Marquette University English as Second Language Assessment Plan
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The document outlines an English as a Second Language (ESL) program assessment plan. The plan measures four program learning outcomes: writing using academic English, reading academic English texts, listening to and speaking using academic English, and using grammar, punctuation, and mechanics in academic writing. For each outcome, it lists performance indicators, measures that will be used to assess student achievement of the outcomes, and how the assessment data will be used. The data will be analyzed by ESL faculty and reported to administrators to evaluate the program and help advance students' English proficiency.
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The document discusses programmed instruction, which involves breaking subject matter into smaller, sequentially ordered units and presenting them to students for self-paced learning. It describes the characteristics, principles, advantages, and two varieties (linear and branched programming) of programmed instruction. The conclusion reiterates that programmed instruction is an individualized instructional technique aimed at ensuring students master specified learning goals.
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2. There are two main styles of programmed instruction - linear and branching. Linear programming follows a fixed sequence, while branching includes remedial frames for incorrect answers.
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The document discusses programmed instruction, which involves breaking subject matter into smaller, sequentially ordered units and presenting them to students for self-paced learning. It describes the characteristics, principles, advantages, and two varieties (linear and branched programming) of programmed instruction. The conclusion reiterates that programmed instruction is an individualized instructional technique aimed at ensuring students master specified learning goals.
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1. Programmed instruction is an individualized teaching strategy developed in the 1950s based on behavioral psychology principles. It breaks content into small sequential steps with frequent questions and immediate feedback.
2. There are two main styles of programmed instruction - linear and branching. Linear programming follows a fixed sequence, while branching includes remedial frames for incorrect answers.
3. The advantages of programmed instruction include individualization, self-pacing, motivation of students, and effective instruction based on psychological principles. It can be used for self-instruction, distance education, and non-formal education.
Programmed instruction1111
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Programmed instruction
Programmed instruction is a method of self-instruction where material is broken down into small chunks or frames presented sequentially. It was popularized by B.F. Skinner in the 1950s. There are three main types: linear programming which presents one track for all learners; branching programming which provides remedial frames for incorrect answers; and computer assisted instruction which uses technology to deliver the content. The development process involves preparatory, writing, and validation phases to create and test the program. Advantages include self-paced learning and feedback, while disadvantages can be loss of motivation if too many errors occur.
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1) Programmed instruction is an individualized teaching strategy that breaks content down into small sequential steps with frequent questions and immediate feedback. It emerged from research on operant conditioning and the law of effect.
2) The document discusses different styles of programmed instruction including linear and branching programming. Linear programming follows a fixed sequence, while branching programming allows students to take different paths based on their answers.
3) The advantages of programmed instruction include individualization, self-paced learning, and effective instruction based on psychological principles. It can be used for self-instruction, distance education, and non-formal education.
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- Content is broken into small, easy steps called frames arranged sequentially. Learners get immediate feedback.
- Principles include small steps, active responding, reinforcement, self-pacing, and evaluation.
- Types include linear, branched, mathetics rules-based, and computer-assisted programming.
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This document provides the syllabus for an intermediate English course (ING0111) at a university. It includes information such as:
- The course involves 48 hours of face-to-face instruction plus 96 hours of independent work.
- Topics covered include personal relationships, experiences, family life, food, managing life, and current events.
- Assessment includes computer-based exams, oral exams, unit tests, assignments, quizzes and class participation.
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This lesson plan aims to help students reflect on and improve their work in a unit by focusing on sentence structure, grammar, and key essay components. The plan includes activities for students to discuss their strengths and targets, write an essay applying their targets, learn about synonyms, and replace words in their essay with synonyms. Formative assessment includes observing group discussions and tasks, as well as directing questions during presentations. The goals are to help students develop their writing skills and set new targets to achieve high grades.
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The document discusses techniques and materials for language lessons. It identifies a variety of techniques that can be used, from controlled manipulative techniques to free communicative techniques. It also discusses how to evaluate and adapt textbooks and other materials to meet lesson objectives. Key factors for evaluating materials include checking their alignment with course goals, students' backgrounds, approaches, language skills, content, quality, sequencing, vocabulary, and social/linguistic factors. The document emphasizes adapting existing materials where possible rather than creating everything new.
Eng2 course outline
This document provides information about the English 2 module offered at Taylor's University. The module aims to develop students' English proficiency skills, including reading, writing, listening and speaking. It is a 5-credit, 18-week module that meets once a week for 4 hours of lectures and tutorials. Students will learn to communicate effectively for different situations and purposes, demonstrate accuracy in the 4 language skills, and think critically about language use. Assessment includes analyzing reading texts, writing essays, identifying elements of listening passages, and developing presentation and interview skills. The document outlines the module objectives, learning outcomes, delivery format, and policies regarding attendance, plagiarism, and student participation.
Eng 2 course outline
This document provides information about an English 2 module offered at Taylor's University. The 5-credit module aims to develop students' English proficiency skills, including reading, writing, listening and speaking. It will be taught over 18 weeks through lectures, tutorials and self-study. Students will learn to communicate effectively for different situations and purposes, and demonstrate accuracy in the four language skills. Upon completing the module, students should be able to analyze texts critically, write well-organized essays, identify speakers' attitudes, and develop public speaking and interviewing skills. The module employs student-centered learning and assesses students continuously through projects and a final exam.
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This document outlines the characteristics and types of unit planning in education, particularly for nursing courses. It discusses that unit planning is done after developing the year plan and involves planning learning experiences that are developmental, address individual differences, and provide a basis for evaluation. There are two main types of unit plans: subject matter units which are organized by topics or generalizations, and experience units which are centered around student interests, purposes, or needs. The document also describes the essential activities in unit planning for nursing courses, which includes selecting objectives, the unit type, learning situations, content, teaching activities, and methods of evaluation.
Integrated teaching
Integrated teaching in medical education aims to coordinate different teaching activities to ensure effective learning. It is needed due to the growth and fragmentation of medical disciplines over time. Integration can be horizontal between disciplines of the same phase, vertical between disciplines of different phases, or both. Learning modules are planned units that take a multidisciplinary approach to a topic, problem, or task. They specify objectives, teaching methods, resources, and evaluation. Module development involves choosing a focus, identifying departments, planning teaching and assessment, and revising based on feedback. Benefits include minimizing contradictions and repetition for students while allowing collaboration for teachers. Drawbacks can include modules becoming too complex or fragmented learning.
integrated teaching
This document reports on a case study that examined students' responses to teaching English through an integrated-skills approach. The study involved 6 students at an English course in Bandung. Through observations and interviews, the study found that most students preferred the integrated-skills approach over a separated-skills approach. They felt it was more interesting and enjoyable to learn reading, writing, speaking, and listening skills together in a continuous sequence rather than separately. The integrated approach also helped students learn and use English in a more meaningful way that simulated real-world contexts.
Thematic teaching
The document discusses thematic planning for an English immersion preschool program. Thematic planning organizes the curriculum around themes to integrate different subject areas and help children understand that learning is connected to life. When selecting themes, educators should consider whether children can have direct experiences with the topic and if the concepts are developmentally appropriate. Themes are explored in depth over several weeks through activities like dramatic play, art, music, field trips, and blocks. Educators adapt their teaching environment and assessments to include all children. Families are also involved through newsletters and opportunities to support their child's learning.
Lesson Plan Basics
This document provides an overview of the key components of a lesson plan and uses an example 9th grade English lesson plan to illustrate how each component fits together. The sample lesson plan introduces students to a young adult novel through videos, group research on topics from the book, and a class discussion. The plan includes sections for standards and objectives, materials, procedures, evaluation, assignments and modifications. The overall summary is that the document reviews the basic structure of a lesson plan and demonstrates how each section works together to teach the objectives through an example first day literature lesson.
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Mr.J.O.Odumbe
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&
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2. Planning
Prompt
1.Identify a manager and share examples that illustrate how the function of planning is present in his/her job.
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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.
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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.
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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-
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Identify the process and how you will measure the prog-
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