Tema 5

Unit 5
Curriculum and Course Design
Learning processes
Index
Scheme 3
Key Ideas 4
5.1. Objectives 4
5.2. Introduction 4
5.3. Theory 5
5.4. Learner Centered versus Teacher Centered 6
5.5. Differentiated learning 8
© Universidad Internacional de La Rioja (UNIR)
5.6. Cooperative groups 11

5.7. Bell ringers and exit tickets 17
5.8. Feedback versus assessment 19
5.9. References 24
In Depth 27
Test 30
Scheme

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Unit 5. Scheme
Key Ideas
5.1. Objectives
In order to understand not only the course but the unit it is important that the
students read through the mandatory content, listed in the key ideas. Students may
want to also look at the recommended material to further reflect upon the key ideas
outline within the unit, although it is not mandatory to complete the unit test, at the
end.
To study this unit, please read careful through the following sections, this section
talks about learning processes. This unit is meant to be practical and useful for
classroom application, any other resources or materials that are not included are still
welcomed.
 Students will differentiate student centered learning versus teacher centered

teaching.
 Students will understand how differentiated learning can benefit all students with
all different abilities.
 Students will analyze how to apply cooperative learning in small groups and whole
classes.
 Students will evaluate the use of bell ringers and exit tickets in class.
 Students will compare how feedback and assessment vary.
5.2. Introduction
To provide a clear understanding of the classroom process this unit will go through
various aspects. It is important to keep in mind there is no correct formula, all of the

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Unit 5. Key Ideas
suggestions included in this unit should be regarded as recommendations. Teachers
should always think outside of the box to continually update their resources for the
globalizing world.
The following breakdown of the learning processes are meant to be tools to integrate
into a lesson plan, this does not provide the content. It is important to highlight that
every school is equipped with its own capabilities and should always be at the
forefront of the teacher’s consideration when drafting a lesson plan. There are
schools with smaller classroom sizes and others with larger ones, also there is the
impact of technology and how to integrate it into the classroom.
While reading through the unit, take notes, sip on a cup of coffee and think back to
your experiences in the classroom. It is important that every teacher also puts their
personal touch on how they teach, every teacher has their own style, manner and
attitude which makes their class unique. Most importantly consider what Gail Godwin
said:
«Good teaching is one-fourth preparation and three-fourths theater.»
5.3. Theory
When considering how to structure a lesson it is important to understand the

different stages of learning a student goes through, from start to finish. Learning is
not just acquiring information and regurgitating it on an exam. It is important for a
teacher to consider all of the phases a student goes through from start to finish in
learning. These stages of learning must be considered for a lesson plan, which is
explained in the activity section of this unit.

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Unit 5. Key Ideas
LEARNING STAGES
Stage Examples of learning activities
Overviews, preliminary reading, listening to

Be introduced to it discussion, presentation, websites, media
or vídeo clip.
Lectures, further reading, group discussion,
demonstrations, asking questions, relating
Get to know more about it to earlier learning experience, interactive
websites, audiovisual material, media,
research projects.
Practical projects, discussion of ideas with
peers and teachers, design tasks, structured
Try it out
experiences, role play, skills laboratories,
writing.
Informal and formal feedback with criteria
Get feedback from self, from peers, from teachers, from
colleagues, from family and friends.
Through contemplation, writing, reflective
Reflect, adjust and try it again
journals, discussion.
Figure 1. Learning Stages. (Hughes, Toohey, & Hatherley, 1992).
5.4. Learner Centered versus Teacher Centered
There are two paradigms which are two different types of teaching in the classroom.
First, there is learner centered where students construct knowledge through
gathering information and working with others to analyze, compare and contrast,
evaluate and create. Then there is teacher centered which is when the knowledge is
transferred from the teacher to the students. The figure below breaks down the
differences in the two paradigms (Comparison of Teacher-Centered and Learner-

Center Paradigms, 2000).

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Unit 5. Key Ideas
LEARNER CENTERED VERSUS TEACHER CENTERED PARADIGM
LEARNER CENTERED TEACHER CENTERED
Students construct knowledge

through gathering and synthesizing
KNOWLEDGE Knowledge is transmitted from information and integrating it with
professor to student. the general skills of inquiry,
communication, critical thinking and
problem solving.
Students passively receive

STUDENT’S ROLE Students are actively involved.
information.
Using and communicating

On the acquisition of knowledge
knowledge effectively to address
EMPHASIS outside the context in which it
enduring and emerging
will be used.
issues/problems in real-life contexts.
Teacher’s role is to coach and
Primary information giver and
TEACHER’S ROLE facilitate. Teachers and students
primary evaluator.
evaluate learning together.
TEACHING &
Are separate. Are intertwined.
ASSESSING
Used to promote and diagnose

ASSESSMENT Used to monitor learning.
learning.
Generating better questions and

ANSWERS One right answer.
learning from errors.
Assessed directly through papers,

DESIRED Assessed indirectly through the
projects, performances, portfolios,
LEARNING use of objectively scored tests.
etc.
Compatible with interdisciplinary

FOCUS/APPROACH A single discipline.
investigations.
Cooperative, collaborative and

CULTURE Competitive and individualistic
supportive.
LEARNERS Only the students are learners Teacher and students learn together.
Figure 2. Learner Centered versus Teacher Centered Paradigm. (Comparison of Teacher-Centered and Learner-
Center Paradigms, 2000).

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Unit 5. Key Ideas
5.5. Differentiated learning
Differentiated learning is the elements of the curriculum the teacher has modified as
a result of the different learner’s needs. Differentiation is (Năsui, 2015):
A method of organizing learning activities

Is the match of what is offered versus what is needed?
Considers the stages of learning that a learner has reached
Considers learner’s skills and abilities.
The integration of differentiated learning in the classroom provides students with

multiple and flexible options for engagement and learning. This is a manner of
personalizing student learning to ensure all students are able to achieve the end goal.
The framework places an emphasis on «enhancing student learning through
connections to their interests, experiences, knowledge and skills» (Tobin & Tippett,
2014). Differentiated learning means that teachers can adapt, content, process,
product or the learning environment (Năsui, 2015; Tobin & Tippett, 2014; Chodorow,
Gamon, & Tetreault, 2010). Although there is no limit to how many adaptations may
be made for an individual.
 Content refers to the information the students will learn and the materials which
reflect it.
 Process which is the activities students make sense of keys ideas using essential
skills.
 Product, how students demonstrate and extend their knowledge which is also a
reflection of the result of the learning that has occurred.
 Learning environment refers to the classroom conditions in which a learner must

function, such as a seating arrangement or groupings.
Differentiation must occur as a reflection of the needs within the classroom. For
differentiation to properly address the learner’s readiness, interest and learning

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Unit 5. Key Ideas
profile differentiation should have the following characteristics (Tomlinson, et al.,
2003):
 Effective differentiation of curriculum and instruction is proactive, rather than

reactive. Teachers should preplan for differentiation in a consistent, reflective and
coherent manner to address the needs of the leaners, it is not something that can
occur effectively on the spot nor is it a one-size-fits-all.
 Effective differentiation employs flexible use of small teaching-learning groups in

the classroom. Students working in small learning groups (from three to four)
allows the teacher to have the flexibility to attend to all learner’s needs and
interest. Groups should vary depending on abilities.
• Students of low-ability learn better in groups which are diverse in character
and abilities.
• Students of medium-ability learn better in groups which are similar in abilities.
• Students of high-ability learn in either condition, whether it’s a group similar
or diverse.
 Effective differentiation varies the materials used by individuals and small groups
of students in the classroom. Flexible grouping should also reflect variation in the
materials, which are specific to the needs of the group.
 Effective differentiation uses variations of pacing as a means of addressing the

learner needs. Most of the time instruction timing is based on students of mid or
high abilities, meaning those who struggle more tend to become frustrated and
blocked. It is important that the sequencing of activities does not limit the students
rather is flexible to allow all learners to achieve the objectives.
 Effective differentiation is knowledge centered. Teachers should provide useful

materials and activities which enables students to understand the key concepts,
ideas and skills which are being taught.

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Unit 5. Key Ideas
 Effective differentiation is learner centered. In learner centered classes teachers
scaffold information, use a variety of strategies to ensure that all students are able
to access the information that is being taught.
Examples of teaching resources, strategies and modes of representations that can be

implemented when using differentiated learning from Heacox, 2002, Tomlinson,
2003 as cited in Chodorow, Gamon, & Tetreault, 2010.
TYPES OF DIFFERENTIATED LEARBING
Strategies Teaching Resources Modes of Representation
▸ Independent
study ▸ Graphic organizers
▸ Interest centers ▸ Leveled text ▸ PowerPoint/Presentations
▸ Group ▸ Websites ▸ Oral Presentations
investigations ▸ Manipulatives ▸ Artwork
▸ Varied journal ▸ Information ▸ Dramatizations
prompts text ▸ Three-dimensional models
▸ Curriculum ▸ Narrative text ▸ Maps
compacting ▸ Videos ▸ Visual representations
▸ Jigsaw ▸ Textbooks ▸ Timelines
▸ Literature Circles ▸ Trade books ▸ Comic strips
▸ Tiered lessons ▸ Transparencies ▸ Dance
▸ Tiered ▸ Flip charts ▸ Advertisements
assignments ▸ Lectures ▸ Poems
▸ Inquiry activities ▸ Audio ▸ Photo essay
▸ Peer reviews recordings ▸ Audio visual recordings
▸ Learning contracts ▸ Maps ▸ Written representations
▸ Procedural check ▸ Timelines (reports, arguments, work logs,
lists science notebooks, etc.)
Figure 3. Types of Differentiated Learning. Heacox, 2002, Tomlinson, 2003 as cited in Chodorow, Gamon, &
Tetreault, 2010.

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Unit 5. Key Ideas
5.6. Cooperative groups
Cooperative Learning (CL) is a way to organize the students so that learning is

exchanged while working together. This learning enables individual and group
accountability as well motivation so that mutual learning occurs within the context
of the classroom. Principles such as communication, interaction, accountability and
cooperation guide this learning process. The application of CL in the English
classroom provides an.
Thus, the theoretical framework along with the related studies present substantial
evidence that sheds light on the plethora of constructive academic, social, cultural,
and pedagogical outcomes of applying systematic CL in the English classroom. The
findings of this study demonstrate that English teachers view the structured
application of CL as an «effective teaching strategy that may contribute to students’
learning engagement, social awareness, cultural responsiveness, and learning needs
in general» (Ismail & Al Allaq, 2019).
For CL to be successful within a lesson, Johnson and Johnson (2000) outlined in Yusuf,
Jusoh, & Yusuf (2019), five fundamental elements of CL as described below:
 Positive Interdependence: to achieve the targeted goal, student team members

depend and rely on one another. Every student team member has to contribute
ideas and views, and further share responsibility of performing good work in
completing the team tasks assigned to them.
 Individual and Group Accountability: every student team member must be

responsible for contributing their own share of the work and master all materials
to be learnt for the group’s success. The performance of each individual must be
assessed and the result is given back to the group.

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Unit 5. Key Ideas
 Face to Face Promotive Interaction: another feature of CL is that it emphasizes on
small group interaction. Even though some tasks are completed individually, group
members at the same time play an important role by providing one another with
feedback, challenging reasoning and conclusions, supporting and encouraging one
another to achieve the group’s goals.
 Interpersonal and Small Group Skills: these are the basic skills in teamwork.
Group members must learn interpersonal skill such as active learning, staying on
task, asking questions, encouraging, helping others in order to facilitate teamwork,
create trust and enhance communication.
 Group Processing: group processing is reflecting on a group session to describe

what member actions were helpful and unhelpful and make decisions about what
actions to continue or change. It also helps to promote self-esteem and positive
attitudes towards the learning process.
When considering how to structure a group to conduct activities in CL. These are
some of the considerations a teacher must keep when creating the groups:
 Groups should be heterogeneous, in order to provide a variety of mixed-abilities,

knowledge and skills.
 Groups should be from three to four individuals.
 For the groups to be effective, students of medium-ability should be paired with
students of lower-ability and/or students higher-ability (see figure below).
 Students should face their partners, in the figure below A and B are partners.
 It is important to keep in mind students of the lower-ability should not be seated
with those of higher-ability, this is due to the nature that it may cause that
learning does not occur between the two. The student of the higher-ability makes
take it upon themselves to do the work instead of working collaboratively with the
lower-ability student.

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Unit 5. Key Ideas
Figure 4. Cooperative Group Pairing. From: https://sirblois.files.wordpress.com/2016/09/cooperative-
learning-activities.pdf
In order to implement cooperative learning author Francisco Zariquiey for the

website Colectivo Cinético (2018), outlines five strategies an educator can utilize
within the classroom. In order for CL in small groups to be meaningful and the group
to be successful it is important to establish routines and rules. These are strategies
that can be used routinely in the classroom to provide a consistent way of working
within a group.
Training
 Students should be given a worksheet or a task to complete together, step-by-

step, students should not be able to proceed to the next step without completing
the previous step.
 All students in the group should understand how each step is completed before
moving on to the following step.
 It is important in these types of activities that students work together on each step
to ensure all members of the group understand the information.
Thinking groups
 Students are given various tasks or activities to complete, the students’ first need
to consider how to proceed with each task/activity.

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Unit 5. Key Ideas
 Then students should divide up the tasks once reaching a consensus on how each
task/activity should be completed.
 Once the students have finished each of the tasks/activities the teacher should
randomly pick a task/activity to be presented in the CL groups, so that the other
members can learn how that student completed the task/activity.
1-2-4
 Teachers provide students with a task; each student should complete the task
individually.
 Then teachers should indicate when students can work with their partners (the
ones they face) to discuss their results.
 In pairs, students should agree upon their answers, modifying or changing the
work they have done individually.
 Finally, both pairs of the group, should share their answers and then modify or
change the work they have done in pairs to reach their group answers.
Relief
 The teacher should propose a task that the group can do in turns, for example
creating lists, or writing a paragraph together.
 The first person should complete the task at hand, the rest of the group should
agree with the work completed before the next person can continue working on
the task.
 Once the task is completed the teacher asks different members from each CL
group to explain how the group went through the process of completing the task.
Assisted individual work
 The teacher distributes work to each individual, the work is differentiated based
on the student’s needs.
 Students work on their individual task.

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Unit 5. Key Ideas
 When a student has a question or a doubt that student can ask their partner for
help.
 If their partner is unable to help them, then the student can ask the other pair in
their CL group.
 Each person is responsible for their own work but can ask their group members
for help while working on the task.
Finally, below is a compiled list of cooperative learning activities adapted from Dr.
Spencer Kagan, by Trista Sanders and Lindsay Meeker, which teachers may consider,
for further detail on any of the activities please visit the In depth section. The
activities listed below are briefly described and given scenarios in which teachers may
choose to engage in the learning activities, as well as how to implement the activity
whether it’s in a small group or can be done with the entire class.
It is important to highlight that cooperative learning is not just for small

groups but can be conducted with the whole class while the students are in
small group instances.
Take a look at the table below for ideas of how to incorporate CL in the classroom.
COOPERATIVE GROUP ACTIVITIES
Structure Description Potential Users Type of Activity
Midway point or finished

Carousel Rotation viewing of team CL group /
project sharing; different
Feedback projects/feedback form. Whole class
parts of an essay.
Question cards drawn,
answered, coached, Thinking questions; review
Fan-N-Pick CL group
praised (each person of readings; team building.

rotates job).
Any worksheet search for
Find someone others who know the Content review; reading
Whole class
who answer or study guide to check; class building.
take home.

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Unit 5. Key Ideas
Finding main ideas,
2 true and 1 false
Find the correct/incorrect
statement, teammates CL group
fiction questions/proofs, labeling
find false statement.
maps; team building.
2 Circles, one inside and
the other outside.
Social skills; class building;
Teacher asks students or
Inside- concept review; debate;
give them question cards Whole class
Outside Circle vocabulary; check
to participate in a guided
homework.
rotation – can build in
social skills.
Game on computer is an
option; teacher asks a
Grammar; any concrete
Numbered question, all answer on
answers; steps to solving; Whole class in
heads boards; all discuss
teambuilding; ANY time in a CL groups
together together the answer and
lesson!
come up with a group
answer.
Send one (or more, if
structured) students to Any information to share;
One (or visit another team and lists; visuals; storyboards; Whole class in
more) Stray represent original team’s brainstorming; projects; CL groups
ideas – share supporting details.
information.
With question cards,
students ask each other Content review; any
questions and answer information with definite
Quiz-Quiz-
them, then students answers; rules; safety; main Whole class
Trade
trade cards and ask a events in books, war,
new partner to continue history, etc.
trading.
Figure 5. Cooperative Group Activities. (Sanders & Meeker).


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Unit 5. Key Ideas
5.7. Bell ringers and exit tickets
Bell ringers
Bell ringers refer to the ringing of the bell that starts the class. Generally, bell ringers
are warm up activities students can do at the beginning of the class to get them
thinking about the content they are going to see. The idea behind them is to get the
students centered on the content they are going to be seeing in class. These warm
up activities can consist of a short question, problem or task to engage the students.
The following tables provide examples of bell ringers for the different age groups for
the students to engage in.
BELL RINGER ACTIVITIES
Grade Type Example
• Color the food you prefer to eat on Friday, pizza or

1st or 2nd of Question
hamburger.
Primary Question
• Hold up your favorite color using a colored pencil or crayon.
Task
• Match the pictures with the words.
• What did you do at the weekend? Draw a picture or write a
Question sentence.
3rd or 4th of
Problem • Correct the following sentence: He like to dance.
Primary
Task • Fill in the gaps with the missing vocabulary at the top of the
page.
• What does your best friend look like?
Question
5th or 6th of • Find the errors in the text (Give the students a text with five
Problem
Primary or so errors).
Task
• Practice writing the irregular verbs of (to be, eat and see).
• Write about what it means to be equal.
Question • Watch the vídeo. Ask the students to work in pairs to come
1st or 2nd of
Problem up with a solution.
Secondary
Task • Create a timeline of the sequence of events in the
book/text.

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Unit 5. Key Ideas
• Describe how each member of your family is different?
Question • Write out advice to someone who is having a hard time
3rd or 4th of
Problem adjusting to a new school.
Secondary
Task • Using each letter of the character’s name describe the
character from the book.
• How does social media effect the way teens today
communicate?
Question
st nd
1 or 2 of • On a small scale, what changes should the school implement
Problem
Bachillerato to improve student learning?
Task
• Come up with an outline of how global warming affects the
world.
Figure 6. Bell Ringer Example Activities.
Exit tickets
Exit tickets are used at the end of class. This is a question a teacher poses to have
students quickly comment in one or two sentences the content they have learned.
There are various ways to incorporate exit tickets.
The idea is that teachers are given an idea of how well the information/content was
learned, in case there are doubts within the class. The teacher then takes the exit
tickets reviews the student’s responses to check and see if there is any material that
should be gone over prior to an exam.
Teachers can hand out little pieces of paper, post-it notes or even have students
respond on a forum to this question. These are not essential nor are they mandatory,
but it is a way to receive information from the students without evaluating them. This
is an example of exit tickets than can be used with students in grades 3 or higher,
here is an example:

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Unit 5. Key Ideas
Figure 7. Example Exit tickets. Image from: TheSUPERhero teacher.
5.8. Feedback versus assessment
Feedback
Feedback is considered an important aspect of the learning process. Feedback is the

information the teacher provides students to guide them in their learning. This is not
the numerical grade given to an assignment rather the information given to the
students on their evolution.

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Unit 5. Key Ideas
There are different types of feedback students may receive from teachers or from
peers. The variations of feedback provide students different perspectives on their
learning and should be integrated throughout the entire evaluation process.
Federation University of Australia (2019), highlight different types of feedback that
may be useful to integrate into classroom practices:
 Informal feedback: can occur at any times as it is something that emerges

spontaneously in the moment or during action. Therefore, informal feedback
requires the building of rapport with students to effectively encourage, coach or
guide them in daily management and decision-making for learning.
• This might occur in the classroom, over the phone, in an online forum or virtual
classroom.
 Formal feedback: is planned and systematically scheduled into the process.

Usually associated with assessment tasks, formal feedback includes the likes of
marking criteria, competencies or achievement of standards.
• It is recorded for both the student and organization as evidence.
 Formative feedback: the goal of formative assessment is to monitor student

learning to provide ongoing feedback that can be used by instructors to improve
their teaching and by students to improve their learning. Therefore, formative
feedback is best given early in the course, and prior to summative assessments.
Formative feedback helps students to improve and prevent them from making
the same mistakes again. In some cases, feedback is required before students can
progress, or feel capable of progressing, to the next stage of the assessment.
 Summative feedback: the goal is to evaluate student learning at the end of an

instructional unit by comparing it against some standard or benchmark.

Therefore, summative feedback consists of detailed comments that are related to
specific aspects of their work, clearly explains how the mark was derived from
the criteria provided and additional constructive comments on how the work
could be improved.

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Unit 5. Key Ideas
 Student peer feedback: there is no longer need for teachers to be the only experts
within a course. With basic instruction and ongoing support, students can learn
to give quality feedback, which is highly valued by peers. Providing students with
regular opportunities to give and receive peer feedback enriches their learning
experiences and develops their professional skill set.
• An example of this may be: 2 stars, 1 wish.
 This is where the students are asked to write two things their peer did well
(two stars), and one thing they could improve on (one wish).
• This activity can be adapted for all ages.
 Primary: students can draw a star next to the things their partners have done
well. Then underline what their partner needs to improve. Teachers can
provide students with a list of sentences starters such as, this needs to be
changed, this information is incorrect, there needs to be more information,
etc.
 Secondary: can write out their answers in as many sentences as the teacher
thinks is appropriate. Students can also give feedback as to what is wrong
and how to fix the errors.
 Adults: can provide more reflective responses to these questions outlining
ways to fix the problems that their partner has.
 Student self-feedback: this is the ultimate goal of feedback for learning. To help
students reach autonomy teachers can explicitly identify, share, and clarify
learning goals and success criteria; model the application of criteria using
samples; provide guided opportunities for self-feedback; teach students how to
use feedback to determine next steps and set goals; and allow time for self-
feedback/reflection.
• An example of this may be: Stoplight activity.
 This is where the teacher asks students to write something next to the green
light as something they have done well.
 Write something next to the yellow light as something they can improve on
but did ok on.

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Unit 5. Key Ideas
 Write something next to a red light, highlighting something they did not do
or did incorrectly.
• This activity can be adapted for all ages.
 Primary: coloring the dot which reflects their opinions of how they have
done their work next to it.
 Secondary: can write out their answers in as many sentences as the teacher
thinks is appropriate.
 Adults: can provide more reflective responses to these questions outlining
ways to fix problems they have occurred.
 Constructive feedback: this type of feedback is specific, issue-focused and based

on observations. There are four types of constructive feedback:
• Negative feedback –corrective comments about past behavior. Focuses on
behavior that wasn’t successful and shouldn’t be repeated.
• Positive feedback –affirming comments about past behavior. Focuses on
behavior that was successful and should be continued.
• Negative feed-forward –corrective comments about future performance.
Focuses on behavior that should be avoided in the future.
• Positive feed-forward –affirming comments about future behavior. Focused
on behavior that will improve performance in the future.
Feedback provides students an opportunity to grow and to learn. It can be used in

various instances. Research conducted by Havnes, Smith, Dysthe, & Ludvigsen (2012)
found that there are four opportunities in classroom situations that students want to
receive feedback:
 After receiving a test or work that has been marked.

 In student presentations of projects.

 Any group-work.
 In conferencing between the teacher and the students.

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Unit 5. Key Ideas
Assessment
On the other hand, assessment is what is required by law for the educational process
to include. When teaching English as a second language assessment, generally, is
distributed amongst the four skills: reading, writing, listening and speaking. These
formal assessments are generally in forms of exams, conducted in class. These exams
may be similar to those students take to achieve different language certifications
such as the Cambridge Language Assessment, Trinity exams or ILETS. The scores on
these assessments are recorded for evidence purposes.
Assessment is done to improve learning by checking the learner’s progress as

well as to judge how successful the learner has been in mastering the
material.
There are three types of assessment, diagnostic, formative and summative. Each has
its own function in the classroom and helps for teachers to have a general view of the
student.
 Diagnostic: This is the pre-assessment that generally occurs at the beginning of

the year to allow the teacher to determine a student’s strengths and weakness in
their subject area.
 Formative: This is the assessment that occurs throughout the evaluation, it can
be done in different ways, through quizzes, worksheets, activities, observation or
presentations. This is generally done with the intentions of seeing how well a
student has mastered specific content.
• Primary: spelling tests, Irregular verb quizzes, specific grammar exercises.

• Secondary: grammar quizzes, a specific part of a listening activity or a reading
quiz on a chapter.

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Unit 5. Key Ideas
 Summative: This is the assessment that occurs at the end of the evaluation, or
during the middle of the evaluation. An example of this would be a midterm or a
final exam. This type of assessment includes all of the material covered within a
time frame.
• Primary: Testing all of the irregular verbs, all of the grammar content taught in
the evaluation.
• Secondary: An exam on an entire book, writing an essay or all three parts of a
listening exercise.
Different systems may be applied when judging a student’s performance on an

assessment. It is up the school on how each teacher must determine the system they
use. Though if a teacher has the liberty to include more ways if needed. These are
some of the possible ways to communicate the progress of a student’s assessment
(TALE Project, 2015):
 Marks or Scores (Percentages or points).

 Letter grades (commonly used in the United States, A/B/C/D/F).
 Written comments on learners’ work.
 «Can do» descriptions and check lists.
• i.e. Can respond to questions about daily routines
 Written progress reports.
 Conferences between students and teachers individually to discuss progression in
the subject matter.
5.9. References
Chodorow, M., Gamon, M., & Tetreault, J. (2010). The utility of article and preposition
error correction systems for English language learners: Feedback and assessment.
Language Testing, 27(3), 419-436.

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Unit 5. Key Ideas
Comparison of Teacher-Centered and Learner-Center Paradigms. (2000). Retrieved
from University of Delaware: http://www1.udel.edu/pbl/stc/fri-
afternoon/handouts/paradigms.pdf
Harris, C. J., Phillips, R. S., & Penuel, W. R. (2012). Examining Teachers’ Instructional
Moves Aimed at Developing Students’ Ideas and Questions in Learner-Centered
Science Classrooms. Journal of Science Teacher Education, 23, 769-788.
Havnes, A., Smith, K., Dysthe, O., & Ludvigsen, K. (2012). Formative assessment and
feedback: Making learning visible. Studies in Educational Evaluation, 38, 21-27.
Hughes, C., Toohey, S., & Hatherley, S. (1992). Developing learning-centered traineers
and tutors. Studies in Continuing Education, 14-27.
Ismail, S. A., & Al Allaq, K. (2019). The Nature of Cooperative Learning and
Differentiated Instruction Practices in English Classes. SAGE Open, 1-17.
Köksal, D., & Ulum, Ö. G. (2018). Language assessment through Bloom’s Taxonomy.
Journal of Language and Linguistic Studies, 14(2), 76-88.
Ministerio de Educación, Cultura y Deporte. (3, January 2015). Boletín Oficial del
Estado. Retrieved from https://www.boe.es/eli/es/rd/2014/12/26/1105
Năsui, L. (2015, July). Differentiated Learning. Teaching English to Mixed-Ability

Classes. RATE, 1-3.
Painter, D. D. (2009, May). Projects, Providing Differentiated Learning Experiences

Through Multigenre. Intervention in School and Clinic, 44(5), 288-293.
TALE Project. (2015). Handbook of Assessment for Language Teachers. TALE.

25
Unit 5. Key Ideas
Tobin, R., & Tippett, C. D. (2014). Possibilities and Potential Barriers: Learning to Plan
for Differentiated Instruction in Elementary Science. International Journal of Science
and Mathematics Education, 12, 423-443.
Tomlinson, C. A., Brighton, C., Hertberg, H., Callahan, C. M., Moon, T. R., Brimijoin,
K.,... Reynolds, T. (2003). Differentiating Instruction in Response to Student
Readiness, Interest, and Learning Profile in Academically Diverse Classrooms: A
Review of Literature. Journal for the Education of the Gifted, 119-145.
Yusuf, Q., Jusoh, Z., & Yusuf, Y. Q. (2019). Cooperative Learning Strategies to Enhance
Writing Skills among Second Language Learners. International Journal of Instruction,
12(1), 1399-1412.
Zariquiey, F. (2018). Cinco rutinas básicas de aprendizaje cooperativo. Retrieved from

Colectivo Cinética: https://www.colectivocinetica.es/media/01_-Cinco-rutinas-de-
cooperacion_-v-2018.pdf

26
Unit 5. Key Ideas
In Depth
Cooperative Learning Groups
Colectivo Cinética. (2018). Colectivo Cinética Biblioteca. Retrieved from: Colectivo

Cinética: https://www.colectivocinetica.es/biblioteca/
This is the webpage includes a library of techniques of how to use cooperative

learning groups in the classroom.
Cooperative Learning Activities
Sanders, T., & Meeker, L. (n.d.). Cooperative Learning: Quick Reference Guide of Kagan
Structures. Retrieved from: https://sirblois.files.wordpress.com/2016/09/cooperative-
learning-activities.pdf
This is the webpage includes a list of step-by-step activities teachers can implement
in the classroom to utilize cooperative learning as a whole or in small groups.
Differentiated learning strategies (primary)

Stancil, T.B. (n.d.). Differentiated learning strategies. Retrieved from CN Web:

http://cnweb.cn.edu/tedu/NewWebsiteDocs/DifferentiatedInstructionStrategiesKit.pdf

27
Unit 5. In Depth
This PDF includes more strategies which can be integrated into the primary
classroom.
Differentiated learning strategies (secondary)
Hanover Research. (March 2018). Best practices for differentiated instructure. Retrieved
from: https://www.wasa-
oly.org/WASA/images/WASA/1.0%20Who%20We%20Are/1.4.1.6%20SIRS/Download_
Files/LI%202018/Mar-Best%20Practics%20for%20Differentiated%20Instruction.pdf
This PDF includes more strategies which can be integrated into the secondary
classroom.
The Super Hero Teacher (blog)
The Super Hero Teacher. (2018). The Super Hero Teacher. Retrieved from The Super Hero
Teacher: https://thesuperheroteacher.com/
This blog includes resources and ways to set up classrooms to update them for a more
modern feel and to use flexible seating.
The Daring English Teacher
The Darling English Teacher. (2019). The Daring English Teacher. Retrieved from The
Darling English Teacher: https://www.thedaringenglishteacher.com/

28
Unit 5. In Depth
This blog includes resources, freebies as well as blogs about her experiences in the
classroom. A great source of inspiration when one needs some.

29
Unit 5. In Depth
Test
1. The learning stages refers to…
A. the information a student knows on the exam.
B. the process students go through from start to finish within the academic
school year.
C. the process students go through from start to finish within a lesson.
D. the process students go through from the content presentation until the
exam.
2. Learner centered classes… (select all that apply)

A. desired learning is assessed indirectly through the use of objective exams.
B. require cooperation, collaboration and support.
C. require active involvement from all individuals.
D. desired learning is assessed directly and occurs while teaching.
3. Differentiated learning can occur in… (select all that apply)

A. learning environment.
B. product.
C. content.
D. process.
4. Effective differentiation employs flexible small teaching-learning groups in the

classroom, meaning teacher should group… (select all that apply)
A. students of high-ability in similar groups.
B. students of low-ability in diverse groups.
C. students of low-ability in similar groups.

D. students of medium-ability in diverse groups.

30
Unit 5. Test
5. Cooperative learning promotes… (select all that apply)
A. communication.
B. interaction.
C. individuality.
D. knowledge.
6. Group processing is a way to…

A. learning interpersonal skills.
B. reflect on a group and describe what members’ actions were help and
unhelpful to make decisions to change or continue.
C. provide each other with feedback, challenging reasoning and conclusions.
D. achieve targeted goals as student team members depend and rely on one
another.
7. Cooperative learning can only be done in small group settings.

A. True.
B. False.
8. The ultimate goal of feedback for learning is students to self-feedback themselves.

A. True.
B. False.
9. The purpose of feedback is to tell the students their marks.

A. True.
B. False.
10. Assessment can only be given in the form of a letter grade or a number grade.
A. True.
B. False.

31
Unit 5. Test

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Unit 5

Curriculum and Course Design

5.6. Cooperative groups 11

Curriculum and Course Design

 Students will differentiate student centered learning versus teacher centered

Curriculum and Course Design

«Good teaching is one-fourth preparation and three-fourths theater.»

When considering how to structure a lesson it is important to understand the

Curriculum and Course Design

Stage Examples of learning activities

Overviews, preliminary reading, listening to

Figure 1. Learning Stages. (Hughes, Toohey, & Hatherley, 1992).

5.4. Learner Centered versus Teacher Centered

differences in the two paradigms (Comparison of Teacher-Centered and Learner-

Curriculum and Course Design

LEARNER CENTERED TEACHER CENTERED

Students construct knowledge

Students passively receive

Using and communicating

Used to promote and diagnose

Generating better questions and

Assessed directly through papers,

Compatible with interdisciplinary

Cooperative, collaborative and

Curriculum and Course Design

A method of organizing learning activities

The integration of differentiated learning in the classroom provides students with

 Learning environment refers to the classroom conditions in which a learner must

Curriculum and Course Design

 Effective differentiation of curriculum and instruction is proactive, rather than

 Effective differentiation employs flexible use of small teaching-learning groups in

 Effective differentiation uses variations of pacing as a means of addressing the

 Effective differentiation is knowledge centered. Teachers should provide useful

Curriculum and Course Design

Examples of teaching resources, strategies and modes of representations that can be

TYPES OF DIFFERENTIATED LEARBING

Strategies Teaching Resources Modes of Representation

Curriculum and Course Design

Cooperative Learning (CL) is a way to organize the students so that learning is

 Positive Interdependence: to achieve the targeted goal, student team members

 Individual and Group Accountability: every student team member must be

Curriculum and Course Design

 Group Processing: group processing is reflecting on a group session to describe

 Groups should be heterogeneous, in order to provide a variety of mixed-abilities,

Curriculum and Course Design

In order to implement cooperative learning author Francisco Zariquiey for the

 Students should be given a worksheet or a task to complete together, step-by-

Curriculum and Course Design

Assisted individual work

Curriculum and Course Design

It is important to highlight that cooperative learning is not just for small

COOPERATIVE GROUP ACTIVITIES

Structure Description Potential Users Type of Activity

Midway point or finished

praised (each person of readings; team building.

Curriculum and Course Design

Figure 5. Cooperative Group Activities. (Sanders & Meeker).

Curriculum and Course Design

BELL RINGER ACTIVITIES

Grade Type Example

• Color the food you prefer to eat on Friday, pizza or

Curriculum and Course Design

Figure 6. Bell Ringer Example Activities.