Introduction

This course aims to inculcate a research culture among English teachers to enable them to become reflective practitioners. Course participants will be encouraged to make informed selection of suitable areas of research in their own teaching contexts and they will be guided through the action research process. This course is conducted in three phases. Phase 1 assists teachers in developing an understanding of the theoretical  basis and research procedures of action research. At the end of Phase 1, course participants return to their respective schools to implement an action research plan over a period of three months. Phase 2, a one-day face to face-to-face interaction, is conducted at about the mid-point of the implementation of the action research. Course participants are provided with opportunities to clarify doubts and concerns relating to the study that they are engaged in. At the end of the data collection, course participants return for Phase 3 where they are guided in writing up their report and communicating their findings.

Objectives

The objectives of this course are to:

• enable participants to use action research as a tool to enhance their professional development as English teachers
• enhance participants' knowledge and skills related to reflective practice
• enable participants to plan, implement and evaluate practical action research plans on teaching/learning in the classroom

Modes of Delivery

In Phase 1, there will be input on action research as well as planning a project for classroom investigation into classroom practice. In Phase 2, participants write up and present the findings of their study.

Course Outline

This course is intended to develop and enhance participants’ knowledge, skills and expertise in coaching and mentoring.  Course participants explore and experience a repertoire of activities related to the process of being an effective coach. It is also aimed at helping course participants realize the importance of building positive relationships with the English language teachers, work together with them and offer them support to improve their teaching and learning in order to maximise student learning and thus increase student performance. To achieve this aim, they need to be seen by their teachers as a supportive and non-judgmental coach and mentor.

Training Methodology

The course consists of a four-day facilitated workshop which provides opportunities for co-construction of knowledge, skills and expertise through collaborative and cooperative learning, and making insightful reflection on the learning events.

Course Participants

This course is intended for English language School Improvement Specialist Coaches (SISC+) and English Language Panel Heads.

About:

This course aims to provide participants with essential knowledge on the teaching of Language Arts.  Course participants explore a repertoire of activities including nursery rhymes, songs, jazz chants and stories that will facilitate scaffolding for language learning in the classroom. This course also incorporates elements of School-based Assessment (SBA) emphasizing assessment for learning. In addition, the course enables participants to develop facilitation skills and critical reflection, in preparation for their role as trainers in the subject. 

Course Website:

languart.weebly.com

Workshop Outline

This workshop aims to provide participants with essential knowledge in teaching listening and speaking skills with reading, writing, grammar and vocabulary infused incidentally so as to achieve two objectives: (a) to develop students’ communicative  skills; and (b) to build their confidence in using the English language.

Course participants are familiarised with the resources developed for this programme: (1) The Teacher’s Companion; (2) The Student’s Handbook; (3) Audio-Video DVD; and provided with a repertoire of strategies to use these materials to enhance the teaching of the aural-oral skills in the language classroom. This workshop also incorporates elements of School-based Assessment (SBA) emphasising assessment for learning. In addition, the workshop enables participants to develop facilitation skills and engage in critical reflection in preparation for their role as trainers for this programme.

Training Methodology

The training methodology is based on the loop input using the ‘learning by experiencing’ approach. Participants experience the activities designed through hands-on exercises, interactive lectures, group and whole class discussions, lesson demonstrations, workshops and group presentations.

Course Participants

The workshop is designed for teachers teaching Form 1 and From 2.

Introduction

The Program Intervensi Tambah Opsyen - (Intensive Course in English Language Teaching or PITO-ICELT is listed as Teacher Quality Initiative under the National Key Result Area (NKRA). This course is designed for non-option teachers of English who have taught English at the primary school level. These teachers have the experience in teaching the language but do not have the formal training in the teaching of English language. Exposing the teachers to various aspects in the teaching of English language will eventually increase their motivation and confidence in becoming professional English language teachers.

Aim

The aim of this course is to provide non-option teachers of English in primary schools in Malaysia the necessary requisite skills, methodologies and competencies to teach English language in the ESL classroom. Specifically, the course intends to equip these teachers with the basic content knowledge as well as the pedagogical skills and competencies that will enable them to provide effective English instruction.

Content

Content will be focused on major aspects in language teaching. This include theories and principles underlying the teaching of English language; methodology and techniques in developing the four language skills; teaching of vocabulary and grammar; teaching of literature; assessment in language and pedagogical implications. A learner centered approach will be the key element in the course where participants will be using their experiences in teaching as the basis for understanding concepts as well as designing lessons for their classrooms.

Reward

Upon successful completion of the course and the assessment, participants will be awarded a PITO certificate in English Language, and will be subsequently tagged as an English language teacher on the HRMIS system.

Course Outline

This course is intended to up-date and enhance participants’ knowledge and competencies for the teaching of ESL reading and writing skills.  Course participants explore the use of a repertoire of strategies including reciprocal teaching and think aloud protocols, and design tasks that are genre/text-type specific within the context of the three-stage procedure for teaching reading and writing. Participants also are taught how to infuse higher order thinking skills (HOTS) so as to promote and enhance students’ reading and writing skills. This course also incorporates elements of School-based Assessment (SBA) and emphasizes assessment for learning.

Training Methodology

The course consists of a two-day facilitated workshop which provides opportunities for co-construction of knowledge through collaborative and online activities. 

Course Participants

This course is intended for English Language teachers who are involved in the Oral Proficiency in English for Secondary Schools (OPS-ENG) programme.

This course aims to introduce, extend and enhance the knowledge and skills as well as build the confidence of English language teachers’ in School Based Assessment. This course focuses on Assessment FOR Learning to address the gap between where a learner is in their learning, and where they need to be – the desired goal. Teachers will be introduced to methods, tools and strategies to assess young learners. They will then explore the various tools when designing and creating instruments for School-based Assessment purposes in line with the current changes in our assessment system.

Specialist Certificate in Literacy Development

Course Outline  

Specialist Certificate in Literacy Development or SCLD is a three-week specialist course, which aimed to develop participants’ knowledge and expertise on literacy development. It also exposes the participants to methodologies and best practices in early literacy among young children. Participants also learn to develop skills in mentoring teachers towards developing effective literacy instructions in the ELT classroom.  

Specialist Certificate in the Teaching of Literature in Secondary Schools

Course Outline

The Specialist Certificate in the Teaching of Literature for Secondary Schools course is conducted over two phases. Participants are given the opportunity to discuss their beliefs and practices in teaching literature in Malaysian secondary schools and issues and challenges in carrying out the literature lesson. The role of literature in the English Language Curriculum is explored and participants are also provided input on literary devices, theories in the teaching and learning of literature, narrative techniques in the teaching of literature, characterization, themes and settings. The concept of literature and language development is also examined.  Participants learn how to use poems, stories and drama to develop language skills. Finally participants are given hands on practice to develop lesson plans and assessment for the teaching of literature.

Specialist Certificate in ELT Methodology Primary 

Course Outline

This course focuses on ELT methodology for teaching primary school pupils. Participants will be exposed to a variety of approaches and principles in ELT methodology, which include strategies and activities applicable in a primary classroom setting. Focused areas of the course content also incorporate strategies of integrating 21^st century skills in teaching and learning, and of addressing challenges faced by learners.

Specialist Certificate in Oracy Development  

Course Outline

This course aims to provide course participants with essential knowledge on developing students’ oracy skills and strategies. Course participants will be able to explore a repertoire of activities that would enable them to support their students develop the oracy skills. Using the task-based approach, course participants will produce listening and speaking resources to be used in the classroom. The course tasks will also enable participants to discuss, reflect and review strategies on developing oracy skills. The course content also incorporates assessment of oracy skills. Participants will be provided with useful strategies on how to monitor the progress of their students’ oracy skills through the School Based Assessment (SBA).

Course Outline

This course, designed to assist in the implementation of Contemporary Children’s Literature in the Upper Primary Classroom, comprises three genres, namely, Short Stories, Graphic Novels and Poems.

The Contemporary Children’s Literature component provides insights into concepts and principles of literary devices and reading strategies through play-based activities as well as effective assessment tools for literature lessons in the upper primary ESL classroom.  The course further equips participants with the knowledge and skills on material and play-based task development to enhance pupils’ language proficiency and the aesthetic part of the language.

Training Methodology

The training sessions adopt a participatory approach that includes demonstrations, plenary discussions, reflective tasks and material development.

Course Participants

This course is intended for English Panel Heads teaching at the primary level. 

Course Outline

The course focuses on ELT methodology through the implementation of the Task-Text-based Model grounded in a cycle of coaching-enrichment/remedial activities. The course provides participants with a variety of strategies and techniques that allow for the implementation of the KSSR syllabus through the infusion of ‘play’ and the constructivist approach that scaffolds learning from simple to complex, from word level to whole text level. The course also supports the implementation of school-based assessment.  Participants are also provided with training strategies and training materials which they can use to share the course content with their peers as part of school-based continuing professional development.

Training Methodology

The training sessions adopt a participatory approach that includes plenary discussions, forums and group presentations.

Course Participants

This course is intended for English Panel Heads teaching at the primary level and English Language lecturers in the Teacher Education Institutes.

Course Outline

This course, designed to assist in the implementation of School-based Continuous Professional Development, comprises two components, namely, School-based Assessment (Phase 1) and Coaching and Mentoring (Phase 2).

The School-based Assessment component provides insights into concepts and principles, strategies, methods, assessment tools and rubric development, as well as effective feedback strategies for assessment of English lessons in the ESL classroom. 

The Coaching and Mentoring component equips participants with the knowledge and skills to facilitate capacity-building within the school context. It introduces professional learning strategies such as Lesson Study, which focuses on collaborative and cooperative learning strategies among peers, and the development of practice through Professional Learning Communities (PLCs).

Training Methodology

The training sessions adopt a participatory approach that includes plenary discussions, forums, group presentations and reflective tasks.

Course Participants

This course is intended for English Panel Heads teaching at the primary level. 

              Course Outline

This course emphasizes the importance of phonics as a tool in effectively teaching young children to read. It aims to equip participants with further understanding of phonics and decoding strategies. Participants revisit the 44 phonemes of the English language sounds before exploring workable strategies on how to help pupils develop early literacy skills in word recognition, pronunciation and reading. In addition, the course enables participants to develop facilitation skills and critical reflection, in preparation for their role as trainers in the subject.

Training Methodology

The training methodology is based on the loop input using the ‘learning by doing’ approach. Participants experience the activities designed through hands-on exercises, interactive lectures, group and whole class discussions, workshops and group presentations, culminating in the development of an Action Plan by each, for a training project to be implemented individually after the course. 

Course Participants

The course is designed for School Improvement Specialist Coaches+ (SISC+), English Language Teacher Trainers, English Language State Trainers and Resource Personnel.

Not all classroom practitioners have the benefit of specialized knowledge or training in item-building, text construction and test performance data analysis. Yet every teacher will, as part of his professional obligations, be engaged in monitoring and assessing learning. The traditional pencil-and-test is ubiquitous as an assessment instrument and every teacher produces it on a regular basis. Yet not every teacher is adept at constructing it or analyzing its performance.

This course focuses on the challenges and pitfalls of test construction using authentic examples of test items and the implications in terms of validity and reliability, practicality, bias, and fairness. It also explores how data on student performance in a test can be used to identify problematic items, the causes and possible solutions.

The course will have a strong hands-on bias.

             Course Outline

This course is designed to provide participants with basic teacher trainer skills and strategies. The course draws on the participants’ own experiences while introducing new trainer knowledge and skills. There are also opportunities for participants to consolidate their knowledge and skills through reflective practice. The course also develops participants’ awareness of the opportunities available for their on-going professional development as trainers. Topics covered include Professional Biographies, Continuing Professional Development, Facilitation Skills, Managing Clients and Reflective Practice.

Training Methodology

The training methodology is based on the loop input model which prioritizes ‘learning by doing’. Participants experience a range of activities through hands-on exercises, interactive lectures, group and whole class discussions, workshops and group presentations, culminating in the development of an Action Plan by each participant for a training project to be implemented individually after the course.

Course Participants

This course is designed for English Language teachers, State Trainers and School Improvement Specialist Coaches (SISC+) whose job specifications require them to providing training.