Considerations for a Content and English Language Learning Course

Next week I will be meeting with educators about what to consider when planning and implementing a content and English langauge learning course at the university level.

Performance-based assessment in action...into action

A very thoughtful post Schneider in Performance-based assessment in action. My response I particularly appreciate the argumentative essay rubric and accompanied the blog post.  My response...

Given the academic prompt above, and thinking in terms of putting this into practice...

1. Are performance tasks standardized throughout the institution?  What flexibility is there for educators to adapt (or differentiate) academic prompts (performance tasks) around a particular classroom context?
2. How do educators share in the planning, implementation, and assessment of their respective outcomes from these performance tasks?  In other words, are performance tasks (planning, implementation, and assessment) shared publicly?
3. How do performance tasks connect learners with the global community?  How do learners interact with individuals outside their own classroom?
4. How are standards (e.g., CCSS) referenced throughout the process of planning, implementing, and assessing a performance task?
5. How are professional development opportunities embedded within the process of planning, implementing, and assessing performance tasks?
6. How much time is spent on a performance task, both inside and outside the classroom?  What other resources are required?

Certainly, the initial blog post above sets the stage for putting performance-based assessment into action, but the actual outcomes of a given performance task will depend in large part how one answers the six questions above.

TESOL Talk (3)

TESOL talk is for anyone interested in teaching English to students of other languages. Participants are encouraged to bring their own perspective and experience to the open discussion so that we might find new and innovative ways to improve how English is learned.

(Open) Agenda: (1) introductions, (2) attendees will bring up theories, experiences, and/or opinions as talking points, and if time permits (3) presenter will bring up theories, experiences, and/or opinions as talking points.

CU Sessions

Description: Next week's session will take attendees through the process of designing a performance task for the EFL/ESL classroom.

 

TESOL Talk (3) by Benjamin Stewart

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Performance task teacher interviews

Join us for an EFL teacher interview!

Join in on our discussion!

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EFL teacher interview

The following interview will serve as a means for reflecting on a performance task conducted by English language learners in Mexico.

ELT Teacher Interview by Benjamin Stewart

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Performance Task with English Language Learners

I just had a great conversation with Paty Corral, sharing her experience conducting a performance task with her English language learners:

ELT Teacher Interview by Benjamin Stewart

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Here's the complete video of the performance task:

CLIL Debate

 

(Source)

 

In your own words, paraphrase the most important points mentioned
in this video and explain them in terms of your own teaching context.

 

Click here to go directly to the voicethread.

 

PMELT Presentations

This performance task was designed for pre-service Mexican English language teachers - PMELTs - (Freshmen in college) and integrated the following technologies: Ted Videos, PowerPoint, video, BlipTV, and Wetpaint. Additionally, one group demonstrated a software application with their own computer as part of their presentation. PMELTs were given the choice of selecting their TED video (approximately 20 minutes in length) and determining how they would present it to the class (e.g., everyone choice to use PowerPoint as opposed to it being a requirement). The criteria for doing this performance task was as follows:

1. Everyone must speak about the same amount of time, using cue cards but in their own words. (pronunciation, fluency, accuracy, vocabulary, grammar, non-verbal communication, etc.)
2. The group should articulate the "moral of the presentation". That is, what was the "lesson" learned by watching the TED video.
3. The group was to explain the most interesting details of the TED video.
4. The group was to provide supporting information that was relevant to the video but was not included in the video itself. (This requires them to research the topic.)
5. The group was to include some personal experience related to the TED video. They were also encouraged to create a dialog with their audience, having their audience discuss an experience related to the TED video as well.

To see the TED video with the corresponding presentation, click here.

Comments/suggestions are appreciated, either here or in Wetpaint!

MEXTESOL: Performance Tasks

For those who are interested in the PowerPoint presentation (that I presented at MEXTESOL yesterday), it is available by clicking the link below (Scribd).  It was good to meet teachers with similar interests regarding performance tasks as an alternative form of assessment.  I am interested in hearing your successes and challenges in adapting performance tasks within your own particular teaching/learning contexts.

Performance Tasks - Upload a Document to Scribd