[etni] Fw: Contracts from Bronia's school

From: "Ask Etni" <ask@xxxxxxxx>
To: <etni@xxxxxxxxxxxxx>
Date: Wed, 3 Sep 2003 12:14:48 +0200
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From: "genadyK" <genady_b@xxxxxxxxxxxx>
Subject: Contracts from Bronia's school

Rationale:

The following document - (up on the ETNI site at):
www.etni.org.il/teachers/bronia/schoolsyllabus.doc
or
www.etni.org/teachers/bronia/schoolsyllabus.doc

 is a real contract we're signing up with our students at the beginning of
the school year. The first two pages describe/detail  the whole learning
process, while each stream/level/ receives the specific contract, which will
be  followed by a more specific advance organizer (which presents a detailed
syllabus and will be introduced in a few weeks).

The contract explains the rationale behind the NC to both students and their
parents.

a.. a brief explanation of the NC and what it's all about, introducing us to
the four domains of language learning

b.. *the first two pages summarize  the  knowledge, skills and abilities
which English learners have to acquire/gain in the four domains within their
corresponding levels (in our school: the upper intermediate and the three
proficiency levels)

c.. then we specify various activities (performance tasks) students have to
do in order to be able to erform/achieve corresponding standards in the four
domains (which are sometimes juxtaposed: ex.: in order to be able to
participate in a debate students have to be able to process both on-line and
paperback information (Access to Information), present arguments on the
issue both in the written and orally  (Presentation),  discuss the issue
with their own team members and refute the opponents' arguments (Social
Interaction).The fourth domain skills can also be easily traced in each
aspect of the debate preparation / performance

d..  The second page explains (in brief) the principles of the learners'
assessment, which is guided by our school's reality: the table is very
specific and reflects the combination of the formative and summative
assessment (every stream is introduced to the topics they are
going to explore and learn)

e.. the last point deals with discipline (taken from the "Classroom
Responsibilities" presented by Professor Ramon Lewis, the guest lecturer
from Conference )

2. I'm also attaching the Animal School text  with our team's questions -
(up on the ETNI site at):
www.etni.org.il/teachers/bronia/animalschool.doc
or
www.etni.org/teachers/bronia/animalschool.doc

We use it after students define their learning styles and preferences (there
are plenty of Learning inventory checklists on the Net).

3. Another reading Comprehension passage maybe our interpretation of
Raquelle Azran's version of the famous essay of the late Sam Orbaum ( for
advanced groups). - (up on the ETNI site at):
www.etni.org.il/teachers/bronia/septembersyndrome.doc
or
www.etni.org/teachers/bronia/septembersyndrome.doc

We make our learners think and interpret a lot-both in terms of language and
comprehension.


Best Regards, Bronia


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[etni] Fw: Contracts from Bronia's school

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