article, (author’s name) argued that … .
Owing to … . That may not always be the case because ... .
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This can be seen by ... . That's not necessarily always correct because ... .
For instance/For example ... . I thought (name) meant that ... . Module 5
Module 6
Module 7
Foreword
Self-assessment, reflective portfolio and development intentions guide
Self-assessment
Components
The self-assessment section after each module provides you with an opportunity to self-assess your
achievements during the course. It offers ‘can do’ statements based on the content of the relevant module.
Here, you can identify the level of your confidence in the given area.
Guides
A reflective portfolio is a collection of writings that summarise your insights and experiences gained from
theory and practice. It can take any form as long as it allows you to explore your own learning process and
express your personal perspectives, opinions and feelings. It is expected to provide a summary of your
engagement with the course of study.
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The reflective portfolio can include:
• Journal entry – This can be a brief summary of the tasks you have done, critical reflection on the
knowledge and skills those tasks helped to develop, analysis of any situations that appeared
Module 1
challenging, as well as any professional insights.
• Sample of your work – This can be a sample that reflects your best practice, e.g., a lesson plan or an
activity. This can also serve as evidence of achievement.
• Critical incident report – This can be an analysis of either positive or negative experiences which
promoted professional development. You are expected to reflect on the ways that such incidents
encouraged new skill development or enhanced understanding of course material.
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• Personal statement – This is an opportunity for you to summarise your learning, i.e., your newly
developed skills, professional beliefs and attitudes. You can state what kind of practitioner you are at
the moment and what kind of practitioner you aim at.
Write your portfolio piece in MSWord document and upload it to your Portfolio on the OTC platform. A
Module 3
video tutorial on the platform will help you.
Your facilitators may ask you to post extracts from your portfolio to your group collaborative space for
further discussions.
Professional development intentions
This section is a space for you to identify areas for further professional development and plan your Module 4
development intentions, e.g., skills to develop/improve, resources to explore, events to attend,
ideas/activities to try out. Driving questions will help you out.
Module 5
Write your plan in MSWord document and upload it to Development plans on the OTC platform.
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Module 7
9 Course content
Foreword
Module Unit Time (1 hour =
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60 minutes)
1. Introduction to the 1.1 Welcome. Teambuilding. Group professional 1
Programme profile. Live session.
1.2 Programme overview. Introduction to the British 1
Council OTC platform. Live session.
Getting started. OTC self-access module. 3
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Getting started. OTC forum. 1
1.3 Professional reflection as one of the principles of 2
successful education reform. Live session.
2. Understanding 2.1 Comparing learners. Live session. 2
learners and their 2.2 Understanding differentiation. OTC self-access 3
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learning preferences module.
Understanding differentiation. OTC forum. 1
2.3 Teaching implications. Live session. 2
3. Managing the 3.1 Understanding standards and curricula. Live 2
educational process session.
Module 1
3.2 Conceptualising core skills. Live session. 2
3.3 Contextualising learning and teaching. Live session. 4
3.4 Understanding lesson planning. OTC self-access 3
module.
Understanding lesson planning. OTC forum. 1
Module 2
3.5 Understanding lesson management. OTC self- 3
access module.
Understanding lesson management. OTC forum. 1
3.6 Special dimensions of planning. Live session. 4
4. Assessment for 4.1 Understanding assessment for learning. OTC self- 3
learning access module.
Module 3
Understanding assessment for learning. OTC 1
forum.
4.2 Formative (for learning) and summative (of 2
learning) assessment. Live session.
4.3 Assessment for learning – principles and strategies. 2
Module 4
Live session.
4.4 Learner reflection. Live session. 2
5. Developing 5.1 Selecting coursebooks and activities. OTC forum. 2
communicative Coursebook analysis in terms of the external
language skills context. Live session.
Module 5
5.2 Selecting and evaluating resources outside 2

coursebooks. Live session.
6. Teaching blueprint 6.1 Contextualising curriculum topics. Live session. 8
7. Course feedback and 7.1 Reflection on the course: key learning points, areas 2
round-up conference for further development, general impressions. Live
session.
Module 6
Total 60
Module 7
1 Introduction to the
Foreword
Programme
Components
1.1 Social OTC forum.
Guides
This is a moderated forum consisting of two discussion threads. Thread 1 is for getting-to-know facilitators
and participants. Thread 2 is for exploring your expectations for the course.
Your facilitators will post starter messages in both threads for you to respond.
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Welcome. Teambuilding. Group professional profile.
1.1 Live session.
Module 1
Your facilitators will guide you through the session procedures.
During the forum discussions and this session, you will learn more about your facilitators and peers.
You will also create your group professional profile.
Module 2
Programme overview. Introduction to the British Council
1.2
Module 3
OTC platform. Live session.
During the session, you will:
Module 4
• explore programme details
• share your expectations for the course
• get initial orientation to the OTC platform.
Module 5
1.2 Getting started. OTC self-access module.

Module 6
This is a self-access OTC module for your individual work. It consists of the following units:
Unit 1 – Finding your way around
Unit 2 – Studying online successfully
Unit 3 – Building learning through reflection.
Module 7
Foreword
You will:
• find out how to access learning content, create your profile and check progress
• identify the success factors in online learning, connect online and communicate effectively with other
teachers
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• deepen understanding of the importance of reflective practice and use a variety of tools to reflect on
your learning.
Guides
1.2 Getting started. OTC forum.
This is a moderated forum based on ‘Getting started’ OTC module. Here, you can express your views, share
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ideas, reflect, ask questions, etc. Your facilitators will post a starter message for you to respond.
The Forum guide will help you participate in forum discussions meaningfully.
Module 1
Professional reflection as one of the principles of successful
1.3 education reform. Live session.
Module 2

• enhance understanding of the research behind reflective practice
• explore common misconceptions about reflective practice and deduce implications
Module 3
• identify effective strategies to put reflection in practice.
Self-assessment, reflection and further professional

1.3
Module 4
development.
Self-assessment
Module 5
To what extent are you confident about the following statements?
Module 1. ‘Can do’ statements Confident Moderately Not at all

confident confident
I can use the OTC platform and communicate effectively with
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other teachers.
I can adequately explicate the research behind reflective
practice.
I can identify effective strategies to put reflection in practice
and use a variety of tools for reflection.
Module 7
Foreword
Look back over Module 1 and write a Journal entry noting down the following:
• What were you learning and why? How did the learning go?
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• What were the challenging bits and why? What helped the learning to happen?
• What new learning can you celebrate? What were some of the most interesting discoveries you made
while working on the module?
• How was your experience of participating in forum discussions?
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Driving question Intention, e.g., skills to develop/improve, resources to
explore, events to attend, ideas/activities to try out
What is the one thing about yourself above all
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others you would like to work to improve?
What is the one aspect of Module 1 above all
others you would like to explore deeper?
How will you use what you have learnt in the
future and how will it affect your learners?
Module 1
Module 2
Module 3
Module 4
Module 5
Module 6
Module 7
Understanding learners
2
Foreword
and their learning
preferences
Components
2.1 Comparing learners. Live session.
Guides

• identify key aspects of learner characteristics
• explore overall similarities and differences of primary and secondary learners (grades 1-4, 5-6 and 7-9)
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• create grades 5-6 and 7-9 learner profile.
Module 1
2.2 Understanding differentiation. OTC self-access module.
Unit 1 – Learner differences and differentiation
Module 2
Unit 2 – Differentiation by resources and tasks
Unit 3 – Differentiated support
You will:
• recognise the various ways your learners can differ and define differentiation
Module 3
• analyse and evaluate differentiation by resources, by tasks and by support
• prepare a differentiated activity to suit your learners.
2.2 Understanding differentiation. OTC forum. Module 4
This is a moderated forum based on ‘Understanding differentiation’ OTC module. Here, you can express
Module 5
your views, share ideas, reflect, ask questions, etc. Your facilitators will post a starter message for you to
respond.
Module 6
Module 7
Foreword
2.3 Teaching implications. Live session.
Components

• identify and share key learning points from the OTC module ‘Understanding learner motivation’
• identify ways of using new learning in your teaching practice
Guides
• deduce implications for learning and teaching from learners’ characteristics in terms of engagement,
motivation and attention.
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1.3 development.
Module 1
Self-assessment

confident confident
Module 2
I can identify the differences between primary and basic
secondary learners.
I can deduce implications for learning and teaching from
learners’ characteristics.
I can identify ways of catering for various learning preferences.
Module 3
I can identify effective ways of differentiating teaching.
Look back over Module 2 and a lesson/lessons you have taught recently. Write a Journal entry noting down
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the following:
• What were some of the most interesting discoveries about learner characteristics, motivation and
engagement you made while working on the module?
• What ideas/activities did you use in class? How did they affect your learners?
• Which elements of your learning environment helped your learners’ success?
Module 5
Prepare an activity differentiated by resource or by task or both. Try out the activity in class. Upload the
description of the activity to your OTC portfolio and write a reflective account of how the activity worked
for your learners.
Module 6
Module 7
Foreword
Components
Guides
Contents
Module 1
Module 2
Module 3
Module 4
Module 5
Module 6
Module 7
3 Managing the
Foreword
educational process
Components
3.1 Understanding standards and curricula. Live session.
Guides

• develop understanding of the National standards and the curricula as a source for constructing
learning/teaching
Contents
• explore the curricula in terms of the overall expected outcomes and the content for basic secondary
learners.
Module 1
3.2 Conceptualising core skills. Live session.
Module 2
• recognise the importance of core skills as the basis for competency-based learning and develop positive
attitudes to the development of core skills
• compare classifications of core skills and relate them to the Law on Education.
Module 3
3.3 Contextualising learning and teaching. Live session.
Module 4

Module 5
• reconceptualise approaches to learning/teaching in view of the New Ukrainian school reform

• consider ways of contextualising learning.
Module 6
Module 7
Foreword
3.4 Understanding lesson planning. OTC self-access module.
Components
Unit 1 – Why lesson plans?
Unit 2 – Components of planning
Unit 3 – Putting a plan together
Guides
You will:
• enhance understanding of the importance of lesson planning
• consider approaches to planning learning
• identify features and components of a good lesson plan as well as stages of an effective lesson.
Contents
3.4 Understanding lesson planning. OTC forum.
Module 1
This is a moderated forum based on ‘Understanding lesson planning’ OTC module. Here, you can express
your views, share ideas, reflect, ask questions, etc. Your facilitators will post a starter message for you to
respond.
Module 2
Module 3
Understanding lesson management.
3.5 OTC self-access module.
Unit 1 – Managing interaction
Module 4
Unit 2 – Pair work or group work?
Unit 3 – Managing resources and space
You will:
• identify effective classroom interaction patterns
Module 5
• analyse different learner groupings

• explore possible issues with pair and group work as well as look for solutions
• consider ways of managing interaction, space and resources.
Module 6
Module 7
Foreword
3.5 Understanding lesson management. OTC forum.
Components
This is a moderated forum based on ‘Understanding lesson management’ OTC module. Here, you can
express your views, share ideas, reflect, ask questions, etc. Your facilitators will post a starter message for
you to respond.
Guides
3.6 Special dimensions of planning. Live session.
Contents
Module 1
• enhance understanding of backward planning as a recipe for success
• explore the flipped classroom approach and decide how it is applicable to ELT.
Module 2
1.3 development.
Module 3
Self-assessment

confident confident
Module 4
I am aware of the role of the National standards and curricula
as a source for planning learning/teaching.
I can identify similarities and differences in learning outcomes
and content for primary and basic secondary learners.
I am confident of the ways of contextualing learning.
Module 5
I can make informed decisions as to the learning outcomes.

I can distinguish approaches to planning learning.
I can identify features and components of a good lesson plan as
well as stages of an effective lesson.
I can select ways of managing interaction, space and resources.
Module 6
I can anticipate possible issues with pair and group work as well
as look for solutions.
I can explain the concept of the flipped classroom and can plan
flipped learning both in the face-to-face and remote contexts.
Module 7
Foreword
Look back over Module 3 and write a Critical incident report. In your report,
• analyse a positive experience/incident which promoted your professional development in terms of
Components
managing the educational process. Decide what made the incident positive and reflect on how such
incidents encourage new skill development or enhance understanding of course material.
• analyse a negative experience/incident. What made the incident negative? Did the incident impede or
stimulate your professional development? How? How can you use the negative experience to the best
advantage of your professional development?
• formulate your current beliefs and attitudes to National standards, curricula and lesson planning.
Guides

Contents
Module 1
Module 2
Module 3
Module 4
Module 5
Module 6
Module 7
4
Foreword
Assessment for learning
Components
Understanding assessment for learning. OTC self-access
4.1 module.
Guides
Unit 1 – Reasons to assess and types of assessment
Unit 2 – A framework for assessment for learning
Unit 3 – Assessment activities and challenges
Contents
You will:
• investigate key concepts involved in assessment
• identify the purpose of assessment for learning and its key characteristics
• relate knowledge of assessment for learning to your teaching context
• analyse assessment activities to promote learning
Module 1
• address challenges when introducing assessment for learning.
Module 2
4.1 Understanding assessment for learning. OTC forum.
This is a moderated forum based on ‘Understanding assessment for learning’ OTC module. Here, you can
express your views, share ideas, reflect, ask questions, etc. Your facilitators will post a starter message for
Module 3
you to respond.
Formative (for learning) and summative (of learning) Module 4

4.2 assessment. Live session.
Module 5

• enhance knowledge and understanding of assessment for learning and assessment of learning
• examine and evaluate the current situation with assessment in schools
Module 6
• identify areas where assessment can be improved.

Module 7
Foreword
Assessment for learning – principles and strategies.
4.3 Live session.
Components

• identify assessment for learning principles and strategies
• analyse and evaluate ways of assessing learning
Guides
• consider the value of effective feedback for learning.
Contents
4.4 Learner reflection. Live session.
Module 1
• enhance understanding of learner reflection as an essential part of learning
• consider and evaluate effective strategies to promote learner reflection.
Module 2
1.3 development.
Module 3
Self-assessment
Module 4
confident confident
I am well aware of the key concepts involed in assessment.
I can distinguish between assessment for learning and
assessment of learning.
I can identify assessment for learning principles and strategies.
Module 5
I can identify and analyse effective ways of assessing learning.

I can give effective feedback on learning.
I can explain the importance of reflection to learners.
I can integrate learner reflection into the educational process.
Module 6
Module 7
Foreword
Look back over Module 4 and write a Journal entry noting down the following:
• What were some of the most significant findings on assessment for learning you made while working
Components
on the module?
• How has your attitude to assessment changed? How will this affect your teaching?
• What opportunities/dangers does assessment for learning bring?
Guides
Contents
Module 1
Module 2
Module 3
Module 4
Module 5
Module 6
Module 7
Developing
5
Foreword
communicative
language skills
Components
5.1 Selecting coursebooks and activities. OTC forum.
Guides
This is a moderated forum around selecting coursebooks and activitites. Here, you can express your views,
share ideas, reflect, ask questions, etc. Your facilitators will post a starter message for you to respond.
Contents
Coursebook analysis in terms of the external context.
5.1 Live session.
Module 1

• analyse, evaluate and adapt grades 5 – 9 coursebook activities in terms of real-life context.
Module 2
Selecting and evaluating resources outside coursebooks.
5.2
Module 3
Live session.
Module 4
• explore activities and resources for integrating communicative language skills in grades 5 – 9.
Secondary resources section on the Ukrainian English Language Teacher Learning Platform
https://nus-english.com.ua/resource?main_category_id=2
Module 5
Module 6
Module 7
Foreword
1.3 development.
Components
Self-assessment
Guides
confident confident
I can adapt grades 5 – 9 coursebook activities to real-life
context.
I can select appropriate activities to engage and motivate
learners.
Contents
Look back over Module 5 and a coursebook you are currently using. Write a Journal entry noting down the
following:
Module 1
• How does the coursebook fit the curriculum?
• How are authentic and pedagogical tasks balanced?
• How does the coursebook cater for core skills development?
• How flexible is the coursebook to allow for activity/task adaptation?
Module 2

Module 3
Module 4
Module 5
Module 6
Module 7
6
Foreword
‘Teaching blueprint’
Components
6.1 Contextualising curriculum topics. Live session.
Guides
Your facilitators will guide you through the session procedures and brief you on the ‘Teaching blueprint’
protocol.
During the session, you will be able to demonstrate your:

• insights into learning/teaching
Contents
• ability to contextualise learning/teaching and plan beyond one lesson
• learning on the teacher development programme “Teaching English in the new context. Grades 5-9”.
Task
Module 1
1. Contextualise one of grade 5 curriculum topics: situation, communicative language skills, core skills,
learning outcomes, assessment for learning strategies, assessment of learning instruments, language
inventory.
2. Develop a syllabus for the topic (календарно-тематичний план).
Task performance (flipped task)
Module 2
• Get into topic groups as in Unit 3.3.
• Review and fine-tune the contextualised topic.
• Define overall learning outcomes.
• Identify assessment for learning strategies.
Module 3
• Identify assessment of learning instruments.
• Select language inventory.
• Develop a syllabus (календарно-тематичний план) for the topic.
NB In grade 5, 3.5 hours per week are allocated for a foreign language in the curriculum.
• Finalise the document and upload it to the facilitator-assigned destination. Module 4
Processing and feedback (live session)

Module 2
• As a group, agree on the criteria for reviewing blueprints..

Module 5
• Explore other groups’ blueprints at the facilitator-assigned destination (merry-go-round pattern) and
comment, suggest changes, ask questions, give any other appropriate feedback.
NB Be task focused – not person focused. There is no competition, only support and encouragement.
There is no evaluation or criticism, only positive suggestions and help. Be a critical friend.
Module 6
• Re-visit your group blueprint and attend to comments, suggestions, questions.

• Finalise your blueprint.
Module 7
Foreword
Presentation and debriefing (live session)
• Present the revised ‘Teaching blueprint’ and dissect other groups’ comments, suggestions, questions.
Components
NB Remember that this is not a performance but a learning goal in a non-assessed environment. There is
no failure, only feedback.
Your trainer will initiate discussions around the following questions:

• What did you do in the ‘Teaching blueprint’ activity?
• How did you organise yourselves as a group?
Guides
• How did you feel while doing the activity?
• What was one of the challenges of doing this activity?
• What was one positive thing that happened during the challenge?
• Which core skills did you employ while doing the activity?
Contents
• What did you learn while doing the activity?
• How can you apply what you learnt in this activity to your teaching?
• How will your learners be affected by the ‘Teaching blueprint’ approach to planning learning?
Module 1
1.3 development.
Module 2
Look back over the whole course (self-access modules, forum discussions, live sessions) and write a
Personal statement covering the following:
• a summary of your learning, i.e. your new knowledge, your newly developed or enhanced skills,
Module 3
professional beliefs and attitudes
• a statement of what kind of a practitioner you are now and what kind of practitioner you aim at.
Module 4
Module 5

future?
Module 6
Module 7
7
Foreword
Conference
Components
7.1 Course feedback and round-up. Live session.
Guides

• summarise your learning on the course and identify areas for further professional development
• provide feedback on all the aspects of the course.
Contents
1.3
Module 1
development.
Self-assessment
Complete the post-course self-assessment survey and the course satisfaction survey (the British Council will
Module 2
send the links to surveys in due course).
Module 3
Module 4
Module 5
Module 6
Module 7
9 Handy info
Foreword
For any management, registration and participation issues, please contact the British Council
Components
Ukraine at ep_team@britishcouncil.org
Please address any content and attendance issues to your facilitators. They will provide you
relevant contact details.
Guides
https://www.britishcouncil.org.ua/en
https://www.facebook.com/groups/1925933981056240/?re
Contents
f=pages_group_cta
https://www.teachingenglish.org.uk/
https://learnenglish.britishcouncil.org/
Module 1
https://learnenglishteens.britishcouncil.org/
https://learnenglishkids.britishcouncil.org/
Module 2
Module 3
Module 4
Module 5
Module 6
Module 7

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Certificates and success factors

To qualify for a certificate, you are expected to:

sessions is selected by regional INSETT teacher educators together with facilitators.

• Watch the forum tutorials on the OTC platform.

Participating in discussion forums

A forum discussion summary

Sample summary models

• participants’ names as the organising principle of the summary.

Professional development intentions

5.2 Selecting and evaluating resources outside 2

Your facilitators will guide you through the session procedures.

During the session, you will:

1.2 Getting started. OTC self-access module.

During the session, you will:

Self-assessment, reflection and further professional

To what extent are you confident about the following statements?

Module 1. ‘Can do’ statements Confident Moderately Not at all

Professional development intentions

During the session, you will:

2.2 Understanding differentiation. OTC forum. Module 4

During the session, you will:

Module 2. ‘Can do’ statements Confident Moderately Not at all

Driving question Intention, e.g., skills to develop/improve, resources to

During the session, you will:

Your facilitators will guide you through the session procedures.

Your facilitators will guide you through the session procedures.

During the session, you will:

• reconceptualise approaches to learning/teaching in view of the New Ukrainian school reform

• analyse different learner groupings

During the session, you will:

Module 3. ‘Can do’ statements Confident Moderately Not at all

I can make informed decisions as to the learning outcomes.

Driving question Intention, e.g., skills to develop/improve, resources to

Formative (for learning) and summative (of learning) Module 4

Your facilitators will guide you through the session procedures.

During the session, you will:

• identify areas where assessment can be improved.

During the session, you will:

Your facilitators will guide you through the session procedures.

I can identify and analyse effective ways of assessing learning.

Professional development intentions

During the session, you will:

Your facilitators will guide you through the session procedures.

During the session, you will:

Module 1. ‘Can do’ statements Confident Moderately Not at all

Driving question Intention, e.g., skills to develop/improve, resources to

During the session, you will be able to demonstrate your:

Task performance (flipped task)

• Finalise the document and upload it to the facilitator-assigned destination. Module 4

Processing and feedback (live session)

• As a group, agree on the criteria for reviewing blueprints..

• Re-visit your group blueprint and attend to comments, suggestions, questions.

Your trainer will initiate discussions around the following questions:

Professional development intentions

others you would like to explore deeper?

During the session, you will:

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