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TRANSCRIPT
How to plan 2Generation curriculum Learning Sequence Adapting the MS1 New Manual
Mr Samir Bounab
Meeting points :
1. Opening session & welcoming the audience and the new comers
2. Recapitulation about the previous meetings
3. Introducing the New School Manual “ My Book of English”
4. How to plan a learning sequences adapting the book?
Recapitulation about the previous 2G meetings:
1. Why The 2 generation curriculum ? Loi d’orientation sur l’éducation nationale N° 08 - 04 du 23 janvier 2008 wants these changes
2. What is the 2 generation curriculum ? 2G = 1G + Values + cross curricular competences + how can
English help the other subjects and vis versa
3. The approach ? competency based approach ( CBA) ( A problem solving cognitive constructivist
approach )
4. How to apply it on the field? Through Bloom Taxonomy & the 3 IIP ( interact – interpret- produce)
When with any learning objectives
5. The 4 learning situations : 1) initial problem solving 2) Input situation 3) situation of integration
4) Evaluation situation
I. Initial problem solving situation : Since the approach itself is Problem solving approach the
work must be initiated and tackled in a problem solving situations .i.e : the learners must work in
a problem solving situation climate which makes them challenged and motivated all the time to
take part in the learning process .
II. Input situation : or the learning session or lesson where resources are installed through problem
solving situation and take many frame works types.
1- Presentation – Practice – Use ( produce) = PPU frame work + PIASP teaching grammar
or pronunciation method
2- Pre reading – during reading – post reading = PDP Read frame work + Teaching grammar
or pronunciation item using PIASP
3- Pre –listening – during listening – post listening = PDP listening frameworks + Teaching
PIASP grammar / pronunciation
III. Situation of integration( 2 sessions ) Learning Integration + Assessing integration:
1) Learning situation :
It is a writing process session .It is a phase planned in a problem solving integrated situation (
Criteria of the integration) This phase is meant to the reinvestment of the resources in terms of
the "knows" and the " know how to do " The activities suggested in the previous phases
should be built up towards the final output and help the pupils to be ready to produce a piece of
writing in accordance with the situation of communication
2) Assessing Integration : Assessing Integration session ( criteria / indicators): 1- Relevence
2- Correct use of the linguistice resources
3- Coherence /consistency
4- Excellence
D) Evaluation sessions :
a)Assessment of learning b)diagnostic assessment
c) formative assessment
Introducing the New School Manual :
By : Mr Samir Bounab
( teacher trainer at MONE) [email protected]
How to plan a learning Session adapting the school manual:
Teachers must teach about the book and not the book , the book must be adapted to the lesson plan
and not the opposite.
Teachers need to check the learning objectives and linguistic resources in the yearly planning
Teachers need to scan the Sequence in order to know the number of learning objectives & linguistic
resources which will determine the number of sessions or lesson plans
The project work : It must be introduced at the beginning of the « padagogic project ( number of
sequences) » and followed during the learning sequences specially in TD sessions where the teacher
supervises , guides and helps the learners to achieve it . Sufficient time must be allocated to the project
round up
A guided sheet or lesson focus must be done where all the features of the lesson are listed : “ the input (
type of frame work : ppu – pdp ….- communicative competence ( SWBAT) – domain – initial problem
solving – resources acquisition : function – grammar – vocabulary related to – VAKT + Aids + VALUES +
Cross Curricular competences .
The session or lesson or input session can be : ( PPU speaking lesson + PIASP teaching grammar/
pronunciation item + practice of this grammar/ pronunciation item ) / ( PDP listening / Reading lesson +
PIASP teaching grammar/ pronunciation item + practice of this grammar/ pronunciation item )
The Situation of integration is shown through the sections “ I learn to integrate = learning integration “
where learners sum up all what they learnt as “knowledge – skills & attitudes”
In the section “ I think and write” learners produce a piece of writing integrating all what they saw in
the learning sequence
The sections “ I learn to integrate + I think and write” are followed by “ Assessing integration” which is
very important where learners need to be assessed in an individual way and the New evaluation grid
must be applied ( Relevance - Correct use of the linguistice resources - Coherence /consistency –
Excellence) to help learners gain confidence that they can score at this ( hard) task.
By : Mr Samir Bounab
( teacher trainer at MONE)