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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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Support Kit on the Revised CLB

TESL Ontario Conference, Oct. 27, 2011

Jennifer McKay, Senior Program Manager


PresentationOutline

  • Project Overview

  • Background: Consultation, Revision and Validation

  • Support Kit Contents

  • Training and Implementation

  • GlimpseatExemplars and Benchmarking Practice


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

  • 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)

  • Plainer languagethroughout

  • More user-friendlylayout

  • New templates

  • New SpirallingCharts

  • New Introduction

  • Glossary

  • Additionaltasks


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.


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

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 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

  • 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

  • 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


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 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 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)

  • 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)

  • 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-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)

  • 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)

  • 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?

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

  • 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 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 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.


Contact [email protected]

(613) 230-7729, Ext. 176

Questions?


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