The document analyzes Ontario's English curriculum with a focus on how it incorporates media literacy. It provides context on how Ontario was a pioneer in including media education in its curriculum. It examines the overall expectations for media literacy in elementary and secondary school levels. The analysis uses questions adapted from the U.S. Department of Education to evaluate if the curriculum's learning goals are clear and appropriate, the content is accurate for its audience, the instructional design is engaging, the assessment is appropriate, and if it addresses important individual and societal needs. Overall, the document finds Ontario's curriculum to have a strong media literacy component aligned across grade levels.
The document summarizes the K-12 educational reform in the Philippines which will add two additional years to the basic K-6 elementary and 4-year high school program for a total of 12 years. This will align the Philippines with other countries in Asia and improve the quality and outcomes of education. It overviews the rationale, vision, curriculum changes, implementation timeline and expected benefits for students and the country's economic development.
This document discusses identification and assessment of English language learners (ELLs) and their needs. It outlines that under No Child Left Behind, schools must demonstrate that ELLs meet academic standards and provide annual English proficiency assessments. The Individuals with Disabilities Education Act regulates education of students with disabilities. Accurately identifying ELLs' language proficiency and academic achievement is challenging due to interactions between language and disability. Early identification of at-risk ELLs is important to provide appropriate interventions.
This is the Basic Education Curriculum developed by the Education Department as a guide for teachers handling the subject English. Included are the COMPETENCIES that the learners must acquire in the course of the session
This document outlines an English curriculum for classes 1-8 in India. It argues that English should be accessible to all Indian children to prevent discrimination. It emphasizes using English in meaningful, multilingual contexts to develop basic communication skills. The curriculum focuses on creating environments where children can actively use English to understand communicative practices, rather than isolating grammar lessons. It aims to develop students' proficiency in listening, speaking, reading and writing in English by class 12.
This document presents the K-12 English curriculum guide for the Philippines Department of Education. It discusses the philosophy, principles, and outcomes of the English language curriculum. The curriculum is designed to develop students' communicative competence and literacy skills through engaging with various texts and multimedia. It recognizes that today's students, known as Generation Z, are digital natives who are highly technology-savvy but may have reduced attention spans due to multi-tasking. The goal is to produce graduates who can effectively communicate, continue learning, and succeed in their chosen fields using English language skills.
English Language Learners (ELLs) are a highly diverse group of students who are the fastest growing segment of the student population in the U.S. ELLs make up a heterogeneous group with varying levels of English proficiency, cultural backgrounds, and academic needs. While some states like California, Texas, New York, Florida and Illinois have seen large increases in their ELL populations, ELL students are increasingly present in all 50 states. There is no single approach that can adequately meet the diverse educational needs of ELL students.
Correlation of academic excellence and cognitive academic language proficienc...Alexander Decker
This document discusses the relationship between academic language proficiency and academic performance at the university level. It begins by defining academic language proficiency as the linguistic knowledge and skills needed to complete academic tasks. It then discusses how basic interpersonal communication skills differ from cognitive academic language proficiency, with the latter being more cognitively demanding. Finally, it hypothesizes that higher levels of English language proficiency are required for Ethiopian university students to succeed academically.
This explores the ESOL resources that are available to support teachers in NZ. This presentation has been developed by Dan Haddock and Janis Maidment who work in the Auckland MOE.
You may find it useful for a range of purposes in your work with schools.
The document summarizes the K-12 educational reform in the Philippines which will add two additional years to the basic K-6 elementary and 4-year high school program for a total of 12 years. This will align the Philippines with other countries in Asia and improve the quality and outcomes of education. It overviews the rationale, vision, curriculum changes, implementation timeline and expected benefits for students and the country's economic development.
This document discusses identification and assessment of English language learners (ELLs) and their needs. It outlines that under No Child Left Behind, schools must demonstrate that ELLs meet academic standards and provide annual English proficiency assessments. The Individuals with Disabilities Education Act regulates education of students with disabilities. Accurately identifying ELLs' language proficiency and academic achievement is challenging due to interactions between language and disability. Early identification of at-risk ELLs is important to provide appropriate interventions.
This is the Basic Education Curriculum developed by the Education Department as a guide for teachers handling the subject English. Included are the COMPETENCIES that the learners must acquire in the course of the session
This document outlines an English curriculum for classes 1-8 in India. It argues that English should be accessible to all Indian children to prevent discrimination. It emphasizes using English in meaningful, multilingual contexts to develop basic communication skills. The curriculum focuses on creating environments where children can actively use English to understand communicative practices, rather than isolating grammar lessons. It aims to develop students' proficiency in listening, speaking, reading and writing in English by class 12.
This document presents the K-12 English curriculum guide for the Philippines Department of Education. It discusses the philosophy, principles, and outcomes of the English language curriculum. The curriculum is designed to develop students' communicative competence and literacy skills through engaging with various texts and multimedia. It recognizes that today's students, known as Generation Z, are digital natives who are highly technology-savvy but may have reduced attention spans due to multi-tasking. The goal is to produce graduates who can effectively communicate, continue learning, and succeed in their chosen fields using English language skills.
English Language Learners (ELLs) are a highly diverse group of students who are the fastest growing segment of the student population in the U.S. ELLs make up a heterogeneous group with varying levels of English proficiency, cultural backgrounds, and academic needs. While some states like California, Texas, New York, Florida and Illinois have seen large increases in their ELL populations, ELL students are increasingly present in all 50 states. There is no single approach that can adequately meet the diverse educational needs of ELL students.
Correlation of academic excellence and cognitive academic language proficienc...Alexander Decker
This document discusses the relationship between academic language proficiency and academic performance at the university level. It begins by defining academic language proficiency as the linguistic knowledge and skills needed to complete academic tasks. It then discusses how basic interpersonal communication skills differ from cognitive academic language proficiency, with the latter being more cognitively demanding. Finally, it hypothesizes that higher levels of English language proficiency are required for Ethiopian university students to succeed academically.
This explores the ESOL resources that are available to support teachers in NZ. This presentation has been developed by Dan Haddock and Janis Maidment who work in the Auckland MOE.
You may find it useful for a range of purposes in your work with schools.
Teachers need a strong understanding of educational linguistics to effectively communicate with students, support language development, and make fair evaluations. The document outlines five reasons why: 1) As communicators, teachers must understand differences in language use and structure instruction for clarity. 2) As educators, teachers must assess student knowledge and design instruction to expand linguistic skills. 3) As evaluators, teachers' judgments have serious consequences, so they need linguistic knowledge to fairly assess differences. 4) As educated individuals, teachers should understand language as an important part of human development. 5) As socializing agents, teachers must recognize home language practices to promote school language without devaluing student backgrounds. Overall, educational linguistics knowledge is crucial for teaching diverse students
The document discusses the importance of teachers understanding grammar concepts and theories to effectively teach grammar in schools. It states that this understanding allows teachers to select different strategies to engage students, provide meaningful explanations and examples, and adapt their lessons based on student needs. The document also notes that understanding concepts and theories helps teachers identify student errors and assess their competence. Overall, it argues that having a good grasp of concepts and theories enables teachers to successfully teach grammar.
Objective:
Explain the important insights and reasons of multilingual education in making education more responsive to cultural diversity.
Appreciate the value of using his/her own mother tongue in dealing with any classroom situations, and
Simulate different classroom situation using their own mother tongue.
The document outlines an agenda for a three-day training module on English language learners (ELLs) for educators. Day one focuses on demographics, culture, equity, and language acquisition theory. The agenda includes introductions, discussions on the increasing diversity in schools, implications of culture and equity for ELL students, and theories of language acquisition. The goal is for educators to explore these topics and develop their understanding of how beliefs and practices impact ELL students.
There is a fast-moving worldwide shift from English being taught as a foreign language (EFL) to English being the medium of instruction (EMI) for academic subjects such as science, mathematics, geography and medicine. EMI is increasingly being used in universities, secondary schools and even primary schools.
M.Wright
Vocabulary learning is an integral part of foreign language learning. The meaning of new words is very often emphasised, both in books and in verbal communication. Vocabulary is considered a centre of language teaching and is very important for language learners. This study found a daily code-mixing strategy in learning English vocabulary in the second grade of secondary school. The method used is qualitative and quantitative. The research phase includes pre-test and post-test, questionnaire and interview. The findings show that there is an influence on the level of student skills in using the strategy. Furthermore, it also found that students with higher vocabulary levels tended to take lessons in class interactively, this became fun, and students could motivate themselves they usually succeeded in learning by asking, monitoring and evaluating their learning habits. The findings also show that students with low vocabulary levels tend to choose to ignore direction and lack of participation, which means that they do not care about the course of the teacher and still carry unfavourable habits in the classroom. The findings of this study contribute to the further development of existing code-mixing theory and about vocabulary students and strategies. This study refers to giving benefits to classroom practice in the Indonesian context, specifically in increasing EFL teacher awareness so as not to focus solely on existing strategies, but rather look at the phenomena that occur around to create new strategies in teaching English.
Te 11 :TO ALL MA PHD AND SPECIAL DIPLOMA SS. REGARDS : DR. MAGDY MAHDYMagdy Aly
- Mobile apps can effectively promote vocabulary development for adult English language learners. Apps exist for dictionaries, thesauruses, translations, flashcards, listening practice, and exam preparation.
- Effective vocabulary instruction includes teaching individual words, strategies, providing varied experiences, and fostering interest in words. Apps support this, especially for independent practice.
- Teachers should explore useful apps, model their use, and guide students in selecting apps to meet their goals and interests. When introducing apps, teachers explain features and benefits and ensure students practice meaningfully.
THE EFFECTS OF VISUAL MATERIALS ON STUDENTS’ UNDERSTANDING OF VOCABULARY IN L...John1Lorcan
The aim of this research paper is to find out how visual materials affect student’s understanding on
literature and their perception towards usage of visual materials to learning literature. The targets of this
research were 39 form 4 intermediate class students in a secondary school in Ipoh town, Perak. Students’
understanding on literature is based on their score in the vocabulary recognition test. Questionnaire and
semi-structured interview were used to obtain students’ insight on usage of visual materials in learning
literature. Using the visual materials, students can understand the literature and word meanings better.
They showed positive attitude towards usage of visual materials during literature class.
This document provides a framework for Mother Tongue-Based Multilingual Education (MTB-MLE) in the Philippines. It discusses that MTB-MLE uses the learner's mother tongue and additional languages in the classroom to help children develop strong literacy and cognitive abilities. Research shows using a child's mother tongue provides benefits such as stronger literacy and knowledge transfer across languages. The framework outlines seven benefits of MTB-MLE including developing literacy, prior knowledge, cognitive skills, language proficiency, and scaffolding learning additional languages. It concludes by outlining five guiding principles for teaching and learning in MTB-MLE such as starting from what students already know and using active and discovery learning approaches.
This document is a report on the need for teaching literacy, including English grammar, in Australian schools. It begins with an introduction that discusses the evolving definition of literacy and the debate around phonics vs whole language approaches. The report then discusses how literacy is essential for personal empowerment and development. It cites sources that show 20% of Australians have poor literacy and there are gaps between socioeconomic levels. The report recommends that the Australian curriculum prioritize literacy and use a combination of phonics and whole language approaches. It concludes that literacy plays a crucial role in students' lives and society, so should be a focus in schools.
The document discusses barriers to literacy and strategies to improve literacy levels among students. It notes that the government and Ofsted have focused on improving literacy rates, especially among disadvantaged groups. The author's placement school uses several strategies to address literacy, including the Accelerated Reader program, literacy activities in tutor time, and a "word of the week." However, the school does not have a formal literacy policy. The author suggests additional strategies could help, such as using graphic novels, student publishing, and writing competitions. Addressing the needs of students with special educational needs is also important to improving literacy rates.
The aim of this research study is to analyze the appropriateness of the English syllabus according to the true language needs, which is being offered to the students of International Relations Department of Bahauddin Zakariya University, Multan. To carry out this research study, students of IR department (Part 1 and 2) have been taken as a sample population to collect required data. To check the appropriateness of the offered English syllabus and existing level of English language competence according to the students’ needs; two research tools have been taken as: test and interview. In order to get the actual feedback from the students, a test consisted of four basic skills of English (listening, speaking, reading and writing) was conducted to 50 students of IR department. Interview was conducted to the teachers of IR department in order to get the actual information about the appropriateness of the English syllabus and the competency level of the students. Collected data through both the sources were analyzed qualitatively as well as quantitatively. The findings from these sources provided the results which were expected before the accomplishment of this research work. The findings of this research advocated that the EAP should be adopted to make the existing syllabus appropriate and need based in order to refine the basic English language skills of the students. This recommended course is very productive for social sciences disciplines of the BZU.
This document provides a summary of the Malaysian Ministry of Education's Standard Curriculum and Assessment Document for English in primary schools. It outlines the curriculum content, educational emphases, and modules for years 1-6. The curriculum aims to equip students with strong English language skills and is organized into modules focusing on listening and speaking, reading, writing, language arts, and grammar. It emphasizes developing literacy, mastery learning, integration of technology, and character building. Assessment is used to evaluate student progress and inform teaching practices.
This document outlines the English language curriculum for primary schools in Malaysia. It introduces the aims, objectives, and underlying pedagogical principles of the curriculum. The curriculum is organized into modules that focus on key language skills like listening, speaking, reading, writing, and language arts. It emphasizes building a strong foundation in basic English skills in the early years before introducing more advanced concepts like grammar. The principles of the curriculum focus on making learning fun, learner-centered, and integrated with technology. It also emphasizes continuous assessment of students' language abilities.
The document is an assignment submitted by a student named Julie Papps with the student number 220076557. The assignment includes two parts - the first is a one paragraph summary of the Australian Curriculum draft document, describing its purpose, context and tone. The second part is an essay comparing three texts about the Australian national curriculum in terms of their relationships, purposes, contexts, tones and mediums of production.
This document discusses key premises and perspectives on second language development and acquisition:
- Premise 1 discusses active learning as essential for acquiring knowledge. Premise 4 discusses using specific strategies to meet the needs of second language learners. Premise 5 discusses providing contexts for language and content instruction.
- Second language development is a school-wide responsibility but often overlooked. Instruction must be coordinated across settings and teachers.
- Second language acquisition follows a developmental process impacted by context, individual psychology, and program supports. It typically takes 5-7 years to attain academic proficiency in a second language. A variety of learner profiles and needs must be addressed through instruction.
This document summarizes a study that investigated the effectiveness of seven methods for teaching English vocabulary to Saudi female students: context drills, word-on-board games, flash-card games, mini-presentations, role playing, dictionary consultation, and blended learning. 248 students were divided into an experimental group that used these new methods and a control group that used traditional instruction. Both groups took pre- and post-vocabulary tests. The findings showed that the experimental group scored higher than the control group, indicating that the new methods were more effective for improving vocabulary acquisition.
This CLIL lesson plan aims to teach primary school students about food and health. The lesson focuses on vocabulary related to food groups, healthy and unhealthy foods, and illnesses related to diet. Students will complete charts about the food pyramid and daily sugar intake. They will read about the importance of different food groups and match foods to their nutrients. Students will analyze sample daily diets to calculate sugar intake and discuss obesity prevention. The lesson incorporates reading, writing, listening and speaking skills through various class activities. The goal is for students to learn about making good food choices and the risks of an unhealthy diet.
This lesson plan aims to teach 3rd grade students about the importance of hand washing through a CLIL approach. The teachers will act out a scene showing dirty hands and using hand sanitizer to introduce the topic. Students will then watch a video song about germs and answering questions. Finally, students do a matching activity to practice vocabulary like "germs" and "hand sanitizer." The goal is to make English learning relevant to students' lives by discussing health topics.
This document discusses Content and Language Integrated Learning (CLIL). It identifies the five dimensions of CLIL as culture, environment, language, content, and learning. It explains each dimension in detail. The document also discusses the advantages of CLIL for young children, noting their brain plasticity and ability to learn through interaction. Finally, it explores how CLIL key terms like target language, exposure, and learning strategies interact in a CLIL lesson.
This power point mentions some points about Curriculum 2013 and CEFR, and their relation with media development. hopefully, it will be useful for anyone ^_^
Teachers need a strong understanding of educational linguistics to effectively communicate with students, support language development, and make fair evaluations. The document outlines five reasons why: 1) As communicators, teachers must understand differences in language use and structure instruction for clarity. 2) As educators, teachers must assess student knowledge and design instruction to expand linguistic skills. 3) As evaluators, teachers' judgments have serious consequences, so they need linguistic knowledge to fairly assess differences. 4) As educated individuals, teachers should understand language as an important part of human development. 5) As socializing agents, teachers must recognize home language practices to promote school language without devaluing student backgrounds. Overall, educational linguistics knowledge is crucial for teaching diverse students
The document discusses the importance of teachers understanding grammar concepts and theories to effectively teach grammar in schools. It states that this understanding allows teachers to select different strategies to engage students, provide meaningful explanations and examples, and adapt their lessons based on student needs. The document also notes that understanding concepts and theories helps teachers identify student errors and assess their competence. Overall, it argues that having a good grasp of concepts and theories enables teachers to successfully teach grammar.
Objective:
Explain the important insights and reasons of multilingual education in making education more responsive to cultural diversity.
Appreciate the value of using his/her own mother tongue in dealing with any classroom situations, and
Simulate different classroom situation using their own mother tongue.
The document outlines an agenda for a three-day training module on English language learners (ELLs) for educators. Day one focuses on demographics, culture, equity, and language acquisition theory. The agenda includes introductions, discussions on the increasing diversity in schools, implications of culture and equity for ELL students, and theories of language acquisition. The goal is for educators to explore these topics and develop their understanding of how beliefs and practices impact ELL students.
There is a fast-moving worldwide shift from English being taught as a foreign language (EFL) to English being the medium of instruction (EMI) for academic subjects such as science, mathematics, geography and medicine. EMI is increasingly being used in universities, secondary schools and even primary schools.
M.Wright
Vocabulary learning is an integral part of foreign language learning. The meaning of new words is very often emphasised, both in books and in verbal communication. Vocabulary is considered a centre of language teaching and is very important for language learners. This study found a daily code-mixing strategy in learning English vocabulary in the second grade of secondary school. The method used is qualitative and quantitative. The research phase includes pre-test and post-test, questionnaire and interview. The findings show that there is an influence on the level of student skills in using the strategy. Furthermore, it also found that students with higher vocabulary levels tended to take lessons in class interactively, this became fun, and students could motivate themselves they usually succeeded in learning by asking, monitoring and evaluating their learning habits. The findings also show that students with low vocabulary levels tend to choose to ignore direction and lack of participation, which means that they do not care about the course of the teacher and still carry unfavourable habits in the classroom. The findings of this study contribute to the further development of existing code-mixing theory and about vocabulary students and strategies. This study refers to giving benefits to classroom practice in the Indonesian context, specifically in increasing EFL teacher awareness so as not to focus solely on existing strategies, but rather look at the phenomena that occur around to create new strategies in teaching English.
Te 11 :TO ALL MA PHD AND SPECIAL DIPLOMA SS. REGARDS : DR. MAGDY MAHDYMagdy Aly
- Mobile apps can effectively promote vocabulary development for adult English language learners. Apps exist for dictionaries, thesauruses, translations, flashcards, listening practice, and exam preparation.
- Effective vocabulary instruction includes teaching individual words, strategies, providing varied experiences, and fostering interest in words. Apps support this, especially for independent practice.
- Teachers should explore useful apps, model their use, and guide students in selecting apps to meet their goals and interests. When introducing apps, teachers explain features and benefits and ensure students practice meaningfully.
THE EFFECTS OF VISUAL MATERIALS ON STUDENTS’ UNDERSTANDING OF VOCABULARY IN L...John1Lorcan
The aim of this research paper is to find out how visual materials affect student’s understanding on
literature and their perception towards usage of visual materials to learning literature. The targets of this
research were 39 form 4 intermediate class students in a secondary school in Ipoh town, Perak. Students’
understanding on literature is based on their score in the vocabulary recognition test. Questionnaire and
semi-structured interview were used to obtain students’ insight on usage of visual materials in learning
literature. Using the visual materials, students can understand the literature and word meanings better.
They showed positive attitude towards usage of visual materials during literature class.
This document provides a framework for Mother Tongue-Based Multilingual Education (MTB-MLE) in the Philippines. It discusses that MTB-MLE uses the learner's mother tongue and additional languages in the classroom to help children develop strong literacy and cognitive abilities. Research shows using a child's mother tongue provides benefits such as stronger literacy and knowledge transfer across languages. The framework outlines seven benefits of MTB-MLE including developing literacy, prior knowledge, cognitive skills, language proficiency, and scaffolding learning additional languages. It concludes by outlining five guiding principles for teaching and learning in MTB-MLE such as starting from what students already know and using active and discovery learning approaches.
This document is a report on the need for teaching literacy, including English grammar, in Australian schools. It begins with an introduction that discusses the evolving definition of literacy and the debate around phonics vs whole language approaches. The report then discusses how literacy is essential for personal empowerment and development. It cites sources that show 20% of Australians have poor literacy and there are gaps between socioeconomic levels. The report recommends that the Australian curriculum prioritize literacy and use a combination of phonics and whole language approaches. It concludes that literacy plays a crucial role in students' lives and society, so should be a focus in schools.
The document discusses barriers to literacy and strategies to improve literacy levels among students. It notes that the government and Ofsted have focused on improving literacy rates, especially among disadvantaged groups. The author's placement school uses several strategies to address literacy, including the Accelerated Reader program, literacy activities in tutor time, and a "word of the week." However, the school does not have a formal literacy policy. The author suggests additional strategies could help, such as using graphic novels, student publishing, and writing competitions. Addressing the needs of students with special educational needs is also important to improving literacy rates.
The aim of this research study is to analyze the appropriateness of the English syllabus according to the true language needs, which is being offered to the students of International Relations Department of Bahauddin Zakariya University, Multan. To carry out this research study, students of IR department (Part 1 and 2) have been taken as a sample population to collect required data. To check the appropriateness of the offered English syllabus and existing level of English language competence according to the students’ needs; two research tools have been taken as: test and interview. In order to get the actual feedback from the students, a test consisted of four basic skills of English (listening, speaking, reading and writing) was conducted to 50 students of IR department. Interview was conducted to the teachers of IR department in order to get the actual information about the appropriateness of the English syllabus and the competency level of the students. Collected data through both the sources were analyzed qualitatively as well as quantitatively. The findings from these sources provided the results which were expected before the accomplishment of this research work. The findings of this research advocated that the EAP should be adopted to make the existing syllabus appropriate and need based in order to refine the basic English language skills of the students. This recommended course is very productive for social sciences disciplines of the BZU.
This document provides a summary of the Malaysian Ministry of Education's Standard Curriculum and Assessment Document for English in primary schools. It outlines the curriculum content, educational emphases, and modules for years 1-6. The curriculum aims to equip students with strong English language skills and is organized into modules focusing on listening and speaking, reading, writing, language arts, and grammar. It emphasizes developing literacy, mastery learning, integration of technology, and character building. Assessment is used to evaluate student progress and inform teaching practices.
This document outlines the English language curriculum for primary schools in Malaysia. It introduces the aims, objectives, and underlying pedagogical principles of the curriculum. The curriculum is organized into modules that focus on key language skills like listening, speaking, reading, writing, and language arts. It emphasizes building a strong foundation in basic English skills in the early years before introducing more advanced concepts like grammar. The principles of the curriculum focus on making learning fun, learner-centered, and integrated with technology. It also emphasizes continuous assessment of students' language abilities.
The document is an assignment submitted by a student named Julie Papps with the student number 220076557. The assignment includes two parts - the first is a one paragraph summary of the Australian Curriculum draft document, describing its purpose, context and tone. The second part is an essay comparing three texts about the Australian national curriculum in terms of their relationships, purposes, contexts, tones and mediums of production.
This document discusses key premises and perspectives on second language development and acquisition:
- Premise 1 discusses active learning as essential for acquiring knowledge. Premise 4 discusses using specific strategies to meet the needs of second language learners. Premise 5 discusses providing contexts for language and content instruction.
- Second language development is a school-wide responsibility but often overlooked. Instruction must be coordinated across settings and teachers.
- Second language acquisition follows a developmental process impacted by context, individual psychology, and program supports. It typically takes 5-7 years to attain academic proficiency in a second language. A variety of learner profiles and needs must be addressed through instruction.
This document summarizes a study that investigated the effectiveness of seven methods for teaching English vocabulary to Saudi female students: context drills, word-on-board games, flash-card games, mini-presentations, role playing, dictionary consultation, and blended learning. 248 students were divided into an experimental group that used these new methods and a control group that used traditional instruction. Both groups took pre- and post-vocabulary tests. The findings showed that the experimental group scored higher than the control group, indicating that the new methods were more effective for improving vocabulary acquisition.
This CLIL lesson plan aims to teach primary school students about food and health. The lesson focuses on vocabulary related to food groups, healthy and unhealthy foods, and illnesses related to diet. Students will complete charts about the food pyramid and daily sugar intake. They will read about the importance of different food groups and match foods to their nutrients. Students will analyze sample daily diets to calculate sugar intake and discuss obesity prevention. The lesson incorporates reading, writing, listening and speaking skills through various class activities. The goal is for students to learn about making good food choices and the risks of an unhealthy diet.
This lesson plan aims to teach 3rd grade students about the importance of hand washing through a CLIL approach. The teachers will act out a scene showing dirty hands and using hand sanitizer to introduce the topic. Students will then watch a video song about germs and answering questions. Finally, students do a matching activity to practice vocabulary like "germs" and "hand sanitizer." The goal is to make English learning relevant to students' lives by discussing health topics.
This document discusses Content and Language Integrated Learning (CLIL). It identifies the five dimensions of CLIL as culture, environment, language, content, and learning. It explains each dimension in detail. The document also discusses the advantages of CLIL for young children, noting their brain plasticity and ability to learn through interaction. Finally, it explores how CLIL key terms like target language, exposure, and learning strategies interact in a CLIL lesson.
This power point mentions some points about Curriculum 2013 and CEFR, and their relation with media development. hopefully, it will be useful for anyone ^_^
The document summarizes the goals and strategies of an English teacher at Javiera Londoño High School in Medellín, Colombia. The teacher aims to promote meaningful learning through project work and integrating the four language skills. Some challenges include lack of student motivation and outdated technology. The teacher plans to create an English club, emphasize English in class, and implement metacognitive experiences to help students monitor their own learning. Strategies from authors like Kamaravadivelu on task-based instruction and macrostrategies will be applied.
This document outlines the English Language curriculum for basic levels 7-10 in Ghana. It discusses the rationale for teaching English, which includes its role as an official language and for international communication. The philosophy is informed by developmental theory and social constructivism. The aims are to develop language proficiency and skills in listening, reading, speaking and writing. Core competencies like critical thinking, creativity, and digital literacy are also emphasized. Teaching methods should be participatory and support interaction. Assessment will evaluate knowledge, language skills, and development of positive attitudes.
The document summarizes key points from Chapter 1 of the book "Hacia una Didáctica del Inglés para niños en escuelas primarias" by Leonor Corradi. It discusses traditional views of teaching English to young learners, influential learning theories like those proposed by Piaget and Vygotsky, the role of language acquisition theories, characteristics of good teachers, aims of educational English projects, how English should be viewed in the curriculum, areas of language teaching in different cycles, the role of teachers as mediators, the teaching cycle, importance of critical reflection, educating in English through meaningful examples, and levels of meaning in activities.
This document discusses a project conducted to improve the communicative English skills of 9th grade students at Domingo Savio school through project-based activities centered around United States culture. The project aimed to engage students and encourage language learning by using meaningful, authentic content instead of just focusing on grammar lessons. It involved integrating language skills and cultural topics related to foods, dances, and clothing of the US. Student attitudes, language skill use, and the effectiveness of content-based, task-based, and project-based teaching methods were evaluated. The theoretical framework discussed content-based instruction and how embedding language learning within engaging subject matter can increase motivation and empower students to communicate competently.
This document presents the K-12 English curriculum guide from the Department of Education of the Philippines. It outlines the philosophy, rationale, and guiding principles of the English language curriculum. The curriculum is designed to develop students' language proficiency and literacy through a focus on both meaning and accuracy. It recognizes the importance of building on students' existing language skills and acknowledges the needs of today's digital native students who rely heavily on technology for communication.
Kim Boettcher from School District 60 presented this as part of a session on Supervision of Learning/Instruction for Administrators on the topic of Literacy.
The document outlines the 2002 Basic Education Curriculum for secondary level English in the Philippines. It seeks to develop citizenship and address students' communication needs through adopting a communicative-interactive approach. The curriculum is grounded in theories of language and language acquisition, and informed by global trends and requirements for global citizenship. It aims to produce autonomous learners who can cope with global changes. The curriculum provides learning competencies and expectations for each year level, covering topics like self and community, nature, science and technology, and education for life and justice. Suggested teaching strategies include process writing, simulations, and cooperative learning.
The document discusses planning goals and learning outcomes for language education curricula. It examines different approaches to stating curriculum aims, such as academic rationalism and social reconstructionism. The document also analyzes how to describe learning outcomes through objectives, competencies, and nonlanguage outcomes to provide clear guidelines for curriculum development.
The document provides an overview of the K-12 English curriculum guide in the Philippines. It outlines the philosophy, guiding principles, needs of learners, outcomes, conceptual framework, and assessment approach. The curriculum is designed to develop students' communicative competence and multiliteracies through an integrated approach focused on interaction, construction of meaning, and learner-centeredness. It emphasizes developing understanding of language, culture, and effective language use strategies. Assessment is designed to evaluate students' actual language performance in a holistic and developmental manner.
The document outlines the 2002 Basic Education Curriculum for secondary English in the Philippines. It aims to develop students' citizenship and communication skills in English, the emerging international lingua franca. The curriculum adopts a communicative-interactive approach and encourages reflection to develop autonomous learners aware of global trends. It is grounded in theories of language and acquisition and constructivist pedagogy. Additional considerations include computer literacy, global citizenship, content-based instruction to develop higher-order thinking. The curriculum integrates language teaching through themes and contexts to make learning purposeful and motivating for students.
This document provides feedback on an interdisciplinary unit plan for an MYP 2 unit titled "This Land is Whose Land?" taught by teachers of language and literature and individuals and societies at Boerum Hill School For International Studies. The feedback reviewer provides detailed comments and suggestions to strengthen various elements of the unit plan, including clarifying the disciplinary grounding in each subject, describing the learning processes and content for each discipline, identifying how approaches to learning skills will be taught and practiced, and specifying strategies for differentiation. The reviewer recognizes positive aspects but recommends changes to improve the unit plan's description of how students will develop understandings across and within the disciplines to achieve the interdisciplinary objectives.
The document provides an overview of the K to 12 Mother Tongue Curriculum Guide for grades 1 to 3 in the Philippines. It discusses the framework and principles of Mother Tongue-Based Multilingual Education (MTB-MLE), which uses the student's mother tongue as the primary language of instruction. The goals are to develop literacy and academic skills in the first language to serve as a foundation for additional language learning, and to promote multilingualism. Key points include using the familiar mother tongue to scaffold learning, developing higher-order thinking skills in the first language, and emphasizing both meaning and accuracy in language acquisition. The curriculum aims to produce students who are lifelong learners of their first, second, and third languages.
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Content analysis media studies alison mann
1. Media Literacy in the Ontario
Curriculum
Alison Mann
October 31, 2012
CTL 1000
1
2. Rationale and Identity of the
‘content reviewer’
I have been teaching English Media Studies and
Arts courses for 13 years now, and seven years
ago, I completed my Media Specialist. Most
recently, I have been using my Media Literacy
skills in teaching IB Film Studies and Media Arts.
Media Literacy plays a large role in all the work
that I do both in class and extra-curricular
activities. For this reason, I was interested in
analyzing the content of the Media Strand
throughout the English Curriculum at the
Secondary Level with an overview of how it
connects to the Media Literacy Strand in the
Elementary Language Curriculum.
2
3. A leading Curriculum Document
In July 2012, I was invited by Kyoto University and the media literacy organization
“Television for Children” to speak about the Media Literacy program in Ontario. Currently in
Japan, there are no Media Literacy courses in schools, but there is a ground swell of support
from teachers, students and parents to include this in future curriculum documents.
Japanese educators look to Ontario for our progressive curriculum documents and teaching
approach. Below are some photos of a workshop with Japanese teachers at a middle school
just outside of Kyoto. I provided an overview of the Ontario curriculum followed by a brief
lesson using curriculum expectations.
3
4. Context
Ontario was the first educational jurisdiction in North America to
make media education a mandatory part of the curriculum.
Founded in 1978, the AML (Association for Media Literacy) was
the first comprehensive organization for media literacy teachers
in Canada. (Duncan and Wilson, 2009).
Media Literacy has been a part of the
Ontario English curriculum at the
Secondary level since 1987.
In 1995, Media education was
introduced to the Ontario Language
Curriculum for grades 1-8
4
5. Overall Expectations for Media Literacy Strand in Elementary
Language Curriculum
In 2006 and 2007, the Ontario Ministry of Education released revised curriculum
documents that mandate media literacy from grades 1 to 12. Specifically, media
literacy is now a distinct strand in the Language programme at the elementary
level (grades 1-8) and in the English programme at the secondary level (grades 9-
12). The curriculum documents identify media literacy as one of four program
strands that also include oral communication, reading and writing (Ministry of
Education, 2006: 13)
• There are four overall expectations for students at both the elementary
and secondary level in media literacy. Students are expected to:
• * Demonstrate an understanding of a variety of media texts.
• * Identify a variety of media forms and explain how the conventions and
techniques associated with them are used to create meaning.
• * Create a variety of media texts for different purposes and audiences, using
appropriate forms, conventions and techniques.
• * Reflect on and identify their strengths as media interpreters and creators,
areas for improvement, and the strategies they found most helpful in
understanding and creating media texts (Ministry of Education, 2006: 147)
5
6. Approach
Questions adapted from the U.S. Department of
•I will be looking a Media Literacy in Education’s Criteria for Content Analysis (1999)
both the Grade 9-10 as well as the
Grade 11-12 English Curriculum
Documents. I will also look at the
1. Are the program’s learning goals challenging, clear, and
dedicated course, Gr 11 English Media appropriate; is its content aligned with its learning goals?
Studies 2. Is it accurate and appropriate for the intended audience?
•A series of questions modified from the 3. Is the instructional design engaging and motivating for the
U.S. Department of Education’s Criteria intended student population?
for Content Analysis 4. Is the system of assessment appropriate and designed to guide
teachers’ instructional decision making?
5. Can it be successfully implemented, adopted, or adapted in
•Connections to foundational figure
multiple educational settings?
6. Does it address important individual and societal needs?
• Final Thoughts
(National Research Council, p.68)
6
8. TEACHER, EXPLAIN MEDIA
The Word Cloud created on Wordle using text from the
Grade 11 English Media Studies curriculum document. It
was helpful for looking at the initial language used in the
document.
Observations:
Fourth most commonly used word in the document is
television.
“Social Media” is not represented although it is one of the
most discussed themes in English Media Studies. The
same goes with gaming
Teacher is more commonly used than Student.
8
9. Are the program’s learning goals challenging, clear, and appropriate; is its
content aligned with its learning goals?
The learning goals, or Overall Learning Expectations use clear and consistent language through all
grade levels. At each grade, the specific learning goals build on the year previous. The content
also includes a ‘teacher prompt‘ to help generate ideas or discussion. The Specific Expectations all
provide examples in brackets following the description. While there is some choice as to how the
expectation will be met, the degree of challenge will be dependent on a number of factors. It is
evident to see that the content is aligned with the Overall Expectations.
Left: English Curriculum
Grade 9, Right: English
Curriculum Grade 10
Language used changes
by grade
9
10. Is it accurate and appropriate for the intended audience?
-Although the overall outcomes are the same for all grades, there is a
reasonable amount of progression under the specific expectations. The
suggested activities are age and skill appropriate.
This document also takes into account diverse
audiences: Note the specific expectation below
‘explain why different audiences (e.g. with respect to
nationality, ability/ disability, income level) might have
different responses to a variety of media texts.
At each grade level, students are asked to consider
the backgrounds, attitudes and beliefs of others and
not just of themselves. In this way, I think that students
can see themselves reflected in the curriculum.
10
11. Is the instructional design engaging and motivating for the intended student
population?
Curriculum planning is flexible; unit planning can be thematic, genre or media based. Students
are often ‘experts’ in the class as they have plenty of experience with a variety of forms of media.
The Media Studies strand and Media Studies course provides a framework to better understand
the mediated environment. Media Studies are explored through three interconnected areas: text,
audience, production. As a result of our ever changing media environments, the course works
best when it’s modified each year with student input. What appears to be of particular interest to
the student population is the ‘production’ aspect in the course in which students create their own
media products.
“There are several approaches for teaching media literacy. Many teachers make use of more than
one approach in the classroom, shaping the curriculum to meet the needs and interests of their
students. Whichever is pursued, there is a strong emphasis on the importance of analysis--the
deconstruction of a media text or message, and production--learning how media industries operate
and developing the skills and knowledge needed for students to produce their own stories”
(Duncan and Wilson, 2009).
11
12. Is the system of assessment appropriate and designed to guide teachers’
instructional decision making?
The English Curriculum document clearly
takes the reader through the details of the
achievement chart:
categories of
knowledge and
skills criteria
descriptors
qualifiers
Sample of ‘Thinking’ category in the achievement chart for the English Gr. 9-10 Curriculum
Again, as mentioned in other parts of this presentation, the language used provides enough detail and support
for teachers to develop their own rubrics/ frameworks for assessment and at the same time, leaves space for
teachers to make tailored rubrics/ assessment tools to suit the task and students needs
12
13. Can it be successfully implemented, adopted, or adapted in multiple
educational settings?
Technology Issue:
Depending on teacher’s level of experience
with technology and accessibility, the course
can look very different for students across
Ontario
EG: In ENG3U, students are expected to
produce ‘increasingly complex texts’ and the
example given is a website. Whether this can
happen comes down to accessibility, funding
and teacher experience with technology in
the classroom. With that said, using available
technology, students can still fulfill the
curriculum expectations. The result can be an
equity issue due to the imbalance of Media
experiences and ‘products’ from schools
across Ontario.
“These and other studies collectively depict the material conditions of technology
(dis)use in formal K-12 education, where digital technologies are very much in
schools, but very infrequently in pedagogical practice. While ‘good news stories’
abound in regards to students and teachers using digital technologies in innovative
and educationally significant ways, the overall context remains that of substantial,
persistent and complex barriers to the consistent implementation and recognition of
ICT-enabled teaching and learning” (Jenson, p.39)
13
14. Does it address important individual and societal needs?
“ Studies explores the impact and influence of mass media and popular culture by examining texts such
as films, songs, video games, action figures, advertisements, CD covers, clothing, billboards, television
shows, magazines, newspapers, photographs, and websites.3 These texts abound in our electronic
information age, and the messages they convey, both overt and implied, can have a significant influence
on students’ lives” (Ministry of Education).
“To develop their media literacy skills, students should have opportunities to view, analyse, and discuss
a wide variety of media texts and relate them to their own experience”. (Ministry of Education)
The Curriculum document appears to take into account the needs of both the
student and societal needs. Teachers are able to take advantage of up to date news
media stories for use in class. Media Logs and Journals are strongly encouraged in
Media AQ classes for student use to provide a space for expression and an
opportunity to make sense of the world around them. Under the ‘reflecting on skills
and strategies’ expectation, there is mention of the use of a log to keep track of their
process work
Additionally, the Media Studies strand and course offer ample opportunities for civic-
minded teachers and students. There are a number of examples and ‘teacher
prompts’ in the document that encourage students to create a public service
announcement, civic minded texts etc.
14
15. Connections to foundational figures:
The Reconceptualist Movement (Grumet and Pinar) in education has built on the ideas of John
Dewey. From my understandings, the reconceptualists focus on the learner and the ever evolving
curriculum as a social, interactive and reflective process (Graham, page 7). They argue that the
purpose of curriculum studies is less about curriculum management and more to do with a
scholarly understanding of educational experience, with regards to political, cultural, historical and
gender dimensions.Under reconceptualism, there is a move towards ‘curriculum understanding’
(Cupp, page 2).
While I have not come across any perspectives on the Ontario Curriculum by Pinar (currently a
Professor and Canada Research Chair in Curriculum and Pedagogy at the University of British
Columbia) it would be likely that he would be concerned about the lack of opportunities teachers
have to engage with scholarly issues around curriculum (unless teachers take it upon themselves
to return to school for further education). Reconceptualists may also object to how seldom the
curriculum documents are revised to address changes or how the curriculum document is static
until revised.
Pinar is also deeply involved with equity issues and gender studies throughout his career. The
Media Studies strand does appear to be civically minded and written in consideration of the
diversity of Ontario students, and is concerned with equity issues such as representation, gender
in the media and diversity of audience.
15
16. final thoughts and musings:
Having worked with this curriculum document since its release in 2007, I would consider it to be
quite a well planned and executable document. As a teacher, there are of course some final
thoughts I’d like to share about possible amendments for consideration:
Updating language/terminology: Any Media Literacy document/ text can run the risk of becoming
outdated fast. The Ontario Curriculum document is carefully worded so as not to outdate itself, in
my opinion. However, as mentioned previously in the word cloud example, it would be helpful if
some updates to the language used could be modified during the next revision. In our quickly
changing times, media can become obsolete and unfamiliar to our students in no time. Much of
the media students consume today cannot all be considered ‘mass media’ anymore. Such terms
as ‘social media’ ‘citizen media’ and web ‘2.0’ should be added to curriculum documents and
corresponding examples should be used. It should be noted that the AML (Association for Media
Literacy) updates their online resources regularly to reflect the changes in contemporary media.
Media Studies in the English/ Language Curriculum: For now, it is well situated in the English and
Language curriculum. This means that Media Studies will be experienced by all students each
year in Ontario schools. However, with the interdisciplinary nature of post-secondary schools, it
would be helpful to see Media Studies as a series of stand alone courses, much like Gr. 11
English Media Studies. It is a challenge to study Media in isolation as it can fit into almost every
other subject area.
More teacher training: More teacher training specifically in the Media Studies strand is greatly
needed.
16
17. The Ontario Ministry of Education (2007), The Ontario Curriculum Grades 11-12 English: Revised,
Queen’s Printer for Ontario.
The Ontario Ministry of Education (2006), The Ontario Curriculum Grades 1-8 Language: Revised,
Queen’s Printer for Ontario.
References
The Ontario Ministry of Education (2007), The Ontario Curriculum Grades 9-10 English: Revised,
Queen’s Printer for Ontario.
The Ontario Ministry of Education (2007), The Ontario Curriculum Grades 11-12 English: Revised,
Queen’s Printer for Ontario.
Duncan, Barry, and Carolyn Wilson. Implementing mandates in media education: the Ontario experience." Comunicar
16.32 (2009): S127+. Academic OneFile. Web. 30 Oct. 2012.
Committee for a Review of the Evaluation Data on the Effectiveness of NSF-Supported and Commercially Generated
Mathematics Curriculum Materials, National Research Council. "4 Content Analysis." On Evaluating Curricular
Effectiveness: Judging the Quality of K-12 Mathematics Evaluations. Washington, DC: The National Academies
Press, 2004
http://chelangat.hubpages.com/hub/RECONCEPTUALISTS-VERSES-TRADITIONALISTS-CURRICULUM-
THEORISTS
http://www.infed.org/biblio/b-curric.htm
Accessed October 27, 2012
Jenson, Dr. Jennifer, Critical Review and Analysis of the Issue of “Skills, Technology and Learning”:Final Report
www.edu.gov.on.ca/eng/research/Jenson_Report
Accessed October 26, 2012
Graham, Robert J. (1992): Currere eand reconceptualism: the progress of the pilgrimage 1975 ‐ 1990 , Retrieved
September 29, 2012, Journal of Curriculum Studies, 24:1, 27-42
17
Editor's Notes
Important to identify who the reviewer is and our experiences, background.
I wanted to bring this up because Ontario Media teachers should be proud that we are considered leaders in this field, right behind Australia and Britain. Many countries look to our progressive work in Media Literacy.
Before I begin, I would like to provide some of the context and background of Media Literacy in the Ontario Curriculum for those of you who are not familiar with it.
I should also point out here that at the Grade 11 Level, there is an open course called English Media Studies that students have an option to take. I will discuss this course as I move through my content analysis questions. *TEXT” can mean any form of media, such as a book, a poster, a movie trailer, a web site, a radio station or even a podcast. It is the most commonly used word that media teachers use, rather than the word ‘media’ itself.
From the reading on content analysis, we’ve learned that it is a relatively new methodology, so I have chosen to take some of the questions used in the the US Department of Educations criteria for content analysis from our reading and modify the questions to target Media Literacy.
Jenson report goes on to say that computers are in shared spaces like the library and that the majority of school computers are used by staff for administrative purposes.
Absolutely. As a strong advocate for Media Literacy, this strand and the Media Studies course itself both take into account the changing environment in a student’s life. With the amount that media our students are consuming on a daily basis, it is of utmost importance to engage our students in critical thinking and decision making around media. Most of the content in the English media Studies course is geared towards making connections between students’ lives and their role in society. The tragedy of Amanda Todd’s death is a reminder to all teachers that we need to discuss how we conduct ourselves in the online world as well as the real world.