SKILL INTEGRATION

Learners rapidly gain a true picture of the richness and complexity of the language.
The language becomes a real means of interaction. It allows mutually supportive growth in all the main skills and subsidiary skills.

LEARNING, TEACHING & ASSESSMENT

Curriculum & Teaching

Classroom Assessment

Cognitive Theories of Learning

OLD PARADIGM

INSTRUCTION

ASSESSMENT

OLD VIEW OF LEARNING

Learning occurs by accumulating atomized bits of knowledge; Learning is tightly sequenced and hierarchical; Transfer is limited, so each objective must be explicitly taught; Tests should be used frequently to ensure mastery before proceeding to the next objective Tests are isomorphic with learning (which means the tests = learning)

Authenticity in the relationship between learning in and out of the classroom. Fostering of cooperative learning and problem solving. Enhancement of intrinsic motivation. Skills integration.

Challenging tasks to enhance higher order thinking skills. Addresses learning processes as well as learning outcomes. An ongoing process, integrated with instruction. Students active in evaluating their own work.

Intellectual and linguistic abilities are socially and culturally developed. Learners construct knowledge & understanding within a social context

Thinking involves metacognition (self monitoring of learning and thinking)

Performance depends on dispositions and individual differences

TASK CHARACTERISTICS

Cognitive Complexity Code Complexity Communicative Demand

PERFORMANCE ASSESSMENT
LEARNER CENTERED
CONTEXTUALIZED

AUTHENTIC

TASK BASED

DEVELOPING RUBRICS
Does it relate to the outcome being measured? Does it cover important dimensions of student performance? Are dimensions well defined? Is it developmentally appropriate? Is it manageable and practical? Can it be applied to a variety of tasks?

COGNITIVE COMPLEXITY
It refers to the amount of information processing that the student must engage in to successfully perform the task.

Input / output organization Input availability

CODE COMPLEXITY
It refers to the kind of language and information involved in successful task performance.
Range Number of different input sources

COMMUNICATIVE DEMAND
It is determined by the type of communicative language activity requiered to complete the task.
Mode Response level