Teaching topic lessons
All students in Module 5 teach in groups special Anglo-American studies lessons, which deal with topics of your choice about education, political life, minorities and immigration, religion, environment, the media, social issues, leisure time activities and sports, food, the arts, or other aspects dealing with American and British life and people. Of course you can and should use what you've learned in the M3 seminar as well as in all the didactic courses you've taken. Reports on didactic sources give you and your group a chance to warm-up in the first few weeks of the seminar before you teach your important topic lesson.
Content of topics lessons You must use the course material as your primary sources ideally combined with knowledge and insights you've gained in Britain and America and / or from your Module 3 seminar. Your topic lesson also includes specific information about didactic aspects and use at school. Other sources (including material and selected websites of your choice) are only possible AFTER you've consulted ALL course material. Remember to keep your audience in mind and try to choose content that will reinforce what we've learned in previous lessons / seminars or what we'll be experiencing in upcoming ones. Your topic lesson lasts thirty minutes.
Deadline by the second Wednesday high noon: each group creates a new thread on the OLAT forum to notify the seminar about your group's topic and invents a group name that best captures the planned content of the lesson (one thread per group topic) and begins to answer in keywords as many of the questions listed below as possible.
Consultations: We'll be spending some time in the seminar to discuss content and teaching method choices both as an entire seminar and also in groups. All answers to the above questions must be completed at the latest by the Wednesday high noon in the week before your lesson is scheduled and follow the same guidelines as for the session summaries: all answers must be given in the text message box only - no text attachments - but can include photos or graphics attached.
Results of topic lessons: We'll be discussing briefly together the content and presentation techniques of your lesson immediately afterwards. In addition you can read your fellow students' summaries and evaluations of your lesson and paper on the OLAT forum. I'll be sending all group members my electronic evaluation portfolio of all your seminar work including your lesson and paper within a week of your topic lesson. The summary sessions at the end of the seminar will provide all students with the chance to review what they've learned from a content and a teaching methods perspective from each lesson and paper.
Writing seminar research papers
Students in groups provide one paper in the Anglo-American Studies Module
5 seminar with individual contributions of approximately 1000 words for
each student-writer. Upload to the OLAT students uploads folder an
electronic version of your paper before your lesson with all sources cited
and including an annotated bibliography.
Download paper tips to help you plan and organize your paper and choose the content.All papers have a cover page with title of paper, topic, and date of lesson including names of teachers, course name and semester; table of contents, an introduction, conclusion, and annotated bibliography as group responsibility; and content contributions from all individual student-teachers. Please indicate who exactly is responsible for which sections and the number of words each student contributed individually to the paper. High-quality papers should have very few mistakes in spelling, mechanics, grammar, and stylistics. You should consult the Hodges' Harbrace Handbook available in the UB for tips concerning overall organization, introductions and conclusions,mechanics, stylistics, and use of sources.
Giving Sources: Your sources, both direct
quotes and indirect information, must be cited giving exactly. If
you do not cite all sources, you run the risk of failure due to
plagiarism. I strongly urge all students to read the chapter on avoiding
plagiarism in the Hodges' Harbrace Handbook to make yourselves
aware of the seriousness of plagiarism. You
also read here the department policy on plagiarism as well as Marco's
on avoiding plagiarism in Anglo-American Studies work.
Successful research papers make extensive use of the course material for content and the didactic sources we used during the seminar. Please critique any websites you use as part of your bibliography in the research paper using the following the six WWWWWW questions as a guide:
Please note: Just because web pages can be found on a government or on a university website is not sufficient proof of their reliability! You should also always give the date you checked the internet source since websites frequently change or disappear.This date (often given in the phrase "site valid as of ..." or "last accessed on..." after the address of each site) should not be more than one week prior to your lesson. I strongly recommend that you consult Part VII Research and Documentation of the Hodges' Harbrace Handbook for detailed information about using the internet before beginning your research. Research papers that make extensive use of websites and of non-accessible sources (out-of-print books not available in Anglo-American libraries, obscure books found only in foreign libraries) or sources in German with information that can also be found in sources in English risk failure.
Your papers serve several purposes in our courses:
You can read your fellow students' summaries and evaluations of your lesson and paper on the OLAT summaries of your session forum thread. I'll be sending all group members my electronic evaluation portfolio of all your seminar work including your lesson and paper at the end of the week after your topic lesson. We'll also be discussing in detail the mistakes and models in all student papers during the important summary sessions at the end of the seminar.
Impressum / Disclaimer