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Restyling ESL L310 to Reflect Student Learning Outcomes

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May have an accumulation of errors in grammar, word forms, and pronunciation features ... Integrate pronunciation skills. Evaluation and Grading ... – PowerPoint PPT presentation

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Title: Restyling ESL L310 to Reflect Student Learning Outcomes


1
Restyling ESL L310 to Reflect Student Learning
Outcomes
  • Lisa Marchand

2
I found restyling to be very beneficial
  • Student Behaviors
  • Content
  • Course Components
  • Real World Applications

3
  • Record your voice weekly, listen to yourself,
    and enter your observations into your speech
    error journal. This activity teaches you to
    become critical of your own speech and learn to
    hear and correct mistakes you make as you speak.

4
I Began By Thinking About My students
5
  • A student beginning this course will
  • Possess writing skills sufficient to organize
    ideas and prepare brief speeches and dialogs with
    adequate, but possibly inconsistent, control of
    sentence structure, time reference, and
    vocabulary appropriate for the context of the
    speech
  • Speak intelligibly enough to be understood by an
    attentive listener
  • May be unable to produce some of the sounds of
    standard American English
  • May have an accumulation of errors in grammar,
    word forms, and pronunciation features

6
then I Started to Make a Grid
  • Refer to the Curriculum Form IV
  • Cluster existing course assignments and
    activities around stated course objectives
  • Identify any thin spots
  • Plan new activities as needed

7
Various Assessment
  • All of the old fashioned types of quizzes and
    tests still have their place
  • Projects
  • Presentations
  • Journals
  • Student reflection
  • Portfolios of Work

8
I Thought About Grading
  • Not necessary to change all the tests!
  • Consider reasons for making projects graded
  • Think about alternative ways of assessing
    students abilities

9
I Wrote Down My Grading Criteria
  • Criteria change relative to the assignment type
    and focus
  • Holistic measures can be described
  • Its still okay to measure discrete points

10
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11
I put it all together so students can see
  • What theyll be able to do at the end of the
    course
  • Why they are doing each activity, project,
    assignment, and exercise
  • How they will be evaluated
  • How each assignment is weighted
  • What their learning responsibilities are

12
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13
Finally
  • clear thinking about what happens in my classroom
    and labs
  • a good place to start talking with my colleagues
  • change as I learn from my students
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