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Performance-based Approaches to BE and ESP

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IATEFL BESIG 2010 Annual Conference talk by Cleve Miller

IATEFL BESIG 2010 Annual Conference talk by Cleve Miller

Published in: Technology, Education

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  • 1. Performance-based approaches to BE and ESP Driving ROI for our students and clients
  • 2. Web 2.0 complements top-down content with “bottom up”, user-generated content.
  • 3. English360 is one way to bring web 2.0 approaches to ELT, BE, ESP.
  • 4. The result is personalisation, and one way of authentic personalisation in BE, ESP is Performance-Based Teaching (PBT).
  • 5. What this session is not... (not on purpose anyway) not a new idea not a prescription
  • 6. What this session is... supporting performance through an emergent syllabus, a few software examples, and results and benefits of PBT.
  • 7. What do we mean by performance? (...not the “competence vs performance” distinction.)
  • 8. A performance event is an instance of authentic L2 communication in a professional context.
  • 9. A specific, upcoming communicative performance in the target language that merits sustained efforts to optimize the results of that event.
  • 10. The authenticity continuum task authenticity ranges along a cline Artificial Authentic
  • 11. The authenticity continuum task authenticity ranges along a cline Artificial Authentic decontextualised gap fill info gap role play simulation presentation rehearsal Because most business people see language study as a means to an end, the closer we get to authenticity the better.
  • 12. Q: How do we support learner performance? A1: Different approaches to BE, ESP course design
  • 13. Course design Selection of outcomes Material and process Different approaches to BE, ESP course design Curricular, needs-based, performance-based Source: Cleve Miller in 2/2010 Business Issues (BESIG)
  • 14. Course design Selection of outcomes Material and process Curriculum-based Needs-based Performance-based Source: Cleve Miller in 2/2010 Business Issues (BESIG) Different approaches to BE, ESP course design Curricular, needs-based, performance-based
  • 15. Course design Selection of outcomes Material and process Curriculum-based predicts generic performance goals Needs-based Performance-based Work through a coursebook Source: Cleve Miller in 2/2010 Business Issues (BESIG) Different approaches to BE, ESP course design Curricular, needs-based, performance-based
  • 16. Course design Selection of outcomes Material and process Curriculum-based predicts generic performance goals Work through a coursebook Needs-based Performance-based identifies categories of performance goals Select from range of resources, based on needs analysis Source: Cleve Miller in 2/2010 Business Issues (BESIG) Different approaches to BE, ESP course design Curricular, needs-based, performance-based
  • 17. Course design Selection of outcomes Material and process Curriculum-based predicts generic performance goals Work through a coursebook Needs-based identifies categories of performance goals Select from range of resources, based on needs analysis Performance-based responds to specific performance events Language needs for the event define materials, methods Source: Cleve Miller in 2/2010 Business Issues (BESIG) Different approaches to BE, ESP course design Curricular, needs-based, performance-based
  • 18. Q: How do we support learner performance? A2: A 4-step process approach to PBT
  • 19. Step 1: Select the performance event • Learner drives selection of event • Teacher supports and guides • Other stakeholders (HR, line manager) may be involved
  • 20. Step 2: Define the key messages • Sales presentation: features, benefits • Business dinner: personal anecdote, questioning • Teacher identifies language needed (e.g. structures, lexis)
  • 21. Step 3: Plan, resource and teach • Language needed for messages documented as goals • Syllabus > material: authentic, courses, learner’s material • Transition from practice to production closer to event
  • 22. Step 4: Post-performance reflection, feedback • Reflective narrative by the learner • Were the linguistic objectives achieved in actual event? • Results feed into next stage of syllabus
  • 23. select event post-performance reflection plan, resource, teach define messages
  • 24. 4-step PBT cycle >> emergent syllabus
  • 25. Some software examples of PBT ...just a few screenshots
  • 26. Performance-based Teaching FAQs Common questions about PBT Where is the organization?
  • 27. Performance-based Teaching FAQs Common questions about PBT Where is the organization? “Actually, PTB is extremely organized. It’s just not pre-organized...we organize when we have something to organize around, and not before.”
  • 28. Performance-based Teaching FAQs Common questions about PBT How can you use PBT in groups?
  • 29. Performance-based Teaching FAQs Common questions about PBT How can you use PBT in groups? • Group work + guided self-instruction • Groups sometimes have group events • With multiple events in a group, often you can find a common message, language needs
  • 30. Conclusion: stakeholder benefits from PBT Potential for higher ROI all the way around
  • 31. Benefits for students • Engagement, motivation, learning • Avoids artificial “working” vs. “in English class” • Improved professional performance
  • 32. Benefits for teachers, schools • Our tools work better (e.g. drills are more meaningful) • Differentiation and competitive advantage in market
  • 33. Benefits for teachers, schools • Our tools work better (e.g. drills are more meaningful) • Differentiation and competitive advantage in market • And most importantly: it’s fun!
  • 34. Benefits for customers, training departments • Training is directly focused on business results • Adds another tool to their training portfolio (“BE-CLIL”) • ROI focus gains buy-in from upper management
  • 35. Performance-based approaches to BE and ESP Questions and discussion