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Smart Learning Objectives :

Selection & Alignment of Appropriate Material for CEFR Student

Profiles

HTC conference

December 2013

Bob Obee

Curriculum Consultant

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Curriculum SMARTs

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Cambridge English Language Assessment

CEFR learning objective/curriculum tools

A1

–

C2

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Terms of reference

scheme of work subject programme strand

module curriculum unit block of work

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Specific

- Is it clearly targeted ?

- Is it well-defined ?

- Can it be clearly differentiated from other objectives ?

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Specific : sub-skill, text, domain understand the main points in extended texts

on a range of unfamiliar general and curricular

topics

understand specific information in extended

texts on a range of unfamiliar general and

curricular topics

understand the detail of an argument in

extended texts on a range of unfamiliar general

and curricular topics

understand implied meaning in extended texts

on a range of unfamiliar general and curricular

topics

recognise inconsistencies in argument in extended

texts on a growing range of general and curricular

topics

High B1

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CEC Reading High B1

understand the detail of an argument in

extended texts on a range of unfamiliar

general and curricular topics

understand implied meaning in extended

texts on a range of unfamiliar general and

curricular topics

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Greater specificity in Schemes of Work in

terms of domain

Language Development Course for Teachers

Learning

Context

Vocabulary Reading &

Writing

Speaking &

Listening

Grammar &

Function

Personal

Classroom

Interpersonal

English in

focus

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Specificity : Vocabulary

Vocabulary : significant numbers

2,000 54,000

10-12 20.000 5 -17

up to 1000 4,500

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Lexico-grammar

Depth of knowledge

phonetic and orthographic dimensions

main meanings

main contexts of use

syntactic properties

underlying form and derivatives

network of associations with other words

connotations

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LANGUAGE DEVELOPMENT

Integrated ‘chains’ of tasks that allow

learners / teachers to explore different

aspects of interrelated vocabulary /

structure across CEFR bands.

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before or after you pay.

quoteC2 (before) bill A2 refund B1 discount A2

tip B1 loan B1 receipt A2 deposit B1 change B1

Look at these questions and comments. Each one

contains a phrasal verb connected with payment or

money. Which of the words above is being referred

to by each speaker.

1 How much did you get back B1 ?

2 How much did it come to B2?

3 You can’t take it back B1 without one.

4 When do you have to pay it back B1?

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English Profile http://www.englishprofile.org

buy verb A1

buyer noun B1

cash noun NOTES/COINS A2

cash noun MONEY B1

cashpoint noun B1

cent noun A2

change verb MONEY A2

change noun MONEY B1

change noun COINS B1

charge verb MONEY B1

charge noun MONEY B1

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pay : all verbs pay verb BUY A1

pay verb WORK B1

pay attention (to sth) B1

pay sb/sth a visit or pay a visit to sb/sth B2

pay sb a compliment C2

pay verb SUFFER C2

pay the price C2

pay tribute to sb/sth C2

pay back sb/sth or pay sb/sth back B1

pay off sth or pay sth off B2

pay off B2

pay noun B1

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Measurable

What evidence is needed to confirm success ?

How will we assess ?

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measurement of learning outcomes :

specification of differentiated success criteria to indicate what

proportion of learners will achieve which features of the learning

objectives :

ALL – every learner in the class will achieve this

MOST – a large proportion of the class will achieve this

SOME – a few of the more able will achieve this.

Some pupils will not try to achieve this but

instead focus on earlier success criteria

Measurement : Differentiated success criteria

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Writing CEC High B1

overarching learning objective

use with limited support style and register

appropriate to a growing range of written genres

on general and curricular topics

plan manageably measurable success criteria for

stages of task enactment

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Planning template

Learning objectives(s) that this lesson is contributing to

Lesson objectives All learners will be able to:

Most learners will be able to:

Some learners will be able to:

Previous learning

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use with limited support style and register appropriate to

a growing range of written genres on general and

curricular topics

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Measuring outcomes

Content [task fulfilment]

Communicative Achievement [task appropriacy /register] Organisation [cohesion / coherence]

Language [accuracy and range]

Common scale

of Writing

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Measuring outcomes : Task-types Cambridge First / Advanced

word formation

gapped sentences

multiple-choice cloze

open cloze

multiple-choice cloze

word formation

key word transformations

multiple-choice cloze

register in Writing paper

phonetic and orthographic dimensions

main meanings

main contexts of use

syntactic properties

underlying form and derivatives

network of associations with other words

connotation

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Achievable

What forms of scaffolding / support are required ?

Are appropriate and sufficient resources available ?

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‘Differentiation’ by task / by outcome

Other forms of ‘differentiation’

can feed into this measurable

achievement process

Tasks can be set according to

learners abilities, varying in

content or structure

Learners are set the same

investigative, creative and/or open

ended task. They produce a variety

of solutions/designs dependent on

their ability, strengths and

preferences in learning.

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Simple modifications of ‘test constructs’ to target more

constructive learning.

I shifted uncomfortably inside my best suit and eased a finger inside the tight white collar. It was hot in the little bus and I had taken a seat on the wrong side where the summer sun beat on the windows. It was a strange outfit for the weather, but a few miles ahead my future employer might be waiting for me and I had to make a good impression.

There was a lot depending on this interview. Many friends who had qualified with me were unemployed or working in shops or as labourers in the shipyards. So many that I had almost given up hope of any future for myself as a veterinary surgeon.

1 As he travelled, the writer regretted his choice of

A

B clothes.

C career.

D means of transport.

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Types of Resources

Podcasts Online book / film resources

Digital Craft/Design programmes Digital reference resources

Dedicated ELT websites Slide shares Computer ELT

Presentation software Curriculum support sites Youtube

Teacher support websites :

www.teachers.cambridgeesol.org/ts/teachingresources‎

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Relevant

Can learner authenticate the learning objective ?

Does the learner feel the ‘proximal’ challenge in tasks ?

Does it fit into learner’s overall English goals ?

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Foundation curriculum

developing BICS through

focusing on communication skills relating to everyday contexts

using English to exchange ideas in purposeful contexts with peers

focusing on spoken and written register / genres

developing CALPS through :

language-focused content teaching

performing reasoning, argumentation, negotiation, analysis and

evaluation activities around more academic content

supporting learners in their use of learning strategies

fostering research, presentation and reference skills

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Targeted schematic language

B1

B2

B2 B2

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21st Century skills

enquiry

problem solving

critical thinking

independent learning

collaboration

information handling

creating and designing

practical skills

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21st Century Teacher

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Starting from where the learner is

Grammaticisation

Lexis grammar

Ahmad leave Akeem arrive

Ahmad needs a favour from Akeem so changes

his mind

Akeem wants to avoid Akeem

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Time-bound

Is appropriate for now ?

Is it task-congruent or more ‘ongoing’ ?

Are ‘re-’ elements built in ?

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Lesson focus

develop coherent arguments supported when necessary

by reasons, examples and evidence for a range of

written genres on general and curricular topics.

[ objective can fit a wide range of purposeful and communicative task contexts ]

punctuate a range of written work on a wide range of

general and curricular topics with accuracy

[ likely to feature as a more ‘ongoing’ sub-focus ]

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Common ‘re-’ words used when talking about

language curricular and progression

recycle

revisit

recast

reformulate

reinforce

revise

review

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main meanings

syntactic properties

Revisiting Recasting

change of mode ..can present more

challenging and creative pathways

through review processes

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Importance of reformulation

A learner’s ability to process and produce ‘relexicalisations’

in speech and writing is critical to success in all skills

strands of a communicative curriculum and tasks based

around reformulation should feature prominently in review

processes.

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dynamic conception of language learner

development envisioned in CEFR

The SMARTer the learning objectives the greater

the development of learners’ capacity for

independent language learning

the development of learners’ communication

skills and competences

the development of learners’ personal, social

and cultural understanding.