Secondary Cycle One Enriched English as a Second Language Program Gillian Baxter Derek Wright Winter 2008.

Slides:

Advertisements

Similar presentations

Christopher Graham Garnet Education UK. I dont do rhetorical questions !

Advertisements

School Based Assessment and Reporting Unit Curriculum Directorate

PACT Feedback Rubric Pilot Results with UC Davis English Cohort.

Module 1: Teaching functional skills – from building to applying skills 0 0.

What is Literacy? According to A Curriculum for Excellence,

PYP PRACTICES Planning, Teaching & Assessment Colegio Colombo Británico Claudia Fayad, PYP Coordinator.

Multi-Level Elementary 2 and 3 Multi-Cycle - Multi-Level Elementary 2 and 3 ESL –

1 © 2006 Curriculum K-12 Directorate, NSW Department of Education and Training Implementing English K-6 Using the syllabus for consistency of teacher judgement.

1.We will begin by asking you to reflect on a question. 1.We will turn on some music and you will walk around the room, pondering your answer to the question.

Where’s the Knowledge? SPEAQ Workshop Goal To understand: -the role and importance of the Related Content in the development of the three ESL competencies.

1. Principles Learning Assessment Technology 3 Teaching Assessment Technology Principles The principles describe particular features of high-quality.

Planning for Inquiry The Learning Cycle. What do I want the students to know and understand? Take a few minutes to observe the system to be studied. What.

Washington State Teacher and Principal Evaluation Project Preparing and Applying Formative Multiple Measures of Performance Conducting High-Quality Self-Assessments.

The 6 Principles of Second language learning (DEECD,2000) Beliefs and Understandings Assessment Principle Responsibility Principle Immersion Principle.

The 5 E Instructional Model

LECTURER OF THE 2010 FIRST-YEAR STUDENT: How can the lecturer help? February 2010.

 Inquiry-Based Learning Instructional Strategies Link to Video.

 A set of objectives or student learning outcomes for a course or a set of courses.  Specifies the set of concepts and skills that the student must.

Model Standards English as a Second Language OACE Integrated Programs Planning Project Summer 2009.

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

 Contributions Approach Reflects the surface level of culture—such as celebrating holidays—but does not provide an in- depth student of more profound.

Rediscovering Research: A Path to Standards Based Learning Authentic Learning that Motivates, Constructs Meaning, and Boosts Success.

Dr E. Lugo Morales1 6/28/2012. Develop academic vocabulary Read to acquire new information Understand information presented orally Participate in classroom.

Agenda Welcome Session Objectives

All certified staff need to write professional development learning goals. A minimum of three learning goals are required. Individual Professional Development.

Additional Unit 2 Lecture Notes New Instructional Design Focus School of Education Additional Unit 2 Lecture Notes New Instructional Design Focus School.

Math and Science Institute Exploring Physical Science Today’s Agenda Review of homework and participant sharing of their ENGAGE components of 5E. Engage.

National Educational Technology Standards for Teachers Including Artifacts.

Teaching language means teaching the components of language Content (also called semantics) refers to the ideas or concepts being communicated. Form refers.

TheSecondary The Secondary Cycle One Core (ESL) and Enriched (EESL) Programs SPEAQ 2005 An Introduction to the Response Process.

Bundle Up! Multi-cycle LES Grade 2 and 3. Production team  Marie-Christine Léger (Pedagogical consultant)  Danika Dutil and Nancy Rokas (ESL teachers)

Twilight Training October 1, 2013 OUSD CCSS Transition Teams.

Chapter 1 Defining Social Studies. Chapter 1: Defining Social Studies Thinking Ahead What do you associate with or think of when you hear the words social.

02/06/2016MELS Working Document Progression of Learning at the Secondary Level EESL Programs SPEAQ November 2011 Information Session.

Educator Effectiveness Academy Day 2, Session 1. Find Someone Who…. The purpose of this activity is to review concepts presented during day 1.

Programming the New Syllabuses (incorporating the Australian Curriculum)

1. 2 Applying Knowing Committing Proposed process for adapting to this change Understanding.

Differentiation PLC.

Session Objectives Analyze the key components and process of PBL Evaluate the potential benefits and limitations of using PBL Prepare a draft plan for.

MELS Intensive ESL RREALS - RCCPALS February MELS Working Document 2012.

Science: Unit 3, Key Topic 1http://facultyinitiative.wested.org/1.

ILLUSTRATING THE CORE PROGRAM IN ACTION THE CONTEXT Secondary Cycle Two ESL Programs, Day 3 MELS, Fall 2008.

Just Do It! Secondary Cycle One ESL Programs

TheSecondary The Secondary Cycle One Core (ESL) and Enriched (EESL) Programs Regional Workshop # An Introduction to the Response, Writing and Production.

Progression of Learning Elementary English as a Second Language MELS Working Document 2009.

The CALLA Handbook – Chapter 5

BRINGING IT ALL TOGETHER Use of Rich Tasks. What is a Rich Task? Accessible to all levels Provides an opportunity to explore mathematics Involves testing,

The Learning Cycle as a Model for Science Teaching Reading Assignment Chapter 5 in Teaching Science to Every Child: Using Culture as a Starting Point.

M= Math in STEM College and Career Ready- Conference Summer, 2015.

Quick Write Reflection How will you implement the Engineering Design Process with your students in your classes?

IST_Seminar II CHAPTER 12 Instructional Methods. Objectives: Students will: Explain the role of all teachers in the development of critical thinking skills.

Module 1 Peer Coaching on Paper Peer Coach Training.

Implementing the New Secondary Cycle Two ESL Programs Winter/Spring 2007.

Building Understanding of C2… C2 … the Final Word! Anne Millette Derek Wright.

03/03/2016MELS Working Document Progression of Learning at the Secondary Level EESL Programs RREALS October 2011 Information Session.

Cognition linked in with Communication CLIL SECONDARY.

Developing Language Objectives for Secondary Science “To communicate within academic communities, students need appropriate academic language along with.

California Teacher Performance Assessment (CalTPA) #2 Workshop Facilitator: Stacy A. Griffin, Ed.D

© Crown copyright 2006 Renewing the Frameworks Enriching and enhancing teaching and learning.

Why should we learn English? Who dares to teach must never cease to learn. ~John Cotton Dana.

Creative Curriculum and GOLD Assessment: Early Childhood Competency Based Evaluation System By Carol Bottom.

WORKING WITH THE END IN MIND IN THE PLC CONTEXT Gil Abisdris, P.A. & MESAs Consultant Lina Zielinski, Evaluation Consultant.

CLIL: Methodology and Applications Team work: Mazzarelli Gioconda, Plenzick Angelina, Vaccarella Lucia, Vertucci Italia. Liceo Scientifico G. Rummo – BN.

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

Learning Objectives for Senior School Students. Failing to plan is planning to fail. / Psychology of Achievement /

Planning Literacy Learning Essential Skills Practitioners Level 3.

Teaching and Learning with Technology

Bullying 1. Question & Research Task

Teaching Science for Understanding

Presentation transcript:

Secondary Cycle One Enriched English as a Second Language Program Gillian Baxter Derek Wright Winter 2008

Workshop Goals To become more familiar with the Secondary Cycle One Enriched English Second Language (EESL) program To become more familiar with the Secondary Cycle One Enriched English Second Language (EESL) program To consider the essential elements of the EESL program in Learning and Evaluation Situations (LES) To consider the essential elements of the EESL program in Learning and Evaluation Situations (LES)

Questions, concerns, expectations

Workshop Agenda Participant’s Booklet page 1 (PB page 1) 9:00 am – 4:00 pm Welcome Welcome EESL students EESL students The EESL program The EESL program Brainstorming tasks for an EESL learning and evaluation situation (LES) Brainstorming tasks for an EESL learning and evaluation situation (LES) Wrap-up Wrap-up

Who Are Our EESL Students? Our enriched students… have completed an intensive English program at the primary level. have completed an intensive English program at the primary level. experiment with the language. experiment with the language. are becoming autonomous language learners. are becoming autonomous language learners.

Comparing Core & EESL Students: Who are they and what are they able to do? Read the information about Core students. (PB page 3) Read the information about Core students. (PB page 3) Note down some characteristics of EESL students using pages 579 & 607 of your program. Note down some characteristics of EESL students using pages 579 & 607 of your program.

Exploring the EESL program Using the key features and evaluation criteria for C1, describe students in action and what teachers observe. (PB page 4) Using the key features and evaluation criteria for C1, describe students in action and what teachers observe. (PB page 4)

Management of strategies and resources:  Knows the strategies/resources available  Chooses the appropriate strategy/resource for the task at hand  Uses it effectively  Analyzes its effectiveness

SB page 2

BAL and Driving Question (PB pages 5 & 6) Effective Driving Questions… Are open ended Are open ended Are objective Are objective Focus and drive the LES Focus and drive the LES Are answerable Are answerable Require research, investigation and reflection Require research, investigation and reflection Call on students’ previous knowledge Call on students’ previous knowledge Link basic skills and concepts to students’ lives and the real world Link basic skills and concepts to students’ lives and the real world Encourage multiple approaches to problem solving. Encourage multiple approaches to problem solving.

Our Driving Question… What can we learn about a culture and its people through its sports?

Arctic Winter Games LES Planner Scan page 7 of the PB.

Task 1 (Student Booklet) What sport is this? What sport is this? Who plays it? Who plays it? How is it played? How is it played? Why is it played in Québec? Why is it played in Québec? SB page 3

SB page 4

Task 1 (cont’d) Listen, confirm and correct. (SB page 4)

Addresses Gillian Baxter (Montérégie, Abitibi, Kativik) Derek Wright (Montréal, LLL)

Task 1 (cont’d) Reflection (SB page 7)

Arctic Winter Games LES Planner Scan pages 8-10 of the PB.

 Talks about familiar sports and arctic winter sports  Shares prior knowledge about Arctic Winter Games  Reflects on functional language used to encourage others Developing the ESL Competency

Exploring the EESL Program C2: PB page 11 Reinvestment is selecting, organizing and adapting information and knowledge from texts. C3: PB page 14

Planning Tasks 2 & 3 (PB pages 12-13; 15-16) Plan a C2 task and a C3 task for the Arctic Winter Games LES. Select from the texts provided in the Text Booklet and think about other resources students may need.

Planning Tasks 2 & 3 (PB pages 12-13; 15-16) Don’t forget to:  activate the key features of the competencies  plan for evaluation using the evaluation criteria and end-of-cycle outcomes  develop the tools  address the Related Content  include specific teaching, modelling and enabling activities

Workshop Goals To become more familiar with the Secondary Cycle One Enriched English Second Language (EESL) program To become more familiar with the Secondary Cycle One Enriched English Second Language (EESL) program To consider the essential elements of the EESL program in Learning and Evaluation Situations (LES) To consider the essential elements of the EESL program in Learning and Evaluation Situations (LES)  

Wrap-up Compare the MELS EESL program with the local program(s) in your school/school board. (PB page 18) Compare the MELS EESL program with the local program(s) in your school/school board. (PB page 18)

Evaluation of the Workshop Please complete the evaluation form.