23-04-19MELS Working Document 20101 23-04-19MELS Working Document 2010

Progression of Learning

at the Secondary Level

ESL Core Programs

SPEAQ November 2010

Information Session

23-04-19MELS Working Document 20102

Activating Prior Knowledge

What is some of the Related Content (knowledge) in the Core ESL Programs?

23-04-19MELS Working Document 20103 23-04-19MELS Working Document 2010

Developing the Progression of Learning

Mandate

Research Progression of Learning at the Secondary Level

23-04-19MELS Working Document 20104

23-04-19

Three ESL Competencies

Key Features

Progression of Learning

End-of-Cycle Outcomes

Evaluation Criteria

Related Content

Scales of Competency

Levels

23-04-19MELS Working Document 20105 23-04-19MELS Working Document 20105

Quiet Reading Time

Read the ESL introduction on page 5 of the Progression of Learning.

Take a few minutes to leaf through the rest of the document.

23-04-19MELS Working Document 20106 MELS Working Document 20106

The Progression of Learning is…

compulsory a supplement to the ESL programs to make

the Related Content more explicit a planning tool for teachers to incorporate

knowledge in the development of the ESL competencies for each year of secondary

23-04-19MELS Working Document 20107 23-04-19MELS Working Document 20107

The Progression of Learning…

can guide evaluation practices to support learning (for regulation purposes)

clarifies the knowledge that students need to learn and use in context

23-04-19MELS Working Document 20108 23-04-19MELS Working Document 20108

The Progression of Learning is not…

a new ESL program a stand-alone document a checklist of items to cover only once an evaluation tool

23-04-19MELS Working Document 20109 23-04-19MELS Working Document 2010

Titles and introductions

Legend

Element

Italicized examples

Sub-elements

PB, page 2

Sub-section

Section

23-04-19MELS Working Document 201010 23-04-19MELS Working Document 201010

Legend PB, page 3. Read the explanations for three of the

symbols in the legend. How you would explain the shaded box?

23-04-19MELS Working Document 201011 MELS Working Document 2010

Legend Teacher plans for previously acquired knowledge to

be applied during the school year.

Students broaden and refine their knowledge, use knowledge in new contexts and are more autonomous.

“Reinvest” does not refer to C2. It means that students reuse the acquired knowledge in a variety of meaningful contexts.

23-04-19MELS Working Document 201012 23-04-19MELS Working Document 201012

Culture Skim the Culture section. (POL, page 6) Why are there only arrows in the chart for this

section? (PB, page 4)

23-04-19MELS Working Document 201013 MELS Working Document 2010

Language Repertoire:

Functional Language

Skim the Functional Language section. (POL, pages 7-10)

Answer the following questions (PB, page 4):

1. What does the prevalence of shading in Functional Language indicate?

2. What do you notice about element #9 Opinions?

23-04-19MELS Working Document 201014 23-04-19MELS Working Document 201014

Language Repertoire:

Language Conventions

“Focus on Form refers to communicative teaching that draws students’ attention to the structure of the English language within the context of the interactive classroom.”

- Secondary Cycle Two Core ESL Program, page 40

23-04-19MELS Working Document 201015 23-04-19MELS Working Document 201015

Language Repertoire:

Language Conventions

Read the introduction to Language Conventions. (POL, page 11)

Look at the information in the chart. (POL, page 12) What questions do you have? (PB, page 5)

23-04-19MELS Working Document 201016 23-04-1916

Strategies

Skim the Strategies section. (POL, pages 13-15)

Look at element #2 Self-regulation of communication strategies. (POL, page 13)

What are the differences between Cycle 1 and Cycle 2? (PB, page 5)

23-04-19MELS Working Document 201017 MELS Working Document 201017

Processes

Skim the Processes section. (POL, pages 16-19)

What stands out for you in this section? (PB, page 6)

23-04-19MELS Working Document 201018 23-04-19MELS Working Document 201018

Texts

Skim the Texts section. (POL, page 20)

What do you notice about Text Types?

Which competencies would you associate with the sub-elements? (PB, page 6)

23-04-19MELS Working Document 201019 23-04-19MELS Working Document 201019

What Would You Say?

Are teachers required to use the Progression of Learning?

Do we have to give knowledge quizzes? Does the Progression of Learning make publishers’

materials incomplete? How many stars () does a student need to pass in

each year of secondary? Are the ESL competencies being pushed aside in

place of knowledge (Related Content)?

23-04-19MELS Working Document 201020

Enjoy the rest of the conference!