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Curriflexilum

Curriflexilum. GÜLSEREN EYÜBOĞLU ÖZLEM YAZICI DİLER GÜLTEKİN NADİRE ARIKAN ÖZKAY AYLİN KIMBERLY FARBER FUNDA AKGÜL ZAZAOĞLU. Curriflexilum. Modular – 8 weeks (B1&B1+ is exit level ) Integrated skills course Levels: E LM (including the beginners) PIN INT UPP

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Curriflexilum

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  1. Curriflexilum GÜLSEREN EYÜBOĞLU ÖZLEM YAZICI DİLER GÜLTEKİN NADİRE ARIKAN ÖZKAY AYLİN KIMBERLY FARBER FUNDA AKGÜL ZAZAOĞLU

  2. Curriflexilum Modular – 8 weeks (B1&B1+ is exit level) Integrated skills course Levels: ELM(including the beginners) PIN INT UPP Teaching Hours: 28- 30 EL&PIN 26-28 INT &UPP Office Hours - 2 hours a week Tutorials – 5 hours a week Separate Mainstream and Repeat groups

  3. Objectives Standardised objectives for each level - Course Objectives to be adapted according to the feedback received from theinstructors considering students’ ability.

  4. Components Elementary level components Integrated skills (19-21 hours) + separate reading program of 11-9 hours Two instructors to deliver these two components Assessment (grammar + integrated skills) : Quizzes (2-3 in each module) Exit level exam- all skills are tested

  5. Components PIN level components Integrated skills (16-17 hours) + reading (7-8) + writing (5-6) Ssto be provided with the input before writing Having separate instructors for each component Assessment (grammar + integrated skills): Quizzes (2-3 in each module) Exit level exam- all skills are tested

  6. Components INTlevel components Integrated skills (12-14 hours) + reading and writing (8) + speaking and listening (6) Academic reading and writing start at this level Listening to a lecture and note-taking skill to be introduced at this level Assessment (grammar + integrated skills): Quizzes (2-3 in each module) Exit level exam- all skills are tested

  7. Components Upperlevel components Integrated skills (10-12 hours) + reading and writing (10) + speaking and listening (6) Academic reading and writing Listening to a lecture and note-taking skill Oral presentation skills to be introduced Assessment (grammar + integrated skills): Quizzes (2-3 in each module) Exit level exam- all skills are tested Presentation & discussion

  8. Learner Profile ‘Mid-level’average students to be taken into consideration Feedback from the instructors should be considered but not an immediate action to be taken Special needs- tutorialsgiven by the instructors who know the objectives well - Focus will be different each day - Taking attendance in tutorials - Office hours for individual students having specific needs - Extra payment or reduced teaching hours

  9. Learner autonomy Tutorials will increase Ss’ responsibility of their own learning. Counsellingto be integrated into the program to enhance study skills and decrease exam anxiety.

  10. Motivation & Personal Goals Counselling and tutorials will improve student motivation Program designed for the ‘middle group’will affect Ss’ motivation as well Erasmus or similar programs to be introduced (Sswith these experiences can be invited to the classes) Professors and instructors from different departments to be invited to introduce the department and give lectures on certain topics Successful elementary level students (who completed prep in a year) can be invited as well to increase motivation

  11. Standardisation versus flexibility Standardised objectives for each level at the beginning of the academic year Adapt curriculum according to the needs of the students and feedback from the instructors

  12. Streaming versus mixed-ability classes Mixed-ability classes to encourage students who are weak – peer learning We can stream classes in the elementary level in a non-modular system

  13. Support Mechanism Counselling and tutorials Introduce the idea of student study group and encourage them to do group study - We can let them swop study groups - For Grammar,instructors provide the input (ex: during office hours). - For other skills, instructorscan provide materialswith answer keys.

  14. Evaluation and Assessment Instructors to inform Ss about the exam – similar question types to be provided Instructors to know objectives and syllabus well – weekly syllabus/ exam dates/ objectives to be shared with the students Curriculum and testing units to work hand-in-hand

  15. Involving students in syllabus design Online questionnaire for bigger groups (needs analysis) Selecting student representatives with mixed-abilities from each class (3 or 4) and giving them an open-ended questionnaire

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