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8/12/2019 Cb Lesson Planning2

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Competency:

Essential skill,knowledge orbehaviour requiredfor effectiveperformance of areal world task or

activity.


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The most important characteristicof competency-based education isthat it measures learning rather thantime. Students progress bydemonstrating their competence,which means they prove that they

have mastered the knowledge andskills called competencies) requiredfor a particular course, regardlessof how long it takes.

Competency-based Education:


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Competency-basededucationcan:improvequality andconsistency,reduce costs,provide uswith truemeasures ofstudentlearning.


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In reference to language,Competencyis theunderlying knowledge of the

system of language.Performanceis the actual

production speaking-writing) or the

comprehension listening-reading) of linguistic events.


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Other methodsInput centeredSyllabuses outline oftopics to be covered inan education course),materials, activitiesChanging the role of thelearners and teachersSo, more effectivelanguage learning occurs

CBEOutput centeredNo matter how thelanguage learningoccursWhat are expectedfrom studentsoutput)

Differences between CBE andother methods


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HOW CBLT WORKSTeacher: first carries out a needs analysis to see how andwhere the students will need to use their English. defines some competencies tasks) that thestudents will need to accomplish. For example,giving personal information, filling a form, making

a doctors appointment, applying for work, and soon.

creates activities that will teach the studentshow to accomplish those competencies tasks). Finally evaluates the students on their ability to

perform those tasks.


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mosaic approach to language learning in that thewhole communicative competence) isconstructed from smaller components correctlyassembled

develops functional communication skills inlearners, known of specific real-world task.

Approach: Theory of Languageand LearningCBLT Competency Based Language Teaching)

is based on functional and interactionalperspective language is taught in social context Has in common with behaviorist views Language can be analyzed into parts and subpartand they can be taught and tested incrementally.


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WEEKLY LESSON PLANNING

TEACHING SEQUENCE

SUBJECT: English TEACHERS: Ileana de Vergara

TRIMESTER: First WEEK: From february 3rd

through february 11th

, 2014 LEVEL: 10

ASSESSMENTCompetency

Based. Learning

Objectives

Achievement

Indicators/Learning

Outcome Domains EvidenceAssessment

Criteria

Assessment

Strategy

Cognitive: Product-Based

Assessment:Form:

Types of

Assessment:

Psychomotor:

Affective:Performance-

Based Assessment:Content: Assessment Tools:

Learning Activities (based on achievement indicators)

DAY 1

1. Opening Stage Activities (Introduction, Warm-up, Presentation or Revision) (???

minutes):

2. Development Stage Activities (Discussion, Practice, Production) (??? minutes):

2. Closing/Closure Stage Activities (Warm-down, Summary, Follow-up, Homeworks)(??? minutes):

Competencies include explicit,

measurable, transferable

learning objectives that

empower students. - In

competency-based practices, acourse is organized into

measurable learning objectives

that are shared with students.

Students take responsibility for

their learning, thereby

increasing their engagementand motivation. The purpose of

writing objectives is to identify

specifically the outcomes of

learning that are desired.

Performance

indicators are concrete

measurable performances

students must meet asindicators of

achievement. Performance

indicators are developed

from program outcomes.

In classifying educational

objectives, Bloom and

Krathwohl separated them

into three domains: the

cognitive, the affective, and

the psychomotor. The

cognitive domain deals with

knowledge and

understanding. The affectivedomain deals with values,

attitudes, and interests. The

psychomotor domain deals

with relatively simple motor

skills like typing and walking,

as well as the more complexskills as talking and writing.

A typical rubric is a chart in

the form of a grid that listsseveral criteria, performance

indicators, and achievement

levels. For example, a rubric

for an essay-writing

assignment may include

"grammar" as one of itscriteria.Such rubrics enable

students to see their

strengths and weaknesses

vis--vis the various criteria.


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Performance Indicators Performance indicators are concreteeasurable performances students mustmeet as indicators of achievement.Performance indicators are developed

from program outcomes. Once program outcomes have beenidentified, the knowledge and skillsnecessary for the mastery of these

outcomes should be listed. This will allowthe desired behavior of the students to bedescribed, and will eliminate ambiguityconcerning demonstration of expectedcompetencies.


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Achievement IndicatorsAchievementindicators define thespecific level ofknowledge acquired,skills applied, orattitudesdemonstrated by thestudent in relationto a correspondingcompetency.

They describe what evidence to look todetermine whether or not a student hasfully met the established competency.


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FORMAT1. Begins with a present tenseaction verb.2. Each action verb requires anobject. Example: Identifies theprepositional phrases.) Verbfollowed by object)3. Each competency is measurable.4. Each competency is based onperformance.5. Includes systematic, critical, andcreative processes.6. Reinforces critical thinking andoral communication.


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FORMULAACTION VERB thirdperson) +WHAT OBJECT) +IN WHAT CONTEXTWHERE) +

HOW BY DOINGWHAT ACTIVITY ORPROJECT)


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Lets identify its four parts:Contexts:

To daily life situations

In a variety of contexts

In an oral or written way

In real life activities

In an experimental way

In several tasks

In real conversations with

native speakers

In all contexts

In many areas of his-her

life

ACTIONS

VERBS

In the third

person

WHAT topic

WHERE contex

HOW

With what

activities or

tasks


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Recognizes oral and written language related totourism by listening to peers, teachers, audio sourcesand reading texts in the target language in the

country and cities.Action verb s): RecognizesWhat or object: oral and written language related totourismWhere or context: in the country and citiesHow: by listening to peers, teachers, audio sourcesand reading texts in the target language

EXAMPLES:


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Bloom (1956) proposed that knowingis composed of six successive levels

arranged in a hierarchy.

1. Knowledge

2. Comprehension

3. Application

4.Analysis

5. Synthesis

6. Evaluation

1. Cognitive Domain


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This area is commonly called the cognitive(knowingor thinking) domain(involving

thought processes).

Bloom suggested certain verbs thatcharacterise the ability to demonstrate theseprocesses.

These verbs are the keyto writing learning outcomes.

The list of verbs has been

extended since hisoriginal publication.

The toolkitfor writing learning outcomes!

1. Cognitive Domain

1 Knowledge bility to ec ll o


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1. Knowledge - ability to recall orremember facts without necessarily

understanding themUse action verbs like:

Arrange, collect, define,describe, duplicate,

enumerate, examine,find, identify, label, list,memorise, name, order,outline, present, quote,recall, recognise,

recollect, record,recount, relate, repeat,reproduce, show, state,tabulate, tell.

1. Knowledge

2. Comprehension

3. Application

4.Analysis

5. Synthesis

6. Evaluation

1. Cognitive Domain


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Examples: Knowledge

Recall genetics terminology: homozygous,heterozygous, phenotype, genotype, homologouschromosome pair, etc.

Identify and consider ethical implications ofscientific investigations.

Describe how and why laws change and theconsequences of such changes on society.

List the criteria to be taken into account whencaring for a patient with tuberculosis.

Define what behaviours constitute unprofessionalpractice in the solicitor client relationship.

Outline the history of the Celtic peoples from theearliest evidence to the insular migrations. Describe the processes used in engineering when

preparing a design brief for a client. Recall the axioms and laws of Boolean algebra.

1. Cognitive Domain


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AFFECTIVE DOMAIN(Feeling

) concerned withvalue issues : involves attitudes.

Two other domains in BloomsTaxonomy

1. Receiving

2. Responding

3. Valuing

4. Organisation

5. Characterisation

Willingness to receive information

Active participation in own learning

Commitment to a value

Comparing, relating, synthesising values

Integration of beliefs, ideas and attitudes

2. Affective Domain


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Active verbs for affective domain

Appreciate, accept,assist, attempt,challenge, combine,complete, defend,demonstrate (a belief

in), discuss, dispute,embrace, follow, hold,integrate, order,organise, join, share,

judge, praise,question, relate,share, support,synthesise, value.

2. Affective Domain

E m l of L i g Ou com i


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Examples of Learning Outcomes inAffective Domain

Accept the need for professional ethical

standards. Appreciate the need for confidentiality in the

professional client relationship. Display a willingness to communicate well with

patients. Relate to participants in an ethical and humane

manner. Resolve conflicting issues between personal

beliefs and ethical considerations. Embrace a responsibility for the welfare of

children taken into care. Participate in class discussions with colleagues

and with teachers.

2. Affective Domain


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PSYCHOMOTOR (Doing)DOMAIN:

Work never completed by Bloom.Involves co-ordination of brain and

muscular activity. Active verbs for this

domain: bend, grasp, handle, operate,perform, reach, relax, shorten, stretch,differentiate (by touch), perform

(skilfully).

3. Psychomotor Domain


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1. Achievement indicators define thespecific level of knowledge acquired, skillsapplied, or attitudes demonstrated by thestudent in relation to a correspondingcompetency.2. They describe what evidence to look for

to determine whether or not a studenthas fully met the established competency.competency.


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How to structureachievement indicators:

ACTION VERB) + CONTENT TOPIC)


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Manages time effectively.

Action: ManagesContent: time.


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Writes complete essays.Action: writesContent: essays


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A lesson plan is the instructors road map ofwhat students need to learn and how it willbe done effectively during the class time.Before you plan your lesson, you will firstneed to identify the competency and theachievement indicators for the class meeting.Then you can design appropriate learningactivities and develop strategies to obtainfeedback on student learning.


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.

1. Competencies forstudent learning2. Teaching/learning

activities3. Strategies to checkstudent understandingassessment)

A successful lesson plan addresses andintegrates these three keycomponents:


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ACTION VERB third person) + WHAT OBJECT) + IN WHAT CONTEXT WHERE) + HOW BY DOING WHAT

ACTIVITY OR PROJECT)


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TEACHING SEQUENCE




, 2014 LEVEL: 10


Based. Learning

Objectives

Achievement

Indicators/Learning

Outcome Domains EvidenceAssessment

Criteria

Assessment

Strategy

Cognitive: Product-Based

Assessment:Form:

Types of

Assessment:

Psychomotor:

Affective:Performance-

Based Assessment:

Content: Assessment Tools:

Learning Activities (based on achievement indicators)

DAY 1

1. Opening Stage Activities (Introduction, Warm-up, Presentation or Revision) ( minutes)

2. Development Stage Activities (Discussion, Practice) ( minutes)

3. Closing/Closure Stage Activities (Production, Summary, Follow-up, Homeworks)

( minutes)


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TEACHING SEQUENCE




, 2014 LEVEL: 10


Based. LearningObjectives

Achievement

Indicators/LearningOutcome Domains Evidence AssessmentCriteria

AssessmentStrategy

Cognitive:Successfully identifies

vocabulary related to

healthy food and good

eating habits.

Psychomotor:

Makes a bulletinboard about food

hygiene with creativity.

Expresses ideasabout food and health

using the grammar in

context.

Writes sentencesusing simple present

referring to food

hygiene.

Types of

Assessment:

Formative Summative Peer-assessment

Value and diffuse

the importance of

healthy habits to

achieve personal

wellbeing

Affective:

Shows a positiveattitude toward food

and health.

Works on academictasks with creativity..

Product-Based

Assessment:

A bulletin boardabout food hygiene

Ads abouthealthy habits.

Performance-

Based

Assessment:

Drawingdifferent kinds of

food for good

health and

functions.

Writingsentences using

simple present

referring to food

hygiene.

Form:

Bulleting Board &

Ads:

Cutting skills Lettering Colour Graphics LayoutContent:

Bulleting Board &

Ads:

Topic: How can we

control bugs in our

food?

Foodcontamination

prevention

Good hygienepractices in the

kitchen when

handling food.

Bugs growthcontrol in the food

Techniques fordestroying bugs in

food.

Controlingtemperature and

time when preparing

food4

Assessment Tools:

VisualPresentation Rubric

A Visual Presentation Rubric


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A Visual Presentation Rubric

CATEGORYCutting Skills 4-bulletin board has a professional look to it -smooth

cutting3-bulletin board is neat -most cutting edges are smooth 2-bulletin board is fairly neat -some difficulty cuttingsmoothly

1-bulletin board has many rough cutting edges

Lettering 4-large letters in the same style and size3-large letters in the same style but sizing varies2-letters vary in style or size1-lettering is missing

Colour 4-bold colours -stay between the lines -go in 1 direction3-most of the elements of good colouring2-some of the elements of good colouring1-difficulty with applying the skills of good colouring

Graphics 4-very detailed graphic-directly pertains to the topic3-detailed graphic-represents the topic2-graphic included- somewhat relates to the topic1-graphic included- does not relate to the topic

Layout 4-bulletin board is very well planned with a large, easyto read tiltle, graphic and quality information

3-bulletin board is planned with a large title, graphicand good information.

2-bulletin board is somewhat planned in that it has atitle, graphic and information

1-bulletin board is partially planned but is missing atitle, graphic or information

DAY 2


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( minutes)

DAY 3




( minutes)

DAY 4




( minutes)

Sample ESL Lesson Plan FormatSubmitted by: Dearborn Adult Ed.


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y

Performance Objective: By the end of the lesson students will be able to make statements using present

continuous Strand(s): Speaking 3.2.2_________________Level:_High-Beginning

Segment What and How?

Describe ActivitiesMaterials

Multiple

IntelligenceTime

1. Warm up and /or review

An activity that a) uses previously

learned content to begin a new lesson,b (lasts 5-10 minutes) and uses

materials students are familiar with

from previous lessons.

Show pictures of people

performing tasks. Model

the present continuous

Pictures Visual 5 min.

2. Introduction

Focusing student attention on the

lesson-asking questions, using visual.

Stating the objective, relating the

objective to previous learning.

Pass out sentence strips

using the present

continuous. One per

student.

Sentence

strips5 min.

3. Presentation

Introduction of new information by avariety of strategies; visuals, realia,

descriptions, explanation, or written

text. Instructor checks for student

comprehension through new

vocabulary- grammar structure- life

skill-pronunciation.

The teachers will act out

a sentence. Students act

out their sentence strips

while teacher asks the

class what is he doing?

Verbal

Kinesthetic

20

min.

4. Practice

Opportunities to practice the new

knowledge are provided. Practice is

guided through materials and may bewhole group, small group, pairs, or

individuals. Instructor models each

activity, monitors progress and

provides feed back.

Students practice writing

sentences on the boardand in their workbook.

tactile 10 min

5. Evaluation

Evaluation of each student on

attainment of lesson objectives.

Evaluation can be oral, written or

demonstrated performance (projects).

The teacher will check

the workbook page.tactile

6. Application/Closure

An activity that requires students to

apply new knowledge to their own

Conduct a classroomdiscussion on what they

are doin now.

verbal 5 min.


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