Name: Hassan Basarally ID: 806007430 University: University of the West Indies Programme: Postgraduate Diploma in Education Faculty: Humanities and Education Department: School of Education Course: EDFA 5210- Foundations of Education Semester and Year: Semester 1, 2014-2015 Tutor: Ms. Dyann Barras Assignment: Question 2-Discuss how you as a teacher could use your subject area as a mechanism for promoting and developing four (4) of the stated learning outcomes in the classroom. Date Due: 21/09/2014
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Running Head: ESSENTIAL LEARNING OUTCOMES AND THE ENGLISH CURICULUM
Achieving the Essential Learning Outcomes (ELOs) through the Secondary Education Modernisation Programme (SEMP) English Curriculum Hassan Basarally University of the West Indies, St. Augustine
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There are six Essential Learning Outcomes (ELOs), of which Citizenship, Communication, Personal Development and Problem Solving have been selected as the greatest relevance to the English curriculum. These outcomes seek to meet the need s of twenty-first century learners as outlined in the Ideal Caribbean Person and United Nations Education Scientific and Cultural Organisation (UNESCO) Pillars of Learning. The Secondary Education Modernisation Programme (SEMP) English Curriculum meets the requirements of the Essential Learning outcomes through the development of a new set of language skills to be taught and content matter that develops the outcomes. However, the outcomes can only be achieved through the development of the modern teacher. Such a teacher can utilise role playing, brainstorming and consensus gathering, journal writing and the jigsaw approach to develop the learning outcomes.
The Essential Learning Outcomes and the needs of the Twenty-First Century Learner
The Government of the Republic of Trinidad and Tobago mandated that all subject areas in the secondary school curriculum achieve six ELOs: Aesthetic Expression, Citizenship, Communication, Personal Development, Problem Solving and Technological Competence. Despite all learning outcomes being important to the development of the holistic individual, four have been selected as particularly important: Citizenship, Communication, Personal Development and Problem Solving. Citizenship links an awareness of local social, political and economic systems with global democratic ideas such as tolerance, sustainable development, pluralism, self-identity, and ELOs and the English Curriculum 806007430 EDFA 5210 4
the rejection of discrimination and prejudice. Communication is the concise accurate and logical expression of ideas. It is not limited to written text and oracy, but expanded to different modern media, e.g. graphs and internet data. Personal development is concerned with both health and productivity. Its primary focus is change management; how the student copes with a consistently evolving world. Problem solving seeks to hone the interrogative skills of the student. It seeks to foster research techniques, analysis of data and interpretation and validation of the large, sometimes conflicting, data present today. The concepts have been chosen as Essential Learning Outcomes (ELOs) due to the correlation to the needs of the twenty-first century learner or millennial. These are students born between 1982 and 2002 (Mc Glynn, 2008) and were raised in an era where information was readily available (Price, 2009). It is therefore important to consider some of the general traits of millennial students to see how the ELOs cater to these needs. McGlynn (2008) looks at two strengths that millennials bring, namely the affinity to group work and relevant knowledge, and proficiency with technology. The affinity to group work allows the development of Citizenship as students interact with peers who have different views from their own, students must then negotiate the myriad to opinions to complete a task in a way acceptable to all. The desire for relevant knowledge displays Personal Development as students choose to pursue learning and career paths that have been rationalised as the best avenue for future growth. The proficiency in technology is accommodated through Communication and Problem Solving. Millennials have more methods of communication than the traditional ones; due to the amount of information available student must spend much time analysing, deciphering, making inferences and conclusions. Also, there is a great need to foster appropriate use of technology both in terms of conducting research and learning, and in personal communication. ELOs and the English Curriculum 806007430 EDFA 5210 5
The alignment of the Essential Learning Outcomes (ELOs) with the needs of the twenty- first century learner is as a result of regional and international attempts to reorient teaching strategy for the modern student. There are two main documents that influence the choice of Essential Learning Outcomes in the Trinidad and Tobago Curriculum: The Ideal Caribbean Person and the United Nations Education, Scientific and Cultural Organisation (UNESCO) Pillars of Learning. The concept of the Ideal Caribbean Person came out of the Caribbean Communitys (CARICOM) Conference of Heads of Government with the theme: Creative and Productive Citizens for the Twenty-First Century. The table below shows how aspects of the Ideal Caribbean Person align with the Essential Learning Outcomes in the Trinidad and Tobago curriculum: Essential Learning Outcome Ideal Caribbean Person (Armstrong, Jules & Miller (2000), p. 23) Communication 1. is aware of the importance of living in harmony with the environment 2. has an informed respect for our cultural heritage 3. values and displays the creative imagination in its various manifestations and nurtures its development in the economic and entrepreneurial spheres in all other areas of life Citizenship 1. sees ethnic, religious and other diversity as a source of potential strength and richness 2. nourishes in him/herself and in others, the fullest development of each persons 3. potential without gender stereotyping and embraces ELOs and the English Curriculum 806007430 EDFA 5210 6
differences and similarities between females and males as a source of mutual strength Personal Development 1. is imbued with a respect for human life since it is the foundation on which all other desired values must rest 2. is emotionally secure with a high level of self-confidence and self-esteem 3. has a strong appreciation of family and kinship values, community cohesion, and moral issues including responsibility for and accountability to self and community 4. demonstrates a positive work ethic 5. has developed the capacity to create and take advantage of opportunities to control, improve, maintain and promote physical, mental, social and spiritual well-being and to contribute to the health and welfare of the community and country Problem Solving 1. demonstrates multiple literacies, independent and critical thinking, questions the beliefs and practices of past and present and brings this to bear on the innovative application of science and technology to problem solving Figure1. Alignment between Essential Learning Outcome and the Ideal Caribbean Person
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The purpose of these outcomes is to provide a solid foundation of knowledge, skills, and attitudes that will constitute a platform for living in the Trinidad and Tobago society, and making informed choices for further secondary education (English Curriculum, 2008, p. 8). This goal can be divided into two aspects: preparing the student for life in the country, and by extension, region and globe, and making informed choices for further education. The concept of the Ideal Caribbean Person focuses on the skill-set and attitude of the student, and the interrelationship between both to produce a well-developed person. For example, the concept aims to demonstrate multiple literacies and the utilisation of technology, while simultaneously developing a sense of community and self-esteem to create an active and productive member of society. The goals of the Ideal Caribbean person has moved beyond simply creating qualified and competent citizens for an increasingly competitive work environment, but fostering an individual who understands the importance of lifelong learning. Mills (2011) discusses how the Ideal Caribbean Person can inculcate emotional intelligence, democratic engagement, cultural grounding and historical consciousness, and entrepreneurial capability. Emotional intelligence results in rational thinking resulting in a measured response to problems that arise. It in no way means passivity or nonchalance; instead it allows the individual to express views in an effective and critical manner. The democratic engagement allows the active participation in society that allows solutions to problems to be openly discussed and a sense of responsibility is felt. The cultural grounding and historical consciousness allows democratic engagement to be fostered as all aspects of society feel accepted and not marginalised. The entrepreneurial capability is not simply engaging is business but a mind-set that supports new and different solutions to problems. This capability is not about reproducing knowledge but creating new knowledge through a higher level of synthesis that millennial possesses (Veen, 2005). ELOs and the English Curriculum 806007430 EDFA 5210 8
The United Nations Education, Scientific and Cultural Organisation (UNESCO) have stated four pillars of learning for the twenty-first century student: learning to know, learning to do, learning to be and learning to live together. Learning to know involves competency in the tools of learning, not the content taught. Such tools are numeracy, literacy and life skills that both enable learning and make learning a fulfilling experience. This fulfilment comes as a result of student centred learning where millennials explore content to give personal meaning to information presented (Veen, 2005). This responds to millennials generally focussing on wealth acquisition and education as a means to an end (Price, 2009). Learning to learn involves the development of concentration, memory and thinking skills. Learning to do is the moving away for certification in skills to competence in skills which calls for creativity and innovation. Learning to live together teaches diversity and the interdependence of people who exist within any society. It promotes students considering other points of view and awareness of social issues. Learning to be asserts that education has a profound impact on the development of the individual throughout life. This development comes through self-knowledge and interaction with others. Delors, the author of the pillars stresses two main points, firstly there can be no separation of learning into the home, the school and the workplace as learning is life long and secondly, schools alone cannot achieve the pillars without the will of the individual and support of wider society (2013).
The Secondary Education Modernisation Programme (SEMP) English Curriculum and the Essential Learning Outcomes (ELOs)
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The Secondary Education Modernisation Programme (SEMP) English Curriculum: Forms 1-3 prepares students for the National Certificate of Secondary Education (NCSE) examination in the final term of Form 3. One of the major changes on the English curriculum has been the inclusion of language skills relevant to the modern learner. Traditionally, there were four language skills taught, two receptive skills: listening and reading and two productive skills: speaking and writing. The English curriculum recognised that the previous skills taught were narrow and now teaches five skills: listening, speaking, reading (mechanics, comprehension, and literary appreciation), writing, and media and visual literacy (English Curriculum, 2008). Visual and media literacy addresses Communication, as authentic language texts are easily accessible to students. The millennial today is expected to comprehend and produce print and electronic text. Listening now incorporates aspects of viewing with the advent of large amount of video material. It now requires the simultaneous interpretation of visual (gestural and facial) information, the speakers words and ambient sounds (Lynch, 2013, p. 76). The English curriculum now has to focus on Problem Solving as with the amount of texts available, students must develop critical reading skills to determine the validity and appropriateness of information. The English curriculum also seeks to meet the ELOs through its performance standards. Though the different performance standards develop multiple ELOs, the following are examples of how each skill can foster a particular outcome. Under the skill of listening and speaking, Communication can be developed through the ability to attend to, comprehend, and assimilate information (English Curriculum, 2008, p. 27). This involves identifying significant details, making connections and accurate responses. These skills are taught in the oracy aspects of the curriculum, it should be noted that the curriculum has an oral component for assessment; hence teachers must work on this skill with the students. At this level, the hot-seat method is used ELOs and the English Curriculum 806007430 EDFA 5210 10
where students make short presentations on a topic of their choice in Internationally Accepted English and must field questions. The reading skill develops Problem Solving as it fosters an adequate level of analysis, synthesis, and evaluation in response to a variety of texts (English Curriculum, 2008, p. 28). This involves deducing the authors purpose from language choice, evaluating the text for bias and presenting information gathered from text. In terms of specific content and transferable skills it is developed in the topic of report writing. Report writing teaches students to select information that is verifiable and can be proven for use and to interrogate information given from sources that may not be neutral. The skill of literary appreciation fosters Citizenship as students respond to texts critically and with sensitivity (English Curriculum, 2008, p. 29). It involves students demonstrating empathy with characters and making connections between what they read and personal experience. This is taught through character sketches. Character sketches involve students writing biographically about different characters in the text. The aim is to identify individual views and belief and offer explanations as to the reasons for action. It causes students to interrogate different views presented by the different characters. The writing skill has tremendous importance in the curriculum and develops Personal Development. Writing in itself is an art form and part of the culture of a society. The curriculum includes the production of narrative pieces. In the topic of short story writing, students use stories as an alternative way to convey information and through the mechanics of writing see the artistic value of writing. In terms of Personal Development, students use emotive language to communicate a range of feelings/moods/thoughts/ideas (English Curriculum, 2008, p. 29). Many students use personal experience as a base in short story writing. It is a safe way of ELOs and the English Curriculum 806007430 EDFA 5210 11
expressing issues that students are coping with. In addition to short stories, this can be done through journal writing where the teacher receives insight into issues affecting the student and feedback on the effectiveness of lessons delivered. The writing also promotes emotional intelligences such as conflict resolution as it provides avenues for venting. The final performance standard in the curriculum is media and visual literacy which also promotes Communication. This standard teaches students to distinguish among the features of a wide range of visual texts (e.g. brochures, advertisement, magazines, TV talk shows) (English Curriculum, 2008, p. 32). The particular content that deals with this is persuasive writing. Though this is based in the writing skill, the modern student utilises persuasive writing with design elements to create posters, flyers presentations etc. This skill is extremely important to students in a global context as with combining strong persuasive skills and visual communication, students can reach a global audience to exchange views and opinions.
The Role of the Modern Teacher in achieving the Essential Learning Outcomes (ELOs)
It is therefore evident that the ELOs and the English curriculum have put great emphasis in catering for the needs of the modern learner. However, the learning outcomes and performance standards cannot be achieved without the teacher undergoing a transformation into a professional who is willing to adapt to change. There must be a change in attitude where teachers approach the reality of the students as opposed to expecting the students to reach the level of the teaching. This type of attitude contributes to the concept of unresponsibility where a person should know what is required but they do not, or if they do know what is required, do not know how to go ahead about discharging the particular duty (Farrel, 2013). There must also ELOs and the English Curriculum 806007430 EDFA 5210 12
be a change in the belief of who is a teacher. Education must be learner centred as opposed to result centred, as this makes learning like a commodity where stakeholders allocate resources only when tangible results are achieved. A new teacher professional identity is required because the days of the teacher being the only one who possesses the content knowledge is gone with the advent of more technology. Hence, the teacher must facilitate the open flow of ideas, create possibilities for resolving problems and promote the welfare and rights of all in the classroom in order to encourage children to partake in the education process (Sachs, 2001). As the learning outcomes promote competence in the language skills of English, there must be a shift in teaching, from teaching to pass an exam to developing skills and knowledge. This means that teaching cannot be approached as a science where a set amount of methods are employed but a task aimed at fostering a positive change in the student, a willingness and yearning to learning. Delors (2013) considers this thirst of knowledge one of the hardest things to develop in students that leave secondary school, but a crucial element in combatting the amount of dropouts. The modern teacher must also produce lessons for students with different learning styles. This is related to teaching being an art and not restricted to set strategies as all students will not learn the same material in the same way. This results in students being disadvantaged by the very way instruction is delivered. A learning style is the approach that is applied to a range of content, while intelligence is geared to a specific content. Hence, the modern teacher must take into consideration that a particular topic can be taught through multiple intelligences which must be reflected in teaching strategy. The teacher must arrive to the understanding that all students are not the same and education is most effective when differences in intelligences are taken into account when planning instruction. However, Garder (2000) warns not to label students in terms of intelligence that attempting to teach all concepts of a subject using all of the intelligences is ELOs and the English Curriculum 806007430 EDFA 5210 13
wasting effort. Despite a topic being approached in varied ways, there still remains a more effective way to achieve the learning outcome. The modern teacher also needs to use the learning outcomes address the inequalities of society that manifests itself in the classroom. One such inequality that exists in Trinidad and Tobago is the stigma attached to Creole, the first language of the majority of students. Traditionally in the English classroom, the Creole was seen as a hindrance to learning the target. The modern English teacher is expected train students to select dialects and registers that are appropriate for different communicative contexts (English Curriculum, 2008, p. 24). There has been a shift to teaching linguistic awareness which provides validation and acceptance to all students regardless of dialect spoken as both Internationally Accepted English and Creole would have a place in the linguistic situation of the child. This would bring a measure of equity to the classroom where middle class students, due to exposure to travel, educational material and extra- curricular activities would have a greater chance of competence of the target in the language classroom. Lower- income students due to lack of exposure would have a more difficult time achieving the same goal (Mohammed, 2007). The modern teacher must also realise that the school is a microcosm of society; therefore the values promoted will significantly shape the adult the students become. Outcomes such as Citizenship do not only promote equality in the classroom, but creates champions for democratic ideals in the society. Another concept that shapes students is the health promoting school, one that promotes health in all aspects of school and community life and defines health as physical, social and emotional well-being (Creating Health Promoting Schools, 2000, p. 2). This focus on all aspects of the child is the aim of Personal Development. The promotion of emotional intelligences, for example conflict resolution. To become a good teacher, one must be an ELOs and the English Curriculum 806007430 EDFA 5210 14
advocate for a good school. A good school, according to Ungoed Thomas (1997) must possess the virtues of respect for oneself and others, truth, justice and responsibility. Respect allows students to interact constructively with others, truth provides a zeal for learning, justice promotes an awareness of the importance of fair rules and opportunities and responsibility fosters positive engagement in wider society. Ungoed Thomas warns that if these values are not inculcated the result in a lack of cooperation between teachers, ignoring of learning needs, disruptive students and the emergence of bullying (1997). These issues have come to the forefront of national discussion of the state of education in Trinidad and Tobago.
Strategies of achieve, monitor and evaluate attainment of the Essential Learning Outcomes (ELOs)
Strategies to develop the ELOs must be student centred and geared towards proving students with skills that can be used throughout life. Citizenship can be developed through the use of role playing. This improves understanding as the student must look at multiple viewpoints within a problem. Role playing addresses prejudices and bias that the student may have and opens an avenue for tolerance to other opinions. It also develops student interest in the topic and makes the student involved in the learning process. To involve students I the learning process is a major aim of the modern teacher, Poorman (2002) observes that true learning cannot take place when students are passive observers of the teaching process (p. 32). The development of Citizenship can be monitored through tracking the students awareness of social issues. Students should be encouraged to be aware of current affairs and not relegate them to the realm of adults. Students can champion causes by writing letters to the editors or creating a blog on current ELOs and the English Curriculum 806007430 EDFA 5210 15
events. These writings and postings can be analysed for characteristics such as neutrality, sound research and solutions generated. Brainstorming and consensus building promote Communication. Brainstorming requires a large volume of ideas and all ideas would be acceptable, regardless of accuracy or which language variety it was expressed. Students would also demonstrate sensitivity to peers in the risk free environment provided in the brainstorming session. This enables communication as all answers are acceptable, the goal being quantity of ideas, uninhibited participation, and uncritical acceptance by team members (Taggart & Wilson, 2005, p.10). Consensus building is the follow up to brainstorming and requires a solution to be put forward that is acceptable to all. As students evaluate data and ideas disagreements are addressed through logically expressed conclusions, causing students to interrogate contributions made before in the brainstorming session. Progress in Communication must be tracked through both oracy and writing. Oracy can be monitored through impromptu speeches, oral presentations and debates. Changes in the level of clarity, accuracy and conciseness can be observed over time. A writing portfolio can be used to collect samples from the student in all subject areas. This enables insight into the students level of competence in different subjects jargon and the presentation of ideas in different written formats. Journal writing is a strategy that encourages Personal Development. This is reflective piece of writing that charts the students feelings about a variety of topic, from learning content to personal experiences. The journal allows the student to reflect on issues and deals with ongoing change. It is a tool in developing emotional intelligence as the writer can reflect on critical subject matter from school or personal life. Journal writing is a tool for self-reflection where worldviews are questioned in way that is not inhibited by the group setting (Hiemstra, ELOs and the English Curriculum 806007430 EDFA 5210 16
2001). Personal Development can be observed through the journal itself. The teacher responds to the students writing in which the student responds to, trying to reach another level of personal growth. Since this development is also physical, the students attitude or adherences to positive lifestyle choices can the monitored in conjunction with health care professionals. The jigsaw technique can develop Problem Solving skills. This is a cooperative leaning technique where each participant has a set role that must be fulfilled for the task to be completed (Taggart & Wilson, 2005). Within a group, the jigsaw technique requires students to test hypotheses in order to determine which of multiple inferences is correct. Problem Solving skills can be evaluated through a series of projects, whether practical or theoretical in nature. It is aimed at finding new ways to do things. Examples of projects will be creating a heathier cafeteria or more effective ways of communicating with teacher when at home. Challenges like these tests the students ability to conduct field research, test theories and make accurate observations.
Conclusion
The Essential Learning Outcomes do cater for the reality of the current student, the millennial. The English syllabus, through its focus on emerging language skills assists students in achieving the outcomes. A key element, however, is a teacher who is focussed on teaching skills that can be transferred from the subject area to the real life. For the outcome to be achieved, any strategy that the teacher uses to develop an Essential Leaning outcome should be student centred and collaborative in nature.
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Research Proposal: A Comparative Investigation into Secondary School Students’ Perspectives of the Differences between American English and British English Spelling Systems in the Bahamas and Trinidad.