12/06/2016MELS Working Document Progression of Learning at the Secondary Level ESL Core Programs Information Session

12/06/2016MELS Working Document Workshop Goals To become familiar with the structure and content of the Progression of Learning at the Secondary Level for the ESL Core Programs To understand its use as a planning tool for teachers To reflect on how to share the information with teachers

12/06/2016MELS Working Document Agenda Presenting the Driving Questions Developing the Progression of Learning (Working context) Exploring the Progression of Learning Wrap-Up Workshop Evaluation

12/06/2016MELS Working Document Part 1 - Driving Questions Question 1: How can teachers use the Progression of Learning to help students construct knowledge as they develop their ESL competencies? Question 2: How can I support teachers in their use of the Progression of Learning? Take a few minutes to write down your ideas. PB, page 2

12/06/2016MELS Working Document Developing the Progression of Learning Mandate & Working Context Research Challenges Progression of Learning at the Secondary Level

12/06/2016MELS Working Document BALsCCCs Subject Area Three ESL Competencies Key Features Progression of Learning End-of-Cycle Outcomes Evaluation Criteria Related Content Scales of Competency Levels +

12/06/2016MELS Working Document Quiet Reading Time (QRT) Read the general introduction and the ESL Introduction on pages of the Progression of Learning. Skim through the Progression of Learning and compare it to the Related Content section of the ESL programs. What stands out for you?

12/06/2016MELS Working Document The Progression of Learning is… a supplement to the existing 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 Cycle One and Cycle Two (from Sec 1 to Sec 5) compulsory

12/06/2016MELS Working Document The Progression of Learning… can guide evaluation practices to support learning (e.g. for diagnostic purposes) outlines the knowledge that students need to acquire and mobilise (within the context of an LES) in order to determine if learning has occurred Source: Direction de l’évaluation, Lignes de communication sur la Progression des apprentissages

12/06/2016MELS 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

12/06/2016MELS Working Document Collecting Data Transmitting Results Planning Interpreting Data The Evaluation Process Progression of Learning

12/06/2016MELS Working Document Keep in Mind… “…evaluation should focus on the acquisition of knowledge and the students’ ability to use this knowledge effectively in contexts that draw upon their competencies.” Progression of Learning in Secondary School, General Introduction, p. 3

12/06/2016MELS Working Document Title and introduction to the section Legend Element Italicized examples Title and introduction to the sub-section Sub-elements PB, page 3 Sub-section Section Part 2

12/06/2016MELS Working Document Part 2 - Structure of the Progression of Learning Vertical Unfolding All elements have a vertical unfolding. PB, page 4

12/06/2016MELS Working Document Part 2 - Structure of the Progression of Learning Vertical Progression Some elements also have a vertical progression. Some elements are only introduced in Cycle 2. Blank Spaces PB, page 4

12/06/2016MELS Working Document Part 3 - Glossary of Terms PB, page 5 1. Italicized examples 2. Sub-elements 3. Legend 4. Introductions 5. Vertical progression 6. Sub-sections 7. Elements 8. Sections

12/06/2016MELS Working Document Part 4 - Legend PB, page 6. In your own words, how would you explain the letter E in the legend? What other information would you mention to teachers?

12/06/2016MELS Working Document Part 5 - Section 1: Culture Read the introduction to Culture (POL, page 6). Look at the information in the chart (POL, page 6).

12/06/2016MELS Working Document Part 5 - Section 1: Culture PB, p. 7 Answer the following individually. What do you notice about this section? Match the following statements with the correct cultural aspect (i.e. aesthetic, sociological or sociolinguistic). Why should teachers include the three aspects of culture in their planning?

12/06/2016MELS Working Document Part 6 - Section 2: Language Repertoire Functional Language Read the introduction to Language Repertoire and the introduction to Sub-Section A - Functional Language (POL, page 7) Look at the information in the chart for Functional Language (POL, pages 7-10).

12/06/2016MELS Working Document Part 6 - Section 2: Language Repertoire Functional Language PB, page 8 Answer the questions with your team: 1.What are your observations for the following elements? #2 Apologies #4 Identification and description #15 Advice and feedback #26 Reflecting 2.Which elements from Functional Language have a vertical progression? 3.What does the prevalence of shading in Functional Language indicate? What do you think?

12/06/2016MELS Working Document A competency is defined as the ability to act effectively by mobilizing a range of resources. This means that it involves more than the mere addition or juxtaposition of elements. Source: QEP, Chapter 1, page 11.

12/06/2016MELS Working Document Part 7 – Examples in the Progression of Learning PB, page 9 How can examples help teachers? How can examples be misleading? What do you think?

12/06/2016MELS Working Document Part 8 - Section 2: Language Repertoire Vocabulary Read the introduction to Sub-Section B – Vocabulary (POL, page 10) Look at the information in the chart for Vocabulary (POL, pages 10-11). PB, page 9 What else do you notice about this sub-section?

12/06/2016MELS Working Document Part 9 - Section 2: Language Repertoire Language Conventions Read the introduction to Sub-Section C - Language Conventions (POL, page 11). Look at the information in the chart for Language Conventions (POL, page 12). PB, page 10 What stands out for you in this sub-section? Why is a list of grammar not provided for each year?

12/06/2016MELS Working Document A context for grammar

12/06/2016MELS Working Document Part 10 - Section 3: Strategies Read the introduction to Strategies (POL, page 13). Look at the information in the chart for Strategies (POL, pages 13-15). PB, page 11. What else would you draw teacher's attention to?

12/06/2016MELS Working Document Part 11 - Section 4: Processes Read the introduction to Processes (POL, page 16). Read the introductions to each sub-section and look at the information in the charts (POL, pages 16-19). A. Response Process B. Writing Process C. Production Process

12/06/2016MELS Working Document Part 11 - Section 4: Processes PB, page What are your general observations for each process? 2. How do expectations differ between Secondary Cycle 1 and Secondary Cycle 2?

12/06/2016MELS Working Document Part 12 - Section 5: Texts Read the introduction to Texts (POL, page 20). Look at the information in the chart (POL, page 20).

12/06/2016MELS Working Document Part 12 - Section 5: Texts 1. What stands out for you in this section? 2. What should teachers consider when planning texts from Secondary Cycle One to Secondary Cycle Two?

12/06/2016MELS 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 published materials inadequate or incomplete? When a concept is shaded does that mean that a teacher does not need to teach it explicitly?

12/06/2016MELS Working Document What Would You Say? How many stars (  ) does a student need to pass each year of secondary? Is the Progression of Learning a tool specifically for new teachers? Are the ESL competencies being pushed aside in place of the knowledge (Related Content)?

12/06/2016MELS Working Document Wrap-Up: Driving Questions Go back to the Driving Questions on PB, page 2. Question 1: How can teachers use the Progression of Learning to help students construct knowledge as they develop their ESL competencies? Question 2: How can I support teachers in their use of the Progression of Learning? Share your ideas with the group.

12/06/2016MELS Working Document How can we support teachers in their use of the POL? Make sure each teacher has a copy of the POL Encourage them to discuss the contents of the POL and to share their understanding

12/06/2016MELS Working Document How can we support teachers in their use of the POL? Ask teachers to compare their current planning with the POL requirements and make adjustments, as needed Set time aside to discuss the content of the POL with colleagues (e.g. by year, by cycle, by school)

12/06/2016MELS Working Document Workshop Evaluation