where’s the knowledge? speaq 2007. workshop goal to understand: -the role and importance of the...
TRANSCRIPT
Where’s the Knowledge?
SPEAQ 2007
Workshop GoalTo understand:
-the role and importance of the Related
Content in the development of the three
ESL competencies
-how to plan the use of the Related
Content and make pertinent choices.
Agenda1. Welcome and Introduction
2. The Cycle Two Core ESL Program at a Glance
3. Getting Familiar with the Five Elements of the Related Content
Preparing for the taskDiscovering the Related ContentPlanning the use of the Related Content
4. Wrap Up
The Elements of the Related Content…
• are resources essential to the development of the three ESL competencies;
• need to be taught and explicitly modeled;
• are taught in context and used in context.
Students…
Explore different aspects of English culture
Experiment with and expand their language repertoire
Experiment with and expand their use of strategies
Use processes to deepen their understanding of texts and to write and produce texts
Deconstruct texts to analyze the internal and external features
A knowledgeable ESL student…
A competent ESL student…
Knowledgeable and Competent?
Intelligent and well informedOxford English Dictionary
Well informed, especially about a particular subjectGage Canadian Dictionary
Understanding of or information about a subject which has
been obtained by experience or study, and
which is either in a person’s mind or possessed by
people generallyCambridge Dictionaries Online
Having the necessary skill or knowledge to do something
successfullyOxford English Dictionary
Able to do something wellCambridge Dictionaries Online
Having requisite or adequate ability or qualitiesMerriam-Webster Online
Having the ability to act effectively by mobilizing a
range of resourcesPFÉQ
Learning and Evaluation Situations
All five elements of the Related Content are compulsory and must be considered when planning a LES.
Phases of the Pedagogical ProcedurePedagogical
planningClassroom
activityAnalysis of
what took place
Precedes the classroom activity
The teacher
Preparing the taskCarrying out the task
Integration
Interactionstudents, teacher &knowledge
Follows the classroom activity with the students
The teacher
TaskTask
ReadRead the text, the text, Do Racy Ads Do Racy Ads Aimed at Teens Cross a Line?Aimed at Teens Cross a Line?
ReadRead the the Response ProcessResponse Process in in the Related Content (p.44-45).the Related Content (p.44-45).
You have 7 minutes to complete You have 7 minutes to complete the task!the task!
Discovering the Related Content
How can we use this text as is and have students
come to an understanding of it?
InstructionsInstructions
Form a team.Form a team.
SkimSkim the Related Content section of the the Related Content section of the program.program.
Culture (p. 38-39)Culture (p. 38-39) Language Repertoire (p. 39-41)Language Repertoire (p. 39-41) Strategies (p. 42-43)Strategies (p. 42-43) Texts (p. 53-54)Texts (p. 53-54)
Answer the guiding questions on the handout.Answer the guiding questions on the handout.
Share your ideas with the group.Share your ideas with the group.
Planning the use of the Related Content
• Which element of the Related Content must be included in your planning when you want students to understand a text?
• Which other element(s) would you choose to address?
A knowledgeable ESL student…
A competent ESL student…