illustrating the core program in action the context secondary cycle two esl programs, day 3 mels,...
TRANSCRIPT
ILLUSTRATING THE CORE PROGRAM IN ACTIONTHE CONTEXT
Secondary Cycle Two ESL Programs, Day 3 MELS, Fall 2008
Why did the MELS ESL Programs Team
decide to produce a LES?
To see the Secondary Cycle Two ESL Core program in action
To observe and film teachers experimenting the program
To give a meaningful context to the experimentation
Why did the MELS ESL Programs Team
decide to produce a LES?
To illustrate specific aspects of the program: Response Process Production Process Text FeaturesMetacognitive Strategies
Why did the MELS ESL Programs Team
decide to produce a LES?
To use the results of the experimentation in a training workshop
To get teachers’ feedback from the experimentation
Who is it intended for?
Year One of the Secondary Cycle Two Core students
Secondary Cycle Two teachers, as a training tool
Details of the experimentation:
The LES was a collaboration between teachers and the MELS ESL Programs Team
The focus of the LES was on regulation, especially metacognition, guided by the teacher
The LES was planned for 5 to 7 classes
Details of the experimentation:
The LES was experimented in two very different classes: First experiment in January/February
2008 in a small (22 students, mostly girls) quiet class in the Montérégie area
Second experiment in April 2008 in a large (31 students, mostly boys) hockey team class in the Montérégie area
Discoveries: The more motivated the teacher is,
the more motivated the students are...
When teacher and students use English in all classroom situations, it has an impact on students’ involvement in the LES
Teachers’ standards become students’ standards
Discoveries:
When one of the teachers decided to use the English Only policy in class, students were able to use English
Strategies that are taught explicitly are more effectively used by students
Discoveries:
Activating prior knowledge using writing gives results
Simple, structured tasks, carefully chosen prompts and guided questions make it possible for students to use the response process
Discoveries:
Teachers need to get familiar with Text Features before they use them in class
Deconstructing Texts in the Preproduction Phase helps speed up the creation of the poster (final task)
Time spent by teachers commenting students’ metacognition is time well spent
Why Peace?
Wars and repression are still part of our world
Teenagers are in a period of their life where they stand up for what is important to them
The BAL Citizenship and Community Life -Culture of peace- opens up easily to relationships, environment, values..