Very early on on the DELTA course, trainees are required to plan and teach a lesson which their tutor and other fellow trainees observe and evaluate.
Reflection on this lesson which takes account of the experience itself, the trainee’s own perceptions and the oral and written feedback received by the tutor and fellow trainees form the basis of a plan of action for the rest of Module 2 on the course.
At different points, it is this plan of action that the trainee has to look back on and track their own development during their course, take stock and work on areas which are felt to be in need of improvement.
Read Angelos’ blog post of how he sees this experience, its challenges and its benefits and think about your own diagnostic lessons.
It should be said that this seems to be a great way to go whether one is doing a Cambridge DELTA course or not and helps teachers to become reflective and to think of solutions which will keep improving their planning and their teaching.
Cambridge DELTA Course Tutor
Planning a Delta diagnostic lesson is first and foremost a decision-making process. The answers to questions such as what to teach or how to teach it should be decided well in advance of the planning process. In this post, I will share the steps I followed while preparing for it.
A. The Purpose of The Lesson
Why is one doing a diagnostic lesson is a very important question to spend some time thinking about. In my view, such a lesson serves six purposes:
1. For the candidates to review, hone, and assess their practice in general.
2. For the candidates to review, hone, and assess their practice in relation to Delta-specific criteria.
3. For the candidates to gain experience teaching a group of students, most of whom they will teach again for at least one of their LSAs.
4. For the candidates to familiarize themselves with the reflective practice model…
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