los medanos college 2700 east leland road pittsburg ca 94565 course … · 2018-09-13 · oral...

Course Outline of Record Los Medanos College 2700 East Leland Road Pittsburg CA 94565

Course Title: Intermediate Oral Communication for the College Classroom and Beyond Subject Area/Course Number: ESL-085SL

Form Revised 5-18-2016 of 23

New Course OR Existing Course Author(s): Spring 2018 – Paula Gunder Subject Area/Course No.: ESL-085SL Units: 3 Course Title: Intermediate Oral Communication for the College Classroom and Beyond Discipline(s): English as a Second Language Pre-Requisite(s): Level 3 (Intermediate-Engaging) placement by the English as a Second Language assessment process Co-Requisite(s): Advisories: Completion of or concurrent enrollment in the corresponding intermediate level ESL Credit courses – ESL-

085G and ESL-085WRV – as offered in the schedule of classes. Also, as needed, completion or equivalent of the LMC ESL Noncredit Entering course sequences - Level 1 (Foundational) and Level 2 (Bridging). Non-native English speaking language learner.

Catalog Description: This English for Academic Purposes (EAP) speaking, listening, and dispositional thinking course is designed to help non-native English speaking students improve their understanding of the oral communication realities in North American college classrooms and higher education environments and to increase their ability to actively participate and succeed therein at an intermediate level of proficiency. Students build aural and oral accuracy and fluency, learn and use contextualized vocabulary, expressions and grammar, and practice academic listening and speaking skills. The course incorporates 1) exposure to authentic college classroom content and oral/aural communication tasks from across the college curriculum – including discussions, lectures, note-taking, interpersonal interactions, and presentational speaking and listening acts; inter-cultural and multi-cultural awareness raising; progressively structured – from controlled and guided to natural and creative – oral communication activities and assignments; and a balanced approach to the development of both discrete and global 21st century language and communication skills. This course is part of the three-course package of intermediate academic and career preparation, engagement, and success courses for multilingual English language learners – ESL-085SL, ESL-085G, and ESL-085WRV. Schedule Description: Understand and prepare for the oral communication opportunities and challenges of U.S. college classrooms in this intermediate level course for multilingual English language learners. Sharpen your listening abilities and visual sensitivities as you listen to, watch, and analyze lectures and presentations on a range of college subjects and career-bound topics. Learn and practice effective note-taking strategies and improve your comprehension. Develop interactive speaking and listening skills to help you engage fully and confidently in a variety of college oral communication settings and situations. Take ESL-085SL! Take it with ESL-085G and ESL-085WRV to increase your language development. Successfully complete all three of these intermediate-level courses, and then apply for the Intermediate English for College and Career Success Skills Certificate. Hrs/Mode of Instruction: Lecture: __3__ Scheduled Lab: ____ HBA Lab: ____ Composition: ____ Activity: ____ Total Hours __54__

Credit Credit Degree Applicable (DA) Grading Pass/No Pass/Satisfactory Progress (P/NP/SP) Repeatability 0 Credit Non-Degree (NDA) Letter (LR) 1 Noncredit (NC) Student Choice (SC) 2 3 This is a CSLO assessment based redesign of ESL-033. Last date of Assessment: FA12 Cohort #: 1




Please apply for:

LMC General Education Requirement(s): Transfer to: CSU UC IGETC Area ____ CSU GE Area____ C-ID Number ______ Course is Baccalaureate Level: Yes No Signatures: Department Chair Date Librarian Date Dean (Technical Review) Date Curriculum Committee Chair Date President/Designee Date CCCCD Approval Date (Board or Chancellor's Office) Date

STAND ALONE COURSE: YES NO

Course approved by Curriculum Committee as Baccalaureate Level: YES NO LMC GE Requirement Approved by the Curriculum Committee: _________________

FOR OFFICE OF INSTRUCTION ONLY. DO NOT WRITE IN THE SECTION BELOW. Begin in Semester ______________ Catalog year 20____/20_____ Class Max: ________________ Dept. Code/Name:_______________ T.O.P.s Code: _____________ Crossover course 1/ 2: _____________ ESL Class: ____Yes / No________ DSPS Class: _Yes / No_____ Coop Work Exp: ___Yes / No_____ Class Code A Liberal Arts & Sciences SAM Code A Apprenticeship Remediation Level B Basic Skills B Developmental Preparatory B Advanced Occupational NBS Not Basic Skills C Adult/Secondary Basic Education C Clearly Occupational D Personal Development/Survival D Possibly Occupational E For Substantially Handicapped E* Non-Occupational F Parenting/Family Support G Community/Civic Development *Additional criteria needed H General and Cultural 1 One level below transfer

I Career/Technical Education 2 Two levels below transfer J Workforce Preparation Enhanced 3 Three levels below transfer K Other non-credit enhanced Not eligible for enhanced




Institutional Student Learning Outcomes: General Education SLOs:

At the completion of the LMC general education program, a student will: 1. read critically and communicate effectively as a writer and speaker. 2. understand connections among disciplines and apply interdisciplinary approaches to problem solving. 3. think critically and creatively 4. consider the ethical implications inherent in knowledge, decision-making and action. 5. possess a worldview informed by diverse social, multicultural and global perspectives.

None

Program-Level Student Learning Outcomes (PSLOs): The Los Medanos College English as a Second Language (ESL) / English for Multilingual Students (EMLS) program infuses habits of mind – intelligent behaviors and thinking dispositions – and the LMC Institutional SLOs into our second language acquisition-oriented program student learning outcomes (PSLOs) to optimally help prepare students to meet their social and civic language needs and achieve their academic and career goals. As a non-native English language learner who successfully completes our program, you will

PSLO 1 Reading

PSLO 2 Vocabulary

PSLO 3 Writing

PSLO 4 Grammar

PSLO 5 Speaking/ Listening

PSLO 6 Language Awareness

Embrace having more to learn through reading inquiringly and critically and thinking flexibly about diverse, multigenre college-preparatory and college texts that connect you to multicultural, social, ethical, and global ideas and issues.

Strive to gain increasing ability to understand and accurately and creatively use vocabulary learned from context and on the new general service list (NGSL) and the new academic word list (NAWL) in known and new situations.

Communicate clearly, effectively, and creatively in writing at the word, phrase, clause, sentence, paragraph, and essay levels, reviewing and reflecting on your writing and learning, and collaborating with others to support your continual development.

Risk responsibly and persist to accurately understand and apply a wide variety of grammatical structures – from basic to advanced - to negotiate meaning, ask questions, share and discuss ideas and opinions, solve problems, create plans, make decisions, present arguments, and apply past knowledge to achieve solid understanding and intended meaning.

Speak and listen with empathy and increasing confidence, fluency, and self-regulation, exploring diverse and alternative perspectives, within a range of formal and informal social, academic, and career communication settings.

Pay attention to recognize and self-improve pronunciation difficulties, speech challenges, writing complexities, listening obstacles, and reading issues that may impede successful engagement and interaction, finding humor and responding with wonderment and awe to support your doing so.




Course-Level Student Learning Outcomes (CSLOs): Upon completion of this course, a non-native English speaking student will be able to CSLO 1: Take effective notes, use active and critical listening strategies, and demonstrate understanding of college discussions, presentations, and lectures – including associated vocabulary, expressions, and grammar – at an intermediate level of proficiency (main emphasis: PSLO 5; significant emphasis: PSLO 6; moderate emphasis: PSLOs 2 and 4). CSLO 2: Demonstrate understanding and ability to use effective language skills, communication strategies, and relevant and accurate vocabulary, expressions, and grammar to orally participate in individual, dyadic, and group academic interactions and presentations at an intermediate level of proficiency (main emphasis: PSLO 5; significant emphasis: PSLO 6; moderate emphasis: PSLOs 2 and 4). CSLO 3: Practice, describe, and assess understanding and use of habits of mind/thinking dispositions to effectively support learning college and career bound speaking and listening skills and strategies and interrelated language development (main emphasis: PSLO 5; significant emphasis: PSLO 6).




Assessment Instruments: CSLO 1: Take effective notes, use active and critical listening strategies, and demonstrate understanding of college discussions, presentations, and lectures – including associated vocabulary, expressions, and grammar – at an intermediate level of proficiency. CSLO 1 can be assessed with such instruments as the following:

X Exams/Tests X Quizzes Research Projects

Portfolios X Sentences, and Paragraphs

X Oral and Aural Demonstrations, Performances, Presentations

Projects

X Field Trips Role Plays

X Group Tasks or Projects

X Class Engagement/ Participation

X Homework X Journals, Notebooks, Logs, Inventories

X Assignments

In-class and Homework-based Assignments, Quizzes, and Tests: These are assessment opportunities in which students can demonstrate their aural abilities and achievement gains through integrated aural, oral, and written tasks and items such as the following (note: receptive listening comprehension and listening strategy and skill use, ability, or competency are observable and therefore assessable via productive forms – i.e., writing and speaking): form completion; multiple choice; short answers; sentence completion; matching; planning, mapping, diagraming, and labeling; selecting and sorting information; comparing and contrasting verbal and non-verbal messages; connecting and synthesizing oral information and events; note-taking; verbal and non-verbal responding to and engaging in/with explicit, idiomatic, and figurative instructive classroom language or expressions; bottom-up linguistic decoding; and top-down schema building and interpretation. Sample assessment Multi-Part Note Taking and Listening Exam I. Recording Definitions - In a talk, it is sometimes necessary for the speaker to define some of the terms used in the lecture. Usually the lecturer will give a positive definition, that is, the speaker will tell you what something is or what it means. Sometimes, however, a speaker may give a negative definition and tell you what something is not or what it does not mean. When taking notes, the following symbols are useful abbreviations for showing positive and negative definitions: Positive definition = Negative definition ≠ Listen to the following positive and negative definitions of terms used in the lecture. Use either the symbol = or ≠ to complete the notes below. 1. TW a wave _____ tide 2. tsunami _____ TW 3. double tsunami _____ 2 TWs together 4. v. big waves at sea _____ TWs II. Discourse Cues for Definition and Classification – Next, listen for words and phrases that tell you the lecturer is giving you a definition. These are some cues that the lecturer may use to define a term: is /are (known as) . . . can be defined as . . . is a type of . . . means . .. Listen to the definitions of some terms in the lecture. As you listen, write the definition word or phrase that completes the definition. 1. A tidal wave ______________ a very large and destructive wave. 2. To quake ______________ to move up and down very quickly or to shake. 3. A true tide _________________ the normal rise and fall of ocean water at regular times each day. 4. A seismograph ________________ instrument for measuring earthquakes.




III.. First Listening - Listen to the lecture on tidal waves. As you listen, put the following parts of the lecture in the order that you hear them. Number them 1 to 5. _____ Predicting earthquakes _____ The tsunami of March 2011 _____ An overview of the lecture _____ Definition of a tidal wave _____ Cause of tidal waves IV. Second Listening – Listen attentively to information from the lecture. The speaker will talk slowly and carefully. You don’t have to do anything as you listen. Just relax and listen. V. Third Listen – Now you are going to listen to the lecture in two parts. Follow the directions for each part. When you have finished, review your notes, add questions, and begin your note-making process. Later, you will use the notes you took and the notes you made to summarize the lecture with a partner. Part 1 - You will hear the first part of the lecture again. Listen and complete the notes below by adding the abbreviations and symbols from the box.

harb TWs

Tidal Waves 1. What is a TW?

- ____________ = destr wall of H2O - rushes into land - scients call tsunamis

+ tsun = JP word _________________ harbor wave + wave __________ tallest in ______________, nr land

2. TWs ________________ normal waves - norm wave tides - TW _________ EQs under water

Part 2 - As you listen to the second part of the lecture, take your own notes on your note-taking sheet (shown here). Academic Note-taking and Note-making Tool

Name: Date: Topic: Professor/Lecturer:

Course:

Reciting, Reviewing, Questioning Recording ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________




______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________

Reflecting -Summarizing _____________________________________________________________________________________________ ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ _____________________________________________________________________________________________

VI. Accuracy Check - Next, you will hear eight questions about the lecture. Listen to each question, look back at your notes, and choose the correct answer from the box and write it on the line.

double-wave tsunami harbor harbor wave ocean floor seismograph tidal wave tide wall of water 1. _____________________________________________________________ 2. _____________________________________________________________ 3. _____________________________________________________________ 4. _____________________________________________________________ 5. _____________________________________________________________ 6. _____________________________________________________________ 7. _____________________________________________________________ 8. _____________________________________________________________




VII. Summary - Lastly, use your notes to create a summary of the lecture. First, work with a partner to orally review your notes and reflect on what you learned. As you work together, do not simply show each other your notes pages! Talk through your summation of the lecture, and as you do, in a different color of pen, add details that you partner included but you may have missed and answer any questions you had. Compose your written summary on your own using your own words. Remember, your notes page will be graded using our standard rubric.

Cornell Notes Rubric

Criteria 1 – Not Yet Satisfactory

2 – Satisfactory 3 – Good 4 – Excellent (Extra Points)

Score

Set‐up and

Neatness

Notes are not in Cornell format

Paper appears to have been scrunched, put through a blender, or used as a napkin

Title or date is missing.

Columns are not neatly drawn.

Sections are not properly set‐up.

Handwriting is hard to read.

Title and date are present.

Two columns are neatly drawn.

Notes and questions are in the right column.

Key concepts are in the left column.

Summary is at the bottom.

All of 3, and includes:

Exceptional organization or neatness.

Clear that extra time was spent on the notes.

_____

Notes

Notes only cover a part of the selection.

Notes are a word for word reporting of materials.

Notes cover most of the selection, but are missing a part.

Some essential information or concepts are missing.

Important and/or unknown words are not defined.

Notes are NOT a word for word reporting of materials.

Notes cover the entire selection.

Essential information and concepts are clearly captured.

Important and/or unknown words are clearly defined.

Notes are NOT a word for word reporting of materials.


Notes are notably thorough.

Everything is written in student’s own words based on his/her complete understanding.

_____

Questions

Notes contain at least 2‐4 relevant questions.

Notes contain at least 5 relevant questions, none of which require higher level thinking skills.

Notes contain at least 5 relevant questions addressing the selection.

3 of the questions require higher level thinking skills.


Notes contain noticeably more relevant questions.

Questions are unique.

All questions require higher level thinking

_____

Key Concepts

Key concepts are missing

Key concepts capture some

Key concepts accurately capture the main


_____




Key concepts do not relate to the main ideas of the notes.

Only section headings or bold words are used.

ideas from the notes.

Key concepts are copied out of the book (section headings or bold words)

idea of the notes.

Key concepts are less than 5 words and are written students own words.

Key concepts that are noticeably more thoughtful.

Summary

Summary re‐states the notes.

Summary is not connected to learning.

Summary demonstrates some learning by identifying some main ideas.

Summary shows learning by connecting main ideas.

Summary connects selection to broader learning from class.


Additional research or understanding is incorporated.

Additional thoughtful questions are included.

_____

Total Score 15 Checklists, Inventories, Logs: These types of assessment, which can be administered in formative and/or summative manner, can offer students the chance to monitor and determine their own skill and strategy development and achievement as they provide them with a means to self-assess. Such assessments have been shown to be powerful awareness raising tools and motivators as they offer students an opportunity to reflect on, understand, and gain greater control of their own learning and achievement. Faculty can conduct co-assessments based on observations and performances, and they can use them for supportive/informative assessment mechanisms in relation to another assessment – e.g., note-taking rubric-based assessments or post-listening comprehension assessments. Implementation can also be done as an ongoing log or recording device associated with specific listening events and/or in a pretest-posttest manner at the beginning and end of the semester to measure gains. The examples below are adaptable for appropriate use with students of varying levels of English language proficiency. Sample assessment

Metacognitive Awareness Listening Inventory (MALI)

The statements below describe some strategies for listening comprehension and how you feel about listening in English. Do you agree with them? This is not a test, so there are no “right” or “wrong” answers. By responding to these statements, you can help yourself and your teacher understand your progress in learning to listen. Please indicate your self-rating after each statement by circling the number which best shows your level of agreement with the statement. We will do the example together:

Strongly disagree

Disagree Slightly disagree

Partly agree

Agree Strongly

agree I like learning another language 1 2 3 4 5 6 1. Before I start to listen, I have a plan in my head for how I am going to listen.

1 2 3 4 5 6

2. I focus harder on the text when I have trouble understanding.

1 2 3 4 5 6

3. I find that listening is more difficult than reading, speaking, or writing in English. 1 2 3 4 5 6

4. I translate in my head as I listen.

1 2 3 4 5 6

5. I use the words I understand to guess the meaning of the words I don’t understand. 1 2 3 4 5 6




6. When my mind wanders, I recover my concentration right away.

1 2 3 4 5 6

7. As I listen, I compare what I understand with what I know about the topic.

1 2 3 4 5 6

8. I feel that listening comprehension in English is a challenge for me.

1 2 3 4 5 6

9. I use my experience and knowledge to help me understand.

1 2 3 4 5 6

10. Before listening, I think of similar texts that I may have listened to.

1 2 3 4 5 6

11. I translate key words as I listen.

1 2 3 4 5 6

12. I try to get back on track when I lose concentration.

1 2 3 4 5 6

13. As I listen, I quickly adjust my interpretation if I realize that it is not correct.

1 2 3 4 5 6

14. After listening, I think back to how I listened, and about what I might do differently next time.

1 2 3 4 5 6

15. I don’t feel nervous when I listen to English.

1 2 3 4 5 6

16. When I have difficulty understanding what I hear, I give up and stop listening.

1 2 3 4 5 6

17. I use the general idea of the text to help me guess the meaning of the words that I don’t understand.

1 2 3 4 5 6

18. I translate word by word, as I listen.

1 2 3 4 5 6

19. When I guess the meaning of a word, I think back to everything else that I have heard, to see if my guess makes sense.

1 2 3 4 5 6

20. As I listen, I periodically ask myself if I am satisfied with my level of comprehension.

1 2 3 4 5 6

21. I have a goal in mind as I listen. 1 2 3 4 5 6 Sample assessment

Listening Strategy Use and Reflection Log Tool

STRATEGY DESCRIPTION

Metacognitive 1. Preparing Clarifying the objectives of the lecture, presentation, discussion listening event 2. Planning Developing an awareness or an action plan of what needs to be done to accomplish a

listening task 3. Predicting Using the title, words, or any pre-information to predict what is to come

4. Directing attention Attending to the main points of the lecture; ignoring irrelevant distractions; maintaining attention while listening




5. Self-monitoring Checking, verifying, or correcting my listening comprehension while performing a task

6. Identifying problems Identifying an aspect of the task the hinders my comprehension or the task’s successful completion

7. Self-evaluating Judging my overall execution of the task and my strategy use 8. Self-encouraging Saying positive self-talk (“I can do it!” “I’m going to do better this time.”) Cognitive 9. Note-taking / Note-recording While listening, writing down facts, key words, concepts, main points, abbreviations of

details; mapping concepts; outlining ideas 10. Inferencing Using acoustic, vocal, or lexical information within the aural text to guess actual meaning

of unfamiliar words or to fill in missing information, or to guess the implied meaning underlying what is said

11. Translating Expressing target language words in the listening task in my first language 12. Transferring Using knowledge of my language to help me listen and understand in English 13. Imagining / Visualizing Using mental or visual images to represent information 14. Elaborating Activating prior knowledge outside the aural text or conversational context to construct

meaning or to fill in missing information 15. Deducing Reaching a conclusion about what I hear because of other information I think is true

16. Repeating Repeating a word of phrase in English mentally or orally 17. Grouping Classifying information such as words or concepts according to their meaning or

according to my own organization 18. Resourcing Using available references about the English or the topic, including textbooks or the

previous tasks 19. Note-making Writing down my own questions, reflections, and ideas about what I heard and what I

took notes on (making side notes during or after a listening event) 20. Reciting and Reviewing Covering up notes and questions, using key words to recall the fact or idea; re-reading

notes and thinking about what I’ve learned 21. Reflecting Summarizing Considering notes as a whole; making a mental, oral, or written summary of the

information presented in a listening task – connecting the concepts Socioaffective

22. Asking for clarification

Asking for explanation, verification, rephrasing, or examples about English and/or the task, or posing questions to the myself

23. Uptaking Using kinesics and paralinguistics to signal the "interiocutor" to go on 24. Hypothesis testing Asking specific questions about facts in the aural text to verify my schematic

representation of the text 25. Giving feedback Giving comments about the aural text 26. Reprising Showing the "speakers" that he/she or thry did not get the message across 27. Anxiety lowering Trying to relax or trying to help others relax 28. Cooperating with others Working with others to understand 29. Accessing additional help Going to office hours; creating a study group; working with a tutor

Name: ________________________________________ Professor: _____________________________________ Course: _______________________________________ Date: ____________________ Listening Lecture, Presentation, or Discussion Topic: _________________________________________

1. Strategies I knew I wanted to use and tried to use:

Metacognitive - Cognitive - Socioaffective –




2. Strategies I did use and that I believe helped me the most and my explanation of why and how:

___________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. Strategies I had trouble using and why I think so: ___________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

4. Strategies I want to challenge myself to use the next listening task we have: ___________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

CSLO 2: Demonstrate understanding and ability to use effective language skills, communication strategies, and relevant and accurate vocabulary, expressions, and grammar to orally participate in individual, dyadic, and group academic interactions and presentations at an intermediate level of proficiency. CSLO 2 can be assessed with such instruments as the following:

X Exams/Tests X Quizzes Research Projects

Portfolios Paragraphs and Essays

X Oral and Aural Demonstrations, Performances, Presentations

X Projects

X Field Trips X Role Plays

X Group Tasks

X Class Engagement/ Participation

X Homework X Journals, Notebooks, Logs, Inventories

X Assignments

In-class and Homework-based Assignments, Quizzes, and Tests: These are assessment opportunities in which students can demonstrate their verbal and non-verbal language and communication proficiency/achievement gains through the following: interviews; two-way discussions; group discussion participation and management/leadership activities; college-oriented situational or functional role plays, sociodramas, dramas, and simulations; cooperative learning interactions; oral dialogue and text readings; individual speeches; presentations; giving/teaching a lesson opportunities; question and answer dialogues; oral monologues and narrations; classroom-based pair and group rhetorical function activities and exercises related to argumentation, complaint/concern, description, explanation, instruction, persuasion, report, and summary; collaborative learning and shared accountability tasks; problem solving and negotiation of meaning activities; and information gap challenges. Oral Role Plays, Demonstrations, Performances, Presentations, and Group Tasks: These performance-based assessments provide students opportunities to demonstrate their oral communication proficiency gains, especially with regard to what is referred to in the applied linguistics field as “communicative competence,” which is comprised of the following four competencies: grammatical (ability to create grammatically correct utterances), sociolinguistic (ability to produce sociolinguistically appropriate utterances),




discourse (ability to produce coherent and cohesive utterances), and strategic (ability to solve communication problems as they arise). Those oral performance-based tasks listed previously under Tests have a dual place in this assessment category as well. Sample assessment Role Play and Group Task (Discussion) Design Thinking Project – Your team of expert college students has been hired to solve a critical design problem that multilingual non-native English speaking students face in one of these areas – 1) accessing the college, 2) becoming oriented to the college, 3) understanding and engaging in the ESL classroom, 4) transitioning into general and/or career technical education classes. You will use the information you learned from this unit about the Design Thinking process to solve the problem. You will also use the language skill of appropriate raising and falling intonation to indicate finished or unfinished thoughts, and you will demonstrate your ability to use the communication strategies agreeing/disagreeing, expressing an opinion, and interrupting politely. Your design team will be given one hour to undertake the three phases of the Design Thinking process: understand, brainstorm, prototype. You will each need to initially identify your role on the team – i.e., what is your unique perspective; what do you bring to the team. Then you engage in the process. Make sure you work together to keep track of your time and move through each of the phases of the process with the goal of generating a prototype idea – i.e., your solution. Please note that the prototype does not need to be a publishable version; it can be a draft of a drawing, schematic, map, or model that shows that your solution will work to fix the problem you state at the beginning. Individually, you will be evaluated using the Role-Play Speaking Rubric, and collectively your team will be evaluated according to the Group Discussion Rubric (both show below). Please make sure you review these and ask any questions that you may have about them. I am looking forward to hearing your expert design solutions! Name:________________________________________Date:____________________ Course/Unit: _____________________________ Topic and Role:__________________________________________________

ROLE-PLAY SPEAKING RUBRIC

Grammar and

Vocabulary Pronunciation, Intonation

and Fluency Character and Scenario

Development

EXCEEDS STANDARD

(10, 9)

The student uses sophisticated vocabulary, grammar and sentence patterns, with essentially no errors.

Student pronounces virtually all words and combinations of words correctly and demonstrates accurate intonation and appropriate pacing.

The student adheres to the prompt and Convincingly develops the role in a logical manner using relevant and elaborate detail and appropriate social register. The scenario is understandable to listeners.

MEETS STANDARD

(8)

The student uses some new and previously learned vocabulary, grammar and sentence patterns, with some errors that do not impede communication.

Student pronounces most words and combinations of words correctly and generally demonstrates accurate intonation and appropriate pacing.

The student adheres to the prompt and develops the role in a logical manner using relevant detail and generally appropriate social register. The scenario is mostly understandable to listeners.

APPROACHING STANDARD

(7)

The student uses a limited range of vocabulary. Errors

Student pronounces many The student partially addresses the prompt/




in grammar and sentence patterns impede communication.

words and combinations of words incorrectly and rarely demonstrates accurate intonation and appropriate pacing.

develops the role using insufficient and/ or irrelevant detail with inaccuracies in social register. The scenario may require interpretation by listeners.

BELOW STANDARD

(6)

The student uses a limited range of vocabulary relying on repetition, cognates and simplification. Little or no control of grammar and structures.

Frequent errors of pronunciation impede comprehension. Student hesitates and lacks intonation and fluidity.

The student does not address the prompt and/or develop the role. Minimal detail provided with no awareness of social register. The scenario is not communicated.

Team Members:________________________________________________________________Date:____________________ Course/Unit: _____________________________ Design Problem:________________________________________________




CSLO 3: Practice, describe, and assess understanding and use of habits of mind/thinking dispositions to effectively support learning college and career bound speaking and listening skills and strategies and interrelated language development.

CSLO 3 can be assessed with such instruments as the following:

LMC ESL Thinking Dispositions/Habits of Mind Assessment Matrix – Speaking and Listening

Language Focus Assessment Instrument

Thinking Disposition / Habit of Mind

Selected Response

Open-ended

Response Checklist

Performance Observation

Interview Rubric Journal,

Log, Diary

Portfolio

Speaking and Listening

12 Empathize

13 Think First

3 Look at Things Another Way

Language Awareness

14 Pay Attention

15 Find Humor

16

Seek Out and Respond with Wonderment and Awe

Adapted from Costa, A. and Kallick, B. Learning and Leading with Habits of Mind: 16 Essential Characteristics for Success (2008), p. 218-219. Sample assessment

LMC ESL Habits of Mind / Thinking Dispositions Performance Rubric – Speaking and Listening This rubric is a performance-based assessment that seeks to measure or rate the quality of a student’s applied intellectual behavior using a scoring guide. This five LMC ESL Habits of Mind – Intelligent Behaviors and Thinking Dispositions – Performance

Rubrics Using a scoring guide, the rubric(s) is/are performance-based assessments that seek to measure or rate the quality of a student’s intelligent behavior as applied to or employed by the student in support of learning, understanding, engaging in specific ESL course content and related activities, opportunities, and challenges. The five-point rubric, ranging from "no concept" to "exemplary," was designed to focus on the Habits of Mind (HoM) woven into the LMC ESL curriculum, including our program, course, lesson, and instructional student learning outcomes. It is meant to provide an assessment that may be used in formative and/or summative manner to determine and describe interconnected levels of academic achievement and functional performance. It may be presented as a pre-test/post-test or as a recurring progress monitoring tool. It can also be used in an oral interview setting. It is based on Costa and Kallick's 16 Habits of Mind, includes elements from Bloom's Revised Taxonomy and Marzano's Dimensions of Learning and 21st Century Learning Skills, and features the LMC ESL faculty’s own original pedagogical and instructional mindsets, philosophies, and practices.




Instructions Scoring requires the assignment of one of the numbers for each HoM in the spaces provided to the right of the descriptions. The overall score across all Habits of Mind for a specific course is determined by adding the scores from each of the HoM. Overall Scoring

No Concept – 0 Limited – 1-3 Developing – 4-6 Proficient – 7-9 Exemplary – 10-12 Used in a pre/post model or as a progress monitoring tool, the same teacher should pre- and post- assess the student to be consistent in scoring. The score should reflect the student’s advancement, success, and strengths, and it should also encourage him/her to continue to develop greater independence in applying the thinking disposition(s), becoming increasingly sensitive to times when using the HoM would be beneficial, building greater inclination to using (i.e., desiring and seeking out situations in which to use) the HoM, and monitoring and evaluating her/his own skills and behavior. Student Name: _______________________________________ L1: ___________________________ ESL Course: _____________ # of Semesters at LMC: _______________ Date(s) of administration(s): __________ __________ ________ __________ __________

SPEAKING AND LISTENING

12. EMPATHIZE: Listening and understanding with empathy

Listen with authentic appreciation. Devote mental energy to another person’s thoughts and feelings. WANT to understand. Put yourself in another's place, and make an honest effort to hear and relate. Listen and hear with your heart. Respond with respect. When engaging in ESL pronunciation, conversation, speaking, and listening language learning and development opportunities, the student

fails to listen to or communicate with others; may ridicule, laugh at or put down the ideas of others; cannot build upon another person’s ideas; spends listening time rehearsing what s/he wants to say

No Concept – 0

score(s)

seldom/selectively listens to others; has trouble interacting with others who have different feelings, knowledge, and abilities; sporadically engages in partial paraphrasing of others’ ideas; doesn’t care about or doesn’t fully attend to body language, conversational cues, or facial expressions.

Limited – 1

always tries to listen and understand others; doesn’t always understand or appreciate the different feelings, knowledge, and abilities of others well enough to communicate effectively with them; does a little to encourage others to show respect for their differences; can sometimes paraphrase another person’s ideas; can sometimes read and make use of body language, conversational cues, and facial expressions to support respectful interaction

Developing – 2

listens and demonstrates understanding of another person’s point of view; communicates quite well with people who have different feelings, knowledge, abilities; encourages fellow interlocutors to show respect for one another; has success with incorporating appreciation of body language, conversational cues, and facial expressions into oral interactions

Proficient - 3

listens empathetically and demonstrates understanding of another person’s point of view that differs from their own; adeptly evaluates situations, conversational cues, body language, and facial expressions to detect emotional states and to support respectful interaction and communication; can accurately paraphrase others’ ideas and diverse perspectives

Exemplary - 4

13. THINK FIRST: Managing impulsivity Think before acting. Remain calm, thoughtful, and deliberate. Be mindful and manage impulsivity. Take your time to compose yourself and what you want to say and do. ALWAYS consider the consequences. Strive to defeat unmindfulness and careless haste. When engaging in ESL pronunciation, conversation, speaking, and listening language learning and development opportunities, the student




is unable to control actions or impulses in speech or behavior; is impulsive; does not consider plan of action; blurts out first answer that comes to mind; never considers alternatives or reasons;

No Concept – 0

score(s)

can occasionally manage self and emotions with assistance; has trouble maintaining focus over time; often interrupts and blurts out in class;

Limited – 1

can manage distractions and pre-empt negative emotions; engages in goal setting and planning with guidance; maintains focus with prompting; sometimes considers consequences; can engage calmly and thoughtfully

Developing – 2

thinks before acting or speaking; maintains focus; sets goals and strategically plans to reach them; exercises self-restraint in speech and action without assistance; usually considers consequences; often engages thoughtfully and with some deliberation

Proficient - 3

intentionally forms a plan before beginning a task; remains composed, focused, a deliberative even under stress; engages with others to support everyone’s calm and thoughtful interaction and participation

Exemplary - 4

3. LOOK AT THINGS ANOTHER WAY: Thinking flexibly

Think flexibly. Consider other opinions and ways of doing and being. Generate alternatives. Explore different ideas and options. Be willing and able to change perspectives. Open your mind and heart to new and varying possibilitiesWhen engaging in ESL pronunciation, conversation, speaking, and listening language learning and development opportunities, the student

does not consider different viewpoints; has ‘my way or the highway’ way of interacting with others; even when provided other, compelling information, will not change stance/mind; rigidly and narrowly holds/follows initially given direction

No Concept – 0

score(s)

finds considering different points of view difficult; accepts information as given; restates facts; cannot/does not apply new facts or ideas to actions and sticks to original plan

Limited – 1

sometimes considers other points of view and new information and has ability to change direction or use different strategies with guidance

Developing – 2

can change mind and seeks new approaches to problems; is able to generate alternatives and consider alternative options; needs support to keep remembering to look at things in new ways; adept at adjusting effort and strategies as needed

Proficient - 3

skilled at seeking out and considering new information and other options/opinions to help grow in understanding; adjusts performance, extends learning, and come up with novel ideas/products as a result

Exemplary - 4

Method of Evaluation/Grading:

Aural and Oral Performances, Demonstrations (including discussions and note taking), and Observations (CSLOs 1, 2, 3)

30-35%

Aural and Oral Language Skills and Communication Strategies Quizzes and Exams (CSLOs 1, 2, 3) 25-30% Logs, Notebooks, Journals, Self-Assessments (CSLOs 1, 2, 3) 10-15% In-class and Homework Assignments, Activities, and Engagement (CSLOs 1, 2, 3) 25-30%

A-level Achievement A-level work of students in this LMC intermediate English language proficiency course regarding U.S. classroom and career-bound language and communication skills and strategies is characterized by excellent ability to employ targeted aural skills and note making and note taking strategies to accurately complete listening and comprehension tasks and activities 90-100% of the time; exemplary use of bottom-up linguistic decoding and top-down schema building and interpretation skills (90-100% of the time); high adeptness and accuracy using non-verbal and verbal communication supports (90-100% of the time); highly effective application of linguistic, sociolinguistic, discourse, and strategic oral language skills and communication strategies (90-100% of the time); excellent accuracy, fluency, and creativity understanding and using contextualized vocabulary and expressions (90-100% of the time); 90-100% activity and discussion engagement and task and assignment completion; advanced reflection on and employment of content-specific habits of mind/thinking dispositions. C-level Achievement




C-level work of students in this LMC intermediate English language proficiency course regarding U.S. classroom and career-bound language and communication skills and strategies is characterized by satisfactory ability to employ targeted aural skills and note making and note taking strategies to accurately complete listening and comprehension tasks and activities 70-79% of the time; adequate use of bottom-up linguistic decoding and top-down schema building and interpretation skills (70-79% of the time); acceptable adeptness and accuracy using non-verbal and verbal communication supports (70-79% of the time); reasonably effective application of linguistic, sociolinguistic, discourse, and strategic oral language skills and communication strategies (70-79% of the time); satisfactory accuracy, fluency, and creativity understanding and using contextualized vocabulary and expressions (70-79% of the time); at least 70-79% activity and discussion engagement and task and assignment completion; average reflection on and employment of content-specific habits of mind/thinking dispositions




Course Content: English language and oral and aural communication skill and strategy development and refinement for non-native English speaking students in this course occurs through the following units of instruction and according to the given percentages of time/attention/focus over the course of a semester

30% Academic Listening at an intermediate level of English language proficiency Learning, practicing, tracking, applying, and integrating bottom-up and top-down; selective/intensive

and extensive; metacognitive, cognitive, and socio-affective; pre-, during-, and post-; process (how) and product (what) oriented listening skills and strategies

20% Note-taking and Note-making at an intermediate level of English language proficiency Learning, employing, tracking, applying, and assessing discrete and holistic and pre-, during-, and

post- note taking and note making skills and strategies 35% Academic Speaking at an intermediate level of English language proficiency

Learning, practicing, applying, and integrating linguistic, sociolinguistic, discourse, and strategic oral language skills and communication strategies

Learning and using contextualized vocabulary and expressions 15% Habits of Mind at an intermediate level of English language proficiency

Learning, practicing, reflecting on, applying, and discussing thinking dispositions to effectively support and learn college and career-bound speaking and listening skills and strategies and interrelated language development

Academic Listening

Assessing strengths and weaknesses

Taking inventory of current and past practices

Setting goals Recognizing examples Listening for main ideas and

details Inferring meaning Making predictions Recognizing key terms Identifying facts and

opinions Listening for rhetorical

questions Noticing and attending to

non-verbal cues Evaluating new terms Using background

information Noticing questions Taking advantage of

introductions and patterns of organization

Understanding speaker’s purpose

Interacting during lectures Using office hours Noticing hedging, linking,

reduction, ellipsis,

Academic Note-taking and Note-making

Assessing strengths and weaknesses

Taking inventory of current and past practices

Setting goals Understanding speaker’s

purpose Previewing and predicting Noticing, recognizing and

understanding o Introductions, main

points, and conclusions

o Macro organization patterns

o Micro organization patters

o Repetition o New and key terms o Lecture style and

tone Using background

information Evaluating your notes Asking questions Interacting during lectures Attending to visuals

Academic Speaking Assessing strengths and

weaknesses Taking inventory of current

and past practices Setting goals Agreeing and disagreeing Checking understanding Using signal words and

signposts to organize ideas Asking questions Expressing opinions Asking for opinions or ideas Paraphrasing Keeping discussion on topic Interrupting politely Stating and supporting a

claim, position, argument Using facts and examples

strategically Presenting – all aspects Using non-verbal strategies

and supports Preparing presentation – all

steps in process Participating in discussions Dealing with communication

breakdowns Make suggestions Support ideas and opinions




assimilation, redundancy, analogies, boosting, advice, digressions, visuals, and numbers

Say you don’t know something

Check that others have understood you

Refer to sources and course material

Evaluate own and other speeches/presentations

Lab By Arrangement Activities (If Applicable): Instructional Methods:

Lecture Lab Activity Problem-based Learning/Case Studies Collaborative Learning/Peer Review Demonstration/Modeling Role-Playing Discussion Computer Assisted Instruction Other (explain) ________________________________________

Textbooks: Helen Solorzano and Laurie Frazier, Contemporary Topics 1: 21st Century Skills for Academic Success, Fourth Edition, 2017. (intermediate level - This text has a college/career exploration focus along with listening, speaking, and thinking skills for college – nice) Ellen Kisslinger, Contemporary Topics 2: 21st Century Skills for Academic Success, Fourth Edition, 2017. (high-intermediate level - This text has a college/career exploration focus along with listening, speaking, and thinking skills for college – nice) Jessica Williams, 21st Century Communication 2: Listening, Speaking, and Critical Thinking, First Edition, 2016. (I like this a lot) Ken Beatty, LEAP (Learning English for Academic Purposes) Intermediate Listening and Speaking, First Edition, 2015. Miles Craven and Kristin Donnalley Sherman, Q: Skills for Success Listening and Speaking 3, Second Edition, 2015. (split versions available) Steven Gershon, Present Yourself Level 2: Viewpoints, Second Edition, 2015. Patricia Dunkel and Phyllis Lim, Listening and Notetaking Skills 1, Fourth Edition, 2014 (intermediate) (I like this a lot too) William Smalzer and Phyllis Lim, Listening and Notetaking Skills 2, Fourth Edition, 2014 (upper-intermediate)




Pamela Hartmann, Nancy Doublas, and Andrew Boon, Inspire 2, First Edition, 2014. Helen Solorzano and Jennifer Schmidt, NorthStar Listening and Speaking 3, Fourth Edition, 2014. Laurie Frazier and Shalle Leeming, Lecture Ready 3: Strategies for Academic Listening and Speaking, Second Edition, 2014. Kim Sanabria, Academic Encounters Level 3 Listening and Speaking: Life in Society, Second Edition, 2012. (I like this one) Carol Numrich, Consider the Issues: High Intermediate Listening and Critical Thinking Skills, Fourth Edition, 2012. (latest edition) Milada Broukal, What a World Listening 3: Amazing Stories for Around the Globe, Second Edition, 2011. (latest edition) Roni Lebauer, Learn to Listen, Listen to Learn 2: Academic Listening and Note-Taking, Third Edition, 2010. (latest edition) Ellen Kisslinger, Contemporary Topics 2: Academic Listening and Note-Taking Skills, Third Edition, 2009. (latest edition)




LMC English as a Second Language Curriculum Map ESL/EMLS Stages, Courses,

and Program Student Learning Outcomes PSLO 1 Reading

PSLO 2 Vocabulary

PSLO 3 Writing

PSLO 4 Grammar

PSLO 5 Speaking/Listening

PSLO 6 Language Awareness

The Los Medanos College English as a Second Language (ESL) program infuses Habits of Mind – intelligent behaviors and thinking dispositions – and the LMC institutional student learning outcomes (ISLOs) into our second language acquisition-oriented program student learning outcomes (PSLOs) to optimally help prepare students to meet their social and civic language needs and achieve their academic and career goals. As a non-native English language learner who successfully completes our program, you will

Embrace having more to learn through reading inquiringly and critically and thinking flexibly about diverse, multigenre college-preparatory and college texts that connect you to multicultural, social, ethical, and global ideas and issues.

Strive to gain increasing ability to understand and accurately and creatively use vocabulary learned from context and on the new general service list (NGSL) and the new academic word list (NAWL) in known and new situations.

Communicate clearly, effectively, and creatively in writing at the word, phrase, clause, sentence, paragraph, and essay levels, reviewing and reflecting on your writing and learning, and collaborating with others to support your continual development.

Risk responsibly and persist to accurately understand and apply a wide variety of grammatical structures – from basic to advanced - to negotiate meaning, ask questions, share and discuss ideas and opinions, solve problems, create plans, make decisions, present arguments, and apply past knowledge to achieve solid understanding and intended meaning.

Speak and listen with empathy and increasing confidence, fluency, and self-regulation, exploring diverse and alternative perspectives, within a range of formal and informal social, academic, and career communication settings.

Pay attention to recognize and self-improve pronunciation difficulties, speech challenges, writing complexities, listening obstacles, and reading issues that may impede successful engagement and interaction, finding humor and responding with wonderment and awe to support your doing so.

Language Learning Stages and Courses LMC ISLO 1, 2, 3, 4, 5

LMC ISLO 1, 3

LMC ISLO 1, 2, 3, 4

LMC ISLO 1, 2, 3

LMC ISLO 1, 2, 3, 5

LMC ISLO 1, 2, 3

I. ENTERING Building a foundational language learning base and a bridge into college credit ESL

ESLN-065VR ESLN-075VR Basic Vocabulary and Reading Development 1 and 2

I - 4 I - 4 AS – 2 AS – 2 AS – 1 I – 3 P – 4

P – 4

AS – 2 AS – 2 AS – 1 P – 3

ESLN-065W ESLN-075W Fundamental Writing Skills 1 and 2

AS – 2 AS – 1 I – 4 AS – 3 AS – 1 I – 3 AS – 2 AS – 1 P – 4 AS – 3 AS – 1 P – 3

ESLN-065G ESLN-075G Foundational Grammar for General Communication 1 and 2

AS – 2 AS – 2 AS – 2 I – 4 AS – 2 I – 3 AS – 2 AS – 2 AS – 2 P – 4 AS – 2 P – 3

ESLN-065PC ESLN-075PC Essential Pronunciation and Conversation 1 and 2

AS – 1 AS – 2 AS – 1 AS – 2 I – 4 I – 3 AS – 1 AS – 2 AS – 1 AS – 2 P – 4 P – 3

II. ENGAGING Developing skills and strategies for college and work engagement and success

ESL-085WRV Intermediate College Writing, Reading, Vocabulary, and Dispositional Thinking

R – 4 R – 4 R – 4 AS – 3 AS – 1 R – 3

ESL-085G Intermediate Grammar for College and Career Communication

AS – 2 AS – 2 AS – 2 R – 4 AS – 2 R – 3




ESL-085SL Intermediate Oral Communication for the College Classroom and Beyond

AS – 1 AS – 2 AS – 1 AS – 2 R – 4 R – 3

III. EXITING Preparing for academic and career/professional advancement and excellence

ESL-095WRV Advanced Academic Writing, Reading, Vocabulary, and Dispositional Thinking

M – 4 M – 4 M – 4 AS – 3 AS – 1 M – 3

ESL-095G Advanced Grammar for College and Career Communication

AS – 2 AS – 2 AS – 2 M – 4 AS – 2 M – 3

ESL-095SL Advanced Speech Communication for Academic and Professional Advancement

AS – 1 AS – 2 AS – 1 AS – 2 M – 4 M – 3

TOTALS 32 34 32 40 30 42 I = PSLO is Introduced P = PSLO is Practiced R = PSLO is Reinforced M = PSLO is Mastered AS = PSLO is Additionally Supported The degree each PSLO is emphasized: 0 = No Emphasis; 1 = Slightly Emphasized; 2 = Moderately Emphasized; 3 = Significantly Emphasized; 4 = Mainly Emphasized

los medanos college 2700 east leland road pittsburg ca 94565 course … · 2018-09-13 · oral...

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