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Temporary Title: Instructing English Linguistics: A comparison of two approaches
Steps:
1. Choosing an appropriate and comparable pair of courses taught in the English Linguistics program of both universities
a. Send a list of English Linguistics courses taught at Chemnitz University of Technology to Masarzk University, Masarzk staff send a list of comparable courses they teach: Mai 2005
b. Agreement via email on one course June-July 2005
c. Set a time and date – Nov 2005- Brno visit- for course observation following the interests raised below –Aug 2005
2. Reviewing the contents of both courses –course description and syllabi: Sept 2005
a. Putting together a set of more complex contents
i. Czech and Chemnitz goals need to be aligned in choosing one course that is comparable in complexity of content,
student level, course requirements/ aims
ii. Best option: Immediate level students in linguistics that have experience with moodle- .
3. Create a theoretical basis in learning and knowledge acquisition theories for the following questions: Sept 2005
a. How do the courses at TUC and Masaryk break up the complexity of content, to instruction students.
b. In what way do courses expect students to reconstruct this complexity (in exams/course work)?
c. Do theories of knowledge acquisition or learning theories come into play?
d. What does the instruction of the complex contents need to include? (Activities, tasks, content, support, student independence)
4. Theoretical syllabi investigation:
a. Czech – Chemnitz
i. Complexity of Content: How and Where?
ii. Decreasing complexity via instruction and topic selection
iii. Course Work, Activities
iv. Reconstructing Complexity (Course Work, Class Work Requirements (homework, mini-presentations))
b. Clear description of student involvement in the course through homework, reading material, class-moodle contribution, presentations, class discussion etc.
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