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Adapting Program and Students’ Learning Outcomes (PLO/SLO) to Lesson Plans

Dr. Kate Mastruserio ReynoldsQatar University, Foundation Program, English Language Forum, January 21, 2014

Agenda At the conclusion of this session,

participants will be able to Distinguish between PLOs, SLOs (syllabus

and lesson level) and Course Goals Recognize and create learning-focused

SLOs Narrow their syllabus-level SLOs to lesson-

level SLOs Link exercises, activities, tasks, products

and/or assessments to their lesson-level SLOs

PLOs Program Learning

Outcomes (PLOs)= Definition: what the

learners should be able to do upon completion of a program.

Purpose: A benchmark for the program to measure its successes or failures.

Format: Broadly descriptive of all learning in all courses in a program.

Aligned to TESOL, CEFR or ACTFL Standards

Program Learning Outcomes

Student Learning

Outcomes at the syllabus-

level

Student

Learning Outcomes at

the lesson

-level

Objectives

Standards

textbook objectives

instruction

Objectives and Assessment

4

assessment

end goals/learner outcomes

Information added to build skills. Not found in text.

backward design

analyze enabling objectives

SLOs & Course Goals Student Learning Outcomes

(SLOs)= Definition: what the learners

should be able to do upon completion of a course.

Course goals differ from SLOs in that they emphasize content, skill development, products and processes. They describe what will happen during the course.

Purpose of SLOs: A benchmark for the teachers/learners to measure the learning accomplishments in the course.

Format: Narrowed descriptions of learning on specific language skills in single course.

Aligned to TESOL, CEFR or ACTFL Standards

Program Learning Outcomes

Student Learning

Outcomes at the syllabus-

level

Student

Learning Outcomes at

the lesson

-level

Challenges of a Shared Syllabus

All instructors must accomplish the same syllabus-level learning outcomes.

Consistency between courses, so that all learners receive similar information is vital when programs offer numerous sections of a given course.

Controlling teachers and dictating lesson-level learning outcomes hampers the educator and the learning.

Freeing educators to make decisions relevant to their population and their needs is essential; Lesson-level learning outcomes adapted from the syllabus-level SLOs is how to balance this.

SLOs and Lesson Objectives SLOs are called the

same thing at the syllabus and lesson levels.

The lesson-level SLOs, we could call Lesson SLOs, are: Narrowed to what

the learners will learn and be able to do after one class meeting.

Program Learning Outcomes

Student Learning

Outcomes at the syllabus-

level

Student

Learning Outcomes at

the lesson

-level

Narrowing Syllabus-Level SLOs to Lesson-Level SLOs Due to the nature of language learning,

SLOs at the syllabus-level still need narrowing.

2. Express ideas and facts effectively in writing

2.1 Produce well -edited texts appropriate to level (in length and genre)

2.2 Demonstrate competence in writing process appropriate to level

2.3 Write appropriately for genre, purpose and audience

2.4 Use organizational tools appropriate to text and level (such as paragraphing, thesis statements, topic sentences, supporting sentences, adverbial linking phrases* and connectors)

ENGL C002 Syllabus

Learning Outcome Objectives SLOs are not descriptive of what the learner

or teacher will DO; Rather, they emphasize what will be LEARNED.

Format: Students will be able to…

___________ in _______ _______________________________ action verb mode format, topic, and/or degree

of accuracy* [at the conclusion/end of instruction].

*when appropriate

Learning Outcome Objectives Format:

Students will be able to… ___________ in _______ _______ action verb mode format, topic, and/or degree of

accuracy [at the conclusion/end of instruction].

EX: Students will be able to read the article on Modern Mummies, and list how

mummies occur and where describe in writing 3-5 complete sentences how

mummies happen today use sequential language (first, then, next..) employ simple past tense with 80% accuracy

Analysis Task1. Choose a group

leader, recorder and time keeper for your group.

2. Discuss what you think is included in this SLO.

3. Make a list for your group on the paper provided.

ENGL C002 Syllabus

3.2 Initiate, extend and sustain conversation in a variety of academic contexts

Transformation Task1. With your group,

choose one concept from our list to develop into a sequence of lesson-level SLOs.

2. Please suggest an optimal time frame to teach these.

3. Please use the format suggested and write your examples on the flip chart paper.

Language Goal

Duration of the Academic TermContent topic (e.g., history)

Speaking

Listening

Reading

Writing

Grammar

Vocabulary

Pronunciation

Teach Interpersonal presentation

Teach giving opinions. Commenting on others’

opinions.Teach presenting in

class.

Teach listening for main ideas

Teach listening for details

Teach listening to history readings and videos for opinions

Teach textbook reading strategies

Teach the writing process

Teach regular past tense & verbs common in history

readings

Teach history and ELL vocabulary necessary.

Teach multisyllabic word stress for (3+ syllable words)

Teach reading history text for mains ideas &

detailsTeach reading to form

an opinion

Teach writing notes in the Frayer model

Teach irregular past

tense

Teach identifying past tense relationships in cause/ effect and

sequencing of eventsTeach stem sentences for giving opinions,

cause/effect, & transition words & sequencing language.

How do I know if my students learned the SLOs during the lesson?

Relationships between Standards, Goals, Objectives…

17

*Post Method Pedagogy.

Kumaravadivelu, 2001.

Assessment

Curricu

lum

Materials

Context*

Standards

Goals

ObjectivesLessons

Tasks/Activities

Reflection

How would you measure your lesson-level SLOs?

When we are designing the lesson –level SLOs, we should be considering what data we will observe or gather from learners as evidence of their learning. What product(s) will we ask them to produce

in tasks? What exercises or quizzes will we employ? What comprehension checks will we use? What closures will we use to ascertain their

comprehension and learning? Will we use exit tickets, for example?

How would you measure your lesson-level SLOs?

Task: Taking your group’s

lesson-level SLOs, link them to either one holistic assessment or tasks/activities you will conduct in class.

Assessment Issues with Lesson-Level SLOs Obstacle: Learners

need time to practice the language. When should I start assessing their learning?

Solution?

Assessment Issues with Lesson-Level SLOs Obstacle: One

cannot assess every lesson-level SLO in each lesson.

Solution?

Closure What ideas resonated with

you in our session? What will you change as a

result of this session?