Call Us: +1-800-756-2003

Module Two

Delta Module 2

Overview
Delta Module 2 is the most practical of all 3 Cambridge English Language Assessment Delta modules and is arguably the one which will provide the most tangible evidence of progress and professional development.

Evaluation
Delta Module 2 is evaluated via a combination of background essays; lesson planning; observed, assessed practical teaching and reflection on your teaching and your progress.  Each element of the course aims to develop your awareness and command of classroom practice, methodology, language systems and skills and how to tailor your teaching to the individuals in your class.  There are two main components to your assessed coursework on the Delta program:
•    Professional Development Assignment (PDA)

•    Language Skills/Systems Assignments (LSAs)

The PDA consists of a reflective strand, designed to facilitate your progress and development, and an experimental practice strand, designed to push your teaching boundaries and allow you to use an approach, resource or technique that you haven’t tried before.

There are a total of four LSAs, each focusing on a different language skill or system of English.  Three are internally assessed and the fourth is assessed by an assessor from Cambridge English Language Assessment.

Each of the four LSAs consists of:
•    A 2,500 word background essay covering an analysis of your chosen area along with problems and suggested solutions within a wide range of teaching contexts
•    A lesson plan
•    An observed 45-60 minute lesson
•    A 500-word self-evaluation reflecting on your teaching and your learners’ progress as evidenced in your lesson

Course delivery

Delta Module Two is available as a blended course over eight weeks (three weeks online plus five full time weeks) or part-time at our London center over 16 weeks.

The online preparation part involves an observed lesson and therefore requires that you are teaching during this time, or have access to a class that you can teach for 60 minutes.  The observation can take place via Skype or by video recording the lesson. For local candidates based in New York City, this can take place at your school. The last week of the face-to-face section is when your external assessment will take place, so the course learning load is light during that week.

Blended Course Mode (New York)

Online preparation Three Weeks Part-time

The Teaching House Blended Delta Module 2 online preparation course consists of a diagnostic observation, in which your Delta tutor will observe and give feedback on a lesson you teach to a group of learners.  This can be done in person if you are based in New York City, or via Skype or a video recording if you are elsewhere in the world. You are given detailed feedback on everything from your classroom management through your chosen materials to your overall approach to teaching as well as suggestions of techniques, methodologies and resources to incorporate into future lessons.

The online portion is also where you do your experimental practice assignment. Based on feedback from your diagnostic lesson, your tutor will work with you to select an approach, technique or resource to experiment with in order to push you beyond the confines of your current teaching practices. You are given an online introduction to the requirements of this and then a tutorial (by phone, Skype or, for local candidates, in-person) to discuss the chosen area you will work with your tutor on for your proposed experiment and suggest background reading in your chosen area.

During this time you will also receive guidance on and produce a draft of your first LSA background essay.  You will need to dedicate approximately 40-60 hours of study to the online preparation component of your Blended Delta Module 2 course.

Face-to-face portion Five Weeks Full-time
The face-to-face portion of the Blended Delta Module 2 course consists of input seminars, observation of experienced teachers live and on video, observation of and feedback on your teaching as well as one-to-one tutorials with your Delta trainer.  You will need to dedicate at least an additional 120 hours outside of course hours to background reading, essay writing, lesson planning and reflecting on your teaching over the duration of the face-to-face portion. This hard work pays off with a deeper understanding of how learners learn and how we can best facilitate that learning, as well as a plethora of new teaching ideas, and perspectives, the impact of which you will see straight away in your day-to-day lesson planning and teaching.

Face-to-face Mode (London)

Both the blended option (New York) and the face-to-face option cover the following topics taken from Cambridge English

1. The language learner and the language learning context
  • Adapting teaching for different abilities, motivations and learning styles
  • Applying knowledge and understanding of factors affecting teaching to your practice.
2. Preparation for teaching English language learners
  • Planning lessons that actively engage all learners
  • Choosing methodologies and materials, with reference to underpinning theories and principles.
3. Evaluating, selecting and using resources and materials for teaching purposes
  • Developing selection criteria to choose materials
  • Creating resources for different learning contexts
  • Evaluating the effectiveness of materials used.
4. Managing and supporting learning
  • Creating a constructive learning atmosphere
  • Using a range of teaching and learning strategies which are appropriate to learners’ needs and context
  • Giving appropriate feedback to all learners on their progress.
5. Evaluation of lesson preparation and teaching
  • Developing evaluation criteria to judge the effectiveness of preparation and teaching
  • Using evaluation feedback to improve lesson planning and teaching
  • Developing critical reflection skills to identify areas for ongoing professional development.
6. Observe and evaluate other teachers’ lessons
  • Evaluating other teachers’ lessons using knowledge of teaching and learning strategies
  • Providing supportive and constructive feedback to other teachers.
7. Professionalism and opportunities for professional development
  • Reflecting on feedback to develop as a teacher
  • Reflecting on the standards of professional practice
  • Engaging in Continuing Professional Development
  • Identifying possible career paths and specialisms.