Designing Curriculum for Work-Based ESL Classes May 22, 2012 WEBS Albuquerque, New Mexico Miriam Burt firstname.lastname@example.org. Objectives. The participants will be able to… Use needs assessment information to inform instruction Identify linguistic and socio-cultural skills needed at the workplace
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The participants will be able to…
Use needs assessment information to inform instruction
Identify linguistic and socio-cultural skills needed at the workplace
Identify sources for evidence-based principles and strategies
Practice activities that address their instructional needs and contexts using authentic workplace materials
Articulate how they might integrate workforce preparation and language skills in their instructional setting
Objectives, Overview, & Warm Up
Review of Promising Practices
The Researcher’s View: Workplace Skills Needed
The Employer’s View: Workplace Skills Needed
The Learner View: Needs Assessment
Classroom Activities to Address Workplace and English Skills Using Work-based Materials
Reflection, Wrap-Up, & Exit via the three Ws
One interesting success or challenge your
partner spoke about
Fastest Growing Jobs Between 2008 and 2018
Source: ―Tomorrow’s Jobs, US Department of Labor, Bureau of Labor Statistics, Occupational Outlook Handbook, 2010-2011
Make a list of five skills you think these jobs require. For example: Following directions
Compare your list to that of someone sitting next to you.
Debrief in full group
1.3Rs: Reading, Writing, Arithmetic
Critical thinking and problem solving
Communication & media literacy
Collaboration, teamwork & leadership
Creativity & innovation
Computing & ICT literacy
Career & learning self-reliance
Trilling, B., Fadel, C. 21st century skills: Learning for life in our times. (2009). San Francisco, CA: Jossey-Bass. http://www.21stcenturyskillsbook.com/index.php
“What is certain is that two essential skill sets will remain at the top of the list of job requirements for 21st century work:
The ability to quickly acquire and apply new knowledge
The know-how to apply essential 21st century skills—problem solving, communication, teamwork, technology use, innovation, and the rest—to each and every project, the primary unit of 21st century work” (Trilling & Fadel, 2009, p.11).
“Recent studies highlight the importance of English for informal interaction and socializing in workforce context. English learners urgently need to be sensitized to communicative strategies for establishing relationship and maintaining rapport in the workplace. In meetings, the ability to take part in discussions is considered much more important than actually carrying our formal presentations. In addition, participation in teamwork is vital for success” (executive summary, pp 5-6).
From: Fitzpatrick, A., & O’Dowd, R. (2012). English at Work: An analysis of case reports about English language training for the 21st century workforce. www.tirfonline.org
“ [Workers] problems rarely stemmed from a shortfall in technical or professional expertise, but rather from a shortcoming in the soft skills arena with their personal, social, communication, and self-management behaviors.”
from Klaus, P. (2008).The Hard Truth about Soft Skills: Workplace Lessons Smart People Wish They’d Learned Sooner. New York: Collins.
But we know that reading and other English skills are important as well…
In pairs or at your table, answer the questions about the brief. Raise your hand when you have finished.
Debrief as a group.
Stand up and walk around the room. Find someone who fits the description of one of the bingo squares. Have them write their name in the square.
Then – ask them a follow up question about the topic on the square.
Yell “bingo” when you complete a row
Debrief in full group
Alphabetics & Word Analysis
Sounds & Sense
Cups – for prefixes and suffixes
Workplace memo with final pronunciation of past tense morpheme
Edgar Dale Depth of Word Knowledge
Instructions: 1. Line up in two lines facing each other. Those with their backs to the wall are the speakers; those facing them are the listeners. The speakers will have two minutes to talk to their partners about this topic: My First Job
2. When the facilitator rings the bell, the listeners will become speakers and follow the directions above.
3. When the facilitator rings the bell, the listener line will move to the right so each speaker and listener has a new partner. Each speaker will now give the same talk to a new partner, but this time, speakers will only have one minute to do this. Continued….
4. Listeners become speakers and repeat #3
5. When the facilitator rings the bell, the listener line will move to the right one more time; each speaker and listener has a final new partner. Each speaker will now give the same talk to a new partner, but this time speakers will only have 30 seconds to do this.
6. Listeners become speakers and repeat #4
Discussion – Speakers: What did you notice about the language you used as you moved from two to one to ½ minute of speech?
Listeners: What did you notice about the content and quantity of information conveyed as time decreased?
How does this activity increase fluency?
How might you use this activity in your work-based class?
Concepts explicitly linkedto student background & experiences
Links explicitly made between past learning and new concepts
Key vocabulary emphasized: but not more than about 8 new words per day
“Developing Effective Interpersonal Relationships”
Read the title and look at the picture above. Then do the following:
What do you think the article will be about? Share your ideas with a partner.
As you read the article, jot down (or circle) any vocabulary you would like to discuss.
Within each group, prepare 2-4 questions that can be answered from the text. Leave space for answers under each question.
Pass the paper with your questions to the next group (clockwise).
Answer the questions from the other group.
REPEAT passing Q&As until all (most) questions have been answered.
Write any vocabulary terms the students may have problems with on the flipchart.
Full group debrief on skills
Please take a moment to reflect on what you have heard in this session and how it might apply to your own educational setting.
Share your ideas with those sitting at the table with you.
Then use your Wow Wonder and What If handout to further reflect on the workshop and to provide feedback on the workshop to the facilitator.
Things that caught your eye and made you go WOW!
Questions you would like to raise and discuss with the facilitator
Suggestions that the facilitator may want to think about