English Department Learning Outcomes - effective January 2019. To learn more about how to develop literacy skills at any educational level, explore the online master’s degree and graduate certificate in reading education and the reading specialist licensure endorsement offered by the Department of Curriculum and Teaching at the University of Kansas School of Education and Human Sciences. by assessing the quality of their learning outcomes. In order to be successful in this kind of work, students must become strong readers of texts. Read for a variety of purposes: learning, pleasure, research, comparison 3. Course Learning Outcomes Course Learning Outcomes (CLOs) are central to your course’s curriculum. The numbering is intended to support teacher planning in the first instance and does not imply any hierarchy of importance across the outcomes themselves. As you begin developing learning goals think of concepts, topics, important skills, and vital areas of learning connected to your course. Demonstrate the ability to read, evaluate and interpret general economic information. Learning goals/outcomes can add to student’s sense of ownership in the learning process helping them feel like they are on the inside logic of the course instead of the outside. The findings suggest that secondary readers benefit more from engaging and personalized instruction than from additional time on supplemental courses. Reading. Don’t get trapped into thinking that you will only be able to teach to the goals. By the end of this course students will be able to: Once you have developed a set of course learning goals, it’s time to begin thinking about linking them to the rest of your course and to assignments, in particular. Keep the number of learning goals/outcomes - manageable and realistic. Demonstrate depth and breadth of understanding, Present information in a clear and organized way, Incorporate a variety of sources of evidence. Lessons center on authentic readings with a wide range of genres. The examples of student work will have been selected to illustrate expectations and will have been annotated by teachers. A summary of Levels 6 to 10 with their relevant required learning outcomes is provided in Appendix B. Reading encompasses many different skill areas including decoding, fluency and comprehension. Students will interpret texts with attention to ambiguity, complexity, and aesthetic value. Identify main ideas and key points to unfamiliar reading passages and use syntactic clues Chapter 1: Success Skills Define and evaluate college success skills. Share your list with colleagues. As set out here they represent outcomes for students at the end of their three years of study. This arises naturally from and emphasises the integration of … Think about goals that are valuable to you and your students. The purpose of the examples of student work is to show the extent to which the learning outcomes are being realised in actual cases. Reading 4 Learning Outcomes 1. Make a list and don’t worry about developing full goal statements. College courses regularly call on students to write in response to texts they have read. Apply the competency and fluency gained in basic reading to achieve academic success and test-taking success. These strategies were developed based on the Canadian Language Benchmarks 2000: ESL for Literacy Learners, (Centre for Canadian Language Bench-marks, 2000) current research and theory in ESL Literacy, and input from experienced ESL Literacy instructors. Expectations for students is an umbrella term that links learning outcomes with annotated examples of student work in the subject or short course specification. Secondary school Beyond school ... Parentzone Scotland > Learning in Scotland > Curriculum levels. The outcomes are numbered 1-13 for Oral Language, 1-13 for Reading and 1-13 for Writing. What are learning outcomes? Keywords:Reading skills, deep approach, surface approach Success at the university level mainly depends on existing pre-entry college attributes, including the mastery of some fundamental academic skills (Tinto, 1993). Writing Process. Faculty can describe their course to colleagues and students by beginning with their goals. The primary objective of the English Language Studies (ESL) program at Sheridan College is to prepare non-native speakers of English to successfully function in an English speaking postsecondary environment. Five or six goals might be a good starting point. Identify and practice habits for success; Identify and apply critical thinking skills; Analyze time management practices Apply scientific principles to analyze mechanical systems of importance to society. While all outcomes should be considered when planning a for students’ Junior Cycle English experience, those outcomes marked with an asterisk (*) indicate the outcomes upon which the Final Assessment will be based. As set out here they represent outcomes for students at the end of their three years of study. 3. in line with expectations know and use the conventions of oral language interaction, in a variety of contexts, including class groups, for a range of purposes, such as asking for information, stating an opinion, listening to others, informing, explaining, arguing, persuading, criticising, commentating, narrating, imagining, speculating §, engage actively and responsively within class groups in order to listen to or recount experiences and to express feelings and ideas §, engage in extended and constructive discussion of their own and other students’ work, listen actively in order to get the gist of an account or presentation noting its main points and purpose §, deliver a short oral text, alone and/or in collaboration with others, using appropriate language, style and visual content for specific audiences and chosen purposes §, learn from and evaluate models of oral language use to enrich their own oral language production, *choose appropriate language, style and visual content for specific audiences and chosen purposes: persuading, informing, narrating, describing a process §, *listen actively in order to interpret meaning, compare, evaluate effectiveness of, and respond to drama, poetry, media broadcasts, digital media, noting key ideas, style, tone, content and overall impact in a systematic way §, apply what they have learned about the effectiveness of spoken texts to their own use of oral language, collaborate with others in order to explore and discuss understandings of spoken texts by recording, analysing, interpreting and comparing their opinions §, engage with the world of oral language use as a pleasurable and purposeful activity §, *demonstrate how register, including grammar, text structure and word choice, varies with context and purpose in spoken texts, develop their spoken language proficiency by experimenting with word choice, being creative with syntax, being precise, stimulating appropriate responses relative to context and purpose, *read texts with fluency, understanding and competence, decoding groups of words/phrases and not just single words §, *read for a variety of purposes: learning, pleasure, research, comparison, *use a wide range of reading comprehension strategies appropriate to texts, including digital texts: to retrieve information; to link to previous knowledge, follow a process or argument, summarise, link main ideas; to monitor their own understanding; to question, analyse, synthesise and evaluate §, *use an appropriate critical vocabulary while responding to literary texts, engage in sustained private reading as a pleasurable and purposeful activity, applying what they have learned about the effectiveness of spoken and written texts to their own experience of reading §, *read their texts for understanding and appreciation of character, setting, story and action: to explore how and why characters develop, and to recognise the importance of setting and plot structure §, *select key moments from their texts and give thoughtful value judgements on the main character, a key scene, a favourite image from a film, a poem, a drama, a chapter, a media or web based event, *read their texts to understand and appreciate language enrichment by examining an author’s choice of words, the use and effect of simple figurative language, vocabulary and language patterns, and images, as appropriate to the text §, *identify, appreciate and compare the ways in which different literary, digital and visual genres and sub-genres shape texts and shape the reader’s experience of them, know how to use language resources (e.g. Target country and read appropriate vernacular materials in our field interpret general economic information or. 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