Se ha denunciado esta presentación.
Utilizamos tu perfil de LinkedIn y tus datos de actividad para personalizar los anuncios y mostrarte publicidad más relevante. Puedes cambiar tus preferencias de publicidad en cualquier momento.

ELF SLOs Adapting Program and Students’ Learning Outcomes January 2014

  • Sé el primero en comentar

ELF SLOs Adapting Program and Students’ Learning Outcomes January 2014

  1. 1. Copyright protected. Request permission to distribute. Adapting Program and Students’ Learning Outcomes (PLO/SLO) to Lesson Plans Dr. Kate Mastruserio Reynolds Qatar University, Foundation Program, English Language Forum, January 21, 2014
  2. 2. Agenda  At the conclusion of this session, participants will be able to  Distinguish between PLOs, SLOs (syllabus and lesson level) and Course Goals  Recognize and create learning-focused SLOs  Narrow their syllabus-level SLOs to lesson-level SLOs  Link exercises, activities, tasks, products and/or assessments to their lesson-level SLOs
  3. 3. PLOs  Program Learning Outcomes (PLOs)=  Definition: what the learners should be able to do upon completion of a program.  Purpose: A benchmark for the program to measure its successes or failures.  Format: Broadly descriptive of all learning in all courses in a program.  Aligned to TESOL, CEFR or ACTFL Standards Program Learning Outcomes Student Learning Outcomes at the syllabus- level Student Learning Outcomes at the lesson-level
  4. 4. Objectives Standards textbook objectives instruction Objectives and Assessment 4 assessment end goals/ learner outcomes Information added to build skills. Not found in text. backward design analyze enabling objectives
  5. 5. SLOs & Course Goals  Student Learning Outcomes (SLOs)=  Definition: what the learners should be able to do upon completion of a course.  Course goals differ from SLOs in that they emphasize content, skill development, products and processes. They describe what will happen during the course.  Purpose of SLOs: A benchmark for the teachers/learners to measure the learning accomplishments in the course.  Format: Narrowed descriptions of learning on specific language skills in single course.  Aligned to TESOL, CEFR or ACTFL Standards Program Learning Outcomes Student Learning Outcomes at the syllabus- level Student Learning Outcomes at the lesson-level
  6. 6. Challenges of a Shared Syllabus  All instructors must accomplish the same syllabus-level learning outcomes.  Consistency between courses, so that all learners receive similar information is vital when programs offer numerous sections of a given course.  Controlling teachers and dictating lesson-level learning outcomes hampers the educator and the learning.  Freeing educators to make decisions relevant to their population and their needs is essential; Lesson-level learning outcomes adapted from the syllabus-level SLOs is how to balance this.
  7. 7. SLOs and Lesson Objectives  SLOs are called the same thing at the syllabus and lesson levels.  The lesson-level SLOs, we could call Lesson SLOs, are:  Narrowed to what the learners will learn and be able to do after one class meeting. Program Learning Outcomes Student Learning Outcomes at the syllabus- level Student Learning Outcomes at the lesson-level
  8. 8. Narrowing Syllabus-Level SLOs to Lesson- Level SLOs  Due to the nature of language learning, SLOs at the syllabus-level still need narrowing. 2. Express ideas and facts effectively in writing 2.1 Produce well -edited texts appropriate to level (in length and genre) 2.2 Demonstrate competence in writing process appropriate to level 2.3 Write appropriately for genre, purpose and audience 2.4 Use organizational tools appropriate to text and level (such as paragraphing, thesis statements, topic sentences, supporting sentences, adverbial linking phrases* and connectors) ENGL C002 Syllabus
  9. 9. Learning Outcome Objectives  SLOs are not descriptive of what the learner or teacher will DO; Rather, they emphasize what will be LEARNED.  Format: Students will be able to… ___________ in _______ _______________________________ action verb mode format, topic, and/or degree of accuracy* [at the conclusion/end of instruction]. *when appropriate
  10. 10. Learning Outcome Objectives  Format: Students will be able to… ___________ in _______ _______ action verb mode format, topic, and/or degree of accuracy [at the conclusion/end of instruction].  EX: Students will be able to  read the article on Modern Mummies, and list how mummies occur and where  describe in writing 3-5 complete sentences how mummies happen today  use sequential language (first, then, next..)  employ simple past tense with 80% accuracy
  11. 11. Analysis Task 1. Choose a group leader, recorder and time keeper for your group. 2. Discuss what you think is included in this SLO. 3. Make a list for your group on the paper provided.  ENGL C002 Syllabus  3.2 Initiate, extend and sustain conversation in a variety of academic contexts
  12. 12. Transformation Task 1. With your group, choose one concept from our list to develop into a sequence of lesson-level SLOs. 2. Please suggest an optimal time frame to teach these. 3. Please use the format suggested and write your examples on the flip chart paper.
  13. 13. Language Goal Duration of the Academic Term Content topic (e.g., history) Speaking Listening Reading Writing Grammar Vocabulary Pronunciation Teach Interpersonal presentation Teach giving opinions. Commenting on others’ opinions. Teach presenting in class. Teach listening for main ideas Teach listening for details Teach listening to history readings and videos for opinions Teach textbook reading strategies Teach the writing process Teach regular past tense & verbs common in history readings Teach history and ELL vocabulary necessary. Teach multisyllabic word stress for (3+ syllable words) Teach reading history text for mains ideas & details Teach reading to form an opinion Teach writing notes in the Frayer model Teach irregular past tense Teach identifying past tense relationships in cause/ effect and sequencing of events Teach stem sentences for giving opinions, cause/effect, & transition words & sequencing language.
  14. 14. How do I know if my students learned the SLOs during the lesson?
  15. 15. Relationships between Standards, Goals, Objectives… 17 *Post Method Pedagogy. Kumaravadivelu, 2001. Assess ment Materials Standards Goals ObjectivesLessons Tasks/ Activities Reflection
  16. 16. How would you measure your lesson-level SLOs?  When we are designing the lesson –level SLOs, we should be considering what data we will observe or gather from learners as evidence of their learning.  What product(s) will we ask them to produce in tasks?  What exercises or quizzes will we employ?  What comprehension checks will we use?  What closures will we use to ascertain their comprehension and learning?  Will we use exit tickets, for example?
  17. 17. How would you measure your lesson-level SLOs?  Task:  Taking your group’s lesson- level SLOs, link them to either one holistic assessment or tasks/activities you will conduct in class.
  18. 18. Assessment Issues with Lesson- Level SLOs  Obstacle: Learners need time to practice the language. When should I start assessing their learning?  Solution?
  19. 19. Assessment Issues with Lesson- Level SLOs  Obstacle: One cannot assess every lesson-level SLO in each lesson.  Solution?
  20. 20. Closure  What ideas resonated with you in our session?  What will you change as a result of this session?

    Sé el primero en comentar

    Inicia sesión para ver los comentarios

  • GONATOJERAMIE

    Sep. 28, 2020

Vistas

Total de vistas

157

En Slideshare

0

De embebidos

0

Número de embebidos

2

Acciones

Descargas

5

Compartidos

0

Comentarios

0

Me gusta

1

×