Teaching English in Saudi Arabia - Assignment Example

Well Below Expectations

Emergent

Satisfactory

Quality

Outstanding

Description of program, learners, and context.

Major aspects of the program, learners, and context are missing. The reader is unable to identify important features.

Description of program, learners, and context provides the reader with limited knowledge of the main features of all three.

Description of program, learners, and context contains sufficient information such that the reader understands the important features of each of the above.

Description of program, learners, and context contains detailed information such that the reader is well briefed about the important features of each of the above.

Description of program, learners, and context contains very detailed information such that the reader is very well briefed about the important features of each of the above.

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Backward Design Template

The template is incomplete and does satisfactorily describe the desired results of the unit and required assessment evidence.

The template is incomplete or does not satisfactorily describe the desired results of the unit and required assessment evidence.

The template is complete and satisfactorily describes the desired results of the unit and required assessment evidence. Most of the hidden skills have been identified.

The template is complete and clearly identifies the desired results of the unit and required assessment evidence. The hidden skills are clearly described as are the ways in which these skills will be addressed.

The template is complete and very clearly identifies the desired results of the unit and required assessment evidence. The hidden skills are very clearly described as are the ways in which these skills will be addressed.

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Task sheet

The task sheet is missing essential information and is written in a manner not accessible to the relevant audience.

The task sheet is missing some essential information or is written at a level not accessible to the relevant audience.

The task sheet is satisfactorily constructed. The task sheet is written in a style that can be understood by the relevant audience.    

The task sheet is clearly constructed with no major elements missing. The task sheet is written in a style that is easily understood by the relevant audience. The task sheet is engaging for the learners.

The task sheet is very clearly constructed with no major elements missing. The task sheet is written in a style that is very easily understood by the relevant audience. It is very highly suited to the identified learners. The task sheet is engaging for the learners.

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Rubric

The criteria sheet or rubric is unclear. Key criteria are missing and the descriptors are lacking detail. The learners would not find the descriptors [tors to be useful in guiding their learning.

The criteria sheet or rubric is missing some key detail that does not allow the marker to make reliable judgments. The learners would have difficulty understanding 2 or 3 of the criteria.

Criteria sheet or rubric enables the marker to make reasonably reliable judgments but could be worded in a more specific fashion. The learners would have difficulty understanding 1 of the criteria.

A detailed criteria sheet or rubric that enables the marker to consistently make reliable judgments. The descriptors are easily understood by the learners.

A very detailed and specific criteria sheet or rubric enables the marker to consistently make very reliable judgments. The descriptors are very easily understood by the learners.

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Validity, reliability, and authenticity

Educational justification of validity, reliability, and authenticity is unclear, the argument is not logical, and reference to literature if any is not appropriate.

The educational justification of the validity, reliability, and authenticity is lacking clarity and/or missing key links to the assessment strategy. Written in a logical manner, supported with reference literature.

Articulates a satisfactory educational justification of the validity, reliability, and authenticity of the strategy. Written in a clear and logical manner, supported with reasonable reference to appropriate literature.

Articulates an effective educational justification of the validity, reliability, and authenticity of the strategy. Written in a clear and logical manner, supported with effective reference to highly relevant literature.

Articulates a very effective educational justification of the validity, reliability, and authenticity of the strategy. Written in a very clear and logical manner, supported with very effective reference to highly relevant literature.

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Learner needs, flexibility, and fairness

Identification of 1 or no specific needs. Implications for fairness and the need for flexibility are unclear. Reference to literature, if any, is not appropriate.

Identification of 2 specific needs, implications for fairness, and the need for flexibility is satisfactorily discussed. Discussion, on occasions, is lacking substantiation by appropriate literature.

Identification of three specific examples of learner needs.  Implications for fairness and the need for flexibility are satisfactorily discussed. Appropriate reference to literature.

Identification and clear definition and explanation of three specific examples of learner needs.  Implications for fairness and the need for flexibility are effectively discussed with reference to each of the three needs. Appropriate reference to relevant literature.

Identification and very clear definition and explanation of three specific examples of learner needs.  Implications for fairness and the need for flexibility are very effectively discussed with reference to each of the three needs. Highly appropriate reference to relevant literature.

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Academic Writing

Does not meet accepted standards for academic writing

Meets accepted standards for academic writing

An important note about academic writing: In this course, it is expected that you write and reference according to accepted APA protocols.  While you will not be awarded any marks for following such protocols you need to be aware that spelling mistakes, poor grammar, incorrect sentence structure, and absence of referencing  (in other words-not following appropriate grammatical and APA protocols) will impact the quality and readability of your work, resulting in lower marks.

Please ensure that you take the time to check and read your own work and do not unnecessarily disadvantage yourself.

The following feedback is included for your information.

Writing is clear and logical                                                                                 YES o       

Effective use of literature to support argument                                                    YES o       

Follows APA protocols                                                                                      YES o      

Grammatically sound                                                                                         YES o       

Accurate spelling                                                                                              YES o       

Marker Comment:                                                                                                                                 Mark:   /60

Learner Characteristics, Context, and Program

This is an Elementary stage English class as per the Saudi Arabian Educational System which ends at the grade six level (Educational System in Saudi Arabia, 2006).

The socio-economic status of the students’ families ranges from middle to high. It is a private school, and most families are quite well off. These families are mostly polygamous as they are all Muslim and this is permitted in the Islamic religion. Many students come from large families; most of their mothers are unemployed—and their fathers are the sole breadwinners—with the exception of a few like the Russian family (both parents are skilled visa migrants). There is not much diversity within the group owing to the mode age, same gender, mostly similar origin, and socio-economic class.

EDC2300 Backward Design Plan

Stage 1 - Desired Results

Subject / KLA - English

Year Level – Grade 6

Established Goals (Syllabus / Essential Learnings):

Grade 6 Elementary Stage English Achievement Standard (Saudi Arabian Education System)

By the end of the elementary stage (grade 6) and within the assigned structures for this stage pupils should have a firm grasp on basic English principles such as the English alphabet; numbers and colors as well as the names of other common everyday objects (like fruit, places, and days of the week) in English; and basic English sentence structure.

Students read and write their names in English, and ask and answer simple questions (such as what is your name?). They are able to identify some of the parts of speech (nouns, pronouns, verbs, and adjectives). Students describe their family structures, and their houses, and the colors of their belongings and common classroom objects. They also count, greet, and name shapes in English.

Content Description:

1. Learn the basics of the English language that would form the foundation for its mastery in the future.
2. Use the basic structures of English sentences.
3. Learn the core vocabulary assigned for this stage.
4. Listen and understand the simple English language.
5. Express themselves orally using simple English language.
6. Read and understand simple written English language materials.
7. Write simple guided sentences in the English language.
8. Appreciate the importance of the English language as an international language of communication, for introducing Islam, the Islamic nation’s culture, and the cultural achievements of Muslims to other nations.
9. Appreciate the importance of the English language as an international language of communication to benefit from the achievements of other cultures in accordance with Islam.

Al Mofarreh, A., Al-Subai, A., Al-Muhanna, M., & Al Abdulkareem, R. (2007). English Sixth Grade Elementary Pupil's Book. Kingdom of Saudi Arabia Ministry of Education Educational Development.

Educational System In Saudi Arabia. (2006) (1st ed.). Washington, DC. Retrieved from http://www.sacm.org/publications/58285_edu_complete.pdf

Understandings:

Students will understand that

Living in an Arabic (monolingual) speaking country in a multi-lingual world is not just challenging but also limiting. The advantages of learning a second language are many—they improve one’s cognitive skills as they are able to form new connections which would not have otherwise existed, and they also broaden one’s scope of opportunity as they decrease the language barrier. Moreover, English is a requirement at the intermediate level and remains compulsory throughout the secondary school level. It would therefore benefit them well to take elementary English seriously.

Specific Learning Outcome Statements

Students will be able to:

• State the letters of the English alphabet from A to Z while giving examples of words (such as names of animals or fruit) that begin with each letter.
• Count in English from 1 to 20 and learn how to construct numbers beyond 20, and apply these principles to the construction of numbers all the way to 100.
• Name the days of the week from Monday to Sunday and construct sentences using these days such as “what day is it  today?” “today is ______ (as appropriate)”. They should also learn the meanings and uses of words/phrases like today, tomorrow, this/next week.
• Learn the names of the basic colors like red, orange, yellow, green, blue, pink and be able to use them in their various contexts by naming various objects in their surroundings in the classroom and at home to expand their vocabulary.
• Name common objects such as door, desk, chair, book, pen, ruler, street, mosque, car, bag, school, hospital, supermarket, airport among others.
• Identify various parts of speech (nouns, pronouns, adjectives, and verbs) and use them appropriately within simple sentences. They should be able to use the words he/she/we/us correctly.
• Learn the names of some common occupations such as teacher, doctor, schoolgirl, nurse, driver, or engineer among others.

Stage 2 – Assessment Evidence

Through what summative authentic assessment tasks will students demonstrate the desired understandings?

1. End of year examination

The written end-of-year exam which will be a summative test of all the material covered over the year within this subject will be the main assessment tool and the most appropriate assessment tool as it will give the most reliable evidence on the students’ knowledge content.

1. Reading test

Students will each be examined in a low-pressure manner in which they will be required to individually read a list of words and short sentences. Their pronunciation will also be tested here. The results will be compounded with those of the written end-year exam and analyzed together.

1. Picture test

Students will be shown 10 pictures of objects which they will be required to name. They will be given 5 seconds for each picture and the process will be repeated once more for any pictures they may have missed. The results will be compounded with those of the written end-year exam and analyzed together.

Through what formative assessment tasks will students receive feedback to highlight what they have learned and how they can improve their future performance?

• Students will be given quizzes after each lesson (as each lesson covers a specific topic) after which they will be marked, graded, and recorded.
• Every class will include a role-play session where the students are to utilize the new information they have acquired during the class and practice it to make it more familiar.
• Each week, students will be required to complete the exercise in their textbook as homework.
• Students will be required to write a simple composition on their family, or a specific member of their family, or their country. These will be reviewed by the teacher and graded the recorded. Students will also receive feedback on what they did well or improvements that they need to make.

Stage 3 – Hidden Skills

Identification of activities that scaffold the authentic assessment strategy.

Hidden skills

1. Interaction/social skills
2. Memory/retention
3. Confidence – during the reading test
4. Creativity

1. Each lesson will contain a section during which students will be required to role-play and interact with their colleagues. This should help them learn to interact with one another through listening and speaking while helping the shyer ones to come out of the shells.
2. Their memory will be tested in the picture test where they will be expected to recall the names of objects which they have already been taught.
3. The reading test will reveal those students who are struggling with confidence and give them a chance to help build it themselves or enable the teacher to identify those who need help in this area.
4. Students’ creativity will be tested in the composition as it will demonstrate those who are willing to go beyond what they have learned within the classroom.

Al Mofarreh, A., Al-Subai, A., Al-Muhanna, M., & Al Abdulkareem, R. (2007). English Sixth Grade Elementary Pupil's Book. Kingdom of Saudi Arabia Ministry of Education Educational Development.

Al-Seghayer, D. (2012). Teaching English in primary schools. Saudi Gazette. Retrieved 23 October 2014, from http://www.saudigazette.com.sa/index.cfm?method=home.regcon&contentid=20121009139015

Educational System In Saudi Arabia. (2006) (1st ed.). Washington, DC. Retrieved from http://www.sacm.org/publications/58285_edu_complete.pdf

Supporting Students with Special Educational Needs in Schools; Supporting Students with Special Educational Needs in Schools; NCSE POLICY ADVICE PAPER NUmber 4. (2013) (1st ed.). Retrieved from http://www.ncse.ie/uploads/1/Supporting_14_05_13_web.pdf