cidtt forms

CAMBRIDGE INTERNATIONAL DIPLOMA FOR

TEACHERS AND TRAINERS

MODULE 5291

DESIGN: PLANNING AND PREPARATION

ASSIGNMENT TEMPLATE FOR EXAMINATION IN 2010

By completing this form and submitting the assignment for assessment by CIE I confirm that the assignment is all my own work. I have appropriately referenced and acknowledged any work taken from another

source.

Date of Submission

CIE Unique Candidate Identifier

Centre number Year Candidate number Check digit

Candidate Name

MANJINDARJIT KAUR

© CIE 2009

Assignment template for 5291 Design: planning and preparationFor examination 2010

Your context

(approximately 300 words)

Please give brief information about your context:

Your professional background

I began my career as a primary school English teacher in 1979. However, I felt inadequate and decided to pursue a degree in TESL in 1980. On completing my degree in 1984, I started teaching English to pre university students. Two years later, while working, I enrolled in a Masters in TESL programme and graduated in 1990. While teaching, I began writing English workbooks for 13 – 17 year olds for various publishers like Longmans, Oxford and Utusan. In 2000, I ventured into writing the textbooks for the Ministry of Education. I am responsible for training the teachers of the state to conduct the speaking component of MUET(Malaysian University English Test). I also conduct training for English teachers for the state education department. On the personal side, I design programs and conduct training in the use of English language for various purposes for the corporate sector.

Your role and responsibilities

My primary role today is to teach Muet to 17 year old pre university students. Since we do not have textbooks ,I design materials to be used in class and by students of other schools. I am also responsible to coordinate and facilitate the state level Muet examinations three times a year. At the same time, I also conduct and facilitate trainings for teachers teaching Muet at the state level. Lastly, I am also responsible for setting the state level examination paper for MUET.

Your institution

Sek Men Datuk Lokman is a very old national type school. It houses 1700 students, ranging from 12 – 18. There are 110 teachers and 52 classes. The secondary one, two and remove classes are in the afternoon whereas the secondary 3,4 5 and 6 are in the morning. School sessions are from 7.30 – 3.00 everyday.The primary purpose of this institution is to mould the learners who walk through our gates to be responsible, knowledgeable and caring human beings. In the 5-7 years they are here, we hope to mould them into people who understand social responsibility and become useful productive citizens

Your learners

My learners i come from various ethnic backgrounds. 60% of the students are Malays, 30% Chinese and 9% Indians. My learners, 17 year olds, are from the sixth form. They have set for the SPM exam and have passed the equivalent O level exam called SPM. Their average score for their English paper is C or the equivalent Band 3 on the IELTS scale. This means they have a modest level of proficiency, low grammatical and communicative ability.

Your professional development. (approximately 100 words)

What do you expect to learn from this Module about design which will help you in the next Module, which focuses on practice?

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This course would give me fresh insights into designing programs and objectives for my students and re access the implementation of the learning objectives in the Muet syllabus . it would enable me to devise new , relevant, measurable , coherent objectives as well as systematically plan the learning sessions. This would help me to identify teaching and assessment methods to match the learner needs and plan contents and resources for the learning programs and sessions for learners of different proficiency levels. I would then be able to prepare evaluation sessions fitted for the design and the program planned. As such, this would enable me to analyse if the objectives of the program and my personal objectives are met in the sessions planned. This would help me to continuously modify the program as I go along.

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PART A: DESIGNING THE PROGRAMME AND THE SESSIONS

1.1.1 Identifying aims and objectives


Which aspects of your professional practice would you like to change and develop in undertaking the Diploma, and why?

I would like to develop the critical thinking skills(cognitive), psychomotor and affective domains of my learners. I would like to take my students away from being dependent on the teacher to becoming independent learners. I would like to design tasks which match the learner’s level of performance and provide sufficient challenge to engage them in learner centred activities thus transforming them from being passive learners to being responsible and active ones.

Furthermore, learner centred approaches in my teaching would enhance and facilitate active participation of my learners and thus help me to achieve the learning outcomes which would then lead to the improvement of the proficiency level of my learners Thus, I would then be able to change the way I plan and design materials and programs for my learners continuously.

What are the most important factors for you in designing the programme?

The most important factor for me would be to ensure that the objectives and the contents are in line with the national curriculum syllabus specified in the writing component of the MUET syllabus. I need to ensure that my learners would be able to write for academic purposes by drawing information from non linear stimuli and write objective reports in Task A. In Task B, my learners are required to give opinions on a topic given. Here, they should know how to write a thesis statement and develop the thesis statement by providing supporting statements.

How are you dealing with these factors in the programme plan?

I develop mini modules on task A and task B to help learners master the skill specified . In each module I specify what learning outcomes expected. For the tasks ,I provide models/samples of various genres for students to analyse, identify and study. Learners give opinions and express viewpoints on the strengths and weaknesses on the models. Learners brain storm to generate ideas and then rewrite the ones that are weak.

In task A, they begin by writing the introduction. Then they analyse the information in the graph getting the relevant data. They then synthesis and draw conclusions providing support of the synthesis.

For task B, learners need to express opinions providing support for or against the statement given. Here, learners brainstorm and generate ideas on the topic. They state their stand and provide evidence to support their stand. Samples/models are handed to learners. Learners analyse the samples – identifying the stand and how the stand is supported in the model. Learners express their opinions to say if the stand is supported well.

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1.1.2 Understanding your learners


How have you identified the needs, aspirations and potential of your learners?

In order to identify the needs, aspirations and potential of my learner I have taken the following steps:-

1)Observation:-

Through day to day interactions I have identified the student’s needs, aspirations and potential through their behaviour in the class, their involvement, interaction with other students, interacting in a group work , participation in different activities.

2)Questioning:-

This is a very useful method by which the student’s needs, aspirations and potential can be identified. Through this I can come to know whether the learner is having any difficulty, whether he can speak properly or he is confident or not, whether he needs any extra attention etc...

3)Assessments:-

Through the formative and the summative assessments, I am able to identify their strengths and weaknesses and in what areas I need to focus more. Pre tests are given to access the proficiency levels and identify the types of errors made and the possible source of the errors. This then helps me to focus on the grammar item to teach.

4) Through the cumulative record files and other records. This helps me to keep a record of the learners’ development and aid the learner to see how much he or she has improved.

What are their needs, both as a group and as individual learners?

Every learner is different: - some interact with other students well as a group, but some don’t as they are reserved or due to their low academic abilities. So their needs are also different. Knowing the needs of every individual is my job as a teacher. Their needs are as follows:-

Some students as an individual need special attention as they are not diligent in their work, because their proficiency level is very low. These students in a group need to be involved and also need someone to guide them so that they can build their confidence to use the target language.

Few students are highly intelligent but their language proficiency is moderate. They also need assistance as aso that they can obtain with good grades. These need to know in which areas they are weak in and how to improve . Amongst this, few are team players and speak in the target language. They have some proficiency but lack confidence to use the language. They are in the interlanguage stage.

Most of the learners are average and they require help at regular intervals. They lack confidence and to use the target language is rather minimal. They do participate in a group and contribute to the group but minimally. These need a lot of prompting and guidance in terms of models to follow..

Thus my learners, at the end of their course need to be able to write various texts such as reports and essays for academic purposes. For this, they need to use grammatically correct and appropriate sentences for the writing paper. Then, they should be able to speak, individually and in a groups and this is evaluated in the in a speaking test.

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How have you designed learning activities to relate to the learner needs you have identified?

In order to meet the needs of every individual I have designed the learning activity in the following manner:-

1) I have kept in mind the previous knowledge of the learners and accordingly ask questions to relate to the topic and also to stimulate their thinking.

2) I have also used audio and visual materials to stimulate thinking.

3) I initiate discussions to prompt the students to speak while interacting with them in order to know their understanding of the topic.

4) I design mind maps on the topics to promote systematic thinking so that learners learn to develop thesis statements and provide supporting statements to develop the thesis statements. This then helps them to organise their thoughts and points which will aid them when they write on the topic

5) I provide samples of good writing and learners are to say why the sample is good by dissecting the piece of writing following an assessment worksheet designed for the writing purpose. I also provide weak samples and ask learners to evaluate these and then suggest ways to make these scripts better. In this way learners learn to identify what is required of them and provides direction in their learning.

Reference:

Barker, I. (2009). Cambridge International Diploma for Teachers and Trainers Textbook. Delhi: Foundation Books.

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1.2.1 Planning the learning programme

How are you integrating active learning into your learning programme?

To ensure active learning in my class, I plan all the activities centered around active participation of the learners. For the writing component, I give the task for writing in advance. My learners are to think about it . They are required to do research on the topic via internet, magazines or etc. The following week, I put them in groups and they discuss what they have found out.

Then in the formal lesson, I will put the task on the board and an open discussion is initiated. Mind maps on the topic are generated and learners put their ideas on paper. In the next session, in groups, learners present their ideas using powerpoint. The other groups contribute by asking questions. I only act as a facilitator, prompting and encouraging the discussion by providing input, rephrasing where needed and providing direction.

Finally, in groups learners are required to write drafts on the same topic to be written on flip chart paper. They are given 2 days to do so. In the process, they are encouraged to bring the drafts to me and I will tell aid them by providing feed back on the work.

Then in class, the essays on the flip chart paper are put up. Learners go around reading and providing feed back. I then go around, correcting the improving the pieces.

For consolidation, each learner now writes his own and hand it in. They are encouraged to use any ideas from any group and make their pieces better.

How are you integrating assessment into the learning programme, to ensure that learning has taken place?

Assessment is done via 2 means – formally and informally.

Task A

For informal assessment, for task A, I provide the modified and simplified assessment criteria to the learners. I explain clearly what the standards are and what is expected and required in Task A. I also explain clearly how the answer to the task is evaluated. Then, the learners, in groups, are provided with samples of written tasks. My learners assess the answer to Task A by identifying statements of analysis, synthesis and provide marks according to the criteria given. They then write and provide feedback on the task assessed. Finally a discussion is initiated and each group presents its views and provide evidence and support to why they allocated the band, by referring to the criteria given. As for me, I too assess the task and coordinate the learners marks with mine. My observations and the learners comments are recorded in the log.

For personal use , I will give them a Checklist (Guidelines to Better Writing). My learners would answer the questions in the checklist and this provides them with base to see if they are on the right track.

For formal assessment, I have Criterion Reference Assessment – Here learners write for task A. I formally assess them using the actual criteria set by the Examination Board of Malaysia . T would record their bands and keep a log on their progress.

For oral presentations

Here my learners evaluate using a feedback form , designed using Barrot’s Taxonomy. Learners give both verbal and written feedback after each presentation. My learners are evaluated according to Task Fulfilment, Language and Communicative ability

I would also keep a log for each individual learner to keep records of their formal tests and informal progress. Here, I

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record the marks for each piece of work. For oral work, I write the type of error made, whether they repeat it after being taught, how active each participant is etc.

Finally I provide summative reports to each learner on the progress they have made. Feedback would be given to the learners though face to face discussion

How do you plan to use the outcomes of these assessment exercises?

Through the assessment I will come to know the students performance, how much learning has taken place and how much more need to be done.. Then I use this for planning their further learning activities. I will analyse what aspects of the lesson had worked and which aspect did not. This would help me to evaluate the progress of the learner. This will then enable be to design the next lesson and the program for the following term.

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Your programme plan


Program Title : Malaysian University Test (Task A)

MUET - Task A – Writing reports on non linear tasks

Aims

Learners will be able to write a report cohesively and coherently using appropriate markers and linking devices in the appropriate style and tone apt for formal reports of non linear tasks.

Learning objectives

By the end of the program, learners should be able to

Identify and interpret the most relevant and important information and trends in non linear stimuli

List, analyse and synthesize the data

compare and contrast the data and giving the overall trend

draw conclusions

describe the given data in correct grammatical structures

able to evaluate and judge written reports based on the criterion given

able to use the skill to write reports in their other subjects

Plan

Session

Date/time Learning activities Assessment Resources

1 60 min Introduction to MUET 800/4 End of session (Q and A) Power point slides© CIE 2009

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highlighting

the ability to objectively describe the information given to you

report on a topic without use of opinion

use suitable language to describe the graph.

Samples of writing tasksHandout on General Writing Tips

2 60 min Topic 1:Guided Interpreting Non Linear Text

Task A – Guided Work

Answering inferential and referential questions on the trends and data in a graph

Evaluate the answers to written questions with short extended answers, true and false statements

Questions based on Bloom’s taxonomy

3 60 min Topic 2: Interpreting Non –linear texts

Understand, identify and state information or data in a graph/chart

Oral – learners state the , trends and data in the graph.

Completing a task sheet of questions based on the graph given.(Skill Assessment)

Power point slides

Basic Chart types

A task sheet

4 60 mins Getting started – Writing opening statements

Q and A

Peer editing and Comments

Power point slides

5 60 mins Writing task 1 – Bar graphs Q and A Power Point slides

Guidelines For A Good Answer

6 60mins Describing Charts – tense structure Skill assessment –

Level 1- Text completionlearners complete a description on the graph by using the relevant tense of the words

Power point slides

Worksheets

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Level 2 –Error identification and correction identify and correct the errors in a description on a graph

Question and answer

5 60 mins Describing Charts – Connectors and linkers

Skill assessment

Level 1 – Text Completion

Learners complete an exercise using the correct connectors

Level 2 – Sequence and rearrange

Learners rearrange statements on a graph in a logical order and use the correct connectors

Level 3 – Make it better

learners use linkers and connectors to make a description better

Power point

Worksheets

7 60 min Exercise 2 : Pie Charts Question and answer

Observation

Power Point slides


8 60 mins Analysing Model Questions and Answers

Question and answer

Criterion Reference Assessment

CRA sample


9 60 min Exercise 3 : Tables

Describing, comparing and contrasting information in a table

Question and answer

CRA

Power Point slides


10 60 min Exercise 4 :Flow Charts

Describing the trends and information in a flow chart

Question and answer

CRA

Power Point slides


11 60 min Exercise 5 : Writing task A Question and answer

CRA

Power Point slides

Guidelines For A Good

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Answer

12 60 min Exercise 6 : Writing task A Question and answer

CRA

Power Point slides


13 90 min Examination Formal Criterion Reference Assessment

Quantitative assessment

CRA

Use as many rows in the table as applicable - add rows if necessary

1.2.2 Planning the learning sessions

LEARNING SESSION 1


How do you intend to prepare the learning resources and learning environment for this particular learning session?

Preparing the learning resources

I first prepare the lecture notes on the power point slides. These slides contain the information learners would require to understand the requirements of the MUET. The slides also give an overview of what Muet is, the components of the paper, the weightage of each component and how the overall bands are given.

The slides will also highlight the skills required for this paper and samples of the different writing , reading texts, speaking and listening tasks.

The slides would also highlight the bands in the exam and how they are calculated’

The students will also be exposed to the writing paper and the tasks in this paper.

Equipment/materials

Ensure LCD and screen are fixed and in working conditions

Pens, markers etc are available. White sheets of paper are available and accessible for students

Adequate tables and chairs are available for each and every student. They are arranged neatly and of adequate distance from the other student.

Time: I need to ensure that I have sufficient time to achieve my objectives. I need to run the lesson mentally and attempt to predict what problems learners would probably have.

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What roles do you expect to play in the learning session?

I would play 4 roles -as an information provider, the mentor, the motivator and the facilitator in the class. I would provide the objectives of the lesson for the day and tell the learner what is required . I would guide the direction of the learning, prompt the learner when required, be the source of information required and be the “on the spot” dictionary and mentor when required. Being a difficult paper, I need to be a motivator too. I need to instil confidence and believe that they can achieve the minimum band required to graduate.

What roles will your learners play in the learning session?

They would be the active learners. They would first understand what is required to do. They then plan their own strategy to achieve that objective. They would be responsible for their own learning.

I would assign roles to my students and ado vacate peer teaching. Good students would be mentors and team leaders in mixed ability groups.

I would implement group and peer group teaching – this is to reduce stress in weaker students and motivator weaker ones to learn form the better ones.

How do you plan to evaluate this learning session?

I would evaluate them through formal and informal means. Firstly by observing them. They should use and communicate in the target language in the discussion. I would assess the level of participation in class. I would evaluate them by looking at the performance in the class through the tasks given to them

Then, by evaluating the written tasks, I would be able to ascertain how much they have actually learnt. Through quantitative analysis, I would be able to see how much learning had actually occurred and much more need to be done. This would provide an insight on the effectiveness of my own teaching too.

I would also provide a checklist to my students/learners this would provide a quick feedback to them and provide a guide to formulate their own responses. This will be done through the Guidelines to a Better Answer.

I would keep a log and have a record of the learners’ performance and this would give me an insight to how well the learner is doing over time. This would also provide evidence on the strengths and weaknesses of my learners. Face to face discussion on the progress of the learner would also be conducted.

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Your session plan for LEARNING SESSION 1


Session title Guided Interpreting Non Linear Text

Aim To be able to identify, analyse and synthese information given in a bar graph

Learning Objectives

In this lesson you will…

identifying the important information in a graph.

Analyse, compare and contrast the data given

Synthesis, draw conclusions and overall trends.

Identify and correct sentences with information on the chart.

Time : 60 mins

Plan

Time Activity Content Materials Resources Differentiation

5 mins Set induction I state the objectives of the lesson. I explain what is expected and what the learners need to achieve in the lesson

Projector Marker pens

Flipchart paper

White board

Power point slides

Textbook

Learners in the first

10 mins Activity 1: Viewing the graph

I project the graph on the screen

I explain what the horizontal and vertical axis of the graph indicates.

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15 min Activity 2 :Identifying important information

In groups, learners examine the graph

Learners identify the main information/data presented in the graph.

They circle the figures they think should be mentioned.

LCD screen

Task sheet with the graph Worksheet

Learnrs are put into mix ability groups. The better student would be able to encourage the weaker one to participate. Groups also form a non threatening environment for learning.

I go around the groups seeing if they have obtained the main data in the graph. I also probe and facilitate the group work. I am also the point of reference and guide the group wherever possible.

15 min Activity 3 :Open discussion

A discussion is initiated. Groups present the information verbally

I write the main features on the white board. The other members join the discussion to say if the information is correct

White board and markers To direct the discussion I initiate questions to enable the learners to focus on the key features presented in the graph.

I encourage slower learners to participate in the discussion. Since I am writing the main features on the board, slower learners can use the

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same features to highlight their own points

15 min Activity 3 :Read, identify and correct

(Individual Work)

The learners read sentences on the description for the graph. As they read, they tick the relevant sentences.

Sentences which contain irrelevant of incorrect information are corrected

Lcd projector and a computer

Worksheet :Sentences providing information on the graph information

Learners read and tick the relevant sentences on the information of the graph.

For sentences which are incorrect, the learners are encouraged to correct the sentences and provide the correct information.

5 min

After school

Closure

Self reflection

Teacher summarises the information in the graph by highlighting the sentences with reference to the text.

Teacher asks the learners if they had managed to identify, analyse and compare all the data in the graph; what they missed out; and what data was wrong

Teacher evaluates herself to see how many students obtained all the correct sentences and how many did not.

Teacher keeps a log on the

White board markers

Reflection log

I discuss the statements and provide feedback on which sentences were relevant and which had wrong information.

Learners checked and evaluate their work to see how many sentences they got correct

They make amendments to the ones they got incorrect

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progress of the lesson. She jots down the name of the students who found the session difficult, names of passive and active participants. This will aid her in regrouping the students in the next group activity.


NOTES

LEARNING SESSION 2© CIE 2009

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How do you intend to prepare the learning resources and learning environment for this particular learning session?

What roles do you expect to play in the learning session?

What roles will your learners play in the learning session?

How do you plan to evaluate this learning session?

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Your session plan for LEARNING SESSION 2


Session title

Aim

Learning objectives

Plan

Time Activity Content Materials Resources Differentiation


NOTES

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PART B: REFLECTIVE REPORT

In your report, you should reflect on your overall experience of planning the learning programme and learning sessions. Among your reflections on this stage of the teaching and learning cycle and your Diploma project, you should include the following themes:

a. The sources (human, published and web-based) you used in designing this programme plan and the two learning sessions, and the ways you have used them.

b. The highlights of your planned programmes and learning sessions which you think will particular facilitate active learning and encourage learners. How might learning be extended beyond the two learning sessions you have designed?

c. What have you learned about the process of designing programmes and sessions?


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cidtt forms

Documents

providing

cambridge

pre university

flip chart

power point

main features

communicative

muet syllabus