Research on instructional quality (Unterrichtsqualität) revolves around aspects of instruction that optimize student achievement. In German educational research, instructional quality is divided into three dimensions: higher-order thinking skills (kognitive Aktivierung), classroom management (Klassenführung), and student support (konstruktive Unterstützung). Since these dimensions are claimed to be generic in nature, teachers face the challenge of adapting the three dimensions to their respective subjects.
This class is concerned with the implementation of different aspects of instructional quality in the primary and secondary EFL classroom. Questions discussed in class include but are not limited to:
- How do EFL teachers promote students’ language awareness without employing the ‘grammar hammer’? (higher-order thinking skills)
- What strategies are effective in preventing students from using languages other than English in class? (classroom management)
- How do EFL teachers ensure that task difficulty challenges all students appropriately? (student support)
By answering these questions, students revisit selected approaches to EFL education, such as assessment, inclusion, and theories of second language acquisition. To prepare students for their oral exam at the end of term, they will get the chance to work on individual research projects.
Students are expected to thoroughly prepare and actively participate in each session. After completing module FD2 (which comprises two seminars, FD2.1 and FD2.2), students are required to take an oral exam.
Students interested in this class may consult: Helmke, A. & Weinert F. E. (2017). Unterrichtsqualität und Lehrerprofessionalität: Diagnose, Evaluation und Verbesserung des Unterrichts. Klett Kallmeyer. |
