elf slos adapting program and students’ learning outcomes january 2014
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Adapting Program and Students’ Learning Outcomes (PLO/SLO) to Lesson Plans
Dr. Kate Mastruserio ReynoldsQatar University, Foundation Program, English Language Forum, January 21, 2014
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
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
Objectives
Standards
textbook objectives
instruction
Objectives and Assessment
4
assessment
end goals/learner outcomes
Information added to build skills. Not found in text.
backward design
analyze enabling objectives
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
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.
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
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
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
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
Analysis Task1. 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
Transformation Task1. 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.
Language Goal
Duration of the Academic TermContent 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 &
detailsTeach 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 eventsTeach stem sentences for giving opinions,
cause/effect, & transition words & sequencing language.
How do I know if my students learned the SLOs during the lesson?
Relationships between Standards, Goals, Objectives…
17
*Post Method Pedagogy.
Kumaravadivelu, 2001.
Assessment
Curricu
lum
Materials
Context*
Standards
Goals
ObjectivesLessons
Tasks/Activities
Reflection
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?
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.
Assessment Issues with Lesson-Level SLOs Obstacle: Learners
need time to practice the language. When should I start assessing their learning?
Solution?
Assessment Issues with Lesson-Level SLOs Obstacle: One
cannot assess every lesson-level SLO in each lesson.
Solution?
Closure What ideas resonated with
you in our session? What will you change as a
result of this session?