Example of Beginning/End of Course Knowledge Survey
Purposes
This assignment provides an opportunity for you to synthesize what you already know about social, cultural, and environmental factors that impact learning and teaching English as a Second Language (ESL) and English as a Foreign Language (EFL) and apply them to a real world scenario. While this assignment is similar in format and difficulty to a summative assessment for this course, it will be graded based on effort rather than accuracy or application of course concepts.
The purposes of the “First Day Final” Case Study Assignment are to: (1) help you recall any prior knowledge from your coursework or professional experiences so that you can better connect it to what we will be learning in LSLS 7068, (2) guide me in determining your personal needs and goals, as well as the level at which to begin instruction, (3) help you focus your study efforts throughout the course, and (4) provide a reference point for both of us to gauge how much you have learned by the end of the course when we will revisit this case study.
Directions
Before you have reviewed any of the course content, read the case study. Then, in a separate document respond to the two sets of questions. The first set of questions asks you to apply what you already know about ESL/EFL teaching and learning to the problem presented in the case study scenario. The second set asks you self-assess the strengths and challenges you bring with you as a learner in this course and set specific goals for what you want to learn.
[Note: Case Study Omitted for Space.]
Questions [Beginning of Course]
Part I
1) What are some of the major issues related to language development and instruction at play in this scenario?
2) Why do you think the classroom seems out of control? What are the cultural factors that may be leading to conflict or violation of expectations? Is Ms. Hodges misguided in her efforts to create a "democratic" classroom? Is Ms. Vargas' approach more appropriate for these students? How can the two teachers come to terms with their different styles of classroom management?
3) How can Ms. Hodges and Ms. Vargas educate their principal regarding the particular challenges related to educating immigrant English language learners in order to enlist her support?
Part II
4) Given what you already know and your personal and professional goals for yourself, what are 2-3 specific things you would like to learn from this course?
5) Given your prior experiences as a student generally and with this course content and online format specifically, what are the strengths you bring as a learner to this course?
6) Given your prior experiences as a student generally and with this course content and online format specifically, what are the challenges you bring as a learner to this course?
7) What can I (or your peers) do to help you succeed in this course?
Questions [End of Course]
Part I
1) What are some of the major issues related to language development and instruction at play in this scenario?
2) Why do you think the classroom seems out of control? What are the cultural factors that may be leading to conflict or violation of expectations? Is Ms. Hodges misguided in her efforts to create a "democratic" classroom? Is Ms. Vargas' approach more appropriate for these students? How can the two teachers come to terms with their different styles of classroom management?
3) How can Ms. Hodges and Ms. Vargas educate their principal regarding the particular challenges related to educating immigrant English language learners in order to enlist her support?
Part II
4) Reread how you answered Questions 1-3 during the Module 1 First Day Final and compare your answers to those you just provided. How has your thinking changed, shifted, or deepened? What are the major differences between what you used to think and what you think now?
5) Reread your goals for 2-3 specific things that you wanted to learn from this course (Question 4 on the Module 1 First Day Final). Were you successful in learning these things? Why or why not?
S. Elisabeth Faller, 2016