SlideShare a Scribd company logo
English as a second foreign language: in FdL : enhancing learner oppportunities through learning
Rana CHALLAH        Faculté des Langues




                        STUDENTS AT WORK

                                   Rana CHALLAH
                              Faculté des Langues (FdL)
English as a second foreign language: in FdL : enhancing learner oppportunities through learning
Rana CHALLAH Faculté des Langues



 1 – Theoretical Context

 • Definition
 Learning outcomes are statements of what a learner is expected to
 know, understand and/or be able to demonstrate after completion
 of a process of learning ». (OECD).

 •Origins
 Outcomes-based education : « a model of educational structuring
 that involves the clear and explicit identification, statement and
 assessment of student learning » (Spady, 1988; Allan, 1996;
 Andrich, 2002; Adam, 2004).
English as a second foreign language: in FdL : enhancing learner oppportunities through learning
Rana CHALLAH Faculté des Langues



    • 1. Context
      • Learning objectives and learning outcomes
      Learning objectives : outline the material the instructor intends to
        cover or the disciplinary questions the class will address.
      Learning outcomes : focus on what the student should know and
        realistically be able to do by the end of an
        assignment, activity, class, or course.
      Learning outcomes focus on :
      • the needs of the learner
      • The needs of an evolving society
      • What the learner should know about a particular subject
English as a second foreign language: in FdL : enhancing learner oppportunities through learning
Rana CHALLAH Faculté des Langues



    • 1. Context

    • Learning outcomes in English courses mark a shift from
      instructors to students. They help :
    • They help students understand what is offered and how this links
      with other courses and prospects (after graduation)
    • They increase transparency
    • They strengthen accountability
    • They enable us to focus on the profile of qualifications rather
      than on the particularities of the institution delivering them.



    •
English as a second foreign language: in FdL : enhancing learner oppportunities through learning
Rana CHALLAH     Faculté des Langues



    • 1. Context

    In this new paradigm, students in English courses are :
     Active learners and engaged students
     Capable of generating learning situations
     Capable of developing competences
     Capable of using former knowledge while creating new
       knowledge
     Learn how to deal with real, changing contexts
English as a second foreign language: in FdL : enhancing learner oppportunities through learning
Rana CHALLAH Faculté des Langues



   • 1. Context
    The shift to learning outcomes help us prepare specific course
    plans. In this paradigm, there is a transition from :

       Unclear verbs                               Action verbs
       • list, describe,                           • Become aware of
       • write, plan,                              • understand
       • select, discuss,                          • become familiar with
       • explain, compare…                         • appreciate
English as a second foreign language: in FdL : enhancing learner oppportunities through learning
Rana CHALLAH Faculté des Langues



    2 - Objectives
    Extend the students’ experience :
    • Beyond the classroom
    • Beyond university setting

    Objectives are carefully worded:
    • Conditions
    • Performance (spectific action verbs)
    • Criteria/standards (accuracy, time constraints, quantity)
English as a second foreign language: in FdL : enhancing learner oppportunities through learning
Rana CHALLAH Faculté des Langues



        2. Objectives
    Framework of a new paradigm for active learners
     Using language as a starting point to make students
      interact, generate ideas, interpretations and responses:
     Seeking opinions, reasoning
     Using debates to elaborate deeper understandings
     Interacting with students and making students interact
      with one another so as to develop their language
      abilities
English as a second foreign language: in FdL : enhancing learner oppportunities through learning
Rana CHALLAH Faculté des Langues



    3 – Processes and approaches
     Active learning approaches : engaging
    students, triggering their attention
     Meta-cognition :
       – Self-appraisal , reflective capacity
       – Self-management
     Holistic approach = « enforcing the possibilities of
    taking advantage of the brain’s plasticity, facilitating the
    learning process » (OECD, 2007)
English as a second foreign language: in FdL : enhancing learner oppportunities through learning
Rana CHALLAH Faculté des Langues



    3 – Processes and approaches


                                                     Purpose




                                           Process
English as a second foreign language: in FdL : enhancing learner oppportunities through
learning
Rana CHALLAH       Faculté des Langues
    4 – Assessment

                                        PURPOSE

                                         CONTEXT

                                        PROCESS


                                        PRODUCT
English as a second foreign language: in FdL : enhancing learner oppportunities through
learning
Rana CHALLAH       Faculté des Langues
    5 – Links to Learning Outcomes

   Learning outcomes focus on what the student should know and realistically be
   able to do by the end of an assignment, activity, class, or course.
   Learning outcomes focus on :
    the needs of the learner;
    the needs of an evolving society;
    what the learner should know about a particular subject.

   Learning outcomes in English courses mark a shift from instructors to students:
    They inscrease transparency and strengthen accountability
   They enable us to focus on the profile of qualifications rather than on the
   particularities of the institution delivering them.
English as a second foreign language: in FdL : enhancing learner oppportunities through
learning
Rana CHALLAH       Faculté des Langues
    6 – Comments

   • Need to have a common framework for all USJ
   faculties.

   • Help the students understand the importance of
   this paradigm.
English as a second foreign language: in FdL : enhancing learner oppportunities through
learning
Rana CHALLAH       Faculté des Langues
    • For Further Information

   E-mail : rana.challah@usj.edu.lb

        OCED. (2007). Assessing Higher Education : Learning
         Outcomes.

        CEDEFOP. (2011). Using Learning Outcomes : European
          Qualifications Framework. Series N°4.

More Related Content

What's hot

CLIL (Content and Language Integrated Learning) for juniors and teens
CLIL (Content and Language Integrated Learning) for juniors and teensCLIL (Content and Language Integrated Learning) for juniors and teens
CLIL (Content and Language Integrated Learning) for juniors and teens
The BKC-IH Teacher Training Centre
 
Ell assessment
Ell assessmentEll assessment
Ell assessment
HDMcWhorter
 
Action Research for pre-service EFL Teachers
Action Research for pre-service EFL TeachersAction Research for pre-service EFL Teachers
Action Research for pre-service EFL Teachers
Mauricio Miraglia
 
A3 Flagship Programs: Opportunity, Challenge and Innovation (Liu)
A3 Flagship Programs: Opportunity, Challenge and Innovation  (Liu)A3 Flagship Programs: Opportunity, Challenge and Innovation  (Liu)
A3 Flagship Programs: Opportunity, Challenge and Innovation (Liu)
Center for Global Education at Asia Society
 
Classroom practices
Classroom practicesClassroom practices
Classroom practices
HDMcWhorter
 
Estandares 2012 ingles_opt
Estandares 2012 ingles_optEstandares 2012 ingles_opt
Estandares 2012 ingles_opt
vio paredes
 
16-3-25.CABE.STANFORD.SFUSD.pptx
16-3-25.CABE.STANFORD.SFUSD.pptx16-3-25.CABE.STANFORD.SFUSD.pptx
16-3-25.CABE.STANFORD.SFUSD.pptx
Angienette Desuyo Estonina
 
Describing the Educational Factors that Hinder Proper Pronunciation of Englis...
Describing the Educational Factors that Hinder Proper Pronunciation of Englis...Describing the Educational Factors that Hinder Proper Pronunciation of Englis...
Describing the Educational Factors that Hinder Proper Pronunciation of Englis...
UNIVERSIDAD MAGISTER (Sitio Oficial)
 
2005 AHEA Speak English? ¿Habla Español? A Dual-Language Model for Higher E...
2005 AHEA Speak English? ¿Habla Español?   A Dual-Language Model for Higher E...2005 AHEA Speak English? ¿Habla Español?   A Dual-Language Model for Higher E...
2005 AHEA Speak English? ¿Habla Español? A Dual-Language Model for Higher E...
Carmen Lizy Lamboy-Naughton, Ed.D.
 
Moving Beyond the TESOL/NCATE Standards for P-12 Teacher Education
Moving Beyond the TESOL/NCATE Standards for P-12 Teacher EducationMoving Beyond the TESOL/NCATE Standards for P-12 Teacher Education
Moving Beyond the TESOL/NCATE Standards for P-12 Teacher Education
dstaehrfenner
 
TECHNICAL PROPOSAL FOR READING IN ENGLISH, DIRECTED TO THE STUDENT SECTION 11...
TECHNICAL PROPOSAL FOR READING IN ENGLISH, DIRECTED TO THE STUDENT SECTION 11...TECHNICAL PROPOSAL FOR READING IN ENGLISH, DIRECTED TO THE STUDENT SECTION 11...
TECHNICAL PROPOSAL FOR READING IN ENGLISH, DIRECTED TO THE STUDENT SECTION 11...
UNIVERSIDAD MAGISTER (Sitio Oficial)
 
What is clil
What is clilWhat is clil
What is clil
isadorab
 
The Impact of Task-Based Language Teaching on the Development of Learners? La...
The Impact of Task-Based Language Teaching on the Development of Learners? La...The Impact of Task-Based Language Teaching on the Development of Learners? La...
The Impact of Task-Based Language Teaching on the Development of Learners? La...
English Literature and Language Review ELLR
 
English as a_second_lang_supplemental_154_taag
English as a_second_lang_supplemental_154_taagEnglish as a_second_lang_supplemental_154_taag
English as a_second_lang_supplemental_154_taag
HDMcWhorter
 
Protocolo gabriela buenfil
Protocolo gabriela buenfilProtocolo gabriela buenfil
Protocolo gabriela buenfil
Gabriela Buenfil Nevárez
 
Tesol ncate standards 2011 final
Tesol ncate standards 2011 finalTesol ncate standards 2011 final
Tesol ncate standards 2011 final
dstaehrfenner
 
ANALYSIS OF ENGLISH LEVEL OF STUDENTS AT BRAULIO CARRILLO COLINA HIGH SCHOOL ...
ANALYSIS OF ENGLISH LEVEL OF STUDENTS AT BRAULIO CARRILLO COLINA HIGH SCHOOL ...ANALYSIS OF ENGLISH LEVEL OF STUDENTS AT BRAULIO CARRILLO COLINA HIGH SCHOOL ...
ANALYSIS OF ENGLISH LEVEL OF STUDENTS AT BRAULIO CARRILLO COLINA HIGH SCHOOL ...
UNIVERSIDAD MAGISTER (Sitio Oficial)
 
What's CLIL?
What's CLIL?What's CLIL?
What's CLIL?
jfarre35
 
Lesson plan 5th grade
Lesson plan 5th gradeLesson plan 5th grade
Lesson plan 5th grade
Reisa Tello
 

What's hot (19)

CLIL (Content and Language Integrated Learning) for juniors and teens
CLIL (Content and Language Integrated Learning) for juniors and teensCLIL (Content and Language Integrated Learning) for juniors and teens
CLIL (Content and Language Integrated Learning) for juniors and teens
 
Ell assessment
Ell assessmentEll assessment
Ell assessment
 
Action Research for pre-service EFL Teachers
Action Research for pre-service EFL TeachersAction Research for pre-service EFL Teachers
Action Research for pre-service EFL Teachers
 
A3 Flagship Programs: Opportunity, Challenge and Innovation (Liu)
A3 Flagship Programs: Opportunity, Challenge and Innovation  (Liu)A3 Flagship Programs: Opportunity, Challenge and Innovation  (Liu)
A3 Flagship Programs: Opportunity, Challenge and Innovation (Liu)
 
Classroom practices
Classroom practicesClassroom practices
Classroom practices
 
Estandares 2012 ingles_opt
Estandares 2012 ingles_optEstandares 2012 ingles_opt
Estandares 2012 ingles_opt
 
16-3-25.CABE.STANFORD.SFUSD.pptx
16-3-25.CABE.STANFORD.SFUSD.pptx16-3-25.CABE.STANFORD.SFUSD.pptx
16-3-25.CABE.STANFORD.SFUSD.pptx
 
Describing the Educational Factors that Hinder Proper Pronunciation of Englis...
Describing the Educational Factors that Hinder Proper Pronunciation of Englis...Describing the Educational Factors that Hinder Proper Pronunciation of Englis...
Describing the Educational Factors that Hinder Proper Pronunciation of Englis...
 
2005 AHEA Speak English? ¿Habla Español? A Dual-Language Model for Higher E...
2005 AHEA Speak English? ¿Habla Español?   A Dual-Language Model for Higher E...2005 AHEA Speak English? ¿Habla Español?   A Dual-Language Model for Higher E...
2005 AHEA Speak English? ¿Habla Español? A Dual-Language Model for Higher E...
 
Moving Beyond the TESOL/NCATE Standards for P-12 Teacher Education
Moving Beyond the TESOL/NCATE Standards for P-12 Teacher EducationMoving Beyond the TESOL/NCATE Standards for P-12 Teacher Education
Moving Beyond the TESOL/NCATE Standards for P-12 Teacher Education
 
TECHNICAL PROPOSAL FOR READING IN ENGLISH, DIRECTED TO THE STUDENT SECTION 11...
TECHNICAL PROPOSAL FOR READING IN ENGLISH, DIRECTED TO THE STUDENT SECTION 11...TECHNICAL PROPOSAL FOR READING IN ENGLISH, DIRECTED TO THE STUDENT SECTION 11...
TECHNICAL PROPOSAL FOR READING IN ENGLISH, DIRECTED TO THE STUDENT SECTION 11...
 
What is clil
What is clilWhat is clil
What is clil
 
The Impact of Task-Based Language Teaching on the Development of Learners? La...
The Impact of Task-Based Language Teaching on the Development of Learners? La...The Impact of Task-Based Language Teaching on the Development of Learners? La...
The Impact of Task-Based Language Teaching on the Development of Learners? La...
 
English as a_second_lang_supplemental_154_taag
English as a_second_lang_supplemental_154_taagEnglish as a_second_lang_supplemental_154_taag
English as a_second_lang_supplemental_154_taag
 
Protocolo gabriela buenfil
Protocolo gabriela buenfilProtocolo gabriela buenfil
Protocolo gabriela buenfil
 
Tesol ncate standards 2011 final
Tesol ncate standards 2011 finalTesol ncate standards 2011 final
Tesol ncate standards 2011 final
 
ANALYSIS OF ENGLISH LEVEL OF STUDENTS AT BRAULIO CARRILLO COLINA HIGH SCHOOL ...
ANALYSIS OF ENGLISH LEVEL OF STUDENTS AT BRAULIO CARRILLO COLINA HIGH SCHOOL ...ANALYSIS OF ENGLISH LEVEL OF STUDENTS AT BRAULIO CARRILLO COLINA HIGH SCHOOL ...
ANALYSIS OF ENGLISH LEVEL OF STUDENTS AT BRAULIO CARRILLO COLINA HIGH SCHOOL ...
 
What's CLIL?
What's CLIL?What's CLIL?
What's CLIL?
 
Lesson plan 5th grade
Lesson plan 5th gradeLesson plan 5th grade
Lesson plan 5th grade
 

Viewers also liked

Chiffres clés d'internet
Chiffres clés d'internetChiffres clés d'internet
Chiffres clés d'internet
Faïk Ozkaya
 
John Mackey by Edward Wexler Beron
John Mackey by Edward Wexler BeronJohn Mackey by Edward Wexler Beron
John Mackey by Edward Wexler Beron
Stew Friedman
 
Brett Hughes by Lauren Nunnally
Brett Hughes by Lauren NunnallyBrett Hughes by Lauren Nunnally
Brett Hughes by Lauren Nunnally
Stew Friedman
 
IAB taskforce mobile - Mobile convention 8 mei 2012
IAB taskforce mobile - Mobile convention 8 mei 2012IAB taskforce mobile - Mobile convention 8 mei 2012
IAB taskforce mobile - Mobile convention 8 mei 2012
michiel ebeling
 
Programa Comunicaciones electricas
Programa Comunicaciones electricasPrograma Comunicaciones electricas
Programa Comunicaciones electricas
Universidad Central del Este - UCE
 
Bares de Baires
Bares de BairesBares de Baires
Bares de Baires
Eduardo Rembado
 
Homeopour Sportifs
Homeopour SportifsHomeopour Sportifs
Homeopour Sportifs
silaxor
 
Docnet: What is Docnet?
Docnet: What is Docnet?Docnet: What is Docnet?
Docnet: What is Docnet?
Cegedim Hellas SA
 

Viewers also liked (8)

Chiffres clés d'internet
Chiffres clés d'internetChiffres clés d'internet
Chiffres clés d'internet
 
John Mackey by Edward Wexler Beron
John Mackey by Edward Wexler BeronJohn Mackey by Edward Wexler Beron
John Mackey by Edward Wexler Beron
 
Brett Hughes by Lauren Nunnally
Brett Hughes by Lauren NunnallyBrett Hughes by Lauren Nunnally
Brett Hughes by Lauren Nunnally
 
IAB taskforce mobile - Mobile convention 8 mei 2012
IAB taskforce mobile - Mobile convention 8 mei 2012IAB taskforce mobile - Mobile convention 8 mei 2012
IAB taskforce mobile - Mobile convention 8 mei 2012
 
Programa Comunicaciones electricas
Programa Comunicaciones electricasPrograma Comunicaciones electricas
Programa Comunicaciones electricas
 
Bares de Baires
Bares de BairesBares de Baires
Bares de Baires
 
Homeopour Sportifs
Homeopour SportifsHomeopour Sportifs
Homeopour Sportifs
 
Docnet: What is Docnet?
Docnet: What is Docnet?Docnet: What is Docnet?
Docnet: What is Docnet?
 

Similar to Presentation challah-fdl-original

languages and learners making the match K8
languages and learners making the match K8languages and learners making the match K8
languages and learners making the match K8
HunhAnh45
 
Problems and Difficulties of Speaking That Encounter English Language Student...
Problems and Difficulties of Speaking That Encounter English Language Student...Problems and Difficulties of Speaking That Encounter English Language Student...
Problems and Difficulties of Speaking That Encounter English Language Student...
inventionjournals
 
Collaborative Work task 2
Collaborative Work task 2Collaborative Work task 2
Collaborative Work task 2
Fc2017
 
TIRF at 2014 TESOL - MALL Panel Presentation
TIRF at 2014 TESOL - MALL Panel Presentation TIRF at 2014 TESOL - MALL Panel Presentation
Expoamericancultureproject
ExpoamericancultureprojectExpoamericancultureproject
Expoamericancultureproject
Linsay Doncel
 
TEFLCertificateProposal.docx
TEFLCertificateProposal.docxTEFLCertificateProposal.docx
TEFLCertificateProposal.docx
Dr. Kate Mastruserio Reynolds
 
EAL Training resources for MFL teachers
EAL Training resources for MFL teachers EAL Training resources for MFL teachers
EAL Training resources for MFL teachers
Isabelle Jones
 
Presentaciones projectTHE LISTENING COMPREHENSION IN THE SECON SPECIALTY ...
Presentaciones  projectTHE LISTENING COMPREHENSION  IN THE  SECON SPECIALTY  ...Presentaciones  projectTHE LISTENING COMPREHENSION  IN THE  SECON SPECIALTY  ...
Presentaciones projectTHE LISTENING COMPREHENSION IN THE SECON SPECIALTY ...
LUPE AMELIA RIVERA GONZALES
 
A lx syllabus 1-2014
A lx syllabus   1-2014A lx syllabus   1-2014
A lx syllabus 1-2014
edac4co
 
Apsi l2020 ppt
Apsi l2020 pptApsi l2020 ppt
Apsi l2020 ppt
Ed Weiss
 
Part one
Part onePart one
Part one
Nahida Abidzaid
 
Usities to Improve Speaking Skill of the fifth grade EFL Students at Dong La ...
Usities to Improve Speaking Skill of the fifth grade EFL Students at Dong La ...Usities to Improve Speaking Skill of the fifth grade EFL Students at Dong La ...
Usities to Improve Speaking Skill of the fifth grade EFL Students at Dong La ...
lamluanvan.net Viết thuê luận văn
 
LANGUAGE LEARNING NEEDS OF FILIPINO-CHINESE LEARNERS AS INPUTS FOR THE PROP...
LANGUAGE  LEARNING  NEEDS OF FILIPINO-CHINESE LEARNERS AS INPUTS FOR THE PROP...LANGUAGE  LEARNING  NEEDS OF FILIPINO-CHINESE LEARNERS AS INPUTS FOR THE PROP...
LANGUAGE LEARNING NEEDS OF FILIPINO-CHINESE LEARNERS AS INPUTS FOR THE PROP...
CarloMedoranda
 
Top assessment2
Top assessment2Top assessment2
Top assessment2
Liriett Herrera
 
Chapter 1
Chapter 1Chapter 1
Chapter 1
Ayubi Mazhabi
 
Subject Didactics 2: English Language Teaching and Testing.pptx
Subject Didactics 2: English Language Teaching and Testing.pptxSubject Didactics 2: English Language Teaching and Testing.pptx
Subject Didactics 2: English Language Teaching and Testing.pptx
Reshma Koomar
 
A lecture about Individual Differences in SLA & SLL (Motivation & Attitude) B...
A lecture about Individual Differences in SLA & SLL (Motivation & Attitude) B...A lecture about Individual Differences in SLA & SLL (Motivation & Attitude) B...
A lecture about Individual Differences in SLA & SLL (Motivation & Attitude) B...
Mohammed Mallah
 
T ex es tips spr15
T ex es tips spr15T ex es tips spr15
T ex es tips spr15
Jodib226
 
RESEARCH PROJECT
RESEARCH PROJECTRESEARCH PROJECT
RESEARCH PROJECT
marializan
 
Presentation
PresentationPresentation

Similar to Presentation challah-fdl-original (20)

languages and learners making the match K8
languages and learners making the match K8languages and learners making the match K8
languages and learners making the match K8
 
Problems and Difficulties of Speaking That Encounter English Language Student...
Problems and Difficulties of Speaking That Encounter English Language Student...Problems and Difficulties of Speaking That Encounter English Language Student...
Problems and Difficulties of Speaking That Encounter English Language Student...
 
Collaborative Work task 2
Collaborative Work task 2Collaborative Work task 2
Collaborative Work task 2
 
TIRF at 2014 TESOL - MALL Panel Presentation
TIRF at 2014 TESOL - MALL Panel Presentation TIRF at 2014 TESOL - MALL Panel Presentation
TIRF at 2014 TESOL - MALL Panel Presentation
 
Expoamericancultureproject
ExpoamericancultureprojectExpoamericancultureproject
Expoamericancultureproject
 
TEFLCertificateProposal.docx
TEFLCertificateProposal.docxTEFLCertificateProposal.docx
TEFLCertificateProposal.docx
 
EAL Training resources for MFL teachers
EAL Training resources for MFL teachers EAL Training resources for MFL teachers
EAL Training resources for MFL teachers
 
Presentaciones projectTHE LISTENING COMPREHENSION IN THE SECON SPECIALTY ...
Presentaciones  projectTHE LISTENING COMPREHENSION  IN THE  SECON SPECIALTY  ...Presentaciones  projectTHE LISTENING COMPREHENSION  IN THE  SECON SPECIALTY  ...
Presentaciones projectTHE LISTENING COMPREHENSION IN THE SECON SPECIALTY ...
 
A lx syllabus 1-2014
A lx syllabus   1-2014A lx syllabus   1-2014
A lx syllabus 1-2014
 
Apsi l2020 ppt
Apsi l2020 pptApsi l2020 ppt
Apsi l2020 ppt
 
Part one
Part onePart one
Part one
 
Usities to Improve Speaking Skill of the fifth grade EFL Students at Dong La ...
Usities to Improve Speaking Skill of the fifth grade EFL Students at Dong La ...Usities to Improve Speaking Skill of the fifth grade EFL Students at Dong La ...
Usities to Improve Speaking Skill of the fifth grade EFL Students at Dong La ...
 
LANGUAGE LEARNING NEEDS OF FILIPINO-CHINESE LEARNERS AS INPUTS FOR THE PROP...
LANGUAGE  LEARNING  NEEDS OF FILIPINO-CHINESE LEARNERS AS INPUTS FOR THE PROP...LANGUAGE  LEARNING  NEEDS OF FILIPINO-CHINESE LEARNERS AS INPUTS FOR THE PROP...
LANGUAGE LEARNING NEEDS OF FILIPINO-CHINESE LEARNERS AS INPUTS FOR THE PROP...
 
Top assessment2
Top assessment2Top assessment2
Top assessment2
 
Chapter 1
Chapter 1Chapter 1
Chapter 1
 
Subject Didactics 2: English Language Teaching and Testing.pptx
Subject Didactics 2: English Language Teaching and Testing.pptxSubject Didactics 2: English Language Teaching and Testing.pptx
Subject Didactics 2: English Language Teaching and Testing.pptx
 
A lecture about Individual Differences in SLA & SLL (Motivation & Attitude) B...
A lecture about Individual Differences in SLA & SLL (Motivation & Attitude) B...A lecture about Individual Differences in SLA & SLL (Motivation & Attitude) B...
A lecture about Individual Differences in SLA & SLL (Motivation & Attitude) B...
 
T ex es tips spr15
T ex es tips spr15T ex es tips spr15
T ex es tips spr15
 
RESEARCH PROJECT
RESEARCH PROJECTRESEARCH PROJECT
RESEARCH PROJECT
 
Presentation
PresentationPresentation
Presentation
 

More from Université Saint Joseph de Beyrouth

Presentation challah-fdl-original
Presentation   challah-fdl-originalPresentation   challah-fdl-original
Presentation challah-fdl-original
Université Saint Joseph de Beyrouth
 
Poster abisamra-fdl-version 1
Poster   abisamra-fdl-version 1Poster   abisamra-fdl-version 1
Poster abisamra-fdl-version 1
Université Saint Joseph de Beyrouth
 

More from Université Saint Joseph de Beyrouth (20)

Presentation challah-fdl-original
Presentation   challah-fdl-originalPresentation   challah-fdl-original
Presentation challah-fdl-original
 
Poster abisamra-fdl-version 1
Poster   abisamra-fdl-version 1Poster   abisamra-fdl-version 1
Poster abisamra-fdl-version 1
 
Presentation elhaiby-fsr-original
Presentation   elhaiby-fsr-originalPresentation   elhaiby-fsr-original
Presentation elhaiby-fsr-original
 
Presentation yazbek-fdl-original
Presentation   yazbek-fdl-originalPresentation   yazbek-fdl-original
Presentation yazbek-fdl-original
 
Presentation raphael-esib-original
Presentation   raphael-esib-originalPresentation   raphael-esib-original
Presentation raphael-esib-original
 
Presentation itani-fdsp-original
Presentation   itani-fdsp-originalPresentation   itani-fdsp-original
Presentation itani-fdsp-original
 
Presentation fattal-dispositifs-ige-original
Presentation   fattal-dispositifs-ige-originalPresentation   fattal-dispositifs-ige-original
Presentation fattal-dispositifs-ige-original
 
Presentation abizeid-rect-original
Presentation   abizeid-rect-originalPresentation   abizeid-rect-original
Presentation abizeid-rect-original
 
Presentation zablit-fsi-original
Presentation   zablit-fsi-originalPresentation   zablit-fsi-original
Presentation zablit-fsi-original
 
Presentation haddad-fm-original
Presentation   haddad-fm-originalPresentation   haddad-fm-original
Presentation haddad-fm-original
 
Presentation naaman-fmd-original
Presentation   naaman-fmd-originalPresentation   naaman-fmd-original
Presentation naaman-fmd-original
 
Presentation charabati-fdl-original
Presentation   charabati-fdl-originalPresentation   charabati-fdl-original
Presentation charabati-fdl-original
 
Presentation abizeid-rect-original
Presentation   abizeid-rect-originalPresentation   abizeid-rect-original
Presentation abizeid-rect-original
 
Presentation talhouk-fsr-original
Presentation   talhouk-fsr-originalPresentation   talhouk-fsr-original
Presentation talhouk-fsr-original
 
Presentation mezher-esib-original
Presentation   mezher-esib-originalPresentation   mezher-esib-original
Presentation mezher-esib-original
 
Presentation messara-staff-iso-original
Presentation   messara-staff-iso-originalPresentation   messara-staff-iso-original
Presentation messara-staff-iso-original
 
Presentation elhage-fsedu-original
Presentation   elhage-fsedu-originalPresentation   elhage-fsedu-original
Presentation elhage-fsedu-original
 
Presentation barakat-flsh-original
Presentation   barakat-flsh-originalPresentation   barakat-flsh-original
Presentation barakat-flsh-original
 
Presentation assaf-fgm-original
Presentation   assaf-fgm-originalPresentation   assaf-fgm-original
Presentation assaf-fgm-original
 
Presentation abourjeily-fsedu-original
Presentation   abourjeily-fsedu-originalPresentation   abourjeily-fsedu-original
Presentation abourjeily-fsedu-original
 

Presentation challah-fdl-original

  • 1. English as a second foreign language: in FdL : enhancing learner oppportunities through learning Rana CHALLAH Faculté des Langues STUDENTS AT WORK Rana CHALLAH Faculté des Langues (FdL)
  • 2. English as a second foreign language: in FdL : enhancing learner oppportunities through learning Rana CHALLAH Faculté des Langues 1 – Theoretical Context • Definition Learning outcomes are statements of what a learner is expected to know, understand and/or be able to demonstrate after completion of a process of learning ». (OECD). •Origins Outcomes-based education : « a model of educational structuring that involves the clear and explicit identification, statement and assessment of student learning » (Spady, 1988; Allan, 1996; Andrich, 2002; Adam, 2004).
  • 3. English as a second foreign language: in FdL : enhancing learner oppportunities through learning Rana CHALLAH Faculté des Langues • 1. Context • Learning objectives and learning outcomes Learning objectives : outline the material the instructor intends to cover or the disciplinary questions the class will address. Learning outcomes : focus on what the student should know and realistically be able to do by the end of an assignment, activity, class, or course. Learning outcomes focus on : • the needs of the learner • The needs of an evolving society • What the learner should know about a particular subject
  • 4. English as a second foreign language: in FdL : enhancing learner oppportunities through learning Rana CHALLAH Faculté des Langues • 1. Context • Learning outcomes in English courses mark a shift from instructors to students. They help : • They help students understand what is offered and how this links with other courses and prospects (after graduation) • They increase transparency • They strengthen accountability • They enable us to focus on the profile of qualifications rather than on the particularities of the institution delivering them. •
  • 5. English as a second foreign language: in FdL : enhancing learner oppportunities through learning Rana CHALLAH Faculté des Langues • 1. Context In this new paradigm, students in English courses are :  Active learners and engaged students  Capable of generating learning situations  Capable of developing competences  Capable of using former knowledge while creating new knowledge  Learn how to deal with real, changing contexts
  • 6. English as a second foreign language: in FdL : enhancing learner oppportunities through learning Rana CHALLAH Faculté des Langues • 1. Context The shift to learning outcomes help us prepare specific course plans. In this paradigm, there is a transition from : Unclear verbs Action verbs • list, describe, • Become aware of • write, plan, • understand • select, discuss, • become familiar with • explain, compare… • appreciate
  • 7. English as a second foreign language: in FdL : enhancing learner oppportunities through learning Rana CHALLAH Faculté des Langues 2 - Objectives Extend the students’ experience : • Beyond the classroom • Beyond university setting Objectives are carefully worded: • Conditions • Performance (spectific action verbs) • Criteria/standards (accuracy, time constraints, quantity)
  • 8. English as a second foreign language: in FdL : enhancing learner oppportunities through learning Rana CHALLAH Faculté des Langues 2. Objectives Framework of a new paradigm for active learners  Using language as a starting point to make students interact, generate ideas, interpretations and responses:  Seeking opinions, reasoning  Using debates to elaborate deeper understandings  Interacting with students and making students interact with one another so as to develop their language abilities
  • 9. English as a second foreign language: in FdL : enhancing learner oppportunities through learning Rana CHALLAH Faculté des Langues 3 – Processes and approaches  Active learning approaches : engaging students, triggering their attention  Meta-cognition : – Self-appraisal , reflective capacity – Self-management  Holistic approach = « enforcing the possibilities of taking advantage of the brain’s plasticity, facilitating the learning process » (OECD, 2007)
  • 10. English as a second foreign language: in FdL : enhancing learner oppportunities through learning Rana CHALLAH Faculté des Langues 3 – Processes and approaches Purpose Process
  • 11. English as a second foreign language: in FdL : enhancing learner oppportunities through learning Rana CHALLAH Faculté des Langues 4 – Assessment PURPOSE CONTEXT PROCESS PRODUCT
  • 12. English as a second foreign language: in FdL : enhancing learner oppportunities through learning Rana CHALLAH Faculté des Langues 5 – Links to Learning Outcomes Learning outcomes focus on what the student should know and realistically be able to do by the end of an assignment, activity, class, or course. Learning outcomes focus on :  the needs of the learner;  the needs of an evolving society;  what the learner should know about a particular subject. Learning outcomes in English courses mark a shift from instructors to students:  They inscrease transparency and strengthen accountability They enable us to focus on the profile of qualifications rather than on the particularities of the institution delivering them.
  • 13. English as a second foreign language: in FdL : enhancing learner oppportunities through learning Rana CHALLAH Faculté des Langues 6 – Comments • Need to have a common framework for all USJ faculties. • Help the students understand the importance of this paradigm.
  • 14. English as a second foreign language: in FdL : enhancing learner oppportunities through learning Rana CHALLAH Faculté des Langues • For Further Information E-mail : rana.challah@usj.edu.lb OCED. (2007). Assessing Higher Education : Learning Outcomes. CEDEFOP. (2011). Using Learning Outcomes : European Qualifications Framework. Series N°4.