Course 2: The CLBs and Task-Based Instruction - toggleview

Topic outline

• Course 2: The CLBs and Task-Based Instruction
  
  

  Course 2: The CLBs and Task-Based Instruction

  In this course, you will learn about the Canadian Language Benchmarks and how to incorporate them in your teaching. 

  Please note, forum discussions for this Moodle course are not moderated. However, participants are encouraged to share their thoughts and ideas as well as respond to and engage with the posts from other participants.

  
  

  Download the CLB documents below for your reference.
  

  • Canadian Language Benchmarks (Full document) File 4.2MB
  • Canadian Language Benchmarks 2000: A Guide to Implementation (Full document) File 37.1MB
  • CLB Can Do Statements (Full Document) File 2.8MB
  • News forum (forums are not moderated)
• Module 2.1: The CLBs and Key Documents
  
  

  Module 2.1: The CLBs and Key Documents

  In this module, you will get to know the revised Canadian Language Benchmarks (2012) and other key CLB documents.

  • I. Introduction to the revised CLB Document 2012
    

  • Read the introduction to the revised CLB document.
    

  • Introduction to the revised CLB document (pp. v-xix) File
  • Check your knowledge on the parts of the CLB document.

  • Quiz 2.1.1 - The Components of the CLB Document
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    II. Explore the CLB Can Do Statements
    

  • Review the Can Do Statements for the level you are teaching.
    

  • The Can Do Statements by Level Folder
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    Post your thoughts on how you might use the Can Do Statements with your learners in the forum below. 

  • Forum 2.1.1 - Using the Can Do Statements in Your Classroom (forums are not moderated)
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    III. Explore the CLB Support Kit Exemplars
    

  • Watch this 50 minute webinar on CLB exemplars from Tutela.ca. This presentation was put on by Anne Hajer from the CCLB. It discusses the exemplars for the four skills found in the CLB Support Kit.
    
    

  • Find the Support Kit, exemplars and other resources on the CCLB Bookshelf website.
    

  • Post your thoughts on you might use the exemplars to inform your teaching.

  • Forum 2.1.2 - Using the exemplars (forums are not moderated)
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    IV. Wrap-Up: Final Thoughts
    

  • Reflect on what you have learned in this module. In what ways will you incorporate the use of the CLB in your teaching practice?
    

    Post your thoughts in the forum below.
    

  • Forum 2.1.3 - Incorporating the CLB in your teaching practice (forums are not moderated)
• Module 2.2: Looking at CLB-Aligned, Real World Tasks
  
  

  Module 2.2: Looking at CLB-Aligned, Real World Tasks

  In this module, you will learn more about CLB-aligned, real-world tasks.

  • I. What is a task? What is a real world task?
    

  • Watch this presentation on the definition of a task and real world tasks.
    

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    II. Take a Closer Look at the Competency Areas
    

  • For each skill (listening, speaking, reading, writing) for the LINC level you teach, look at the four competency areas and accompanying sample tasks. Note how the sample tasks "match" the competency area. Take a look at the documents for other levels as well.
    
  • Canadian Language Benchmarks by Levels Folder
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    Choose the real-world task for each of the skill / topic / competency area combinations.
    
  • Quiz 2.2.1 - Identifying Real World Tasks for Different Contexts
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    III. The Profiles of Ability and Features of Communication for Your Level
    

  • When designing tasks for our students, it is important that the conditions and limitations of the task are appropriate for the level we are teaching. The "Profile of Ability" and "Features of Communication” sections for each level and each skill in the CLB document give specific guidelines for creating level-appropriate tasks.
    

    Take some time to review the "Profile of Ability" and "Features of Communication” sections at Stage I and Stage II for the different skills. Make sure to scan the information for your level as well as the levels above and below.

  • Profiles of Ability and Features of Communication by Stage and Skill Folder
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    Choose a sample task from one of the competency areas for your level. Identify the "Features of Communication" you would use to ensure that the task is appropriate for your level.
    
    Post the CLB level, the sample task, and the applicable features to the forum below.
    What are the main differences that help you differentiate your level and the levels above and below?
    

    
    
  • Forum 2.2.1 - Features of Communication and Sample Tasks (forums are not moderated)
• Module 2.3: CLB Module / Unit Planning
  
  

  Module 2.3: CLB Module / Unit Planning

  In this module, you will take a deeper look at the CLB and how the benchmarks relate to module/unit and lesson planning.
  

  • I. Review the Model of Communicative Language Ability
    

  • Model of Communicative Language Ability (CLB document pp. vii-viii) File
  • Quiz 2.3.1 - Parts of the Model of Communicative Language Ability
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    II. Introduction to Planning a Module / Unit and Planning a Lesson
    

  • Download and read the section on Planning a Module/Unit in the Guide to Implementation.
    

  • Planning a Module/Unit and Planning a Lesson - CLB 2000: A guide to implemtation File
  • Watch this 50 min. webinar on Demystifying CLB Lesson Planning. This presentation was given by Lisa Herrera with Claire Pinkett, Frances Clarke, and Caroline Pendleton (all of ISSofBC) at the REALIZE 2015 Forum, presented by English Online.
    

    Here's a link to the presentation on the REALize! 2015 website.
    

  • As you have seen in the webinar, there are many different ways of doing a task analysis. This graphic from the CLB Support Kit (p. 23) is another example.
    
    
    
  • Now it's your turn to do a task analysis and post it along with reflections on the process to the forum below.
    Please use the task organizer template we have created in the Word document below.
    
  • 2.2 Task Organizer for Task Analysis Activity File
  • Forum 2.3.1 - Task Analysis and your reflections on the process (forums are not moderated)
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    III. Wrap-Up: Final Thoughts
    

  • Post your thoughts on how the information from the Guide to Implementation and the webinar will change you current practice for Module and Lesson planning. Identify three things you will incorporate immediately.

  • Forum 2.3.2 - Lesson and Module Planning (forums are not moderated)
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  III. Take a closer look at the competency areas.
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  II. Practice using the document for your level
  
• Topic 6
  
  

  Topic 6
• Topic 7
  
  

  Topic 7
• Topic 8
  
  

  Topic 8