First 2G – Second Generation Curriculum – training

Recap of the 1st Generation Syllabus

April 5th 2016

Medea 2 group
By
Mr.Samir Bounab (Teacher trainer at MONE)

[email protected]
 Meeting points
Time Tasks

9:OO Opening session

9: 05 Teachers Vs 1 Syllabus Generation (recap)

• Approach & method
• Teacher’s rle vs learner’s role
• The 3 IIP
• Situation of integration

10 :30 Coffee pause

10 : 40 Recap of 1st Generation Syllabus

• Lesson plan
• TD session
• Project work
• Adapting the book
 WHY
THIS
MEETING?

3’
Recap of
REFLECTION the 1st Generation Syllabus
 • Why
Recap of
the 1st
Generation
Syllabus?

New School Year

2016 - 2017
• 5’ reflecttion
Teachers & New Changes
• What are these changes? • 2nd Generation curriculum

• What relation do these

changes have with 1st
generation syllabus? • 1st Generation syllabus = 95 %
new changes

• 5’ Reflection
 1. 2003 – 2004

1st Generation Syllabus: 2. C B A = Competency Based

Approach
- When did it start?
3. Cognitive socioconstructivist ,learner
- which approach was
adopted?
center approach (Bloom taxonomy)
4. Learner builds his & her thinking
- How would you define (constructivism approach ‘Piaget’
this approach? 5. Autonoumous Learner through PBL
– project based learning-based on
« research-demonstration –
5’ reflection
creation »
6. CBA without « project work »
=meaningless
 Competency Based Approach :
1 It is action-oriented in that it gears language learning to the acquisition of know-how
embedded in functions and skills. These will allow the learner to become an
effective/competent language user in real-life situations outside the classroom.

 
2 It is a problem-solving approach in that it places learners in situations that test/check
their capacity to overcome obstacles and problems . Languages are learned most
effectively and lastingly when they are used to solve problems through hypothesis testing .
Problems make the learners think and they learn by thinking. They word their thinking in
English while solving the problems.
 
3 It is social-constructivist in that it regards learning as occurring through social
interaction with other people. In other words, learning is not conceived of as the
transmission of predetermined knowledge and know-how to be reproduced in-vitro (i.e.,
only within the pages of the copybook or the walls of the classroom), but as a creative use
of newly-constructed knowledge through the process of social interaction with other
learners.
4 -Finally, and most importantly, the Competency-Based
Approach is a cognitive approach. It is indeed indebted to Bloom’s
taxonomy .

Bloom has claimed that all educational objectives can be classified

as:
1) “cognitive” : to do with information
2)“affective” : to do with attitudes, values and emotions
3)“ psychomotor” :to do with bodily movements

He has said that cognitive objectives form a hierarchy by which

the learner must achieve lower order objectives before s/he can
achieve higher ones. ( Bloom Taxonomy)
 CBA approach essentially focus on the student, it is essential to:

1- Respecting the needs and interests of the student and taking into
account his experience,
2- Take account of different learning styles by offering students a variety of
learning situations,
3- Consider language as a means of communication by encouraging
students to use meaningful context
4- Provide communicative information gap activities
5- Tolerate form errors that do not impede the transmission and reception
of the message,
6- Emphasize the importance of an authentic language practice or likely
avoiding monotonous, repetitive exercises,
7- Focus on understanding in relation to production by varying and
increasing listening and reading situations
8- Encourage students to seek meaning through all the statements and
not be limited to isolated words and statements.
Competence vs Competency
 The teacher's role and the learning strategies.
Teacher's rôle
What changes In the new approach In the old approach
-A less authoritarian -gives guidance and help. - holds knowledge.
attitude. - advises pupils. - provides knowledge.
-Openness to - facilitates learning. - Is ever-present in the
discussion and - is a co-learner. classroom.
negotiation. - engages the pupils in - takes all decisions in class.
-Sensitiveness to tasks - is authoritarian.
pupils concerns. -provides individual
teaching (if necessary).
-develops learner
autonomy
 Pupil's rôle
What changes In the new approach In the old approach
- learns through what he does - wants to know what he -receives knowledge
and because he does learns. - depends on the teacher.
things. - is responsible for his own - applies a model.
- increases his... Intellectual learning. - He learns only because
potential. Learn better because he acts he gets marks, because
- improves his memory. upon what he learns. of examination pressure
- has positive attitude. - builds his own strategies. or under parental
Towards his/her studies. - knows the procedures to be pressure.
- gives meaning to his work. used for work .He acquires
- participates in his own problem-solving skills.
learning.
- solves problems.
Works for himself and not
only for the teacher.
- learns to co-operate,
exchange and share
information.
- works autonomously.
- Increases his self- concept.
What about the
teaching method?

LEARNER CENTERED TEACHING

 competency

It is a "know –how" which integrates and mobilizes a number of abilities and knowledge to be efficiently used in problem

solving situations that have never been met before.

The overall aim of teaching CBA in the Middle School is to install and help learners acquire and master “3” major competencies.

These broad competencies = “3IIP » are worded in the syllabus as follows:

- interacting orally in English

- interpreting oral and written texts
- producing oral and written texts
Competency I :
Interact orally in English
At the end of the year , the pupil must be
able to use the functional language acquired in
class as well as verbal and non verbal means
to come into contact with his schoolmates and
his teacher
How?

With his schoolmates in pairs or groups.

In situation related to :
(1) the class room
(2) topics and subjects tackled at school
(3) his needs (4) his interests

Using communication breakdown strategies (mimming, gestures,

mother tongue) can:
- Establish contact with his vis-a vis.
- Send a message
- React to a message non-verbally.
- Maintain an oral interaction
- Collaborates
- Evaluates
 Competency II :
Interpret authentic documents, oral or written.

At the end of the year , the pupil must be able to

demonstrate his understanding or non-understanding of
simple texts (short stories, legends ,fables , tales , songs ,
games) –narrative and descriptive –that match his
cognitive level, verbally or non-verbally , with his teacher's
help , using adequate visual and linguistic support .
 How ?
• Finds out the global meaning of a written text.
• Mobilizes strategies to understand a text ;
• Builds the meaning of a text starting from explicit
information
• Mobilizes the already acquired knowledge to develop
his linguistic training during the interpretation of
texts.
• Perform relevant tasks.
Competency III : Produce simple messages, oral or written

By the end of the school year, the learner should be able to

express his ideas, organize them according to logic and
chronology, take into account syntax, spelling and punctuation
• How ?
• The pupil is suggested a model to follow.
• He is given access to new writing strategies.
• In situations linked to (1) the class (2) the pupil's interests and (3) the
pupil's needs.
• With audio-visual support
• Using pedagogical recreative activities
• With clear and precise instructions
• Taking part in groupwork (newspapers, magazines, cartoons, projects …)
 How can
you define
these
situations?
• Situation of Integration • It is a writing process

• It is a phase planned in a problem

solving integrated situation

What is it? This phase is meant to the reinvestment

What is its of the resources in terms of the
importance? "knows" and the " know how to do "
How is it planned? The activities suggested in the previous
phases should be built up towards the
final output and help the pupils to be
5’ feflection ready to produce a piece of writing in
accordance with the situation of
communication
• Criteria of the integration :
 THE GRID OF EVALUATION OF THE WRITTEN EXPRESSION

Criteria  Good Fair Poor

· Topic (1pt)  « all the ideas are  · Topic (0.5pt)    · Topic   
related to the topic» 
‐ Some ideas are related to the topic (  ‐ Very little reference to the topic ( 
· Format (1pt) : « correct  »   at least 4)  1 or 2 sentences) 
 Relevance (2points)   
· Format (0.5pt) :   · Format:  
  ‐correct       Correct / incorrect  
(2points) 
(1pt)   (0.5 pt) 
‐ Ideas well  ‐ Some Ideas  are well  ‐ Ideas  are not well 
Organized  organized   organised  difficult  to 
follow 
‐ topic sentences/   ‐ No topic sentence (no) 
‐ supporting sentences 
conclusion  ‐ No topic sentence  
 Organisation     conclusion  ‐ Topic sentences/ no  ‐ No conclusion 
(2points)  conclusion 
‐ sentences are linked correctly  ‐ Sentences are not linked 
  ‐ Some sentences are linked  correctly  
(2points)  correctly   
 ( 1 point )   
 ( 0.5 point) 
 Correct use of (tense)/  verb  ‐ Correct use of (tense) /  verb form   ‐ incorrect use of (tense)/  verb 
form/  link words 
‐ Use of 3 link words   form  
vocabulary varied 
 Linguistic Resources     ‐ Vocabulary not varied 
‐ no link words 
( 2 points)   
  ‐ 3 mistakes are accepted  ‐ vocabulary (very) limited 

( 2  points)    ‐ more than 6 mistakes 
          ( 1 point)  ( 0.5 pt) 
 
• Planning Lesson
• Teachers should prepare a lesson plan before teaching.
• Teachers should consider learners’ abilities, interests, learning
preferences, and the institutional program while planning.
• Teacher should analyze their lesson plans before and after teaching.
• Lesson plans should include specific information.
• Objectives should concretely state the communicative objectives of
the lesson.
• What preparation should a teacher make before planning a lesson?
• Before planning, teachers should know what they are teaching and
why.
• Lessons should focus on helping learners develop communication skills
– not finishing the curriculum, memorizing grammar rules or learning
to transcribe words.
• They should consider learners’ ability, age, learning preferences,
interests, available resources, previously taught information and the
institutional program.
• What should be included in a lesson plan?

• 1- Guided Sheet = Lesson Focus :

• To show you where to start and how to end and in between you
have the resources .
• 2- what does a guided sheet contain?
• Learning objectives { Function +Grammar}
• < they must be taken from the official syllabus and taking into account“The new slimming of
the syllabus Mai 2013 & the deleted lessons for each level
•   Which skill(s) will students mainly practice during this lesson? (Speaking, listening, reading,
writing) PPU or PDP frame works.
•  Which aspects of language will students focus on?
• functions (polite requests, apologizing, etc.),
• grammar point(s) (Use and review using a grammar point in discussion
• vocabulary (words, phrases, idioms, etc.), =Vocabulary (related to pre-historic life in
the Sahara),
•  pronunciation (phonemes, intonation, etc.)
• Is there an aspect of culture in this lesson that needs to be clarified? If so, what is it?
• Required Material or resources = Aids = VAKT =Visual Auditory Kinesthetic Tactile
• Aim of the lesson =SWBAT= ( students will be able to do…..< An observable behaviour >
 Lesson Plan model sheet
Time = is very important , teachers should master that .

Interaction = In order to avoid TTT ( Teacher Talking Time) and split the role among his or her learners

Procedure = here the teachers plans his or her lesson with different stages & steps.

Competency = Since we are dealing with CBA < Competency Based Approach> teachers must know when his
or her learners perform the
“3IIP”{ Interact – Interpret – Produce}

VAKT = Visual Auditory Kinesthetic Tactile = Teachers must know which kind of aids must be used at
any stage of teaching.

time Interaction procedure competency VAKT

 • The 3 Stages of a lesson

1.In all lessons there is a prep to teaching (icebreakers/

 warmers/ lead in )

2. While lesson which is split into presentation and practice/

others will refer to observation / analysis and practice , in case
it is a grammar / vocabulary lesson .

3.The post lesson is the productive stage.

 
 • Teaching Frameworks
• 4 ps= Preparation – presentation – practice – produce / 3 ps= presentation – practice – produce

• PPU = Presentation – practice – Use /ju:s/ < Speaking ( grammar ) lesson>

• PDP = Pre( reading/listening) During (reading/listening ) Post ( reading /listening)

• PIASP( grammar or pronunciation item) P= presentation / I= Isolation / A = Analysis/ S= Stating

rule / P= Practice (Oral or Written = 3 type of tasks < 1- based form 2- Meaning based 3-
communicative based

• Teaching Writing= writing process= Problem solving integrating situation= a- Brainstorming b-

planning or organizing c- drafting d- editing e- publishing
 • Why PPU and PDP frame works

• Allegement du programe Mai 2013: The New Slimming of the syllabus

• Au-delà de l’objectif de lecture ( reading skill) le recours à l’interprétation

de textes doit servir au développement des deux autres compétences
communicatives ( interaction/production), d’où possibilité de ‘PDP’ leçon,
• et d’acquisition de connaissances linguistiques , d’où possibilité de ‘PPU’
leçon & PDP frame work
 • "How to apply Bloom's taxonomy in a grammar lesson?Using the PIASP teaching method.
• 1-P= Presentation <Presenting the context in which the structure appears>
 
• 2- I= Isolation: the focus is temporarily on the grammatical item itself and the aim is :to
get the learner perceive & recognize the grammatical item what it looks like

• 3- A= Analysis: Here you will try to make ur learners analyze the isolated items the aim
is : to get your learners perceive how it is formed ( structure), how it functions and what it
means and the rule that govern it

• 4- S= Stating Rule : Here after they analyse you help them to formulate the grammar
rule
• P= Practice <Written /Oral Work>

• The practice stage consists of a series of exercises. Three (3)Types of tasks may be included

• All the learners have to do is to

a- Based form task: Mechanical manipulation <
produce the Correct form . They get practice is SAYING or WRITING
• The new structure( manipulation of the written and spoken Form)but do not
use it to express meaning. Focus is on Form only>

b- Meaning based task: Focus

is on meaning. This time the production Of the
correct forms involves meaning as well and cannot be done without
Comprehension(they cannot be done through mere mechanical manipulation)

c- Communicative based task: (emphasis is on transmitting message ) The target

structure is used “To say” and “do things”.
 • Writing Process
Process writing consists of the following stage
• 1-brainstorming
• 2‐planning or organizing
• 3‐drafting(writing the first draft
• 4‐editing
• 5‐publishing
 • Assessing The Lesson Plan

• After writing the lesson plan teachers should check to be sure that it is well planned.

• Teachers may check that the lesson communicates objectives to the learners, that it is well
sequenced, has a balance of teacher and learner-centered activities, etc.

• After teaching the lesson, teachers should make notes on the lesson plan about what was
effective, what was not effective and strategies to make the lesson more effective next time
they teach it.

• Then they should file the lesson for future reference.

 • The Project Work
• What is project work ?
• Project work involves multi-skill activities which focus on a theme of
interest .In project work ,students work together to achieve a common
purpose ,a concrete outcome ,(for example, a brochure, a bulletin board
display , a video , an article ) .Typically it requires students to work
together over several days or weeks , both inside and outside the
classroom ,often in collaboration with speakers of the target language
 • Why project work ?

The benefits of a project work .

• Fostering learner autonomy .
• Independent and collaborative learning
• Exercise choice
• Write up reports
• Make decisions
• Collect data
• Plan their work

• Discuss with their group members the information to look for

 • b) Enhancing motivation

• Introduce novelty in the language classroom by

changing routine
• rom passive recipients, learners start to play an
active role
• Since project work is achievement –oriented ,
learners will feel a sense of achievement , crucial
to boosting confidence and motivation
 • Introducing tutorial classes (TD) In Middle school
( circulaire ministerielle N° 1313 du 30/06/2013)

• The tutorial classes : What is it? Why ? when? For whom? How? How
often? For whom? Where?

•
TD Tutorial means . TD is a teaching method that allows pupils to
apply theoretical knowledge in the form of exercises. It usually take
place in small numbers to facilitate the teacher's help .
 • Rational of TDs in Middle school
•
Activities in TDs:
- Shows an extra value to learning operation
- Aims at improving the quality of learning
- It’s a mean and another path to “ reinforce – deeper and last the
learning operation .
- It’ new occasion for the leaner to acquire new learning strategies.
- Promotes healthy environment for individual teaching and learning
according to each learner needs and put into action a pedagogy of
differentiation
- Develops motivation and reflexion of the learners
- it’s a chance to take part in dialogues and take part in active exchanges
 • - The Role of the teacher:
•
Prepares and organizes the progress of the TD activities. The teacher
conceives them using situations that interest every leaner.
Gives opportunity to his or her learners to interact and work in
homogeneous small groups.
•
Emphasizes on the strong points of the learners and weak ones that
prevents them from progressing.
Equips the learners with methodological strategies in their work.
Evaluates in continuous way the progress of the learners as well as the
degree of their participation and contribution during each TD
Evaluate the procedure used
 • To remember : In TDs we have to avoid :

-Spend the time copying.

-Marking TD

-Re-teach or spend too much time making review

-Answer the learners one by one

-Don’t give enough time for reflexion for the learners.

 • RATIONALE FOR GROUP WORK IN ENGLISH COURSES

A weekly group session will enable to adapt the learning process to students’ needs.
Group work therefore will allow to reinforce language practice.

Learners will have the necessary support so that their outcomes match the curriculum
expectations. The teacher will plan language skills and knowledge oriented activities that
take into consideration Individualised Instruction .

In a group work class learners can develop their skills independently. They take responsibility
in small group tasks. They work collaboratively and develop a positive attitude to learning.
 Suggested types for grouping students :

• Type one :Mixed ability groups

•
Mixed ability grouping enables learners to cope with real life working
context , where people of different abilities work together. It has ,
therefore the advantage of a social inclusion and equal opportunities2
 • Type two:setting according to achievements:

•
This kind of grouping requires a diagnostic test. For the time being it will
comply to the national exam type in English, the current written test.
• The shortcoming of such diagnostic test is that it is not really
accountable for being organized after a long summer holiday .It is based
on academic achievement only. It would be better to take into account
teachers evaluations of previous learners’ attainment of the last school
year, in foreign languages.
The advantage of such grouping is that it enables the teacher to organise
the courses and plan activities according to learners’ needs .
• Group work objectives throughout the middle school cycle:

Four aspects are to be considered to plan a group work syllabus

1- Communicative competency and interaction

2-Language skills
3-Learning strategies
4- Social skills ( personal and interpersonal)
 • Typology of tasks and activities
•
-Product and process oriented tasks:

-Meaningful and manipulative language activities

-Project work
-Role play and simulations
-Survey/ questionnaire
-Interview
-Listing /categorizing
-Information gapCloze test/gap filling
-Matching/ jigsaw
-Problem solving activities
-Games
-Songs
-Story telling
-Information transfer
-Transformation
 • Advantages of using text books :

• They are useful learning aid to the learners

• They can identify what should be taught and the order it should be treated
• They can indicate what methods should be used
• They can provide attractively and economically most of the material needed
• They can serve the teacher a lot
• They are indispensible to the teacher who comments on the language may be
insecure
• They are indispensible for teachers who are untrained

•  
 • TEXT BOOK EVALUATION

• EVALUATION : Three stages process

• Initial evaluation
• Detailed evaluation
• In use evaluation
• Apply the C A T A L Y S T  catalyst stands for 8 outers

• Communicate
• Aims
• Teachable
• Available
• Levels
• Your impression
• Students interact
• Tried and tested
Erica and Lara
 • If positive apply

• E nough / too much?

• Right format / level ?
• Integrated ?
• Communicative ?
• Appropriate ? 
• If negative apply  LARA

• Leave out
• Amend
• Replace
• Adapt
 • Or apply « SARS »

• S= Select
• A= Adapt
• R= Reject
• S= Supplement
 Testing &
Evaluation

• How do you plan

your test and
exams?

What about 1. Test and exams are planned according the examiner guide 2013

evaluation? 2 ) the typology is : text + 6 activities +

written expression ( situation of integration)
3) The evaluation is done through :

- test report
- remedial work
• Resources:
• Program Anglais 2003
• Slimming of the syllabus 2008
• BEM guide October 2007
• Allegement document September 2013
• BEM guide October 2007
• How to teach PPU & PDP ‘ (Mr.Samir Bounab)
• Rational for group work in English courses (Mrs.Ouzna Mekkaoui i.e.m)
Mr.Samir Bounab (Teacher trainer at MONE)

[email protected]