overview of the pedagogical guidelines (2006) ist workshop, agadir, december, 2006

Overview of the Pedagogical Overview of the Pedagogical Guidelines (2006)Guidelines (2006)

IST workshop,IST workshop,

Agadir, December, 2006.Agadir, December, 2006.

OutlineOutline

Theoretical frameworkTheoretical framework Teaching practices: Language components Teaching practices: Language components

and skillsand skills Classroom management Classroom management Project workProject work AssessmentAssessment BibliographyBibliography

I. StandardsI. Standards

Definition: Definition:

« « specify what students should know and be specify what students should know and be able to do (content), what they might be able to do (content), what they might be asked to do to give evidence of standards asked to do to give evidence of standards (performance), and how well they must (performance), and how well they must perform (proficiency). “perform (proficiency). “

StandardsStandards

Rationale:Rationale:

- »as rigorous goals for teaching and - »as rigorous goals for teaching and learning »learning »

- «- «ensure that our schools offer students the ensure that our schools offer students the opportunity to acquire the knowledge and opportunity to acquire the knowledge and skills necessary for success.”skills necessary for success.”

Standards vs Curriculum?Standards vs Curriculum?

Standards define « broad perspectives »Standards define « broad perspectives »

Curriculum: lessons, materials, techniques; Curriculum: lessons, materials, techniques; i.e. « details of the day-to-day schooling »i.e. « details of the day-to-day schooling »

Applications of standardsApplications of standardsthrough the curriculumthrough the curriculum

Ability to thinkAbility to think

Skill in communicationSkill in communication

Production of quality workProduction of quality work

Connections with the communityConnections with the community

Standards: BackgroundStandards: Background

Research in ESL: « Research in ESL: « Standards for Foreign Standards for Foreign Language Learning: Preparing for the 21st Language Learning: Preparing for the 21st Century” (general outline)Century” (general outline)

Moroccan educators (performance Moroccan educators (performance standards to support each content standard)standards to support each content standard)

Standards: Key notionsStandards: Key notions

CommunicationCommunication

CulturesCultures

ConnectionsConnections

ComparisonsComparisons

CommunitiesCommunities

Standards for level 3Standards for level 3Content and performanceContent and performance

Communication: interpersonal, interpretive, Communication: interpersonal, interpretive, presentationalpresentational

Cultures: practices, productsCultures: practices, products ConnectionsConnections

Syllabus for Level 3 Syllabus for Level 3

SpeakingSpeaking ListeningListening ReadingReading WritingWriting Themes and topicsThemes and topics GrammarGrammar FunctionsFunctions

II. Skills: a. ReadingII. Skills: a. Reading

Rationale: Rationale:

as a ‘skill in its own right’; as a ‘skill in its own right’; as a life requirement; as a life requirement; in relation to writing; in relation to writing; as exam requirementas exam requirement

Reading: CompetenciesReading: Competencies

Macro-competenciesMacro-competencies (global):determining (global):determining the organization of a text, recognizing the the organization of a text, recognizing the function of a text, undertaking project work function of a text, undertaking project work related to the theme of a text, . . .related to the theme of a text, . . .

Micro-competenciesMicro-competencies (sub-competencies): (sub-competencies):

scanning, skimming, inferencing, evaluating scanning, skimming, inferencing, evaluating information, . . . information, . . .

Teaching reading: stepsTeaching reading: steps

Pre-reading: previewing title, semantic Pre-reading: previewing title, semantic mapping, picture stimulus, . . .mapping, picture stimulus, . . .

While-reading: identifying text organization/ While-reading: identifying text organization/ function, ‘word-attack’ skills, . . .function, ‘word-attack’ skills, . . .

Post-reading: oral/written follow-up, Post-reading: oral/written follow-up, summary, debate, project work, . . . summary, debate, project work, . . .

II. Skills: b. listeningII. Skills: b. listening

The teaching contextThe teaching context

Interrelated with speakingInterrelated with speaking

Aims and competencies: communicative, Aims and competencies: communicative, cultural, strategic, methodological cultural, strategic, methodological

Teaching listeningTeaching listening

As a complex skillAs a complex skill

Types of activitiesTypes of activities

OutcomesOutcomes

RequirementsRequirements

Methodology: suggested procedureMethodology: suggested procedure

1.1. PreparationPreparation

2.2. PresentationPresentation

3.3. ListeningListening

4.4. CheckingChecking

5.5. Re-listeningRe-listening

6.6. Follow-upFollow-up

II. Skills: c. speakingII. Skills: c. speaking

Rationale:Rationale:

””Success (in language learning ) is Success (in language learning ) is measured in terms of the ability to carry out measured in terms of the ability to carry out a conversation in the (target) language “a conversation in the (target) language “

Nunan 1991 .Nunan 1991 .

Types of tasksTypes of tasks

Prononciation exercises; Prononciation exercises; DialoguesDialogues : dialogue completion, jumbled : dialogue completion, jumbled

exchanges, dialogue recital / rehearsal, exchanges, dialogue recital / rehearsal, Responding to teacher questions / Responding to teacher questions /

comprehension q. comprehension q. Role-playsRole-plays : situational cues, functional : situational cues, functional

cues, free role play; role cards,cues, free role play; role cards, SongsSongs / poems recital, . . . / poems recital, . . .

ProcedureProcedure

1.1. PreparePrepare

2.2. PresentPresent

3.3. PracticePractice

4.4. EvaluateEvaluate

5.5. ExpandExpand

II. Skills: d. writingII. Skills: d. writing

Rationale: producing pieces of written Rationale: producing pieces of written discoursediscourse

Competencies: generating , organizing Competencies: generating , organizing ideas; planning; exploring materials ideas; planning; exploring materials (magazines, . . .) ; . . . (magazines, . . .) ; . . .

Discourse forms: Journals, e-mails, letters, Discourse forms: Journals, e-mails, letters, anecdotes, . . .anecdotes, . . .

Main StagesMain Stages

Pre-writingPre-writing

WritingWriting

Follow-upFollow-up

GrammarGrammar

Rationale: descriptive vs generative Rationale: descriptive vs generative grammar; usage vs use, grammar; usage vs use,

Objectives: generate instances of correct Objectives: generate instances of correct usage, manifest knowledge of the language usage, manifest knowledge of the language system, . . .system, . . .

ApproachApproach

Combination of inductive and deductiveCombination of inductive and deductive

Competency-based approach (ref. charter)Competency-based approach (ref. charter)

Competency-based approachCompetency-based approach

Definition: Definition:

« « In ESL a competency is a task-oriented In ESL a competency is a task-oriented goal written in terms of behavioural goal written in terms of behavioural objectives… It is not what the students know objectives… It is not what the students know about language, but what they do with the about language, but what they do with the language.”language.”

(Nunan 1988 : 34)(Nunan 1988 : 34)

Bissonnette and Richard’s model Bissonnette and Richard’s model

Level one: skill/’what to do’ level: Level one: skill/’what to do’ level: enables the enables the learner to reproduce and explain the content (e.g learner to reproduce and explain the content (e.g a grammatical rule) in his own words.a grammatical rule) in his own words.

Level two: capability/’when and how level’: the Level two: capability/’when and how level’: the learner should be able to determine when, why or learner should be able to determine when, why or how to use the material. how to use the material.

Level three: Level three: : Competency/ : Competency/ “mastery” level.“mastery” level. This This level is characterized by the successful, frequent level is characterized by the successful, frequent

and automatic use of the material, be it a structure and automatic use of the material, be it a structure or whatever. or whatever.

StepsSteps

Specify objectives in behavioral termsSpecify objectives in behavioral terms Skill level: presentation/comprehension Skill level: presentation/comprehension

checkcheck Capability level: practice/productionCapability level: practice/production Competency level: use/application Competency level: use/application Evaluation: checkist criteria: automaticity, Evaluation: checkist criteria: automaticity,

authenticity, contextualization, skills authenticity, contextualization, skills integrationintegration

FunctionsFunctions

Rationale: CBI ‘Rationale: CBI ‘learners should be able to learners should be able to use the target language in their actual and use the target language in their actual and foreseeable social, vocational and academic foreseeable social, vocational and academic situations’situations’

Types: greeting, asking for permission, Types: greeting, asking for permission, expressing ability, possibility, . . .expressing ability, possibility, . . .

MethodologyMethodology

1.1. PreparationPreparation

2.2. PresentationPresentation

3.3. Receptive practiceReceptive practice

4.4. Productive practiceProductive practice

5.5. RecyclingRecycling

Classroom managementClassroom management

Definition: ‘Definition: ‘Classroom management refers to the Classroom management refers to the ways in which student behaviour, movement, and ways in which student behaviour, movement, and interaction during a lesson are organized by the interaction during a lesson are organized by the teacher to enable teaching to take place more teacher to enable teaching to take place more effectively. Classroom management covers a wide effectively. Classroom management covers a wide range of areas including managing pair and group range of areas including managing pair and group work, handling transitions, giving instructions, and work, handling transitions, giving instructions, and dealing with disruptive behaviour.’dealing with disruptive behaviour.’

Classroom ManagementClassroom Management

Managing pair workManaging pair work

Managing group workManaging group work

Teacher and learner rolesTeacher and learner roles

Project workProject work

DefinitionDefinition

Major benefitsMajor benefits

Projects presentationProjects presentation

Project work topicsProject work topics

Continuous AssessmentContinuous Assessment

AimsAims

RationaleRationale

Test specificationsTest specifications

BibliographyBibliography

TestingTesting

Learning theoryLearning theory

Language teaching methodsLanguage teaching methods

Thank you.Thank you.