Curriculums of International Schools/Colleges/Universities
The differences between international and national schools
Do you know the difference between international and national schools? If not, then read on! International schools are amongst the most highly regarded schools in the world. They are primarily English-speaking, located in most countries (particularly non- English-speaking countries), and are currently teaching over 3.6 million children. For people applying to international school vacancies for the first time, expect a difference between your current teaching role.
If you are a teacher considering working overseas and wondering what differentiates an international from a national school, here are some of the top differences:
1. International curriculum options
An international school provides a curriculum that is not the national curriculum of the country it is located in. Instead, it may offer an international curriculum, such as the International Baccalaureate (within which there is the Primary Years Program - PYP, the Middle Years Program - MYP, and the IB Diploma Program - IBDP) or the International Primary Curriculum (IPC) and/or International Middle Years Curriculum (IMYC). It may also offer the national curriculum of another country. The most common national curricula used in international schools are the National Curriculum of England, or an American curriculum, or adapted versions of these. The National Curriculum of England is very common in international schools, but is very often adapted to make it more relevant to an international student population and appropriate for the host country – this may mean including relevant learning references to the country’s history and culture.
2. Teaching students who use English as a second or third language
Most international schools use English as the language of learning. However, it is very likely that many of the children in the school will speak it as a second or third language. This means that teachers will need to adapt the way they teach to ensure they engage all children and fully support the EASL learners. This is an excellent skill to acquire and is highly valued by recruiters in international schools as well as many national schools where there are a growing number of EASL students.
3. Working with teachers from across the world
There are over 346,000 staff teaching overseas in international schools today. They come from many countries, particularly the UK, Ireland, Canada, New Zealand, Australia, South Africa and the US. This makes international schools a There are over 346,000 staff teaching overseas in international schools today. They come from many countries, particularly the UK, Ireland, Canada, New Zealand, Australia, South Africa and the US. This makes international schools a
4. Smaller class sizes and engaged students
International schools are generally fee-paying and keep class sizes small; typically no more than 20 students. For many local students, getting an international school education is a top priority for their families and a large portion of the family income may be dedicated to it. Parents hope that this will help their children achieve a place at an English-speaking university and, ultimately, the best career options. As
a result, most local students attending international schools are very motivated and want to learn.
5. Professional Development occurs from within
External professional development opportunities for international school teachers can be quite limited or highly expensive because international schools are spread far and wide, with some schools are very isolated. Much professional development occurs internally, either by a visiting trainer or led by one of the staff members. The international diversity of the staff means that best practice from many different countries can be shared and incorporated.
6. Short-term contracts enable the chance to teach in many countries
One very appealing aspect of teaching overseas in an international school is the chance to work in a number of different countries. Contracts often last for two years (with the chance for extension). This means that some teachers move from one country to the next every two years.
7. Exciting career prospects
For staff who choose to stay in one particular location for an extended period of time and who gain good experience and skills, promotion opportunities are very good including middle and senior leadership positions.
Taken from https://www.ticrecruitment.com/blog/the-differences-between-international-and-national-schools
International Curriculum - Authority and Function, Curriculum and Globalization, Curriculum and Learning
The field of curriculum studies is cluttered by an array of dissimilar definitions of the term curriculum. In empirical studies, definitions of curriculum run the gamut from those that would have the term signify everything that takes place in a classroom to others that restrict its meaning to only the topics that are defined as instructional requirements in the official policy of an educational system. There are also those that limit the definition of curriculum to only those topics actually taught by teachers.
In 1979, during the development of the Second International Mathematics Study (SIMS) conducted under the auspices of the International Association for the Evaluation of Educational Achievement (IEA), Curtis C. McKnight proposed a model that subdivides the curriculum into three components: the intended, the implemented, and the attained (see Figure 1). The intended curriculum is understood to be what an official educational agency (most often a ministry, secretariat, or other national or subnational agency responsible for guiding and articulating the educational intent of a system) expects to be taught or holds as learning goals in its educational system. The intended curriculum is thus distinguishable from both the implemented curriculum –the instructional implementation of the intended curriculum –which is therefore embodied in classroom instruction, and the attained curriculum. The attained curriculum is understood to be the skills, knowledge, and dispositions that students effectively acquire as a result of their schooling. This model subdivides the curriculum for purposes of analysis, and the different levels are not considered wholly independent. This discussion makes use of this model, focusing primarily on the intended curriculum.
The intended curriculum acquired special prominence in educational policy in the latter half of the twentieth century. Many of the world's educational systems experienced a shift of focus in education policies during that period. Whereas the stress had traditionally fallen on improving material investments and guaranteeing universal access to public education, the 1980s and 1990s brought a stronger emphasis on the conceptual understandings, procedural knowledge, and other academic objectives to be met by all students in primary and secondary education –and thus a renewed interest in the intended curriculum as a critical policy instrument. The movement toward the development of educational standards in many educational systems reflects this emphasis on the quality of the content of the intended curriculum, as policymakers and educational leaders have The intended curriculum acquired special prominence in educational policy in the latter half of the twentieth century. Many of the world's educational systems experienced a shift of focus in education policies during that period. Whereas the stress had traditionally fallen on improving material investments and guaranteeing universal access to public education, the 1980s and 1990s brought a stronger emphasis on the conceptual understandings, procedural knowledge, and other academic objectives to be met by all students in primary and secondary education –and thus a renewed interest in the intended curriculum as a critical policy instrument. The movement toward the development of educational standards in many educational systems reflects this emphasis on the quality of the content of the intended curriculum, as policymakers and educational leaders have
A considerable body of work has been contributed to support the use of educational policy programs focused on the quality of the content of schooling in what has been termed content-driven systemic reform. It is stated that ambitious curriculum intentions must be formulated and subsequently appropriate mechanisms must be designed to implement these curricula so that students have the opportunity to attain high levels of achievement. Content-driven reform holds that a core specification of curriculum goals provides the basis for setting up a policy structure designed to enhance the achievement of pupils. Thus, the intended curriculum is intended to directly influence teacher training and certification, school course offerings, instructional resources, and systems of accountability.
Curriculum reform policy, as espoused in these reform theories, assigns to standards documents, curriculum guides, frameworks, programs of study, and the like a primary role in defining potential educational experiences. They are intended to help shape goals and expectations for learning. These visions are anticipated to guide the experiences of students in classrooms.
Certainly high expectations concerning the role of policies regarding curriculum intentions have been held in many countries. In a survey of thirty-eight nations conducted as a part of the Third International Mathematics and Science Study (TIMSS) the majority reported a number of reforms and managed changes in the content, pedagogy, and technology prescribed in national curriculum policy for school mathematics and science.
Authority and Function
At the time TIMSS curriculum data were collected (1990 –1992), curriculum guides published by national or subnational governmental bodies existed in all TIMSS countries with the exception of Iran. The guides all carried some degree of official status, although status and authority varied among countries and occasionally within a country in the case of subnational or regional guides. The significance of these documents varied substantially by country. Curriculum guides in Australia, for example, had titles such as "Course Advice," whereas in Japan they were At the time TIMSS curriculum data were collected (1990 –1992), curriculum guides published by national or subnational governmental bodies existed in all TIMSS countries with the exception of Iran. The guides all carried some degree of official status, although status and authority varied among countries and occasionally within a country in the case of subnational or regional guides. The significance of these documents varied substantially by country. Curriculum guides in Australia, for example, had titles such as "Course Advice," whereas in Japan they were
These documents that set forth the intended curriculum for entire educational systems varied in the type of strategic elements they used to present policy and shape its enactment. Specifically, some strategic elements were more prescriptive than others were; they stated policies, formal objectives for instruction, and so on. Other elements were more facilitative; they included such information as suggested strategies for teachers, examples, and assessment ideas. The TIMSS analysis of intended curricula, however, revealed that there was a high
Curriculum and Globalization
A particularly vexing problem for educational policymakers advocating content- driven reform has been the increasingly international character of discussions on the intended curriculum. Curriculum experts, professional associations, and policymakers became concerned with how standards defined in their own country compared to those in other countries, especially the countries they regarded as their most important economic competitors. Most traditional cross-national research provided little guidance here, as three associated theoretical- methodological perspectives largely guided it. A large amount of theoretical work was done in the 1970s, and this work largely concentrated on the structure of social and economic relationships that curricula were thought to promote or reproduce. This aspect of the intended curriculum was often termed the "hidden" curriculum, and many theoreticians in the Marxist tradition devoted their attention to describing its nature and its function in perpetuating the class struggle in the world's most developed capitalist economies. Other theorists used dependency theory, another variant of the Marxist tradition that arose mostly from work done in political economy and economic history in Latin America and Africa, to develop accounts of the imposition of dominant models of schooling on nations of the economic and social periphery. These authors affirmed that the propagation of curricula from the great economic metropoles to the periphery was a particular instance of cultural domination within the framework of an international division of labor. A third tradition, largely influenced by "world systems" theories, studied aspects of curriculum associated with the worldwide expansion of enrollments in schooling. Theorists within this tradition argued that since the 1950s the "Western" A particularly vexing problem for educational policymakers advocating content- driven reform has been the increasingly international character of discussions on the intended curriculum. Curriculum experts, professional associations, and policymakers became concerned with how standards defined in their own country compared to those in other countries, especially the countries they regarded as their most important economic competitors. Most traditional cross-national research provided little guidance here, as three associated theoretical- methodological perspectives largely guided it. A large amount of theoretical work was done in the 1970s, and this work largely concentrated on the structure of social and economic relationships that curricula were thought to promote or reproduce. This aspect of the intended curriculum was often termed the "hidden" curriculum, and many theoreticians in the Marxist tradition devoted their attention to describing its nature and its function in perpetuating the class struggle in the world's most developed capitalist economies. Other theorists used dependency theory, another variant of the Marxist tradition that arose mostly from work done in political economy and economic history in Latin America and Africa, to develop accounts of the imposition of dominant models of schooling on nations of the economic and social periphery. These authors affirmed that the propagation of curricula from the great economic metropoles to the periphery was a particular instance of cultural domination within the framework of an international division of labor. A third tradition, largely influenced by "world systems" theories, studied aspects of curriculum associated with the worldwide expansion of enrollments in schooling. Theorists within this tradition argued that since the 1950s the "Western"
But what of policymakers and curriculum designers who wished to find information to guide their efforts in promoting educational opportunities that would enhance national economic competitiveness? Increasingly, regardless of their specific economic circumstances, many countries developed a consensus in according much importance to prescribing rigorous curricula in academic disciplines, despite
a paucity of strong empirical evidence at the time connecting achievement in these disciplines with economic benefits (subsequently some evidence was advanced in the early 1990s that the character of mathematics courses taken in secondary school affects mean individual income levels, and that increases in hours allocated to elementary instruction in the sciences is associated with increases in national standards of living). Despite the apparent international consensus on the value of teaching mathematics and the sciences, for example, there was clearly considerable cross-national variation in the specific topics that were taught as part of these disciplines and the specific sets of skills and dispositions that were promoted in regard to these topics.
Interest groups in education across the world, such as governments, the business community, professional associations of educators, and many others, began to be concerned with the idea of "world-class standards" and were preoccupied with formulating rigorous and meaningful intended curricula that compare favorably with that elusive standard. But what precisely are "world-class" standards? What expectations do, for example, high-achieving countries have regarding essential knowledge and skills that children must acquire in order to meet the goals held for them by the educational system? As the attention to the intended curriculum increased among educational leaders and policymakers, it thus occasioned an increased interest in the possible educational application of another instrument that –like the idea of "standards" themselves–arose from modern business management strategies: international benchmarking.
Benchmarking. Benchmarking originated in efforts of business firms to identify external points of reference for their business practices in order to achieve continuous improvement. As such, the selection of the "point of reference" is central to determining how benchmarking studies can be used. From the perspective of educational systems, this choice is in effect a selection of the school systems from which they would like to learn. As the concern regarding the
"international competitiveness" of intended curricula and the interest in benchmarking has increased, consequently so has interest in cross-national studies of student achievement. These have become of critical importance to policymakers, which explains the high levels of participation in the original TIMSS in the 1990s –and in subsequent endeavors conducted, most notably by the Organisation for Economic Co-operation and Development (the Programme for International Student Assessment –PISA) and the IEA (through the continuation of TIMSS by way of the Trends in Mathematics and Science Study and PIRLS – Progress in International Reading Literacy Study).
The first published reports from the original TIMSS constituted important milestones in curriculum studies. In a pair of companion volumes the U.S. TIMSS research team used the first large-scale cross-national empirical study of the intended curriculum (termed the TIMSS Curriculum Analysis) to identify those curricular standards that are most common to TIMSS countries. These standards were then compared to standards in specific countries –beginning with the United States. Interest in cross-national benchmarking was acute given that on the one hand, a national policy objective was for U.S. schoolchildren to be "first in the world" in mathematics and science –and on the other hand, mean student performance on the TIMSS assessment at the close of the twentieth century proved the nation to be quite distant from that objective. Prior to the TIMSS curriculum analysis, no comprehensive effort to empirically measure and specify intended curricula using a large sample of countries and representative samples of curricular materials had ever been attempted.
These studies uncovered notable differences between the intended curricula of countries exhibiting high levels of mean student achievement in mathematics and science and that of countries with lower mean achievement levels. Focusing on the exhaustive characterization of the disciplinary content and expectations for student performance contained in standards documents and student textbooks, these studies resulted in findings with important implications for the development of curriculum policy.
These findings point to a variety of elements common among most high-achieving countries that are not shared by most low-achieving countries. They make up what appears to be necessary, but not sufficient, conditions for the realization of higher achievement for larger numbers of school-children.
A number of low-achieving countries in the TIMSS had curricula that emphasized the coverage of long lists of topics. Conversely, highest achieving countries intended the teaching and learning of a more focused set of basic contents, to be A number of low-achieving countries in the TIMSS had curricula that emphasized the coverage of long lists of topics. Conversely, highest achieving countries intended the teaching and learning of a more focused set of basic contents, to be
Learning goals. These benchmarking studies also reveal important differences in how school systems define learning goals. In a number of low-achieving countries –with the most relevant example being the United States–there is an extremely static definition of fundamental goals. That is, goals that are deemed fundamental (often termed "the basics") are considered to be fundamental throughout schooling, requiring repetition in many grades. Arithmetic, for example, is a set of contents and skills prominent in curricula throughout the years of compulsory schooling. Even in eighth grade, when most high-achieving TIMSS countries concentrate their curricular focus on algebra and geometry, arithmetic is
a major part of schooling in the United States. In high-achieving nations, when goals first enter the curriculum they receive
concentrated attention with the expectation that they can be mastered and that students can be prepared to attain a new set of different priority goals in ensuing grades. Focused curricula are the motor of a dynamic definition of curricular objectives. In most of the highest achieving countries, each new grade sees a new set of curricular goals receiving concentrated attention to prepare for and build toward mastering more challenging goals yet to come.
The consequence of lack of focus and coherence, and the static approach to defining what is basic, is that these types of curricula are undemanding compared to those of other countries. Materials intended for students in these countries cover a large array of topics, most of which are first introduced in the elementary grades. This cursory treatment does not include much more than the learning of algorithms
Curriculum and Learning
The fundamental premise of educational reforms that focus on the intended curriculum is that the intended curriculum serves to support the creation of opportunities for students to learn. This is to say that the faith placed in standards – world-class or otherwise –is derived from the assumption that standards are associated with learning. This premise, until recently, had little empirical support. The original TIMSS study, however, by including comprehensive integrated data on all three levels of curriculum, provided an unprecedented opportunity to test this assumption in a number of ways. Results from these tests indicate clearly that the intended curriculum –oftentimes as mediated through textbooks–is significantly related to specific learning opportunities (that is, the pedagogical decisions of teachers) and consequently to the growth in knowledge and skills that students are able to demonstrate in achievement tests. It is also clear from this work that there are identifiable structural relationships among subareas in mathematics and science curricula that intensify their relationship with learning –such that learning one aspect of an academic subject is related not only to the specific opportunities that are provided to learn that aspect but also to opportunities to learn other aspects of the discipline that are structurally related. Further, there is evidence that the enactment of the intended curriculum –to be effective in promoting learning–is not simply a matter of covering the contents specified in the curriculum, nor even simply a matter of the amount of time devoted to teaching them. Clearly there are pedagogies that are more appropriate to achieve the levels of rigor and cognitive demand promoted by many of the world's most ambitious curricula.
Thus, there is evidence that the intended curriculum deserves the intense attention of policymakers that it has enjoyed over the past decades. It is a key instrument in assuring access to rich and meaningful educational experiences. New methods have been developed to characterize and benchmark curricular material. These have resulted in the specification of many of the key features of curricula that would promote high achievement. Much empirical work remains, however, particularly in the area of determining whether it is possible to reconcile these most recent findings with the movement toward decentralized systems of curriculum policy formulation and enactment. Future scholarship must focus on the cultural traditions, policy instruments, and other formal and informal processes that determine how power over the intended curriculum is exercised at various levels in different educational systems; how different educational stakeholders interact in these processes; and how decisions regarding curricular objectives are made –with an eye to gauging their influence on the quality of educational experiences that students are provided.
Taken from http://education.stateuniversity.com/pages/1897/Curriculum-International.html
CHAPTER 6
Syllabuses of International Schools/Colleges/Universities
What is syllabus? Richard (2001) states that a syllabus is specification of the content of a course of
instruction and lists what will be taught and tested. Thus the syllabus for speaking course might specify the kinds of oral skills that will be taught practiced during the course, the function, topics, or other aspects of conversation that will be taught and the other in which they will appear in the course.
Hutchinson and Waters (1987) see that ESP is an approach rather than a product. They state that ESP is an approach to language learning which is based on learner need. It is true that ESP is specifically based on learner need or English in specific professional areas which comes from the demand of the learner.
It is clear that teacher should have knowledge of the field. It can be argued that ESP really needs a language structure of its own to be taught properly and the teacher requires some knowledge; however, the learner feels the need of knowing English in his own field because of some needs. Those needs are varied according to purpose of the learner. For instance, a graduate whose first language is not English may need to study Academic English to follow further education or a migrant may need to study both Academic English and ESP English (depends on the subject) to work in an English-speaking country.
Hutchinson and Waters define that a syllabus is a document which says what will (or at least what should) be learnt. But, in fact, a syllabus consists of several stages, which at each stage lead the learner and the teacher. Each stage on its route imposes a further layer of interpretation.
the evaluation syllabus
the organizational syllabus
the material syllabus
the classroom syllabus
the learner syllabus ESP syllabus is derived from a detailed analysis of the language features of the
target situation. Swan (1985) says when reviewing the structural/functional debate:
‘The real issue is not which syllabus to put first: It is how to integrate eight or so syllabuses (functional, notional, situational, topic, phonological, lexical, structural, skills) into a sensible teaching programme’.
Taken from https://whichmethods.com/categories-2/syllabus-design/
References:
Hutchinson, T & Waters, A. (1987) English for Specific Purposes: A Learning- centred Approach, CUP, Cambridge
Richards, J (2001) Curriculum Development in Language Teaching, CUP, Cambridge
Example 1: A SYLLABUS ENGLISH FOR BUSINESS STUDENTS
Level : Intermediete Skill : Speaking, Writting
Number of Meeting : 12 times ( 24 x 50’)
Goal : In the end of study, students are be able to apply some expression used in the business such as in meeting, telephoning, sosialising, negotiation, presentations etc.
Students are able to make business letter and email, interview etc. Students are able to talk about history of the company, business
expreiences, advertasing etc.
No Basic Competence
Indicator
Material
Learning Activity
To understand
To use
Vocabulary for
Stating aims
expression
agreement/
organising meetings
Agreeing /
used in the
disagreeme
(minutes, secretary, chair,
Giving opinions
1 expression.
Phrases for meetings
Interrupting /
2 x 50’ Book Course for
To give
Conditionals
Dealing with
Spoken test
English Business
of opinion.
Asking for
To use
clarification
Interruption Interruption
To understand
To use
Phrases for telephoning
used in
offering,
Modals (Could I, Would
you like to, etc)
Dealing with
Book Course for
2 expression.
Pron: Spelling names,
complaints
Spoken test
2 x 50’ English Business
To make an
addresses, etc
To understand
To use
Phrases for greetings,
introductions, partings
yourself,
used to
of
Lexis for hobbies,
Introducing Others,
socialize in
introduction,
interests, family
Greetings, Saying
3 business
greeting.
Levels of formality
Goodbye,
Book Course for
To talk
Present simple
Talking about
Spoken test
2 x 50’ English Business
about
Question forms
hobbies, interests,
hobbies,
families
interests, and family
To understand
To write a
Lexis of working
Writing CVs and
how to apply
business
conditions-perks, benefits,
letters of
employment/
letter
holidays, salary, income,
application
job
To make an
K, promotions, etc.
Being interviewed
applications in
2 x 50’ Book Course for business
interview
Comparatives
and interviewing
Written test
and
Discussing
and spoken
English Business
discussion
Lexis describing
advantages and
test
character - hard-working,
disadvantages of
a team player, a self-
candidates
starter, etc.
To understand
To talk
Question forms
Talking about
Total Quality
business
business
Levels of formality in
requests/orders
Talking about
nt
different
management structures,
Spoken test
2 x 50’ Book Course for English Business
philosophies Role play - getting people to do things more or less politely
To understand
To write a
Internet vocabulary
Writing emails
how to apply
Book Course for 6 E-business on
business
IT vocabulary
2 x 50’ English Business, the Internet
emails
Written test
Internet To
To tell
Marketing Lexis - brands,
Talking about
understand
about
awareness campaign, etc
advertsing they
about
effective
know - what is
7 Advertising in
To discuss
Spoken test
2 x 50’ Book Course for English Business
strategies
strategies - e.g. for
To design a
famous brands
campaign
Task - design a campaign
To understand
To explain
Comparatives
Describing the
how to
the culture
Lexis to describe
culture of a
corporate
of a
personality traits
business/a national
Culture/
business
Polite language
culture/ regional
2 x 50’ English Business business
Book Course for relations in
8 Cross-cultural
culture
Spoken test
To tell a
Talking about
experience
experiences of
in business,
culture clash/
etc
misunderstanding
To express
Talking about your
polite
ideal company
expression
culture
in business
Practising polite language - greetings
To understand
To express
Request, Offers
starting, making
express
offering,
Typical phrases; starting,
offers, refusing,
negotiations
2 x 50’ Book Course for business
refusing,
making offers, refusing,
accepting, asking
9 used in
accepting,
accepting, asking for
for clarification,
Spoken test
asking for
clarification, bargaining
bargaining
English Business
clarification, bargaining etc.
To understand
To tell about
Past tenses, Present
Talking about the
2 x 50’ Book Course for history
describing the
history of
Perfect
history of your
10 company
the
Key Lexis - (was)
company/ another
Written test
company
launched, was
company
English Business
established
To understand
To make
Language of
giving a
how to
presentation
presentations, OHP,
presentation
11 expression
To handle
slides, etc.:signalling
handling
Written test
2 x 50’ Book Course for English Business
used in
and ask
language: dealing with
questions
and spoken
asking questions
test
question forms
Taken from http://beddebah-haterulez.blogspot.co.id/2012/10/example-of-esp-syllabus-english-for.html
Example 2:
ESP Theories and Practices Fall 2008
Course Description:
This course is designed to introduce a learning-centered approach to ESP, and the practical applications of the course design in the form of a syllabus, materials, methodology & assessment for particular professional needs. Students will learn to deal with language descriptions, and needs analysis in ESP course design. Several field trips will also be arranged to understand how English is used in social contexts.
Course Objectives:
1. Students will understand the origins of ESP and its development.
2. Students will be equipped with theories and application examples of course design.
3. Students will go through curriculum and syllabus construction, materials
writing, and evaluation by doing an ESP course design project.
Course Activities: reading & discussion, field trips, final project, project presentation
Requirements: attendance and participation 20%, project 40%, project presentation 40%
Teaching Materials & References:
1. Hutchinson, T., & Waters, A. (1987). English for Specific Purposes: A Learning-Centered Approach. Scotland: University of Cambridge.
2. Long, M. H., (eds), (2005). Second Language Needs Analysis. UK: Cambridge University Press.
3. Posner, G. J., & Rudnitsky, A. N. (1994). Course Design: A Guide to
Curriculum Development for Teachers (4 th Ed). White Plains, NY: Longman.
Schedule:
9/15 Introduction to the course & the field; readings from p.1 to p.19 9/22 Different views of the nature of language & language learning; readings
from p.21 to p.39 9/29 Patterns of language use in society; the political and national context; needs analysis; from p.53 to p.64; handouts 10/6 Approaches to course design; the components of a curriculum; from p.65
to p.156; handouts 10/13 Types of syllabuses; the scope of a communicative syllabus; handouts 10/20 Language analysis or language use as course goals; focusing on
language content in a communicative syllabus; handouts 10/27 Materials in use with sociocultural appropriateness; handouts 11/3 Example A: Marine Time English; handouts 11/10 Translating general goals into syllabus objectives 11/17 Creating materials; practical applications 11/24 Example B: Hospitality English and Conversation 12/1 Review 12/8 Project planning 12/15 Project planning 12/22 Project planning 12/29 Project presentation
1/5 Project presentation 1/12 Wrap up
Taken from https://www.google.co.id/?gws_rd=cr,ssl&ei=jGq2WM- cMM_o0gTSo42ADg#q=what+is+syllabus+in+esp&*
CHAPTER 7
Lesson Plans of International Schools/Colleges/Universities
What is a Lesson Plan?
There is some confusion about what a TEFL lesson plan is and is not. A worksheet is not a lesson plan. A handout is not a lesson plan. A classroom game or activity is not a lesson plan. In fact, there is no need for a lesson plan to ever be seen, touched, considered or dreamed of by students, and nor does it even need to exist on paper or disk, though it usually does.
A lesson plan is a teacher's plan for teaching a lesson. It can exist in the teacher's mind, on the back of an envelope, or on one or more beautifully formatted sheets of A4 paper. Its purpose is to outline the "programme" for a single lesson. That's why it's called a lesson plan. It helps the teacher in both planning and executing the lesson. And it helps the students, unbeknownst to them, by ensuring that they receive an actual lesson with a beginning, a middle and an end, that aims to help them learn some specific thing that they didn't know at the beginning of the lesson (or practise and make progress in that specific thing).
To summarize, and in very basic terms: a lesson plan is the teacher's guide for running a particular lesson, and it includes the goal (what the students are supposed to learn), how the goal will be reached (the method, procedure) and a way of measuring how well the goal was reached (test, worksheet, homework etc).
The examples below show a fairly formalized handwritten lesson plan and a back- of-the-envelope lesson plan for the same lesson -- a 45-minute lesson on the Future Continuous.
The first lesson plan indicates the time in minutes to be spent on each activity and whether the (inter)action is teacher-student, student only or student-student (left- hand column) and materials to be prepared/used (right-hand column).
The back-of-the-envelope lesson plan is clearly by someone who has done this lesson many times before and has simply scribbled a brief reminder of main aspects of the lesson.
Both of these are examples only. There are many different ways of achieving the same objective.
Taken from https://www.englishclub.com/esl-lesson-plans/what-is-a-lesson-plan.htm
Example of International School Lesson Plan
Lesson Title: I Wandered Lonely as a Cloud Indiana Standards to be met: Overview and Purpose:
2 nd and 3 rd Period: Collection:7
Poetry: I Wandered Lonely as a Cloud
2nd and 3rd Period: S2 (9.2.3,9.2.8,9.2.7) English Language and Literature- I Wandered Lonely as a Cloud by William Wordsworth
Materials Needed: 2nd and 3rd period- Holt: Elements of Literature (Third course). Videos. Use of I.T.
Learning Objectives:
2 nd and 3 rd period:
(Specify
Literary Skills
skills/information that
● Students will understand and analyze personification.
will be learned.)
● Students will understand and analyze elements of style, including rhythm and meter.
Reading Skills
Students will read aloud.
Students will break down texts.
Vocabulary Skills
Students will demonstrate knowledge of literal meanings of words.
Writing Skills ● Students will write to express opinions appropriately.
Extra Questions and
(meeting different
learning levels:
Activities
basic/general/advanced)
Basic
Work on meanings of terms used in poem. Example wandered, beneath, outdid, pensive, solitude, sprightly & glee.
General
Will write what causes the speaker’s heart to be full of pleasure?
Advanced
Students will think about real-life examples and write about what has inspired them in past just like Wordsworth.
Strategies for
Teacher
Expected
Student Work
Filler
Teacher’s
delivering the lesson:
Work
Time
(Pair/Group/Individual)
(Free) Comments
(Procedures/ Methods/
Please explain in detail.
Activities
Activities/ Cross-
Second
Set a Purpose :
curricula connections)
period: Warm-up:
-T will ask students what does the word “Inspired” means to them?
Group Activity:
10 mins
-Give each group a separate sheet of paper to write down the meaning of inspired. - Now ask each group to share their meanings.
Delivery
- T will ask students to
Breakdown:
read the poem to discover what inspired Wordsworth and how it influenced him?
- What does the speaker find in nature?
- T will ask students to discuss this question in
40 mins
their groups.
Connotation and Denotation: Whole Class
Remind students that a word’s denotation is its literal meaning, which can
be found in a dictionary. Note that a word’s connotation is the feelings that we associate with the be found in a dictionary. Note that a word’s connotation is the feelings that we associate with the
For example, the words host and mob both describe
a crowd. Which word has a positive connotation? (host) Which word has a negative connotation? (mob)
-Write these words from the poem on the board. Have students write two headings at the top of a piece of paper: Positive and Negative.
Ask students to then write each of the words under the heading that describes its connotation.
(negative) (negative) (positive) (positive)
(positive) (negative)
T will ask students to read the poem again and underline words that have positive connotation and circle the words that have negative connotation.
Lesson
Oral Class
How does the memory of what the poet saw affect him?
Third period:
Do you feel inspired by nature?
Share your experience with class.
Delivery
T will focus on style of
Breakdown:
writing: Rhythm and Meter
Explain: The iambic foot
40mins
(unstressed/stressed) is the most commonly used rhythm in English poetry.
Many people feel this rhythm is common in language, music, and dance because it mimics the rhythm of the human heart. This beat is often represented by the sounds “lubb-DUBB.”
Ask students to repeat “lubb-DUBB” in rhythm, while tapping their feet on the second syllable, the “DUBB” sound.
Guide students to notice that they are tapping on the stressed beat, not the unstressed. Then read the following two lines from the selection, stressing the words and syllables that are capitalized.
“They FLASH up-ON that IN-ward EYE Which IS the BLISS of SO- li- TUDE.”
Explain that each of these two lines from the poem has four iambic feet (lubb DUBB). Read the lines again, and have students read along, tapping their feet on the stressed beats.
Help students use academic vocabulary and concepts. Divide them into groups of three. Have them create a list, with the headings Iambic Meter. Tell students to spend a few minutes thinking about lines from other poems they have read that have iambic meter. They can also list lyrics from songs they know that follow this pattern. Alternatively, they can list lines that they write themselves. Encourage Help students use academic vocabulary and concepts. Divide them into groups of three. Have them create a list, with the headings Iambic Meter. Tell students to spend a few minutes thinking about lines from other poems they have read that have iambic meter. They can also list lyrics from songs they know that follow this pattern. Alternatively, they can list lines that they write themselves. Encourage
Summarize Stanzas For students not used to nineteenth century poetry, “I Wandered Lonely as a Cloud” may be difficult to understand.
Read the following lines from the poem: “For oft, when on my couch
I lie In vacant or in pensive mood, They flash upon that inward eye Which is the bliss of solitude.” Discuss with students what these lines mean. Then have a volunteer summarize the lines’ meaning. (Often, when the speaker is lying quietly, he remembers the flowers, which makes him happy.)
Have students work in small groups. Have volunteers read aloud one stanza at a time. Then have each group write a summary of the stanza, in a chart like the one on the right. Point out that the summaries are in ordinary, non-rhythmical language and ask: Which version do you think sounds better? Why?
Fluency Ask students to work in pairs. Have students take turns reading the poem aloud. Each student should read the poem aloud. Allow students to help each other, if necessary. When students have finished their reading, Fluency Ask students to work in pairs. Have students take turns reading the poem aloud. Each student should read the poem aloud. Allow students to help each other, if necessary. When students have finished their reading,
Check for Understanding WRITING FOCUS Re-Order Difficult
Sentences English- language learners will need extra help with unusual word order. Write line 11 on the board. “Ten thousand saw I at a glance.” Ask students to rewrite the sentence so that it sounds more like ordinary speech. Tell them to start the sentence with the word I, and ask: Which word in this
line would usually follow the word I? (saw) They can then rebuild the sentence (I
saw ten thousand at a glance) to help them understand the meaning more easily.
-Ask students to identify any other sentences that seem to have an odd word order, such as lines 17-18, and change the order. Ask volunteers to read the re- ordered lines aloud. .
Lesson
What Do You
Summary:
5 mins
Feel? Write two lines about how
you felt when you read the poem “I Wandered
Lonely as a cloud.”
Re-enforcement
Intent Tone
Assessment
Informal Assessment through class work
Homework
Ask students to imagine that William Wordsworth is still alive, and have them write a letter to the poet, explaining their feelings about his poem.
Cross –Curricular
Nature
Connection
CHAPTER 8
Lesson and Teaching Materials
Teaching materials are the resources a teacher uses to deliver instruction. Each teacher requires a range of tools to draw upon in order to assist and support student learning. These materials play a large role in making knowledge accessible to a learner and can encourage a student to engage with knowledge in different ways.
Text books and journal articles are an important feature of any university course. It is important that students with visual impairments or other print disabilities such as dyslexia have access to electronic versions of reading material. It is possible to make reading material easily available to all students by placing important chapters or journal articles on blackboard.
Flexibility in teaching materials and the use of multimedia make it possible to reach out to all learning styles. Multimedia via Blackboard or a course web site can provide the syllabus, assignments, discussion groups, projects, class notes, video material and the power points for the lectures. Links to other websites that can provide additional representations of a topic being discussed or as scaffolds or supports for student learning can also be provided via Blackboard.
The Internet also provides opportunities to employ many different entry points to learning. Teachers can draw from written data, graphical, audio and video. Podcasts can also be used.
It is important that electronic text is always provided either in Word format or as accessible text based PDF documents. Electronic reading materials can instantly be accessed by students with print disabilities and can be converted to large print or Braille via the services of the Disability Support Service assistive technology lab in the Boole library. Electronic material can also be accessed via portable devices such as iPads, other computer based tablets, Android smartphones or iPhones. It is essential for students with print disabilities to receive reading material in an accessible format prior to class if a text is to be discussed in the classroom. Providing reading material prior to class encourages informed discussion in the classroom for all students.
What students in UCC have to say about study materials:
‘It is helpful having notes put up on Blackboard because it can be quite tricky getting all the notes down. It can be very visual when we are using maps so it is very helpful to have a map up on Blackboard so you can see what he was talking about ra ther than trying to memorize it or do a quick scribble.’ (Non-disabled student).
‘Blackboard is the life blood of all electronic data available to us on our course. However, it is up to each individual teacher as to when he or she puts the information up and in real terms this can vary a lot. You can be talking a couple of hours, a couple of days, a couple of weeks or never at all.’(Student with a disability).
‘A lot of my lecturers put the presentations up before class, they use them during class and you have the opportunity on Blackboard to go over them after class. You have maximum retention there.’ (Non-disabled student).
‘Receiving reading material prior to a class is a great help for encouraging discussion because students are not coming to the knowledge without any prior experience of the topic in question.’ (Non-disabled student).
‘My teachers use Blackboard and I find this useful especially for accessing important articles and important web links. It saves so much time to be able to do this.’ (Non-disabled student).
‘The library has only a certain number of copies of certain books so unless you get it on time there could be another fifty people looking for the same thing so it is easier to have it on line for accessibility.’ (Non-disabled student).
‘Some people are very bad speakers, but when they think about something they can make a written comment. Internet discussion is helpful for people with confidence issues. I did notice that a lot of very interesting discussions were taking place on line which probably wouldn’t take place in the classroom.’ (Non-disabled student)
The research from which these quotations have been extracted is available at www.ucc.ie/en/dss/publications/research
Taken from https://www.ucc.ie/en/teachlearn/resources/udl/materials/
The Importance of Teaching Materials
"Teaching materials" is a generic term used to describe the resources teachers use to deliver instruction. Teaching materials can support student learning and increase student success. Ideally, the teaching materials will be tailored to the content in which they're being used, to the students in whose class they are being used, and the teacher. Teaching materials come in many shapes and sizes, but they all have in common the ability to support student learning.
Examples
Teaching materials can refer to a number of teacher resources; however, the term usually refers to concrete examples, such as worksheets or manipulatives (learning tools or games that students can handle to help them gain and practice facility with new knowledge -- e.g. counting blocks). Teaching materials are Teaching materials can refer to a number of teacher resources; however, the term usually refers to concrete examples, such as worksheets or manipulatives (learning tools or games that students can handle to help them gain and practice facility with new knowledge -- e.g. counting blocks). Teaching materials are
Student Learning Support
Learning materials are important because they can significantly increase student achievement by supporting student learning. For example, a worksheet may provide a student with important opportunities to practice a new skill gained in class. This process aids in the learning process by allowing the student to explore the knowledge independently as well as providing repetition. Learning materials, regardless of what kind, all have some function in student learning.
Lesson Structure
Learning materials can also add important structure to lesson planning and the delivery of instruction. Particularly in lower grades, learning materials act as a guide for both the teacher and student. They can provide a valuable routine. For instance, if you are a language arts teacher and you teach new vocabulary words every Tuesday, knowing that you have a vocabulary game to provide the students with practice regarding the new words will both take pressure off of you and provide important practice (and fun) for your students.
Differentiation of Instruction
In addition to supporting learning more generally, learning materials can assist teachers in an important professional duty: the differentiation of instruction. Differentiation of instruction is the tailoring of lessons and instruction to the different learning styles and capacities within your classroom. Learning materials such as worksheets, group activity instructions, games, or homework assignments all allow you to modify assignments to best activate each individual student's learning style.
Acquiring Teaching Materials
Getting your hands on valuable teaching materials is not nearly as difficult as it can seem at first. The Internet has many resources for teachers, most of them free, that can significantly increase the contents of your teaching toolbox. You can also make your own materials. Every learning material you develop will be an asset to you when you next teach a similar unit. An investment of time or money in good teaching materials is an investment in good teaching.
Source: http://www.ehow.com/
CHAPTER 9 Teaching and Learning Media
Using Media in Teaching
The focus of this module is on how teachers might use popular media, textbooks and computer technologies to create a learning environment that equips learners with the knowledge and skills to live and work thoughtfully in a changing country. The model of teaching being promoted is one that:
actively involves learners links schooling with learners’ lives and experiences develops learners’ critical thinking and problem-solving skills.
Not all the copyright holders of these readings have given permission to release them digitally. Where we do have permission, the titles on the content page of each section will hyperlink to the text of the reading. In addition, a full reference list for all of the readings is provided so that you can source the readings independently.
Alternatively, if you would like to apply for copyright permission yourself for the full set of readings, please contact us at [email protected] and we will send you a copy of the full set of readings. Contact us if you need print copies of the readings for this purpose.
Video
The video is linked to sections of the Learning Guide but contains discussions which could also be used in a free-standing way by anyone interested in the use of media in teaching. The videotape focuses on the use of popular media: it does not refer at all to the use of traditional media or computer technologies.
Audiotape
The audiotape is linked to sections of the Learning Guide but contains discussions which could also be used in a free-standing way by anyone interested in the use of media in teaching. It includes interviews with teachers, as well as examples of media resources taped from radio or off a CD.
Taken from http://www.oerafrica.org/african-teacher-education-oer-network-aten/using-media-teaching
Why Media and Technology?
The use of media and technology in the classroom can help bridge the distance between instructor and students, between students and texts, and between students’ of various skill levels, in effective and innovative ways. The principle for using technology successfully in the classroom, however, is no different from those for assignment design in the traditional classroom. Learning goals and grading rubrics must be clear and transparent; instructions and expectations ought to be conveyed in a straightforward manner; workload needs to be reasonable and the relevance of the activity must be explicit; feedback should be timely. In other words, instructors should think about what the technological tool hopes to achieve pedagogically before implementing it in the classroom. For more about assignment design, click here (link to internal Assignment section) and plan to attend our workshop on assignment design. Using media and technology in the classroom well has many potential benefits for your students. Using the appropriate technology can:
Provide access to information where access was once limited or non- existent, e.g. via digitized rare books, archives and manuscripts collections, assistive technology, etc.
Help convey information, concepts and process more effectively, e.g. via data visualization, animation, and simulation
Encourage exploration and experimentation: search engines (e.g. Google), content aggregators (e.g. YouTube, Vimeo, TED, Twitter) and content creation and annotation tools (e.g. Notegraphy, Prezi, Wordle, Animoto, Grockit Answers, Education Genius) make searching for information extremely easy and lowers the barrier for students to experiment with ideas.
Enable self-paced learning and sensitivity to different learning styles
Make students’ thinking more transparent and help teachers get immediate and continuous feedback on student progress, e.g. via clickers, TopHat, and course statistics
Empower students to have greater control over the learning process through the benefits associated with active learning and personal responsibility
Permit instructors and students to interact & collaborate with one another beyond class time and extend learning beyond the classroom (e.g. via discussion boards in Chalk, Google Apps, UChicago wiki, or chat)
Improve engagement and incorporate real world relevance to classroom activities. Technology is often just fun to use. Many technological tools encourage connecting to external resources and engaging with a wider audience; these features often help students feel that their work has some real world impact.
Facilitate classroom management: learning management systems such as Chalk or Canvas can serve as a repository of resources, communication tools, and a single place for submitting homework and grades which teachers and students can access anywhere, anytime.
Provide the opportunity for students to learn digital citizenship: how to evaluate online sources and how to interact with the public
Other Considerations
Using technology in the classroom does require a few other important considerations.
1. Privacy concerns. The Federal Education Rights and Privacy Act (FERPA) protects student data, including but not limited to student grades and biographical data. Instructors must comply with this federal law, especially if you choose to use a tool that allows public access to its content.
2. Copyright & Fair Use. Technology makes it easy to copy and share content, but not all content available on the web can be copied and shared legally.
3. Learning Curve. Using and administering any new tools requires some time and effort up front, even for those who are tech-savvy. Be sure to give your students the opportunity to become familiar with the tool and ask questions.
Example
One of our graduate students, Aiala Levy, discusses her use of Twitter for critical reading in the video on the upper right hand side of this page. For more examples of successful incorporation of technology in the classroom, see the Success Stories page in the Technology and Collaborative Learning Workshop wiki (CNetID log-in required).
Getting Help
To learn more about how to use technology well in the classroom:
Attend the Technology & Collaborative Learning workshop (link to internal description of workshop)
Academic & Scholarly Technology Services also provide individual consultation for multimedia development and instructional design support to faculty & lecturers. Our media specialists work with 2D- and 3D animation, multimedia, print, and film for use in both teaching and research. Our learning consultants can help you with course design and revisions from traditional lecture or seminar classes to those incorporating innovative pedagogies utilizing social media or games. Contact Emily Joy Bembeneck at [email protected] or 2-4665 for more information or to schedule an initial meeting.
Taken from https://teaching.uchicago.edu/key-topics-on-teaching/media-technology/
CHAPTER 10 Teaching and Learning Process
The Role of the Student
What does the learner bring to the classroom and what is the task the language learner faces? The learners come to the ESP class with a specific focus for learning, subject matter knowledge, and well-developed adult learning strategies. They face the task of developing English language skills to reflect their native- language knowledge and skills.
1. Focus for Learning: The ESP student has a particular purpose and focus for learning. People learn languages when they have opportunities to understand and work with language in a context that they comprehend and find interesting. ESP is
a vehicle for such opportunities. Students will acquire English as they work with materials which they find interesting and relevant and which they can use in their professional work or further studies. Successful learners pay attention to the meaning of the language they hear or read and do not focus primarily on the linguistic input or isolated language structures. The ESP student is particularly well disposed to focus on meaning in the subject-matter field. In ESP, English should
be presented not as a subject or body of facts to be learned in isolation from real use, nor as a mechanical skill or habit to be developed. Rather, English should be presented in authentic contexts to acquaint the learners with the particular ways the language is used in functions that they will need to perform in their specialty fields.
2. Subject-Matter Knowledge: Learners in the ESP classroom are able to make a real contribution to the language learning process. They are generally aware of the purposes for which they will need to use English. Having already oriented their training toward a specific field, they see their English instruction as complementing this orientation. Knowledge of the speciality area enables the students to identify a real context for the vocabulary and structures of the ESP classroom. In this way, the learners can take advantage of what they already know about the subject matter field to learn English.
3. Adult Learning Strategies: Learning as an adult has advantages -- adults must work harder than children to learn a new language, but the learning strategies they bring to the task enable them to learn faster and more efficiently. The skills they have already developed in reading and writing their native languages will make learning English easier. Although the English of the students you will be working 3. Adult Learning Strategies: Learning as an adult has advantages -- adults must work harder than children to learn a new language, but the learning strategies they bring to the task enable them to learn faster and more efficiently. The skills they have already developed in reading and writing their native languages will make learning English easier. Although the English of the students you will be working
To summarize, ESP combines • purpose
• subject matter • motivation • context • relevant skills
Your role in the ESP classroom is to • organize programs
• set goals and objectives • establish a positive learning environment • evaluate students' progress
Your students bring to ESP • focus for learning
• subject matter knowledge • adult learning strategies
Taken from http://collections.infocollections.org/ukedu/en/d/Jm0031e/3.3.html
Speaking
Your needs assessment will determine whether the development of speaking skill is a goal in your ESP class. For many ESP situations, development of speaking skills may be beyond the scope of what it is possible for.you to provide. To provide every student with practice in speaking is an inefficient use of classroom time. Discussion groups are notoriously difficult to manage. Students rarely listen to each other talk and "conversation~ degenerates into one student after another saying unrelated things. Aggressive students usually take and hold the floor, and it becomes impossible to give everyone the same amount of practice. Even if everyone did get the same amount of practice, in the typical class of 50 students Your needs assessment will determine whether the development of speaking skill is a goal in your ESP class. For many ESP situations, development of speaking skills may be beyond the scope of what it is possible for.you to provide. To provide every student with practice in speaking is an inefficient use of classroom time. Discussion groups are notoriously difficult to manage. Students rarely listen to each other talk and "conversation~ degenerates into one student after another saying unrelated things. Aggressive students usually take and hold the floor, and it becomes impossible to give everyone the same amount of practice. Even if everyone did get the same amount of practice, in the typical class of 50 students
You and your students should not despair, however, because although in your situation the direct teaching of speaking may not be practical, studies have shown that increased listening comprehension leads to increased ability to speak. You can assure the students that the exercises they are doing to increase their listening comprehension will make them better able to hold conversations with native speakers of English.
If teaching speaking skills is one of your objectives; for example, in an ESP class in English for Tourism, you will need to select activities that reflect the real functions for which your students will use English.
Asking the class to repeat in unison is not teaching speaking. They will not necessarily repeat correctly, you cannot correct their errors, and repetition may only reinforce their mistakes. Memorizing and repeating dialogues will also not improve the speaking skill. Speaking is a communication activity and improves only with practice in communication. Therefore you are better off using class time for activities which will increase overall language proficiency and ability to comprehend spoken English.
Give students practice in conversation management. Teach them greetings and closings, and replies to greetings and closings. Teach them how to introduce themselves and others. Teach them forms they can use when they do not understand, such as "Pardon me. What was that again?" or "What does mean?" or "Please speak more slowly. "
Pronunciation is often overstressed in language teaching and should play a restricted role in your class. Perfect, or native like, pronunciation need not be a goal. English is now a world language and different pronunciations are standard throughout the world. Learners also need to show themselves to be learners lengthy drills to achieve perfect pronunciation of a few words is not only time- consuming, but may also mislead native speakers into thinking that the student is more fluent than he or she actually is, leading to breakdowns in communication.
Role playing is an effective way to stimulate conversation in the classroom. You can use flowcharts to outline a situation which you want to use as a base for developing your students' speaking skills. You may want to select a small group of students to demonstrate this method until the whole class understands the procedure, Once this is done, you can divide the class into groups, vary the Role playing is an effective way to stimulate conversation in the classroom. You can use flowcharts to outline a situation which you want to use as a base for developing your students' speaking skills. You may want to select a small group of students to demonstrate this method until the whole class understands the procedure, Once this is done, you can divide the class into groups, vary the
1. Choose a situation. This could be based on a text your students are studying, either with you or in another class. For example, students of hotel management may be studying public relations, and you could devise a flowchart which requires students to exercise their public relations skills in English.
2. Teach the required vocabulary, language functions and grammar. (See suggestions on pages 16 and 24 for teaching vocabulary.) You could then ask students to use these same vocabulary items, functions and grammar points in their role play. This would provide you with a focus when you are noting errors. Concentrate on correct use of the selected items, but otherwise ignore errors, except, of course, those that lead to major breakdowns in communication.
3. Design a flowchart similar to the one in Figure 11. The kinds of exchanges this flowchart might generate include:
Receptionist: Good morning sir (madam). Can I help you? Guest: Yes. My name is Mr. . I have reservations for two nights. Receptionist: Let me see. I'm afraid I can't see your name on my list. Are you sure the reservations were made? Guest: Yes, of course I'm sure. This is very annoying. These reservations were made weeks ago. Receptionist: I'm sorry, sir. Let me check again. Guest: This is too much. I would like to talk to the manager. (Etc.)
Figure 11. Flow Chart for Role Playing Activity.
CHAPTER 11
Teaching and Learning Evaluation/Assessment
Assessment of English for special Purposes
1. ASSESSMENT OF ESP According to Dudley-Evans and St. Jo hn (1998) ASSESSMENT doesnot stand alone, but occupiesaprominent placein theESPprocess, giving an ESPteacher awealth of information on theeffectiveness and quality of learning and teaching.
2. Dudley-Evans and St. John (1998: 210) add that: ASSESSMENT »encompasses benefits such as reinforcement, confidence building, involvement and building on strengths.
3. Continuous assessment is assessment by the teacher and possibly by the student of class performances, pieces of work and projects throughout the course. This type of assessment implies assessment which is integrated into the course and which contributes in some cumulative way to the assessment at the end of the course. It normally includes a series of focused tasks.
4. Formative assessment refers to assessment that is specifically intended to provide feedback on performance to improve and accelerate learning [18]. Formative assessment takes place as the course is in progress and provides information about how well the students are doing – what they have achieved, what they need to work on, and how well the course is meeting their needs.
5. Self- and peer-assessments areconsidered vehiclesto improvelearning. Self- assessment answersthe question "How am I doing?“ Theaim of self- assessment is to promoteautonomous lifelong learning.
6. Dickinson has three reasons for using self-assessment: 1. Assessment leading towards evaluation isan important educational objectivein itsown right. Training learnersin thisis beneficial to learning. 2. Self-assessment isanecessary part of self-determination. 3. Self-assessment lessensthe assessment burden on theteacher.
7. Summative assessment sums up students’ attainment at the end of thecoursewith agrade. It providesinformation about their overall achievements, i.e. whether they achieved the learning outcomes, and the overall effectivenessof the course.
8. Traditional summative assessment techniquesgenerally taketheform of exams, in classtests, and assignments. Such techniqueswhen applied alonecan often lead studentsto “play astrategic game” whereby thelearning becomes secondary to completing thetask and receiving agrade.
Summative assessment rarely includesqualitative feedback, which isavital aid to personal development.
9. Assessment Strategies in ESP Course as a Way for Motivating Student Learning : 1.Motivation as an Incentive for Learning 2. The Role of Materi als and Methods in Motivating Students’ Learning 3. Researching Student Attitudes to Assessment 4. Assessing Students: What, Why and How
10. Motivation as an Incentive for Learning Motivation iseagernessand willingness to do something without needing to be told or forced to do it. Motivation isa desireto achieveagoal, combined with theenergy to work towardsthat goal. Studentswho aremotivated havea desireto undertaketheir study and completetherequirementsof their course.
11. Motivation as an Incentive for Learning Many researchersconsider motivation asoneof themain elementsthat determine successin developing a foreign language; it determinestheextent of active, personal involvement in languagelearning
12. Motivation is characterized by two main types INTRINSIC MOTIVATION that is described as when students are seeking intellectual stimulation from their studies. that is described as when students are seeking intellectual stimulation from their studies. that is when students are more concerned about their grades or marks and their future employment prospects. that is when students are more concerned about their grades or marks and their future employment prospects.
13. Therefore, in order to stimulateinterest for aforeign languagetheteacher should develop in studentsintrinsic motivesrelying on their personal experience, outlook, abilities, interests, emotionsand feelings revealing what studentsalready know on thetopic, finding out their gaps and lacksand arranging alesson based on students’ needs..
14. Elton suggests that intrinsic motivation can be increased by assessment strategies which: treat studentsasindividuals; expect studentsto show individuality, originality and creativity; allow choicesand preferencesin their learning; allow studentsto negotiatethe meansby which they are assessed.
15. In order to make learning motivating, it must: bemeaningful; bechallenging; beinteresting arousing theintellectual curiosity of thelearner; berelevant, in that it must contributeto thelearner'sgoalsin undertaking the process; givethelearner an expectation of success; producesatisfaction in thelearner in
16. The Role of Materials and Methods in Motivating Students’ Learning • Motivation isalso enhanced by theway in which the instructional material isorganized. TheESP teaching/learning materialsshould berelevant to the objectivesand outcomesof thelesson/module/syllabus, thus meeting 16. The Role of Materials and Methods in Motivating Students’ Learning • Motivation isalso enhanced by theway in which the instructional material isorganized. TheESP teaching/learning materialsshould berelevant to the objectivesand outcomesof thelesson/module/syllabus, thus meeting
enjoyableactivitiesthat stimulatethelearners’ thinking capacities, offering opportunitiesfor learnersto usetheir previousknowledge and skills, content which both learner and teacher can cope with.
17. The Role of Materials and Methods in Motivatin g Students’ Learning • Relevant
integratemodern technology with specialist content. They should provideasystematic meansfor independent self-study and comprisea rangeof subject specialism-related (e.g. businesscorrespondenceand communication, academic writing) materialsin order to develop integrated skills.
ESPteaching/learning
materialsshould
18. Different approaches should be used while designing the materials used in ESP classroom: • Skills-based approach- where students acquire such skills as generic job-related skills (writing e-mails, CV, letters; giving presentations; socializing etc.), reflection, self-study, self-assessment and self-evaluation;
19. Different approaches should be used while designing the materials used in ESP classroom: • Communicative approach to teaching/learning alanguage in order to realizethepractical aim of thecurriculum, i.e. to facilitatestudentsto usethe languagein variousacademic, social and professional contexts.
20. Different approaches should be used while designing the materials used in ESP
approach where studentshaveamoreactiveand responsiblerole, and in which they often need to work together to completeatask; • Task-based approach: roleplays, simulations, casestudies, projectsand oral presentationsar eto beinvolved; • Integrated approach for developing macro-skills(reading, listening, spoken interaction, spoken production, and writing).
classroom:
Learner-centred
21. Researching Student Attitudes to Assessment 1. Assessment should help you to learn. 2. Assessment must be consistent with the objectives of the course and what is taught and learn. 3. Variety in types of assessment allows a range of different learning outcomes to be assessed. It also keeps you interested. 4. You need to understand clearly what is expected of you in assessed tasks. 5. Criteria forassessment should be detailed, transparent and justifiable. 6. You need specific and timely feedback on yourwork - not just a grade. 7. Too much assessment is unnecessary and may be counter- productive.
Taken from https://www.slideshare.net/jaysonilarde/assessment-of-english-for-special-purposes