overview of the pedagogical guidelines
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Overview of the Pedagogical Guidelines
Mate Day,
Agadir, June 7th, 2005.
Outline
Theoretical framework Teaching practices: Language components
and skills Classroom management Project work Assessment Bibliography
I. Standards
Definition:
« specify what students should know and be able to do (content), what they might be asked to do to give evidence of standards (performance), and how well they must perform (proficiency). “
Standards
Rationale:
- »as rigorous goals for teaching and learning »
- «ensure that our schools offer students the opportunity to acquire the knowledge and skills necessary for success.”
Standards vs Curriculum?
Standards define « broad perspectives »
Curriculum: lessons, materials, techniques; i.e. « details of the day-to-day schooling »
Applications of standardsthrough the curriculum
Ability to think
Skill in communication
Production of quality work
Connections with the community
Standards: Background
Research in ESL: « Standards for Foreign Language Learning: Preparing for the 21st Century” (general outline)
Moroccan educators (performance standards to support each content standard)
Standards: Key notions
Communication
Cultures
Connections
Comparisons
Communities
Standards: samples
Interpersonal:Conversation
-Content Standard: Students will understand and interpret a language other than their own in its written and spoken form on a variety of topics.
-Rationale: Students should develop strong listening and reading skills to interpret the concepts, ideas, and opinions expressed by members of other cultures through their media and their literatures. This standard focuses on increasing the level of understanding as students listen to, read, or view materials in a new language
Standards: samples (2)
Culture practices: -Content Standard:Students will demonstrate an
understanding of the relationship between the practices and perspectives of the cultures studied.
-Rationale: To fully understand another culture, students need to develop an awareness of another people’s way of life, of the patterns of behaviour that order their world, and of the traditional ideas, attitudes, and perspectives that guide their behaviours.
Syllabus for Level 2
Listening Speaking Reading Writing Themes and topics Functions Structural content
II. Skills: a. Reading
Rationale:
as a ‘skill in its own right’; as life requirement; in relation to writing; as exam requirement
Reading: Competencies
Macro-competencies (global):determining the organization of a text, recognizing the function of a text, undertaking project work related to the theme of a text, . . .
Micro-competencies (sub-competencies):
scanning, skimming, inferencing, evaluating information, . . .
Teaching reading: steps
Pre-reading: previewing title, semantic mapping, picture stimulus, . . .
While-reading: identifying text organization/ function, ‘word-attack’ skills, . . .
Post-reading: oral/written follow-up, summary, debate, project work, . . .
II. Skills: b. listening
The teaching context
Interrelated with speaking
Aims and competencies: communicative, cultural, strategic, methodological
Teaching listening
As a complex skill
Types of activities
Outcomes
Requirements
Methodology: suggested procedure
1. Preparation
2. Presentation
3. Listening
4. Checking
5. Re-listening
6. Follow-up
II. Skills: c. speaking
Rationale:
”Success (in language learning ) is measured in terms of the ability to carry out a conversation in the (target) language “
Nunan 1991 .
Types of tasks
Prononciation exercises; Dialogues : dialogue completion, jumbled
exchanges, dialogue recital / rehearsal, Responding to teacher questions /
comprehension q. Role-plays : situational cues, functional
cues, free role play; role cards, Songs / poems recital, . . .
Procedure
1. Prepare
2. Present
3. Practice
4. Evaluate
5. Expand
II. Skills: d. writing
Rationale: producing pieces of written discourse
Competencies: generating , organizing ideas; planning; exploring materials (magazines, . . .) ; . . .
Discourse forms: Journals, e-mails, letters, anecdotes, . . .
Main Stages
Pre-writing
Writing
Follow-up
Grammar
Rationale: descriptive vs generative grammar; usage vs use,
Objectives: generate instances of correct usage, manifest knowledge of the language system, . . .
Approach
Combination of inductive and deductive
Competency-based approach (ref. charter)
Competency-based approach
Definition:
« In ESL a competency is a task-oriented goal written in terms of behavioural objectives… It is not what the students know about language, but what they do with the language.”
(Nunan 1988 : 34)
Bissonnette and Richard’s model
Level one: skill/’what to do’ level: enables the learner to reproduce and explain the content (e.g a grammatical rule) in his own words.
Level two: capability/’when and how level’: the learner should be able to determine when why or how to use the material.
Level three: : Competency/ “mastery” level. This level is characterized by the successful, frequent
and automatic use of the material, be it a structure or whatever.
Steps
Specify objectives in behavioral terms Skill level: presentation/comprehension
check Capability level: practice/production Competency level: use/application Evaluation: checkist criteria: automaticity,
authenticity, contextualization, skills integration
Functions
Rationale: CBI ‘learners should be able to use the target language in their actual and foreseeable social, vocational and academic situations’
Types: greeting, asking for permission, expressing ability, possibility, . . .
Methodology
1. Preparation
2. Presentation
3. Receptive practice
4. Productive practice
5. Recycling
Classroom management
Definition: ‘Classroom management refers to the ways in which student behaviour, movement, and interaction during a lesson are organized by the teacher to enable teaching to take place more effectively. Classroom management covers a wide range of areas including managing pair and group work, handling transitions, giving instructions, and dealing with disruptive behaviour.’
Classroom Management
Managing pair work
Managing group work
Teacher and learner roles
Project work
Definition
Major benefits
Projects presentation
Project work topics
Continuous Assessment
Aims
Rationale
Test specifications
Bibliography
Testing
Learning theory
Language teaching methods