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COLLEGE SUCCESS FOR ESL STUDENTS AT

THE COMMUNITY COLLEGE LEVEL


By: Ivis Quann
9/11/2017
Professor Beckner
CUR/516
EVALUATION IS THE SYSTEMATIC DETERMINATION OF MERIT, WORTH, AND SIGNIFICANCE OF A LEARNING OR
TRAINING PROCESS BY COMPARING CRITERIA AGAINST A SET OF STANDARDS. WHILE THE EVALUATION PHASE IS
OFTEN LISTED LAST IN THE ISD PROCESS ,ACTUALLY ONGOING THROUGHOUT THE ENTIRE PROCESS. THIS IS
WHAT PARTIALLY MAKES ISD OR ADDIE A DYNAMIC PROCESS (NEW LINK, 2017)
ANALYZE
AUDIENCE: ESL Dreamers Community

Course Objectives: speak, sounds, stresses, rhythms, and intonations in basic English.

Conduct oral conversations greetings etc. in basic English

Identify and describe main points, supporting details and specifics in basic English
ANALYZE CONTD
Read and Write details, recall information, comprehend, use punctuation from simple to more

complex in basic English

Use and understand new vocabulary in writing, spoken language and identify in text readings in basic

English

Use computer to enhance skills and to practice, reading , writing, listening, and grammar skills in

basic English.
ANAYLYZE CONTD
CONTENT: Increase basic English proficiency in speaking, reading , writing, grammar and listening

Ready students for post-secondary education and/or job opportunities

Enhance computer skills

Learn time management

Access and navigate college resources


ANALYZE CONTD
Assessment: Quizzes
Handouts
Oral and written presentations individual/group
Journals
Evaluation: Readiness to work/attitude
Participation individual and group
Attendance
Progress in skills strengths and weaknesses
ANALYZE CONT
Constraints: lack of proficiency in English skills
Fear
Feeling unwelcome
New learning experience
No support from outside of college/ family
Embarrasment
DESIGN
Organize the lessons: follow objectives for each week
teach from simple to more complex skills
Have teaching materials ready
Have backup plan if lesson doesnt pan out
Time management , manage time for lessons and time for students to practice skills at end of
lesson.
Give encouraging feedback
Chart students progress
DESIGN CONTD
Weekly Learning objectives: increase English proficiency in all areas
Understand lessons and apply to learning
Practice skills in and outside of classroom
Write in journal
Stay focused
Participate in classroom activities/discussions
Dont be afraid to ask questions if in doubt
Complete assignments on time
Learn new skills
BUILDING THE COURSE
Materials: audio, videos, power point, composition notebooks, pens/pencils

Computer software, guest speakers, tape recorders, hand-outs, Guest Speakers, Former Students

tetimonies who went through program

Assignments: classroom discussions, presentations oral/written, journaling, group and individual

presentations oral and written, skills practice on computer, reading, classroom handouts, final

presentation on accumulated skills.


IMPLEMENT
Teach- use real world references, make lessons relatable to age and culture.
be transparent. Be positive. Try not to be nervous if this is your first time teaching
Set the tone -start class on time , informal environment, speak clearly and audible, keep
classroom order, be respectful.
Interaction- work with students in groups or individually, blend in with class
Facilitate participation ask for students perspective on learning what they liked and did
not like, get opinions
Encourage feedback- dont criticize when giving feedback. Make sure feedback is positive,
let the student know of their progress. Let students know its okay to make mistakes
EVALUATE
Were the students learning outcomes met?
Measure by final presentations and do final class surveys for feedback from students on how
to make class better, assignments etc.
What did I take away from this class?
My students wanted to be accepted regardless of their alien status, language barriers and
culture and have a willingness to do whatever it takes to reach their goals
What can I do to improve it for the next semester? Have workshops for the students, be
more creative in my teaching strategies to reach more students. Learn enough of the students
native tongue to give examples in both languages. Give more formative assessments at the
end of each week to check for understanding.
REFERENCES
(2017, September 11). Retrieved from Purdue Education:
https://www.lib.purdue.edu/sites/default/files/directory/butler38/ADDIE.
pdfs://
(2017, September 9). Retrieved from New Link:
http://www.nwlink.com/~donclark/hrd/sat6.html
(2017, September 9). Retrieved from ISD:
http://www.au.af.mil/au/awc/awcgate/doe/isd/paper.htm

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