This document discusses adapting program and student learning outcomes to lesson plans. It begins by outlining the agenda and distinguishing between program learning outcomes (PLOs), student learning outcomes at the syllabus level (SLOs), and student learning outcomes at the lesson level. It describes how to narrow syllabus-level SLOs down to more specific lesson-level SLOs. Finally, it addresses how to link assessments and activities to lesson-level SLOs and some challenges in assessing student learning at the lesson level.
Module Planning in adult ESL can take various forms. This presentation outlines an approach for thematic, task-focused module plans aligned to the Canadian Language Benchmarks.
Module Planning in adult ESL can take various forms. This presentation outlines an approach for thematic, task-focused module plans aligned to the Canadian Language Benchmarks.
We describe the main components for a Competency-based Syllabus. We also discuss the differences between a traditional objective-based syllabus and this integrating syllabus intended to achieve competencies and granted by a meaningful learning process and appropriate instruments for assessment
Presentation for the first class of the course "Language Course Design" at the Advanced Graduate Deploma in Teaching English as a Foreign Language at Universidad Simon Bolivar, Caracas, Venezuela.
Rick Hancock, President of Althea, discusses industry trends in the outsourcing of biologics manufacturing. Featured in the October 2011 issue of BioPharmaceutical International publication.
We describe the main components for a Competency-based Syllabus. We also discuss the differences between a traditional objective-based syllabus and this integrating syllabus intended to achieve competencies and granted by a meaningful learning process and appropriate instruments for assessment
Presentation for the first class of the course "Language Course Design" at the Advanced Graduate Deploma in Teaching English as a Foreign Language at Universidad Simon Bolivar, Caracas, Venezuela.
Rick Hancock, President of Althea, discusses industry trends in the outsourcing of biologics manufacturing. Featured in the October 2011 issue of BioPharmaceutical International publication.
Managing Objectionable Events in cGMP Cleanrooms: A Polyphasic Approach.Ajinomoto Althea
Managing Objectionable Events in cGMP Cleanrooms: A Polyphasic Approach.
New technologies are finding far more organisms than before, creating the need for a rational, comprehensive approach to environmental monitoring.
BY J.S. SIDHU, C.T. TYLER, G. MA, AND M. SAMADPOUR, MOLECULAR EPIDEMIOLOGY, INC., AND E.J. BRANDRETH, ALTHEA TECHNOLOGIES
1. What do you think is the major drawback of questionnaire resear.docxpaynetawnya
1. What do you think is the major drawback of questionnaire research and why?
•Your initial response should be at least 250 words
•All references are expected to be cited in APA format
2. Planning
Prompt
1.Identify a manager and share examples that illustrate how the function of planning is present in his/her job.
2.Classify the types of organizational goals and plans he/she performs to achieve the goals.
3.Share the organized steps of the approach to goal setting that the manager has used.
4.Identify at least two issues that affect the planning process.
Response Parameters
Initial post: The initial response to the discussion questions must be 250–350 words in length. Each of your initial responses must have at least one source (the textbook does not count). All sources should be cited in APA format.
Academic Language:
Lesson summary
and focus:
Classroom and
student factors:
National / State
Learning Standards:
Specific learning target(s) / objectives: Teacher notes:
I. PLANNING
Agenda: Formative assessment:
Functions:Key Vocabulary: Form:
Teacher Candidate:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title
LESSON PLAN TEMPLATE
College of Education
In a few sentences, summarize this lesson, identifying the central focus based on the
content/skills you are teaching.
Describe the important classroom factors (demographics and environment) and
student factors (IEPs, 504s, ELLs, non-labeled challenged students), and the impact
of those factors on planning, teaching and assessing students to facilitate learning for
all students.
Identify the relevant grade level standard(s), including the strand, cluster, and stan-
dard(s) by number and its text.
Specify exactly what the students will be able to do after
the standards-based lesson.
Identify the (1) opening of the lesson; (2) learning and
teaching activities; and (3) closure that you can post as
an agenda for the students that includes the approxi-
mate time for each segment.
Identify the process and how you will measure the prog-
ress toward mastery of learning target(s).
Clarify where this lesson falls within a unit of study.
Clarify the purpose the language
is intended to achieve within each
subject area. Functions often consist
of the verbs found in the standards
and learning goal statements. How
will your students demonstrate their
understanding?
Describe the structures or ways of
organizing language to serve a par-
ticular function within each subject
area. What kinds of structures
will you implement so that your
students might demonstrate their
depth of understanding?
Include the content-specific terms
you need to teach and how you will
teach students that vocabulary in the
lesson.
Grouping:
II. INSTRUCTION
I do Students do Differentiation
Instructional Materials,
Equipment and
Technology:
A. Opening
Anticipatory set:
Prior knowledge
connection:
B. Learning and Teaching Activities (Teaching and Guided Practice):
List ALL m ...
Executive Program Practical Connection Assignment Component .docxelbanglis
Executive Program Practical Connection Assignment
Component
Proficient (15 to 20 points)
Competent (8 to 14 points)
Novice (1 to 7 points)
Score
Assignment Requirements
Student completed all required portions of the assignment
Completed portions of the assignment
Did not complete the required assignment.
Writing Skills, Grammar, and APA Formatting
Assignment strongly demonstrates graduate-level proficiency in organization, grammar, and style.
Assignment is well written, and ideas are well developed and explained. Demonstrates strong writing skills. Student paid close attention to spelling and punctuation. Sentences and paragraphs are grammatically correct.
Proper use of APA formatting. Properly and explicitly cited outside resources. Reference list matches citations.
Assignment demonstrates graduate-level proficiency in organization, grammar, and style.
Assignment is effectively communicated, but some sections lacking clarity. Student paid some attention to spelling and punctuation, but there are errors within the writing. Needs attention to proper writing skills.
Use of APA formatting and citations of outside resources, but has a few instances in which proper citations are missing.
Assignment does not demonstrate graduate-level proficiency in organization, grammar, and style.
Assignment is poorly written and confusing. Ideas are not communicated effectively. Student paid no attention to spelling and punctuation. Demonstrates poor writing skills.
The assignment lacks the use of APA formatting and does not provide proper citations or includes no citations.
Maintains purpose/focus
Submission is well organized and has a tight and cohesive focus that is integrated throughout the document
Submissions has an organizational structure and the focus is clear throughout.
Submission lacks focus or contains major drifts in focus
Understanding of Course Content
Student demonstrates understand of course content and knowledge.
Student demonstrates some understanding of course content and knowledge.
Student does not demonstrate understanding of course content and knowledge.
Work Environment Application
Student strongly demonstrates the practical application, or ability to apply, of course objectives within a work environment.
Student demonstrates some practical application, or ability to apply, of course objectives within a work environment.
Student does not demonstrate the practical application, or ability to apply, of course objectives within a work environment.
GCU College of Education
LESSON PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:
Lesson Summary and Focus:
In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping:
Describe the important classroom factors (demographics and environment) an ...
GCU College of EducationLESSON PLAN TEMPLATESection 1 Lesso.docxshericehewat
GCU College of Education
LESSON PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:
Lesson Summary and Focus:
In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping:
Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.
National/State Learning Standards:
Review national and state standards to become familiar with the standards you will be working with in the classroom environment.
Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas, as well as align with the lesson’s learning targets/objectives and assessments.
Include the standards with the performance indicators and the standard language in its entirety.
Specific Learning Target(s)/Objectives:
Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards. When creating objectives, a learner must consider the following:
· Who is the audience
· What action verb will be measured during instruction/assessment
· What tools or conditions are being used to meet the learning
What is being assessed in the lesson must align directly to the objective created. This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be assessed on at the completion of the lesson. For instance, “understand” is not measureable, but “describe” and “identify” are.
For example:
Given an unlabeled map outlining the 50 states, students will accurately label all state names.
Academic Language
In this section, include a bulleted list of the general academic vocabulary and content-specific vocabulary you need to teach. In a few sentences, describe how you will teach students those terms in the lesson.
Resources, Materials, Equipment, and Technology:
List all resources, materials, equipment, and technology you and the students will use during the lesson. As required by your instructor, add or attach copies of ALL printed and online materials at the end of this template. Include links needed for online resources.
Section 2: Instructional Planning
Anticipatory Set
Your goal in this section is to open the lesson by activating students’ prior knowledge, linking previous learning with what they will be learning in this lesson and gaining student interest for the lesson. Consider various learning preferences (movement, mus ...
EEL What Is EEIJust like our students, each teacher is differe.docxSALU18
EEL: What Is EEI?
Just like our students, each teacher is different in strengths and struggles. Finding a lesson plan template that works in all areas can take some time, but once you identify one that helps you plan your day, you'll likely stick with it. The EEI, or Essential Elements of Instruction Model, may just be that tool.
The EEI model focuses on components of teaching which are essential for every lesson. Based on the Madeline Hunter model, the EEI criteria are:
Title - You write the name your lesson here for easy identification along with any other pertinent information.
Materials - This section allows an area to list all necessary supplies that will be used in the lesson, including those for both you and your students.
Curriculum Standards - This is where you will write any standards used for the lesson.
Anticipatory Set - Often called the 'hook', this stage is meant to get students interested in the lesson, connect to prior knowledge, and set the stage for learning.
Objective - In this section, you will list performance and learning objectives your students will achieve. Be sure to use verbs from Bloom's taxonomy or other source. The terms must be measurable and shared with students.
Purpose - This states the reason for the lesson.
Instructional input - Here you will note the activities and methods you will use to teach, including direct instruction, etc.
Modeling - You will demonstrate the skill in this part of the lesson.
Check for Understanding - This focuses on methods you will use to determine if your students are catching on. You will use these strategies throughout the lesson.
Guided Practice - This marks the active learning time completed by your students with your support.
Closure - At the end of lesson, you summarize and share learning while connecting the lesson to future learning.
Extended/Independent Practice - To increase student understanding, here you will list methods of learning students will complete after the lesson, such as homework or projects.
Here the COE lesson plan : Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:
Lesson Summary and Focus: In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping: Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.
National/State Learning Standards: Review national and state standards to become familiar with the standards you will be working with in the classroom environment.
Your goal in this section is to identify the standards that are the focus of the lesson ...
A presentation about assessment in Moroccan high school. The standards-based approach to the teaching of English suggested in this Slideshare requires performance-based assessment.
Similar to ELF SLOs Adapting Program and Students’ Learning Outcomes January 2014 (20)
Colloquium with Drs. Catherine Crosby, Lynn Goldstein, Ditlev Larsen and Brian Morgan. Discussing how future teachers learn to write within their PST programs.
ELF SLOs Adapting Program and Students’ Learning Outcomes January 2014
1. Copyright protected. Request permission to distribute.
Adapting Program
and Students’
Learning Outcomes
(PLO/SLO) to Lesson
Plans
Dr. Kate Mastruserio Reynolds
Qatar University,
Foundation Program,
English Language Forum,
January 21, 2014
2. Agenda
At the conclusion of this session, participants
will be able to
Distinguish between PLOs, SLOs (syllabus and
lesson level) and Course Goals
Recognize and create learning-focused SLOs
Narrow their syllabus-level SLOs to lesson-level
SLOs
Link exercises, activities, tasks, products and/or
assessments to their lesson-level SLOs
3. PLOs
Program Learning
Outcomes (PLOs)=
Definition: what the
learners should be able to
do upon completion of a
program.
Purpose: A benchmark for
the program to measure its
successes or failures.
Format: Broadly descriptive
of all learning in all courses
in a program.
Aligned to TESOL, CEFR
or ACTFL Standards
Program Learning
Outcomes
Student
Learning
Outcomes at
the syllabus-
level
Student
Learning
Outcomes
at the
lesson-level
5. SLOs & Course Goals
Student Learning Outcomes
(SLOs)=
Definition: what the learners should
be able to do upon completion of a
course.
Course goals differ from SLOs in
that they emphasize content, skill
development, products and
processes. They describe what will
happen during the course.
Purpose of SLOs: A benchmark for
the teachers/learners to measure
the learning accomplishments in
the course.
Format: Narrowed descriptions of
learning on specific language skills
in single course.
Aligned to TESOL, CEFR or ACTFL
Standards
Program Learning
Outcomes
Student
Learning
Outcomes at
the syllabus-
level
Student
Learning
Outcomes
at the
lesson-level
6. Challenges of a Shared Syllabus
All instructors must accomplish the
same syllabus-level learning
outcomes.
Consistency between courses, so that
all learners receive similar information
is vital when programs offer numerous
sections of a given course.
Controlling teachers and dictating
lesson-level learning outcomes
hampers the educator and the
learning.
Freeing educators to make decisions
relevant to their population and their
needs is essential; Lesson-level
learning outcomes adapted from the
syllabus-level SLOs is how to balance
this.
7. SLOs and Lesson Objectives
SLOs are called the
same thing at the
syllabus and lesson
levels.
The lesson-level
SLOs, we could call
Lesson SLOs, are:
Narrowed to what the
learners will learn and
be able to do after
one class meeting.
Program Learning
Outcomes
Student
Learning
Outcomes at
the syllabus-
level
Student
Learning
Outcomes
at the
lesson-level
8. Narrowing Syllabus-Level SLOs to Lesson-
Level SLOs
Due to the nature of language learning, SLOs
at the syllabus-level still need narrowing.
2. Express
ideas and
facts
effectively
in writing
2.1 Produce well -edited texts appropriate to level (in length
and genre)
2.2 Demonstrate competence in writing process appropriate to
level
2.3 Write appropriately for genre, purpose and audience
2.4 Use organizational tools appropriate to text and level (such
as paragraphing, thesis statements, topic sentences,
supporting sentences, adverbial linking phrases* and
connectors)
ENGL C002 Syllabus
9. Learning Outcome Objectives
SLOs are not descriptive of what the learner or
teacher will DO; Rather, they emphasize what will
be LEARNED.
Format:
Students will be able to…
___________ in _______
_______________________________
action verb mode format, topic, and/or degree of
accuracy* [at the conclusion/end of instruction].
*when appropriate
10. Learning Outcome Objectives
Format:
Students will be able to…
___________ in _______ _______
action verb mode format, topic, and/or degree of
accuracy [at the conclusion/end of instruction].
EX: Students will be able to
read the article on Modern Mummies, and list how mummies
occur and where
describe in writing 3-5 complete sentences how mummies
happen today
use sequential language (first, then, next..)
employ simple past tense with 80% accuracy
11. Analysis Task
1. Choose a group
leader, recorder and
time keeper for your
group.
2. Discuss what you
think is included in
this SLO.
3. Make a list for your
group on the paper
provided.
ENGL C002 Syllabus
3.2 Initiate, extend
and sustain
conversation in a
variety of academic
contexts
12. Transformation Task
1. With your group,
choose one concept
from our list to develop
into a sequence of
lesson-level SLOs.
2. Please suggest an
optimal time frame to
teach these.
3. Please use the format
suggested and write
your examples on the
flip chart paper.
13. Language
Goal
Duration of the Academic Term
Content topic (e.g., history)
Speaking
Listening
Reading
Writing
Grammar
Vocabulary
Pronunciation
Teach
Interpersonal
presentation
Teach giving opinions.
Commenting on others’ opinions.
Teach presenting in
class.
Teach listening for
main ideas
Teach listening for
details
Teach listening to history readings and
videos for opinions
Teach textbook
reading strategies
Teach the writing process
Teach regular past tense & verbs
common in history readings
Teach history and ELL vocabulary necessary.
Teach multisyllabic word stress for
(3+ syllable words)
Teach reading history text
for mains ideas & details
Teach reading to form an
opinion
Teach writing notes in the
Frayer model
Teach irregular
past tense
Teach identifying past tense
relationships in cause/ effect and
sequencing of events
Teach stem sentences for giving opinions,
cause/effect, & transition words & sequencing
language.
14. How do I know if my students
learned the SLOs during the
lesson?
16. How would you measure your
lesson-level SLOs?
When we are designing the lesson –level SLOs,
we should be considering what data we will
observe or gather from learners as evidence of
their learning.
What product(s) will we ask them to produce in
tasks?
What exercises or quizzes will we employ?
What comprehension checks will we use?
What closures will we use to ascertain their
comprehension and learning?
Will we use exit tickets, for example?
17. How would you measure your
lesson-level SLOs?
Task:
Taking your group’s lesson-
level SLOs, link them to
either one holistic
assessment or
tasks/activities you will
conduct in class.
18. Assessment Issues with Lesson-
Level SLOs
Obstacle: Learners
need time to practice
the language. When
should I start
assessing their
learning?
Solution?
19. Assessment Issues with Lesson-
Level SLOs
Obstacle: One
cannot assess every
lesson-level SLO in
each lesson.
Solution?
20. Closure
What ideas resonated with
you in our session?
What will you change as a
result of this session?
Editor's Notes
Please write one ESL objective the speaks to/meets Standard 1 social language of the TESOL standards.
Please write one ESL objective the speaks to/meets Standard 1 social language of the TESOL standards.