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EFLL project

EFLL project. satellite schools & satellite courses. Increasing added value in/ of FLT. Satellite schools. Organizational framework and approaches: Proposal put forward by the NEI (National Project Team) and negotiated/coordinated (in the given order) with Foreign teacher(s)

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EFLL project

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  1. EFLL project satellite schools & satellite courses

  2. Increasingaddedvalue in/of FLT

  3. Satelliteschools Organizational framework and approaches: • Proposal put forward by the NEI(National Project Team) and negotiated/coordinated (in the given order) with • Foreign teacher(s) • Home school. • Proposal put forward by the foreign teacher and negotiated (in the given order) with • the NEI (National Project Team), • who in turn negotiate(s) it with the FT‘s home school. • Proposal put forward by the home school and negotiated/coordinated (in the given order) with • the NEI (National Project Team), • who in turn negotiate(s) it with the foreign teacher employed by the home school or with any other foreign teacher.

  4. FTs‘ couresforsatelliteschools: ORGANIZATIONAL FRAMEWORK • From 6 (8) – 30 (32) teachinghrsperschool (up to 70) • In regularintervals(uninterruptedsequenceofweeks, eachmonthetc.) • One weekonce a year • Etc. • Working with groups (on principle up to 16 student per group) • Working with individuals (gifted students – mentoring student research etc.)

  5. FOREIGN TEACHERS’ COURSES FOR SATELLITE SCHOOLS: Location

  6. EFLL project how to develop an outcomes-based course

  7. FOREIGN TEACHERS’ COURSESforsatelliteschools: Framework/Template • Overallaims • Objectivesandexpectedlearningoutcomes • Content • Learningactivities/approaches • Instuctionalapproaches/methods • Instructionalmaterials & media • Organizationalrequirements • Duration • Location/Venue • Participants(number, age, entrancerequirements) • Additionalexpenses

  8. Outcomes-based (OB) education: Sequence

  9. Typicalcomponentsofan OB coursewithanemphasis on assessment • Description of the course (and presentation of SELF) • TARGET AUDIENCE/students • Goals and/or objectives • Expected/Intended student learning outcomes • Evaluation/Assessment methods • With criteria by outcomes • Learning and teaching activities • Resources needed … • Implementation of assessment • With the timeline • Results by outcomes (analysis of collected data) • Improvements (decisions or recommendations for others) …. Otherelements

  10. Componentsofanoutcomes-basedcourse The key questions … • What am I trying to do/achieve and why? • What is my course supposed to accomplish? • How well am I doing it? • How do I know? • How will I use the information to improve my course? Based on Implementingoutcomes-basedassessmentof SLO byMarilee J. Bresciani, Ph.D.

  11. Twobasicplanningprerequitementsandmain „(un)knowns“

  12. EFLL project who are my students?

  13. Knowledgeofthelearner? • There are several major influences which impact on the learning: • personality (which includes learning style, anxiety, and self-concept), • ability and achievement, • home and family and • peers. • Knowing as much as possible about your students enables you to become familiar with their learning needs ( needs assessment). • As you plan for your lesson, you need to consciously consider the students' characteristics in the above areas and plan your lesson to meet their specific needs. „Prior Knowledge“ = learners‘ preexisting attitudes, experiences, and knowledge

  14. WHO ARE MY STUDENTS?

  15. Questions to askyourselfabout SLO (Studentlearningoutcomes) • Who is the target audience of my outcome? • Is the outcome meaningful (for them within their specific educational context)? • How much teaching time is there „at my disposal“? • How much learning time is there (organized + follow-up / self-directed learning) • What instructional facilities and tools are available? • Is the outcome manageable? • How will I know that the outcome has been met? What evidences will be acceptable (ie. convincing to me and the stakeholders)? • Is the outcome measurable?

  16. Syllabus/Course/ProgrammeDesign: Nine KeyQuestions to Ask • What’s the NEED for the course? • Who are the STUDENTS? • What are the students’ NEEDS? • What are the goals for the course? • What are the objectives and expected learning outcomes that would meet those goals? • What evaluation activities would measure those objectives? • What instructional activities will help students achieve those objectives? • What instructional materials and media are needed for those activities? • How should I sequence those materials and activities in conjunction with the content? • How am I going to get and provide feedback?

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