cb lesson planning2
TRANSCRIPT
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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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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) ( minutes)
3. Closing/Closure Stage Activities (Production, Summary, Follow-up, Homeworks)
( minutes)
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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. 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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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)
DAY 3
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)
DAY 4
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)
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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