Training to Train: a summary test
Teacher training was described as a responsible job because ...
- ... how you train does not only affect the trainees.
- ... it's highly paid.
- ... it's like being a restaurant manager.
- ... it's very difficult.
Setting up and managing tasks is a skill ...
- ... that is easily transferred from language teaching.
- ... that needs to be acquired by teacher trainers.
- ... you need to teach all trainees.
- ... that cannot be transferred from language teaching proficiency.
Teacher trainers may need to model ...
- ... new language.
- ... pronunciation.
- ... techniques.
- ... methodological approaches.
Language teachers need to design tasks which focus on getting learners to use language and skills but teacher trainers need to design tasks ...
- ... which focus on making data about teaching and learning digestible.
- ... which focus on how learners use tasks.
- ... which get trainees to copy the behaviour of other teachers.
- ... which make it clear what's right and what's wrong.
The purpose of the exercise on beliefs and prejudices in Unit 1 was ...
- ... to explain why they are plain wrong.
- ... to note the truth of the assumptions.
- ... to underline the fact that there are no 'right' answers.
- ... to make it clear that we can't have theories which work.
Training courses need a clear rationale because ...
- ... it's a serious undertaking.
- ... participants need to know what they are getting.
- ... we have to explain it to the boss.
- ... it's a dull and gloomy affair.
The four types of knowledge set out in Unit 2 were ...
- ... subject, methodological, psychological and procedural.
- ... subject, grammar, psychological and procedural.
- ... subject, methodological, psychiatrical and procedural.
- ... subject, methodological, psychological and sociological.
In making decisions about what to include in a course we need to consider ...
- ... aims, course context, participant backgrounds and available time.
- ... the rationale, course context, participant backgrounds and available time.
- ... aims, syllabuses, participant backgrounds and available time.
- ... aims, course context, participant ages and available time.
Exposure training involves ...
- ... learning by observing and copying.
- ... learning through personal reflection.
- ... learning from one's peers.
- ... learning to be autonomous.
Inputs into in-service training were suggested as being ...
- ... received knowledge and the participants' experience.
- ... observation of others and the participants' experience.
- ... received knowledge and the participants' personal reflections.
- ... received knowledge and the institutional demands.
Targets for in-house training of inexperienced teachers are determined by ...
- ... observation and experience.
- ... the participants themselves,
- ... only the institution where they work.
- ... an external syllabus.
Commonalities with language teaching in terms of planning sessions were identified as including ...
- ... aims, evidence of learning and varieties of interaction and tasks.
- ... activities, evidence of learning and varieties of interaction and tasks.
- ... aims, modelling and varieties of interaction and tasks.
- ... aims, evidence of learning and communicative tasks.
Buzz groups are generally ...
- ... short, awareness-raising or checking activities.
- ... ways to cover the ground extensively.
- ... opportunities for all trainees to exchange ideas with all the others.
- ... a chance to consider methodology.
Lectures can be ...
- ... formal, gapped, informal and participant led.
- ... formal, gapped, long and participant led.
- ... useless in all forms of teaching.
- ... uninterrupted, informal and participant led.
Signposting refers to ...
- ... how lectures are structured.
- ... transitions in language lessons.
- ... signalling the beginning of training sessions.
- ... getting trainees to find their classrooms for teaching practice.
Subordination in lectures is to do with ...
- ... signalling relationships between ideas.
- ... identifying the most important issues.
- ... focusing on what comes next.
- ... helping trainees to take notes in the correct order.
Using conjuncts helps a lecturer to ...
- ... enumerate, rephrase, show results and recap.
- ... enumerate, subordinate, show results and recap.
- ... enumerate, rephrase, start activities and recap.
- ... evaluate, rephrase, show results and recap.
The order (low to high) of educational objectives in terms of cognitive challenge is ...
- ... remember, understand, apply, analyse, evaluate and create.
- ... remember, evaluate, understand, apply, analyse, and create.
- ... remember, understand, analyse, apply, evaluate and create.
- ... remember, apply, understand, analyse, evaluate and create.
Tutorials can ...
- ... be feedback opportunities.
- ... be off-the-cuff meetings.
- ... not be focused on course content.
- ... happen without the trainer.
If the trainer says: Mary. What is your view of drilling? the response is ...
- ... selected and constrained.
- ... open.
- ... selected but unconstrained.
- ... unselected but constrained.
Observations can be placed on a cline ...
- ... from formal to informal.
- ... from assessment to support.
- ... from arranged to spontaneous.
- ... from official to casual.
Criterion referencing is usually used ...
- ... on in-house development programmes.
- ... for externally accredited qualifications.
- ... on all course types.
- ... to gather specific data about teacher talk.
The most that many teachers can cope with in feedback on a lesson is advice on ...
- ... six or seven major issues.
- ... one important issue.
- ... three or four issues.
- ... ten issues.
Oral feedback is ...
- ... communicative but quickly forgotten.
- ... more memorable.
- ... better done in public places.
- ... less useful than written feedback.
Written feedback provides ...
- ... something to take away and consider carefully.
- ... no opportunity to disagree.
- ... instant advice.
- ... spontaneous responses.