Secondary Cycle One ESL Programs Planning a Learning and Evaluation Situation

Regional Workshop # 3

‘‘ Remember, the Reform isn’t a case of taking the elevator. It’s taking the stairs, moving ahead, one step at a time…’’

Nicole TardifUniversité de Sherbrooke

Goal of WorkshopGoal of Workshop

DiscoverDiscover how well-planned how well-planned LLearning earning

and and EEvaluation valuation SSituations ituations ((LESLES) )

help develop competencyhelp develop competency

Two-Day AgendaTwo-Day Agenda LLearning and earning and EEvaluation valuation SSituations (ituations (LESLES): ): Getting startedGetting started

C1: Interacts orally in EnglishC1: Interacts orally in English From participant to teacher From participant to teacher

C2: Reinvests understanding of C2: Reinvests understanding of textstexts

From participant to teacherFrom participant to teacher

C3: Writes and produces textsC3: Writes and produces textsFrom participant to teacherFrom participant to teacher

Who’s your PAL?Who’s your PAL?

YourYour

PPersonal ersonal AAwareness wareness LLogog

Another Look at theAnother Look at the

PFEQPFEQ Use Use Chapters 2 Chapters 2 and and 33 of of the the

PFEQ PFEQ as well as theas well as the Core Core ESL ESL

programprogram to fill in the to fill in the blanksblanks

WhatWhat is a is a LESLES??

A A LLearningearning andand E Evaluationvaluation SSituation ituation (LES)(LES) is a set of is a set of

related tasks that related tasks that students must students must

complete to reach a complete to reach a defined goaldefined goal

Maximizes opportunities Maximizes opportunities for oral interactionfor oral interaction

Essential Characteristics of Essential Characteristics of LESLES

Explore the text with others (response process)

Provides opportunities Provides opportunities for transferfor transfer

Knowledge is built from previous tasks

Is relevant to the studentIs relevant to the student

Tasks related to students’ interests, needs and experiences

Promotes collaboration and Promotes collaboration and cooperationcooperation

Students work together to achieve a common goal

Exploits authentic textsExploits authentic texts

Magazines, newspaper, websites, etc.

Is connected to the real Is connected to the real worldworld Tasks related to current events

Is challenging and motivatingIs challenging and motivatingPresents an essential question or problem to solve

Encourages reflectionEncourages reflection

Time and tools for self-evaluation are planned

(p.177) (p.177)

Essential Characteristics of aEssential Characteristics of a LES LES

Is purposefulIs purposeful

Is appropriate to students’ Is appropriate to students’ age and language age and language developmentdevelopment

Goal of LES leads to concrete action/change to influence students’ lives

Allows for differentiationAllows for differentiation

Teacher offers different choices for final product

Selection of theme and text appropriate to their level

Making Making Connections!Connections!

Instructions:Instructions:

In your group, think of concrete examples to In your group, think of concrete examples to illustrate the characteristics in a LES related on sportsillustrate the characteristics in a LES related on sports

Think of what you might observe in your class for each Think of what you might observe in your class for each characteristiccharacteristic Write your ideas under the appropriate Write your ideas under the appropriate characteristiccharacteristic

Choose a spokesperson to report backChoose a spokesperson to report back

Setting The Scene for the Setting The Scene for the LESLES

What’s What’s THETHE biggest biggest sporting eventsporting event in the in the world?world?

What’s the What’s the second biggest second biggest sporting eventsporting event in the world? in the world?

The Paralympics

Paralympics FAQParalympics FAQ What are the Paralympic Games?What are the Paralympic Games?

When were they created?When were they created?

Which disabilities are recognized in Which disabilities are recognized in the Paralympics?the Paralympics?

What is the difference between What is the difference between the Paralympics and the the Paralympics and the Special Olympics?Special Olympics?

Spirit in Motion

To Enable Paralympic Athletes to Achieve Sporting Excellence and to Inspire and Excite the World

Citius Faster

Altius Higher

Fortius Stronger

““According to the the Olympic According to the the Olympic Charter, established by Pierre de Charter, established by Pierre de Coubertin, the goal Coubertin, the goal of the Olympic Movement is of the Olympic Movement is to to contribute contribute to building a peaceful and better to building a peaceful and better worldworld by educating youth through by educating youth through sport practised without any sport practised without any discrimination of any kinddiscrimination of any kind, , which requires mutual which requires mutual understanding, solidarity and fair understanding, solidarity and fair play.”play.”

Pedagogical IntentionPedagogical Intention

How can we help How can we help Paralympic athletes have Paralympic athletes have the same opportunities the same opportunities

as Olympic athletes?as Olympic athletes?

TasksTasks leading to the pedagogical leading to the pedagogical intention:intention:

Task 1Task 1 (Focus on Interacts orally in (Focus on Interacts orally in English)English)Students will discuss some of the Students will discuss some of the differencesdifferences/similarities between an Olympic /similarities between an Olympic athlete and a Paralympic athlete.athlete and a Paralympic athlete.

Task 2Task 2 (Focus on Reinvests (Focus on Reinvests understanding of texts)understanding of texts)Students will discover a Paralympic athlete.Students will discover a Paralympic athlete.

Task 3Task 3 (Focus on Writes and produces (Focus on Writes and produces texts)texts)Students will create a promotional Students will create a promotional document to help a Paralympic athlete.document to help a Paralympic athlete.

Overview of the LESOverview of the LES

Broad Areas of Broad Areas of Learning Learning (BAL)(BAL)

The Broad Areas of Learning The Broad Areas of Learning provide provide

a frame of reference that a frame of reference that gives coherence to gives coherence to

educational activitieseducational activities

Which BAL ?Which BAL ?

Instructions:Instructions:

Keeping in mind the Keeping in mind the pedagogical pedagogical intentionintention of of

this LES, find …this LES, find … an an appropriate BALappropriate BAL the the educational aimeducational aim a a focus of developmentfocus of development

(Chapter 2, p.21)(Chapter 2, p.21)

Cross-Curricular Cross-Curricular CompetenciesCompetencies (CCC) (CCC)

What is a What is a CCCCCC? (p. 33, 2? (p. 33, 2ndnd paragraph) paragraph)

CCCCCC for this LES (p. 51): Cooperates with others for this LES (p. 51): Cooperates with others 3 3 Key Features: Contributes to team efforts, Uses Key Features: Contributes to team efforts, Uses

teamwork effectively, Interacts with an open mind in teamwork effectively, Interacts with an open mind in various contextsvarious contexts

Evaluation CriteriaEvaluation Criteria:: Appropriate attitudes and behavioursAppropriate attitudes and behaviours

Who are these athletes? Why are they famous?

Who are these athletes? Are they famous?

How do you say…How do you say… Use the strategyUse the strategy substitutionsubstitution

when you can’t find the right when you can’t find the right word(s) to say somethingword(s) to say something

« « You know … it’s ice hockey on a You know … it’s ice hockey on a chair… player problems with legs. chair… player problems with legs. »»

«« You mean sledge hockey !  You mean sledge hockey ! »»

Video clip 1 -Mondor/Franks

Name:Name: Emilie Mondor Emilie Mondor Lisa FranksLisa Franks

Age:Age: 25 25 24 24

Hometown:Hometown: Mascouche, QC Mascouche, QC Moose Moose Jaw, SKJaw, SK

Sport:Sport: 5 Km race 5 Km race Wheelchair RacingWheelchair Racing

Results:Results: 17th in last Olympics 17th in last Olympics 6 6 Paralympic MedalsParalympic Medals

Instructions: Instructions: Imagine and compare the road Imagine and compare the road to the Olympic/Paralympic Games for these two to the Olympic/Paralympic Games for these two athletes. Share your ideas with your team.athletes. Share your ideas with your team.

Back to the Program…Back to the Program…

Key Features Key Features (p. 181)(p. 181) Related ContentRelated Content for this task for this task

Culture (p. 187)Culture (p. 187) Language Repertoire, Focus on form Language Repertoire, Focus on form

(p.187-188)(p.187-188) Strategies (p.189)Strategies (p.189)

Evaluation Criteria Evaluation Criteria (p. 181)(p. 181) Evaluation toolsEvaluation tools video clip 2-video clip 2-

Hally-KnabeHally-Knabe

ESL

ProgramC1:C1: Interacts Orally in English Interacts Orally in English

Plan a Plan a C1C1 task using your task using your yellowyellow LES PlannerLES Planner

Don’t forgetDon’t forget the the pedagogical pedagogical intention!intention!

Use the video clip, the poster of Use the video clip, the poster of the two Paralympic athletes and the two Paralympic athletes and the following slidethe following slide

                                

Name:Name: Andrew Haley Andrew Haley Morgan Morgan KnabeKnabe

Age:Age: 32 32 25 25

Hometown:Hometown: Moncton, NB Moncton, NB St.Albert, ABSt.Albert, AB

Sport:Sport: Amputee Freestyle Amputee Freestyle BreaststrokeBreaststroke

Best Results:Best Results: 2 medals at 2 2 medals at 2 medals at medals at Paralympic Games Paralympic Games Commonwealth GamesCommonwealth Games

LES LES FactFact or or FictionFiction??

Instructions:Instructions: Individually, read and Individually, read and

reflect on the reflect on the statements on your statements on your sheetsheet

In your group, discuss In your group, discuss each statementeach statement

Decide if the Decide if the statements are statements are facts or fictionfacts or fiction

Problem/questionProblem/question BALBAL Theme/topicTheme/topic ESL competenciesESL competencies CCCCCC

Planning a Learning Planning a Learning and and Evaluation Situation Evaluation Situation (LES)(LES)Where to start?Where to start?

Chantal Petitclerc: An Chantal Petitclerc: An Inspiration for AllInspiration for All

A Useful Strategy: To inferA Useful Strategy: To infer

After eight years ofAfter eight years of ______________, , Chantal Petitclerc has become a Chantal Petitclerc has become a __________________ for athletes with for athletes with disabilities. Her international disabilities. Her international victories have victories have ________________ her almost her almost the same amount of financial the same amount of financial support as support as __________________ athletes athletes receive—still a rarity among receive—still a rarity among Paraplegic athletes. Both Loto-Paraplegic athletes. Both Loto-Quebec and the Metropolitan Quebec and the Metropolitan insurance company insurance company __________________ her, her, and the federal government and the federal government recently recently ________________ her carding her carding (classification) from B to A—she’s (classification) from B to A—she’s the elite of the elite.the elite of the elite.

Getting into the text…Getting into the text…

Read the text Read the text individuallyindividually Respond to the guiding questions Respond to the guiding questions individuallyindividually Share your response with your Share your response with your teamteam

A

moment

SSustainedustainedQQuietuietUUninterrupninterruptedted IIndividualndividual RReadingeadingTTimeime

Read the Read the threethree phases of the phases of the Response Response Process Process in the EESL Programin the EESL Program, , p.215p.215Read the Read the different waysdifferent ways to support to support the Response the Response Process, p. 216 Process, p. 216

Back to the Program…Back to the Program…

Key Features Key Features (p. 183)(p. 183) Related ContentRelated Content for this task for this task

Culture (p. 187)Culture (p. 187) Language Repertoire (p.187)Language Repertoire (p.187) Strategies (p.189)Strategies (p.189) Response Process (p.190)Response Process (p.190) Texts (p.193)Texts (p.193)

Evaluation Criteria Evaluation Criteria (p. 183)(p. 183) Evaluation toolsEvaluation tools

ESL

ProgramC2: C2: Reinvest understanding Reinvest understanding of textsof texts

Plan a Plan a C2 taskC2 task using your using your yellow yellow LES PlannerLES Planner

Don’t forgetDon’t forget the the pedagogical pedagogical intention!intention!

Use one of the Use one of the Paralympian Paralympian profilesprofiles

Preparing for Preparing for C3C3

What is a media text?What is a media text?

How can you promote your How can you promote your Paralympian?Paralympian?

Chantal Petitclerc:

A Hero on Wheels

Back to the Program…Back to the Program…

Key features Key features (p. 185)(p. 185) Related ContentRelated Content for this task for this task

Culture (p.187)Culture (p.187) Language Repertoire (p.187)Language Repertoire (p.187) Strategies (p.189)Strategies (p.189) Production Process (p.192)Production Process (p.192) Texts (p.193)Texts (p.193)

Evaluation Criteria Evaluation Criteria (p. 185)(p. 185) Evaluation toolsEvaluation tools

ESL

Program

C3: Writes and C3: Writes and produces textsproduces texts

Another

moment

Read the Read the Production Process, Production Process, p.192p.192

Plan a Plan a C3 taskC3 task using your using your yellow LES yellow LES PlannerPlanner

(a(a promotional document promotional document for a for a Paralympian)Paralympian)

Don’t forgetDon’t forget the the pedagogical intention!pedagogical intention!

Use the Use the Paralympian Paralympian you discovered in you discovered in

Task 2Task 2

Reminder of Reminder of Goal of WorkshopGoal of Workshop

DiscoverDiscover how well-planned how well-planned LLearning earning

and and EEvaluation valuation SSituations ituations ((LESLES) )

help develop competencyhelp develop competency

Now that you’re Now that you’re all expert LES all expert LES planners …,planners …, … …what five tips would you what five tips would you give your colleagues to help give your colleagues to help them plan a LES?them plan a LES?