30/08/2015MELS Working Document 2010 1 30/08/2015MELS Working Document 2010 Progression of Learning at the Secondary Level ESL Core Programs SPEAQ November.

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Presentation transcript:

30/08/2015MELS Working Document /08/2015MELS Working Document 2010 Progression of Learning at the Secondary Level ESL Core Programs SPEAQ November 2010 Information Session

30/08/2015MELS Working Document Activating Prior Knowledge What is some of the Related Content (knowledge) in the Core ESL Programs?

30/08/2015MELS Working Document /08/2015 MELS Working Document 2010 Developing the Progression of Learning Mandate Research Progression of Learning at the Secondary Level

30/08/2015MELS Working Document /08/2015 Three ESL Competencies Key Features Progression of Learning End-of-Cycle Outcomes Evaluation Criteria Related Content Scales of Competency Levels

30/08/2015MELS Working Document /08/2015MELS Working Document Quiet Reading Time Read the ESL introduction on page 5 of the Progression of Learning. Take a few minutes to leaf through the rest of the document.

30/08/2015MELS Working Document The Progression of Learning is… compulsory a supplement to the ESL programs to make the Related Content more explicit a planning tool for teachers to incorporate knowledge in the development of the ESL competencies for each year of secondary

30/08/2015MELS Working Document /08/2015MELS Working Document The Progression of Learning… can guide evaluation practices to support learning (for regulation purposes) clarifies the knowledge that students need to learn and use in context

30/08/2015MELS Working Document /08/2015MELS Working Document The Progression of Learning is not… a new ESL program a stand-alone document a checklist of items to cover only once an evaluation tool

30/08/2015MELS Working Document /08/2015MELS Working Document 2010 Titles and introductions Legend Element Italicized examples Sub-elements PB, page 2 Sub-section Section

30/08/2015MELS Working Document /08/2015MELS Working Document Legend PB, page 3. Read the explanations for three of the symbols in the legend. How you would explain the shaded box?

30/08/2015MELS Working Document MELS Working Document 2010 Legend Teacher plans for previously acquired knowledge to be applied during the school year. Students broaden and refine their knowledge, use knowledge in new contexts and are more autonomous. “Reinvest” does not refer to C2. It means that students reuse the acquired knowledge in a variety of meaningful contexts.

30/08/2015MELS Working Document /08/2015MELS Working Document Culture Skim the Culture section. (POL, page 6) Why are there only arrows in the chart for this section? (PB, page 4)

30/08/2015MELS Working Document MELS Working Document 2010 Language Repertoire: Functional Language Skim the Functional Language section. (POL, pages 7-10) Answer the following questions (PB, page 4): 1. What does the prevalence of shading in Functional Language indicate? 2. What do you notice about element #9 Opinions?

30/08/2015MELS Working Document /08/2015MELS Working Document Language Repertoire: Language Conventions “Focus on Form refers to communicative teaching that draws students’ attention to the structure of the English language within the context of the interactive classroom.” - Secondary Cycle Two Core ESL Program, page 40

30/08/2015MELS Working Document /08/2015MELS Working Document Language Repertoire: Language Conventions Read the introduction to Language Conventions. (POL, page 11) Look at the information in the chart. (POL, page 12) What questions do you have? (PB, page 5)

30/08/2015MELS Working Document /08/ Strategies Skim the Strategies section. (POL, pages 13-15) Look at element #2 Self-regulation of communication strategies. (POL, page 13) What are the differences between Cycle 1 and Cycle 2? (PB, page 5)

30/08/2015MELS Working Document MELS Working Document Processes Skim the Processes section. (POL, pages 16-19) What stands out for you in this section? (PB, page 6)

30/08/2015MELS Working Document /08/2015MELS Working Document Texts Skim the Texts section. (POL, page 20) What do you notice about Text Types? Which competencies would you associate with the sub-elements? (PB, page 6)

30/08/2015MELS Working Document /08/2015MELS Working Document What Would You Say? Are teachers required to use the Progression of Learning? Do we have to give knowledge quizzes? Does the Progression of Learning make publishers’ materials incomplete? How many stars (  ) does a student need to pass in each year of secondary? Are the ESL competencies being pushed aside in place of knowledge (Related Content)?

30/08/2015MELS Working Document Enjoy the rest of the conference!