MELS Working Document 2010

Participant’s Booklet (PB)

Progression of Learning at the Secondary Level ESL Core Programs

SPEAQ November 2010

Information Session

Workshop Goals

To become familiar with the structure and content of the Progression of

Learning at the Secondary Level for the Core ESL Programs To understand its use as a planning tool for teachers

Knowledge is of no value

unless you put it into practice.

– Anton Chekhov

(1860 - 1904)

MELS Working Document 2010 2

Structure of the Progression of Learning

To know that we know what we know,

and that we do not know what we do not know, that is true knowledge.

– Henry David Thoreau

Titles and

introductions

Legend

Sub-section

Sub-elements

Element

Section

Italicized examples

MELS Working Document 2010 3

Legend

Read the explanations below for three of the symbols in the legend.

How would you explain the shaded box?

Legend:

E The letter E shows links between the elementary- and secondary-level ESL programs.

- The symbol E is directly linked to the elementary POL. - When there is no E, the knowledge is introduced at the secondary level. - Items are starred or shaded in Sec. 1 if they were starred or shaded in Grade 6.

Student constructs knowledge with teacher guidance.

- Teacher plans for students to start or to continue constructing knowledge during the

school year with ongoing intervention. - Teacher guides students by modelling and provides ample practice opportunities as

well as constructive feedback.

Student applies knowledge by the end of the school year.

- Teacher plans for the majority of students to have acquired the knowledge by the end

of the school year (i.e. most of the students, most of the time, mostly correctly). - Students do not need to achieve a certain number of stars by the end of the school

year in order to succeed (i.e. not cumulative).

Student reinvests knowledge.

Learning is a treasure that will follow its owner everywhere.

- Chinese Proverb

MELS Working Document 2010 4

Culture

Why are there only arrows in the chart for this section?

Language Repertoire: Functional Language

1. What does the prevalence of shading in

Functional Language indicate? 2. What do you notice about element #9

Opinions?

MELS Working Document 2010 5

Language Repertoire: Language Conventions

My questions about Language Conventions:

Strategies

Look at element #2 Self-regulation of communication strategies. (POL, page 13) What are the differences between Cycle 1 and Cycle 2?

Cycle 1

Cycle 2

I never teach my pupils; I only attempt to provide the conditions in which they can learn.

- Albert Einstein

MELS Working Document 2010 6

Processes

What stands out for you in this section?

Texts

What do you notice about Text Types? Which competencies would you associate with the sub-elements?

Live as if you were to die tomorrow. Learn as if you were to live forever.

- Gandhi

MELS Working Document 2010

7

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