Projects: Practical Applications for Teacher Training.

In the master’s program in the Teaching English as a Foreign Language (TEFL) course at the American University of Cairo (Egypt), student projects linking theory with classroom pral:tice are used as a teacher training technique. The projects allow trainees to synthesize theoretical concepts, learn processes and develop materials they can use in later professional work, and use higher-level thinking skills. The two-course methodology sequence in which projects are used is designed around the projects. Development of the courses began with a list of project topics, arranged for a logical progression of skills and concepts used. Raading assignments, class discussion topics, and other in-class activities are determined by the way the projects can be debriefed best in class. Projects are both longand short-term. Students also participate in project evaluation and preparation of a publication containing superior work. Suggestions for teacher trainers using the approach include: linking potential projects to course content and desired strategies in the course planning phase; identifying sample topics for students; communicating objectives and expectations; setting specific, feasible deadlines; and scheduling student debriefing sessions. Evaluation procedures and criteria must be considered carefully. A list of sample project topics, with descriptions, is appended. (MSE) *********************************************************************** Reproductions supplied by EDRS are the best that can be made * from the original document. *********************************************************************** -PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC).” DEPANTININT OF EDUCATION Office or Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been nsproduced as revolved horn the person or otgantration ouwriettmd. 0 Minor Changes have boon made to mom.. reproduchOn QualAY Points of you, or opinions stated in this document do not necessarily represent othetal OERI merlon Of poacy. PROJECTS: PRACTICAL APPLICATIONS FOR TEACHER TRAINING John Aydelott The American University in Cairo All too often graduate level courses for teachers promote theoretical background at the expense of practical application. It may be that the theory is seen as necessary to justify the existence of the graduate-level programs or it may be that some of the professors are inclined toward theory because they themselves have been out of the practical world for too long. In applied linguistics programs designed to train foreign language teachers, there is often the tendency to allow the theoretical linguistics courses to overshadow the methodology courses which can also be approached in a theoretical way. Many students in these theoretically heavy programs experience frustration because the purpose in learning many of the theoretical concepts is often not obvious and the students do not have opportunities to see how the concepts apply to the classroom. Here at the American University in Cairo, I have worked to fill the practical gap in our theoretically heavy MA in TEFL program. In the two-course methodology sequence that I teach, I have tried several ways to respond to the students’ frustration and needs. The way that I have found to be most successful is through the use of specially designed projects, designed to allow flexibility, individuality, and creativity and also to focus on the processes leading to useful products. I consider the two