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    • Join Date: Oct 2006
    • Posts: 2


    A. Specialist knowledge and skills base in the curriculum area

    Identification of learnerís levels and understanding helps me to set, (a) levels of planning, (b) elements of planning and (c) focuses of planning in ESOL Curriculum. Interview, reviews and assessments throughout learning are the main elements, which are used to identify learnerís level of understanding and progress. On the basis of these levels scheme of work and lesson plans are drawn up that are mapped to the ESOL Curriculum.

    First of all it is decided, which level scheme of work is at, then highlight the phonology elements in the curriculum and map them to the scheme of work, sometime something is added from the curriculum to the scheme of work. Similarly course book (for E1, E2, E3) that I use for my learners is mapped to the curriculum. The contents page of the course book particularly the grammar element is matched with curriculum levels, which are most closely corresponded. If any activity in course book which is not appropriate for learners is changed to an alternative suggestion or activities which are again matched to their level of curriculum

    Using the curriculum is helpful in measuring the learners achievement and work with sample activities. It is also helpful in keeping and maintaining the learnerís learning record, motivation, ability to use skills and understanding, progress, attitudes to learning, variety of learning context, acquisition of new knowledge and skills, development of understanding, showing engagement and concentration.

    I always observe learnerís learning styles, which activities avoid boredom, de-motivation, getting upset, or frustrated. This observation helps me in setting tasks for learners. However this observation is much more attractive in setting tasks but I canít rely only at this because some learners donít always want to reveal their weaknesses, whilst more able students do not wish to reveal their strengths as this will only attract more work. Therefore setting tasks take account other information and knowledge as well e.g. the information from diagnostic and formative assessments, reviews homework, etc. Learners preferred modes and ways of working are (e.g. on their own, in small groups, in large groups, with the teacher, writing, reading, listening, talking and doing problem solving, without the teacher.)
    Differentiating learning is also taken in to account of social interaction, emotional development, interest, involvement, potential for and willingness to study.
    The following courses have helped me in teaching and using the curriculum:

    1) ESOL core curriculum;
    2) Skills for life ILPís and curriculum training;
    3) Improving learnersí achievement (SFL);
    4) C&G 7307teaching training course;
    5) Quality initiative development;
    6) Ellis training Ė ILPís learning goals and curriculum awareness.

  1. Casiopea's Avatar

    • Join Date: Sep 2003
    • Posts: 12,970

    Re: kashmir

    Welcome, kashmir.

    Do you have a question for us?


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