TESL 0140 Assessment and Evaluation Unit 4 At the outset of the Assessment and Evaluation course I created a Learning Plan with three personal goals and a description of how I planned to achieve each one. As I review my goals and reflect on my learning experiences over the past four weeks, I can see that I have come a long way in my knowledge and understanding of assessment, but I am still by no means an expert; there is always more to learn! The topic of assessment was touched on in previous TESL courses that I have taken, however, until taking this course and completing the readings, activities, and assignments, I did not comprehend it to the extent that I now do. As a result of this course, I have a much deeper understanding of such things as the difference between an assessment and an evaluation, how to determine if an assessment is valid or not, and how to create or adapt effective formative and summative assessments. Goal 1 : To gain a stronger understanding ...
TESL 0170 Practicum in Teaching ESL The professional development resource that I selected to engage with and analyze is the free online CLB Bootcamp provided by the Centre for Canadian Language Benchmarks. The CLB Bootcamp is a 10-hour self-directed online training course that introduces and explains the CLB’s, as well as how to use the CLB’s for lesson planning and student assessment. The CLB Bootcamp is divided into three modules: CLB Basics , Planning and the CLB and Classroom Assessment and the CLB . Each module is then broken down into three to four sections. The material is presented in a format similar to a PowerPoint presentation, with links to resources, documents and example materials. There are also optional short quizzes throughout that can be taken more than once. It is not necessary to complete the sections or modules in order, or even to complete them all. You can pick and choose which areas you want to learn more about. If you do complete all of the modules...
TESL 0100 At the private language school that I worked at in South Korea it was a policy that in conversation classes students were to speak “English only!” Since I was not fluent in Korean I was unable to translate directions for an activity or vocabulary words into Korean for the students. As an English teacher in a foreign land I made extensive use of TPR (Total Physical Response): facial expressions, gestures, motions and role-play were used extensively. A lot of information can be communicated in these ways, and it often brings about a great deal of laughter! It also helps to create a more relaxed and comfortable atmosphere. The students also made different faces and used various gestures and motions to get their ideas across to me, and then I was able to tell them the English word or phrase for what they were trying to say. It was a lot of fun and a learning experience for all. I do not believe that "English only" is the route to go in an ESL classroom. I taught i...
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