Performance Tasks for English Language Learners/Reporting

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Investigative Reporting[edit | edit source]

Instructions[edit | edit source]

This is one of four performance tasks designed for English language learners at a basic level (A1). The objective of the course is to use English in real situations, integrating listening, speaking, reading, and writing skills along with teaching and learning appropriate grammar, vocabulary, and pronunciation. This course is strongly based on TBLT/TBI. This performance task is designed for 20 hours of face-to-face instruction and learners are typically first-year university students (i.e., English language teacher trainers).

Essential Question[edit | edit source]

How do educational stakeholders (i.e., instructors, learners, academic coordinators, etc.) within the same department view the idea of a "dynamic class" and what are the implications?

Goal[edit | edit source]

The goal is to provide reflective insight throughout a given department as to what it means to experience a "dynamic class"

Role[edit | edit source]

The learner will assume the role of an external body to a given department.

Audience[edit | edit source]

The audience are all educational stakeholders of a given academic department.

Situation/Context[edit | edit source]

An external body has been hired to conduct an inquiry within a given academic department as a means of reflecting on the quality of classes currently being offered.

Purpose/Process/Product[edit | edit source]

The purpose of this task is to respectfully and thoroughly promote reflective thought in a way that is constructive. The processes and products that learners include in this task will depend on the level of differentiated instruction employed.

Standards/Criteria[edit | edit source]

A successful performance task will be one that promotes open thought and discussion around current teaching practices in terms of engagement, efficiency, and effectiveness.

Learning Design Sequence[edit | edit source]

  1. Determine how others outside the academic department define the term, dynamic class.
  2. Create questionnaires for different educational stakeholders within the same academic department: learners, instructors, coordinators, department head, etc.
  3. Analyze results and their implications.
  4. Determine how to report findings.