«Site: Intensive English Program American University of Kuwait Type: Programmatic Dates of Visit: February 21-24, 2009 Site Reviewers: Sarah ...»
2. Further working to minimize the role of expressivist writing and further influencing the design of the IEP writing assignments has been the recognition that both Presentation-Practice-Production and TaskBased-Learning strategies are highly effective means of producing students who are able to integrate into the academic community at the undergraduate level by having them focus on very particular skills and operations that are required of undergraduate students in any liberal arts program.
Jane and Dave Willis:
Presentation The teacher highlights a particular form for study. The form is contextualized in some way to make the meaning clear. Learners are encouraged to produce the target form under careful teacher control until they produce it with some consistency.
Practice The teacher begins to relax control. Perhaps learners are encouraged to ask each other questions to elicit a response of the appropriate form or perhaps pictures are used to elicit the response.
Production When the teacher feels reasonably confident that learners are able to produce the required form the lesson moves on to the production stage, sometimes called the free stage. This usually takes the form of a role-play or discussion or problem-solving activity in which the target form has a likelihood of occurrence. The important thing here is that learners are no longer working under close teacher control. The focus at this stage is said to be on language use. Learners are engaged in the negotiation of meaning in a context which requires the use of the target form. (Challenge and Change in Language Teaching, 2003, p. v) Kathleen Graves: “In task-based approaches, language is learned through negotiation with other learners in problem-solving or task-management situations that focus on meaning, rather than form, not through learning respecified grammar, functions or notions. Tasks can range from discussing effectiveness of an advertisement and reporting on the discussion to designing an original advertisement.
(“Course-books,” Practical English Language Teaching, 2003, p. 2007) For these reasons, and with these theories in mind, the IEP reading and writing faculty chose to create assignments for inclusion in the portfolio that require the student to perform specific, discrete tasks such as summarizing a multi-paragraph article, comparing facts or rhetorical devices between two thematically-linked multi-paragraph articles, responding to published criticism of a work of fiction or film adaptation, and so forth. In order to execute the various components of the writing assignments to be included in the portfolio, instructors take the student step-by-step through the process of creating each discrete component.
3. A student who is allowed to use his/her own discretion in the selection of pieces to be included in the final portfolio will invariably “cherry-pick” the portfolio’s contents and naturally select only those Review Team Report Responses 2009 Page 11 itemswhich show the student at his/her best. This is no doubt a fact of academic life worldwide. In the Middle East/Gulf Region/Kuwait, students are well known to utilize the services of outsiders, frequently professionals, in creating work that they submit as their own.
Knowing this to be the case, and despite the prevalence of published thinking that endorses the opposite view, the IEP has taken measures to prevent such practices by, firstly, exerting its decision-making prerogative in deciding that the program, not the student, will decide what is to be included in the portfolio. Secondly, IEP instructors keep meticulous records and files of actual student work at all stages of the writing process in the execution of each portfolio piece.
Curriculum Review: Guidelines for Instructors and Coordinators Philosophy Our philosophy is to provide each individual with the opportunity to achieve his or her goals. We know that each student brings unique experiences, abilities and objectives to the class. This program is designed to maximize the potential of each individual. Our faculty and staff put their energies into a "learning-centered" philosophy that emphasizes individual student success.
The instructor is advised to write down beliefs, assumptions, and values related to the IEP program and
teaching. The Instructor should consider philosophy within the context of this university:
students should learn to be critical thinkers the program is essentially one of training students for undergraduate discourse faculty have a responsibility to encourage independent student learning there is a set of information which is the core of the The Instructor might begin this process by examining the mission statement, by 'brainstorming' as a group, by considering professional program accreditation requirements, or by asking individual faculty to respond.
However, the department should come to a consensus on the philosophy.
Students Review the characteristics of the students typically seen at this university and more specifically those of the students in this program. List common characteristics, as well as those that are instrumental in determining the
nature of the courses:
students are highly motivated and determined to get good grades students speak English as a second language there are many 'mature' students in the program many students only seem to be present to 'get credit' Goals and Objectives List the goals and objectives of the program (goals are more general; objectives are more specific). This list should include the knowledge, skills, and attitudes or values that the instructor expects the students to have
when they leave the program and the university:
students will be able to critically review research articles in the discipline students will be able to write, edit, and revise an essay using proper MLA formatting students will be able to analyze and compare theories students will be able to create a modern dance routine Structure and Sequencing Review each individual course in the program to determine its contribution to the goals and objectives. Also consider which course leads into other courses - the sequence in which students take the courses and/or are
Objectives are the primary building blocks of good curriculum design. They support the learning outcome in
that each is a small step in arriving at what the learner is supposed to know or be able to do. Objectives:
• define specific outcomes or competencies to be achieved in terms of skills, content mastery, attitudes, or values
• form the basis upon which to select or design instruction materials, content, or techniques
• provide the basis for determining or assessing when the instruction purpose has been accomplished
• provide a framework within which a learner can organize his efforts to complete the learning tasks Well-written objectives are carefully worded. They include qualifiers to restrict the conditions and terms under
which the objectives are met. For example:
Learning outcomes are derived from objectives - they represent the translation of objectives into specific, tangible, attainable terms. They are also statements of intention but precise ones. It is reasonable to assume that students will learn something through doing our topics. We can convey to them what they will learn by stating learning outcomes. Outcomes reflect what students will be able to do or accomplish. Examples of the sort of
lead statements that can precede a list of learning outcomes are:
Purpose To enhance the quality of the intensive English programs and ensure the ongoing support necessary for continuation, modification, and development of programs and to provide information for curricular and budgetary planning decisions at each administrative level.
Definition of Programs:
Full time intensive language programs provide a succession of proficiency levels designed to achieve program completion. Individual courses (levels) provide a minimum of 20 instructional hours per week not including any additional laboratory hours for a period of at least 15 weeks.
Specialized courses and programs provide varying delivery options sufficient to meet the stated course objectives.
Policy An intensive program covers all language skills so that students have the opportunity to develop balanced communicative competency.
Other specialized courses and program offerings may focus on specific skills and objectives. The outcomes of these courses are clearly stated.
The program has a written curriculum, which specifies goals, objectives, and learning outcomes.
The curriculum and methodology take into consideration the needs of the students and a variety of learning styles.
Curriculum in writing and includes:
1. detailed description of program options and course offerings
2. measurable performance objectives
3. criteria for completion of levels and program
4. methodology and content taking into consideration target audience and variety of learning styles
5. list of required texts and reference materials, including rationale
6. other learning resources available to instructors Curriculum reflects reputable research into second language acquisition and encourages innovation.
Curriculum review and development considers:
1. student feedback
2. evaluation of courses
3. needs of current student population
4. student success rates
5. feedback from instructors and program administration
6. feedback from marketing/recruiting staff
7. student enrolment patterns
8. findings from professional development options of instructors
9. recent trends in second language acquisition
Testing and Placement:
Recognized diagnostic and placement procedures are employed to ensure that each student is placed in an effective teaching-learning environment.
Several proficiency levels are available so that appropriate placement is possible.
Academic Records & Reports:
The students’ progress is measured and recorded. Such records are kept current and accurate.
Students are provided with a final achievement report at the end of each term of study.
The Program ensures that learning materials and academic resources for all program offerings are current, readily available and in sufficient supply for the student enrolment.
The curriculum recognizes the importance of activities that provide opportunities for students to develop language skills beyond the classroom.
Administration Director of Intensive English Program History
Approval Date: dd Month yyyy By:
Appendices Course development check list
1. Has the overall learning, the intent, for this course been identified?
2. Has the previous knowledge, skills and experience been identified for this course?
3. Does this prior level of learning constitute a pre-requisite, or recommended background, for the course?
4. Has the learning the student will be able to demonstrate at the end of the course been identified? (i.e. the course learning outcomes)
5. Has a list of topics and skills been identified, and developed into a sequence?
6. Has a list of the MUST KNOW components (topics and skills) been identified?
7. Have the MUST KNOW and the nice-to-know components been distinguished?
8. Has each topic been defined in terms of what the learner will be able to do? Does each topic have a specific outcome?
9. Do the topics enable the learner to meet the overall outcomes of the course?
10. Have individual topics been analyzed to determine which course learning outcome they support? Does each topic relate to a specific outcome?
11. Has what the students will ‘do’ with each topic been determined? Have the learning activities, including practice and home work activities for each topic been developed?
12. Have the kinds of activities that will best enable the students to achieve the topic outcomes been considered? (e.g. reading, writing, visualizing, mathematical operations, manual dexterity, problem solving, analysis, team work, etc)
13. If some outcomes are more important, is this weighting reflected in the number of topics and activities which support these outcomes?
14. Has the number of class hours per topic or skill been identified?
15. Do the class hours per topic add up to the total delivery hours for the course, including tests and examinations?
16. Has the number of practice and homework hours required to produce the necessary learning been estimated? (the “rule of thumb” for an academic course is usually 1 class hour to 2 hours of activity outside the class; reading, researching, doing assignments, and so on)
17. Have the evaluation activities been determined? Have the students had an opportunity to learn, practice, and receive feedback on what they will be “tested on” prior to the evaluation?
18. Have existing courses or course materials been checked to determine whether they are suitable for adaptation or incorporation?
19. Do the learning activities and the evaluation tools support a diversity in learning styles and demonstration of achievement?
1. Name Curriculum Review Advisory Committee IEP (CRAC)
2. Status AUK standing committee
3. Role CRAC is to provide a forum for IEP instructors to exchange information and discuss issues pertaining to IEP curriculum within the dynamic academic environment at the American University of Kuwait.
4. Purpose The purpose of CRAC is to review IEP curriculum and act in an advisory capacity by assessing current IEP