Tesl ontario conference oct 27 2011 jennifer mckay senior program manager
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Support Kit on the Revised CLB . TESL Ontario Conference , Oct. 27, 2011 Jennifer McKay, Senior Program Manager. Presentation Outline. Project Overview Background: Consultation, Revision and Validation Support Kit Contents Training and Implementation

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TESL Ontario Conference , Oct. 27, 2011 Jennifer McKay, Senior Program Manager

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Tesl ontario conference oct 27 2011 jennifer mckay senior program manager

Support Kit on the Revised CLB

TESL Ontario Conference, Oct. 27, 2011

Jennifer McKay, Senior Program Manager


Presentation outline

PresentationOutline

  • Project Overview

  • Background: Consultation, Revision and Validation

  • Support Kit Contents

  • Training and Implementation

  • GlimpseatExemplars and Benchmarking Practice


Clb revision timelines

CLB Revision Timelines

Phases 1-2: Funded by CIC

Phase 3: Funded by ON, AB, BC, SK, MB

Funded by CIC, ON, AB, BC, SK

Funded by CIC


Key recommendations

Key Recommendations

  • Establish greater clarity and differentiation between levels. Use more specific language to describe differences between benchmarks.

  • Ensure outcomes and tasks are consistent and flow throughout levels as appropriate or are introduced as new at the appropriate level.

  • Use plain language throughout the CLB document to make it more accessible.

  • Include some more tasks or exemplars in the core document. Provide additional exemplars through supplementary resources for particular applications as needed.

  • Update tasks to reflect current communication practices.

  • Include critical information in the CLB document that requires a common understanding amongst the majority of stakeholders. Address unique needs of stakeholders through supplementary resources.

  • As changes are made to enhance the integrity and comprehensiveness of the CLB, ensure changes are appropriate to support academic and employment application.

  • Change the order of the skills to listening, speaking, reading and writing. Retain the four levels of each skill together and introduce a colour coding for skills.

  • Consider changes to the layout that will make the document more user-friendly for the wide range of stakeholders.


The results overview

The Results (Overview)

  • Plainer languagethroughout

  • More user-friendlylayout

  • New templates

  • New SpirallingCharts

  • New Introduction

  • Glossary

  • Additionaltasks


Validation

Validation

In order for the CLB and NCLC to beaccepted for a variety of uses in a variety of contexts, includinghigh-stakes uses, theseframeworksneeded to undergo a thorough validation.

In 2010 CCLB invited a team of validation experts fromacross the country to meet and propose a detailed validation process.


Construct validity

ConstructValidity

Establishing the theoryunderpinning the CLB and NCLC frameworks

  • Reviewing the CLB 2000 Theoretical Framework and the NCLC theoreticalframework

  • Developing a commontheoreticalframeworkexplaining the commonunderlyingtheory

  • Submitting the commontheoreticalframework to independent experts for review and feedback


Congruent validity

Congruent Validity

Establishing the congruence between the CLB/NCLC theoreticalframework and the CLB and NCLC scales

  • Examiningeachdescriptor of the 12-levelscales

  • Determiningwhether the scalesreflect the theorythatunderliesthem


Validating the ctf against other frameworks

Validating the CTF AgainstOtherFrameworks

  • CCLB and the joint projectleadsrecruitedindependentacademicswith expertise in each of the followingscales:

    • Common European Framework of Reference (CEFR)

    • Guidelines of the American Council for the Teaching of ForeignLanguages (ACTFL)

    • Échelle québécoise des niveaux de compétence en français pour les personnes immigrantes adultes


Results

Results

  • The CLB/NCLC commontheoreticalframeworkdrawsupon up-to-date and widelyacceptedresearch in the ESL and FSL fields.

  • The revised CLB document isgenerally congruent with the theoreticalframework.

  • The principlesunderlying the CLB and itscommontheoreticalframeworkconformwith the principlesunderlyingotherframeworkswidelyused in second language training and testing.


Content validity

Content Validity

  • Collecting and developingat least 80 exemplars and scenarios to test the validity of the descriptors

  • Having experts benchmark the exemplars

  • Field-testing the exemplars

  • Havingpractitioners benchmark the exemplars, tasks and scenarios


Supporting practitioners

Supporting Practitioners


Clb resource kit

CLB Resource Kit

  • Support Kit for ESL instructors for orientation to the revised standard

  • Will include information on revised document and other resources

  • Funded by CIC Ontario

  • Two year project ends March 2013


Clb resource kit1

CLB Resource Kit

To include the following:

  • How to sections

  • Templates

  • Exemplars of performance and sample tasks

  • DVD samples of learners

  • Lesson planning

  • Evaluation support

  • Tips for those working with clients with special needs


Clb resource kit2

CLB Resource Kit

  • Linked with e-learning modules

  • Kit will be modular allowing for addition of new sections

  • Online bookshelf including information and research on using CLB by subject matter experts

  • Guidelines on addressing pronunciation and grammar

  • Academic Theory behind the CLB


Development to date apr oct

Development to date (Apr-Oct)

  • Exemplar model developed for each skill

  • Specifications set for Listening Scripts, Reading Texts,

    Writing and Speaking prompts

  • Reading Texts and Listening scripts created

  • Speaking and Writing prompts created

  • Training of interviewers and proctors (for speaking and writing gathering)

  • Listening (videos and audios) clips recorded

  • Speaking samples gathered (video)

  • Writing samples gathered


Development oct mar

Development (Oct-Mar)

  • Edit and produce exemplars gathered (October)

  • Expert review panel to benchmark exemplars and sample tasks to ensure they correspond to the revised benchmarks (November)

  • Field testing of CLB document, exemplars and tasks by field practitioners (November)


Development oct mar1

Development (Oct-Mar)

  • Meeting of Working Group including subject matter experts, writers (November)

  • Development of Kit Contents (Dec-Mar) including:

    • Orientation to revised CLB including with exemplars at CLB 1 – 12 for all four skills

    • How To Guides on pronunciation, grammar and Theory Behind CLB

    • Sections on Assessment, Lesson Planning and Curriculum (Dec-March)

    • Tips/Best Practices to support special needs


Development march october

Development (March - October)

  • Produce / Print final support kit contents including DVD of samples/exemplars

  • Develop webinars on various practitioner related topics (May-December 2012)


Roll out jan oct 2012

Roll out (Jan. – Oct. 2012)

  • Outreach to program administrators regarding roll out / registration for “lead teachers” to attend train-the-trainer sessions (Jan. – Sept. 2012)

  • Call for master trainers for Ontario (March 2012)

  • Train master trainers (April 2012)

  • Roll out train-the-trainer sessions and distribute Support Kits to programs (May – Oct 2012)

  • Evaluation / feedback (Throughout)


Field testing

Field Testing?

Interested in participating in practitionerfieldtesting?

CCLB iscurrentlylooking for instructorswithexperience in CLB aligned programs fromworkplace or academiccontexts.

Contact [email protected]

(613) 230-7729, Ext. 175


Exercise and discussion

Exercise and Discussion

  • Watch videos ofListeningSamples

  • Look at the Listening task descriptions on the handout for each sample and the Listening Profiles of Proficiency pages

  • Estimate the lowest benchmark level that a listener would need to have achieved (or be “at”) in order to successfully accomplish the tasks.


Exercise and discussion1

Exercise and Discussion

  • Watch videos of Speaking Samples

  • Using the revised CLB Profiles of Proficiencies (Speaking), estimate the Benchmark level of the learner in the video.


Exercise and discussion2

Exercise and Discussion

  • Look at the Reading Texts provided

  • Look at the task descriptions on the handout for each sample and the Reading Profiles of Proficiency pages

  • Estimate the lowest benchmark level that a reader would need to have achieved (or be “at”) in order to successfully accomplish the tasks.


Tesl ontario conference oct 27 2011 jennifer mckay senior program manager

Contact [email protected]

(613) 230-7729, Ext. 176

Questions?


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