‫ סימלמיץ בטי‬:‫מרצה‬
‫ חקר התנסות באנגלית‬:‫שם שיעור‬
02-400228-2 :‫מספר שיעור‬
‫ ש‬:‫סמסטר‬
0 :‫שעות שבועיות‬
0 :‫נקודות זיכוי‬
‫ חקר התנסות‬:‫שם הקורס‬
‫דר' מישל הורוביץ‬:‫שם המרצה‬
Research :‫סוג הקורס‬
‫ ש"ס‬0 :‫היקף הקורס‬
0-434844788843614-0
General Description and Goals
The aim of the student teaching practicum is to expose the future teacher to the real working
classroom and specifically the demands and challenges of an EFL (English as a foreign
language) teacher. During this year, the student teacher will learn to apply the practices and
theories acquired in didactic and methodology courses to his/her work in the classroom under
the supervision of the master teacher and the pedagogical advisor in a PDS (professional
development school) working in close partnership with Levinsky College. Students will be
expected to manage multiple groups (Marzano 2003, Tomlinson 2011) within the EFL class.
To this end, Backwards Design (McTighe and Wiggins 2005,2011) will serve as the basis for
planning and differentiating curricular units of instruction.
Second and Third year students will learn together for part of the lesson. Groups will be
flexible, depending on the topic and needs of the students.
The student will
 be exposed to the entire school structure, school regulations, teachers’
responsibilities and tools
 be in regular attendance in his/her English classrooms on Sundays and Wednesdays
(first semester) and Wednesdays (second semester) from 8:00 -13:30 as well as
attend staff meetings/workshops every other Wednesday until 15:00.
 regularly observe his/her master teacher and document his/her observations.
 be observed on a regular basis by his/her master teacher and the pedagogical advisor.
 submit written lesson plans to their pedagogical advisor and master teacher for each
lesson taught at least 3 days prior to teaching.
 teach at least one predetermined EFL class per week.
 record, transcribe, and analyze lessons for reflection.
 participate in feedback sessions after each observed lesson.
 document all teaching experiences in a reflective journal and post required
reflections to course Moodle site.
Main Issues
This course will familiarize the student teacher with a thorough understanding of
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1. the pupil, the class, the discipline, and the school as separate and interacting
elements (learner profiles, contexts) of reflective practice
2. the Foundation Level of the Ministry of Education Standards-Based English
Curriculum
3. the constructivist EFL classroom
4. key elements, fields and approaches to differentiated teaching in a heterogeneous
EFL classroom
5. short and long-term lesson planning based on the Backward Design model of Wiggins
and McTighe
6. integration of technology in the elementary classroom embedded in the implementation
of the “Flat Stanley” Literacy Project. This overarching project will be administered
by student teachers and will be experienced conjointly by student teachers,
master teachers, and pupils.
Course Structure
Each semester will be divided into modules. The first semester’s modules include:
Module One: Getting acquainted with the schools
Context of the School
Context of the Discipline + Teacher
Observing their pupils - pupil / group/class profile
Writing a Reflection
Technology in the classroom
Module 2: Backward Design
Lesson planning --> different lesson formats
What's in a lesson / unit
Integrating Technology
Module 3: Planning for Practice Teaching Week
Creating a sequential unit
Added Value of Technology
Planning, Revising, Executing
Second semester’s modules will be determined based on an evaluation of the first semester.
This course is taught in conjunction with a technology expert who will advise and collaborate
with students on their use of technology in the classroom as well as direct the construction of
the student’s research website.
Student Requirements and Assessment
Assessment will be based on:
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Professional responsibilities (submit work on
time, professional ethics)
Teaching and planning technology-based curricular units
Reflective journal
Master teacher's evaluation
Research Website documenting classroom management issue
10%
25%
15%
5%
45%
Prerequisites
Successful completion of English proficiency exams.
Successful completion of second year student teaching.
Bibliography
Burns, Anne. (1999). Collaborative Action Research for English Language Teachers.
Cambridge: Cambridge University Press.
Gambrell, Linda. (2007). Best Practices in Literacy Instruction. New York: Guilford Press.
Marzano, Robert. (2003). Classroom Management that Works: Research Based Strategies for
Every Teacher. Alexandria, VA: ASCD.
Tomlinson, Carol Ann. (2004). How to Differentiate Instruction in Mixed-Ability Classrooms.
Alexandria, VA: ASCD.
Tomlinson, Carol Ann and James McTighe. (2003) Integrating Differentiated Instruction &
Understanding by Design. Alexandria, VA: ASCD.
Tomlinson, Carol Ann and Marcia Imbeau (2010). Leading and Managing a Differentiated
Classroom. Alexandria, VA: ASCD.
Wiggins, Grant and James McTighe. (2005). Understanding by Design. Alexandria, VA:
ASCD.
----. (2011). The Understanding by Design Guide to Creating High-Quality
Units. Alexandria, VA: ASCD.
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