Reading Anthology (1)

8/13/2019 Reading Anthology (1)

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Reading Anthology for CONALEP Teachers


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Contents

The 5 E's ....................................................................................................................................... 3

Flexible Grouping ......................................................................................................................... 5

Adolescents .................................................................................................................................. 9

The importance of setting time to activities when planning a lesson ........................................... 10

Five Common Mistakes in Writing Lesson Plans (and how to avoid them) ................................... 11

Major Categories in the Taxonomy of Educational Objectives(Bloom1956) Categories in the Cognitive

Domain: (with Outcome-Illustrating Verbs) ................................................................................. 15

Competency Based Approach ..................................................................................................... 16

Why choose a competency-based approach? .............................................................................. 16


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Module 1

Area Topics

Making a plan

1.1. Important things to take into consideration when planning

1.2.- Grouping and activities

1.3.- Relevance of activities to age and level

1.4.- Use of resources

1.5.- Timing

The 5 E's

The 5 E's is an instructional model based on the constructivist approach to learning, which says that learnersbuild or construct new ideas on top of their old ideas. The 5 E's can be used with students of all ages,including adults.

Each of the 5 E's describes a phase of learning, and each phase begins with the letter "E": Engage, Explore,Explain, Elaborate, and Evaluate. The 5 E's allows students and teachers to experience common activities, touse and build on prior knowledge and experience, to construct meaning, and to continually assess theirunderstanding of a concept.

Engage: This phase of the 5 E's starts the process. An "engage" activity should do the following:1. Make connections between past and present learning experiences.2. Anticipate activities and focus students' thinking on the learning outcomes of current activities. Students

should become mentally engaged in the concept, process, or skill to be learned.

Explore: This phase of the 5 E's provides students with a common base of experiences. They identify anddevelop concepts, processes, and skills. During this phase, students actively explore their environment ormanipulate materials.

Explain: This phase of the 5 E's helps students explain the concepts they have been exploring. They haveopportunities to verbalize their conceptual understanding or to demonstrate new skills or behaviors. Thisphase also provides opportunities for teachers to introduce formal terms, definitions, and explanations forconcepts, processes, skills, or behaviors.

Elaborate: This phase of the 5 E's extends students' conceptual understanding and allows them to practiceskills and behaviors. Through new experiences, the learners develop deeper and broader understanding ofmajor concepts, obtain more information about areas of interest, and refine their skills.
http://enhancinged.wgbh.org/research/eeeee.html#constructivismhttp://enhancinged.wgbh.org/research/eeeee.html#constructivism


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Evaluate: This phase of the 5 E's encourages learners to assess their understanding and abilities and letsteachers evaluate students' understanding of key concepts and skill development.

Constructivism is a learning strategy that draws on students' existing knowledge, beliefs, and skills. With aconstructivist approach, students synthesize new understanding from prior learning and new information.

The constructivist teacher sets up problems and monitors student exploration, guides student inquiry, andpromotes new patterns of thinking. Working mostly with raw data, primary sources, and interactivematerial, constructivist teaching asks students to work with their own data and learn to direct their ownexplorations. Ultimately, students begin to think of learning as accumulated, evolving knowledge.Constructivist approaches work well with learners of all ages, including adults.

http://enhancinged.wgbh.org/research/eeeee.html
http://enhancinged.wgbh.org/research/eeeee.htmlhttp://enhancinged.wgbh.org/research/eeeee.html


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Flexible GroupingCatherine Valentino

What Is Flexible Grouping? Flexible grouping is not a new concept in American education. It has its roots in the original one-room ruralschoolhouse where students of varying ages, backgrounds, and abilities were grouped and regrouped tomeet instructional needs. As towns and cities grew and universal education became a national goal, ways ofgrouping students changed. The assumption that students of the same age learned at about the same ratecaused most schools to group students in classes by their ages, a practice that continues today. Whole-classinstruction was a natural outgrowth of that decision.

Observing that same-age children learned to read at widely varying rates, teachers began to divide studentsinto subgroups based on perceived ability. Math subgroups soon followed. But change is happening. Today,classrooms are filled with children from an increasing variety of cultural and economic backgrounds. As partof a national push for citizens who can think, solve problems, work with others, and learn on the job,educators are taking a close look at the implications of using whole-group and ability-group instructionexclusively. Teachers are discovering that informally grouping and regrouping students in a variety of waysthroughout the school day can make a teacher's job easier and students more productive. This teachingstrategy is called flexible grouping.

Teachers who use flexible grouping strategies often employ several organizational patterns for instruction.Students are grouped and regrouped according to specific goals, activities, and individual needs. Whenmaking grouping decisions, the dynamics and advantages inherent in each type of group must beconsidered. Both teacher-led and student-led groups can contribute to learning.

Teacher-Led Groups Teacher-led groups are the most common configuration used in classrooms today. They include whole-class,small group, and individual instruction. In general, communication paths in teacher-led groups are almostexclusively between teacher and student. Teacher-led groups are an effective and efficient way ofintroducing material, summing-up the conclusions made by individual groups, meeting the common needs ofa large or small group, and providing individual attention or instruction.

Whole-Class Instruction Whole-class instruction is often used to introduce new materials and strategiesto the entire class. Working with the whole class to introduce new concepts can build common

experiences and provide a shared basis for further exploration, problem solving, and skill development.Whole-class instruction also can help identify students' prior knowledge and experiences that will affectnew knowledge acquisition.

Small-Group Instruction Small-group instruction is familiar to most teachers; it is an often-used strategy.Small groups can provide opportunities for working with students who have common needs, such asreinforcement or enrichment.


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Students Working Alone in Teacher-Directed Activities Although learning to work cooperativelyconstitutes an important educational goal, students must also learn to work independently. Individualresponses may prove especially helpful for students in refining their own thoughts. For example, aftersharing strategies in small, student-led groups, each student might reflect on the group's problem-solving methods and formulate a personal problem-solving strategy.

Student-Led Groups Student-led groups can take many forms, but they all share a common feature-students control the groupdynamics and maintain a voice in setting the agenda for the group to follow. Student-led groups provideopportunities for divergent thinking and encourage students to take responsibility for their own learning.One of the benefits of student-led groups is that they model "real-life" adult situations in which people worktogether, not in isolation, to solve problems. Students working in groups learn to work with people fromvarying backgrounds and with different experiences, sharpening social skills and developing a sense ofconfidence in their own abilities. A variety of group types and a sampling of activities that may beappropriate for each are described below.

Collaborative Groups The essence of collaborative learning is the team spirit that motivates students tocontribute to the learning of others on the team. Because team success depends on individual learning,members share ideas and reinterpret instructions to help each other. In this environment, studentsconvey to one another the idea that learning is valuable and fun.Students in collaborative-learning groups can make predictions or estimations about a problem, shareideas, or formulate questions. After working independently, group members might cooperate incomposing either an oral solution or a written response. These groups prove particularly effective foropen-ended problem-solving investigations. Collaborative groups come in all sizes and configurations,depending on the instructional goal to be achieved. Two strategies for using collaborative groups aredescribed below.

Circle Sharing In circle sharing, children sit in a large circle so that each student can see the rest. Theleader (either the teacher or a selected student) presents an open-ended statement or problem, andeach student in turn responds with his or her own conclusion. One student records each group member'sresponse in order. Students may "pass" as their turn comes up, but they should have an answer readywhen the circle is completed. As an alternative, students can pass a sheet of paper from one to the next.When the signal is given, the first group member writes down his or her idea for approaching theinvestigation. The paper then passes to the person on the left. This strategy is excellent for brainstormingdivergent approaches to a problem.Four Corners Pose a question or problem with four parts, operations, or solving strategies. Have studentsselect which of the four is their choice to work with. Have each child go to the corner of the classroom

where that problem part is displayed. This is a quick way to get children who have similar intereststogether to do further problem solving.

Performance-Based Groups Sometimes groups of students with similar needs might benefit fromadditional support in the completion of a task. Unlike traditional ability groups, performance-basedgroups form for a short time and respond to the dynamic nature of learning. Performance-based groupsare most effective when formed on the basis of a particular need rather than in response topredetermined performance levels. Performance-based groups provide a means for increasing students'access to a particular concept or skill.


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Suitable strategies for these groups include introducing language, using concrete models, playing aconcept game for skill practice, or practicing strategies. Strategies for use with performance-basedgroups are listed below.Group Study Group study most often occurs after a session of whole-group instruction. After the mainconcept is discussed as a class, students get into small groups of two to four to complete a cooperative

assignment that reinforces, expands on, or tests their knowledge. Groups can brainstorm ideas orcomplete various explorations or investigations.Interview for Options After working individually on an investigation, group members take turnsinterviewing each other to determine how each person approached the problem. After they have all hada chance to share their thinking, the group can summarize what they learned from the interviews. Use ofgraphic organizers or posters can be helpful

Student Dyads, or Pairs Grouping students in pairs often forms the basis for peer and cross-ageprograms. Various strategies for use with student pairs include the following.Partner Turns Students are paired before a whole-class presentation is made. As you make yourpresentation, give pairs a chance to share ideas, information, and plans or strategies for problem solving.This strategy provides a good way to quickly reinforce active listening and individual approaches toproblem solving.Think, Pair, Share After whole-class instruction, have individuals think about what strategies they woulduse for approaching the investigation. Students should write down their ideas. After a time, have pairsmeet to share their ideas and strategies. This approach helps encourage divergent thinking and providesstudents with immediate feedback on their approaches to problem solving. As with any change,implementing flexible grouping requires a period of adjustment. But the results will be worth the effort!


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TEACHER-LED GROUPS

Grouping Options Teacher's Role Activities

Whole Class/Small Groups

Explains procedures Provides instructional scaffold

Faciliates discussion Provides explicit instruction Affirms student diversity

Outlining day's agenda/schedule Giving an overview of concepts

Sharing student work Presenting strategies Developing background knowledge

Individual Guides individual development Encourages individual student

interests

Applying key concepts, strategies and skills Composing written responses Completing understanding Creating own investigations

STUDENT-LED GROUPS

Collaborative Describes students' roles

Describes students' interpersonalskills Encourages student interaction Monitors group effectiveness Guides understanding Affirms student diversity

Organizing collaborative project

Collaborating on projects Sharing group projects Discussing students' evaluation of group's

success Applying key strategies and concepts Discussing different perspectives

Performance-Based

Identifies students' needs Provides instructional scaffold Provides explicit instruction

Organizing short-term groups Introducing new concepts Teaching sppecific concepts, strategies and

skills

Dyad (Pairs) Identifies students' interests orneeds

Models instructional strategies Guides understanding

Assisting partners Tutoring peers Responding to peer writing Collaborating

http://www.eduplace.com/science/profdev/articles/valentino.html
http://www.eduplace.com/science/profdev/articles/valentino.htmlhttp://www.eduplace.com/science/profdev/articles/valentino.html


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Adolescents

It is strange that, despite their relative success as language learners, adolescents are often seen as problem students.Yet with their greater ability for abstract thought and their passionate commitment to what they are doing once theyare engaged, adolescents may well be the most exciting student of all. Most of them understand the need for learningand, with the right goals, can be responsible enough to do what is asked of them.

It is perfectly true that there are times when things dont seem to go very well. Adolescence is bound up, after all, witha pronounced search for identity and a need for self-esteem; adolescents need to feel good about themselves andvalued. All of this is reflected in the secondary student who convincingly argued that a good teacher is one whoknows our names (Harmer 2007; 26). But its not just teachers, of course; teenage students often have an acute needfor peer approval, too.

There is almost nothing more exciting than a class of involved young people at this age pursuing a learning goal withenthusiasm. Our job, therefore, must be to provoke student engagement with material which is relevant and involving.

Herbert Puchta and Michael Schratz see problems with teenagers as resulting, in part, from the teachers failure tobuild bridges between what they want and have to teach and their students worlds of thought and experience (1993:4). They advocate linking language teaching far more closely to the students everyday interests through, in particular,the use of humanistic reaching. Thus, material has to be designed at the students level, with topics which they canreact to. They must be encouraged to respond to texts and situations with their own thoughts and experiences, ratherthan just by answering questions and doing abstract learning activities. We must give them tasks which they are ableto do, rather than risk humiliating them.

Part of our work is to provoke intellectual activity by helping then to be aware of contrasting ideas and concepts whichthey can resolve for themselves though still with our guidance.

Extract from Describing Learners/ Adolescents (pgs. 83, 84) The practice of English language teaching by Jeremy Harmer / Pearson Longman


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The importance of setting time to activities when planning a lessonIdolina Camargo

The first thing to include at the margins of every activity programmed for the class period, is the amount of

time available for that specific activity; estimates for each stage of the lesson or activity.If there happen to be break times, they need to be included, do not for any circumstance, and leave thattime off the original lesson plans. It is way too easy to overbook time that way; breaks are sometimes anecessary component, whether the class is a group of college/university students or pre-scholars.

Lastly, a teacher should write down the amount of time for each activity with a little bit of what one couldcall "wiggle room." Some activities may finish more quickly (or more slowly) than anticipated. Having extraactivities or workbook exercises makes one more adept at handling extra time without coming acrossunprepared or poor with time management. The same way, planning a few extra minutes for wrap-up orsimilar closing comments also allows for a few minutes to get the students to work to a good "stoppingpoint" for the day or for the class period.

Time management can be very challenging for novice teachers. It is even challenging for experienced oneswho cant accurately predict how long an activity will take or when a specific discussion will become soengaging that it will be difficult to stop in the time planned. Nevertheless, it is important to note the numberof minutes allotted to the activity in the margin of the lesson plan.

Many a times, an activity is underestimated in terms of length, so teachers should decide ahead what part ofa lesson can be skipped or shortened or saved for next class in case you are running short of time. This at nomoment means that teachers should not over plan. There are times when an activity will take less time thananticipated or suddenly seems too easy or difficult, so the teacher has to decide to sacrifice it. Good teacherstend to over plan and always have some useful five to ten minute supplementary activities available up theirsleeve. It can definitely be a very frightening experience for beginner teachers to look up at the clock andfind that they still have ten minutes left till the end of the class and have not the slightest idea of what to do.It is very useful to plan every single minute of class at the beginning before stepping in the classroom.

In this timing, seating arrangements for the various activities should be taken into consideration. Planningpair or group work seating arrangements in advance is a lot more efficient than just standing in front of theclass moving the students randomly. Planning these seating arrangements beforehand helps the class run

smoothly and saves teaching time.


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Five Common Mistakes in Writing Lesson Plans (and how to avoid them)

Dr. Robert Kizlik

Successful teachers are invariably good planners and thinkers. In my career as a teacher and teachereducator, I have read and evaluated thousands of lesson plans written by education students at all levels. Ona consistent basis, I see mistakes that distort or weaken what the plans are supposed to communicate. Youcan improve your lesson-planning skills by first thinking carefully about what the lesson is supposed toaccomplish. There is no substitute for this. In teaching students how to develop lesson plans, the followingare mistakes I have observed that students make most often:The objective of the lesson does not specify what the student will actually do that can be observed.The lesson assessment is disconnected from the behavior indicated in the objective.The materials specified in the lesson are extraneous to the actual described learning activities.The instruction in which the teacher will engage is not efficient for the level of intended student learning.

The student activities described in the lesson plan do not contribute in a direct and effective way to thelesson objective.A lesson plan that contains one or more of these mistakes needs rethinking and revision. Below is arationale and guide to help you develop effective lesson plans and avoid the five common mistakes.

FIRST, YOU MUST KNOW HOW TO PLAN

The purpose of a lesson plan is really quite simple; it is to communicate. But, you might ask, communicate towhom? The answer to this question, on a practical basis, is YOU! The lesson plans you develop are to guideyou in helping your students achieve intended learning outcomes. Whether a lesson plan fits a particularformat is not as relevant as whether or not it actually describes what you want, and what you havedetermined is the best means to an end. If you write a lesson plan that can be interpreted or implemented inmany different ways, it is probably not a very good plan. This leads one to conclude that a key principle increating a lesson plan is specificity. It is sort of like saying, "almost any series of connecting roads will takeyou from Key West Florida to Anchorage Alaska, eventually." There is however, one any only one set ofconnecting roads that represents the shortest and best route. Best means that, for example getting toAnchorage by using an unreliable car is a different problem than getting there using a brand new car. Whatprocess one uses to get to a destination depends on available resources and time.So, if you agree that the purpose of a lesson plan is to communicate, then, in order to accomplish thatpurpose, the plan must contain a set of elements that are descriptive of the process. Let's look at what thoseelements should be.


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THE LESSON PLAN

Preliminary Information - The development of a lesson plan begins somewhere, and a good place to start iswith a list or description of general information about the plan. This information sets the boundaries orlimits of the plan. Here is a good list of these information items: (a) the grade level of the students for whom

the plan is intended; (b) the specific subject matter (mathematics, reading, language arts, science, socialstudies, etc.); (c) if appropriate, the name of the unit of which the lesson is a part; and (d) the name of theteacher.The parts each part of a lesson plan should fulfill some purpose in communicating the specific content, theobjective, the learning prerequisites, what will happen, the sequence of student and teacher activities, thematerials required, and the actual assessment procedures. Taken together, these parts constitute an end(the objective), the means (what will happen and the student and teacher activities), and an input(information about students and necessary resources). At the conclusion of a lesson, the assessment tellsthe teacher how well students actually attained the objective.In a diagram, the process looks something like this:

Input ======>process=====>output

Let's look at each part separately.Input: This part refers to the physical materials, other resources, andinformation that will be required by the process. What are these inputs? First of all, if you have thoughtabout what the lesson is supposed to accomplish, the inputs are much easier to describe. In generalcategories, inputs consist of:

Information about the students for whom the lesson is intended. This information includes, but is notlimited to the age and grade level of the students, and what they already know about what you wantthem to learn.

Information about the amount of time you estimate it will take to implement the lesson. Descriptions of the materials that will be required by the lesson, and at some point, the actual

possession of the materials.

Information about how you will acquire the physical materials required.

Information about how to obtain any special permissions and schedules required. For example if yourlesson plan will require a field trip, you must know how to organize it. If your lesson will require aguest speaker (fire chief, lawyer, police officer, etc.) you must know how to make arrangements for

having that person be at the right place at the right timeProcess


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As an example, here is a template that has been used successfully to teach students to write lesson plans:Lesson Plan Format:

Teacher_______________________________________ Subject_________________________Grade Level________________________________ Date___________________________

Content: Indicate what you intend to teach, and identify which forms of knowledge (concept, academic rule,skill, law and law-like principles and/or value knowledge) will be included in the lesson.

Prerequisites: Indicate what the student must already know or be able to do in order to be successful withthis lesson. (You would want to list one or two specific behaviors necessary to begin this lesson).

Instructional Objective: Indicate what is to be learned - must be a complete objective.

Instructional Procedures: Description of what you will do in teaching the lesson, and, as appropriate,includes a description of how you will introduce the lesson to the students, what actual instructionaltechniques you will use, and how you will bring closure to the lesson. Include what specific things studentswill actually do during the lesson.

Materials and Equipment: List all materials and equipment to be used by both the teacher and learner andhow they will be used..

Assessment/Evaluation: Describe how you will determine the extent to which students have attained theinstructional objective. Be sure this part is directly connected to the behavior called for in the instructionalobjective.

Follow-up Activities: Indicate how other activities/materials will be used to reinforce and extend this lesson.Include homework, assignments, and projects.

Self-Assessment (to be completed after the lesson is presented): Address the major components of thelesson plan, focusing on both the strengths, and areas of needed improvement. A good idea is to analyze thedifference between what you wanted (the objective) and what was attained (the results of the assessment).

Of course, there is an immense difference between being able to plan and actually being able to carry outthe plan. However, if you have thought carefully about where you are going before you begin writing yourplan, the chances of your success, as well as the success of your students, are much greater.

http://www.forlessonplans.com/lesson_teacher/index.php/
http://www.forlessonplans.com/lesson_teacher/index.php/http://www.forlessonplans.com/lesson_teacher/index.php/


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Major Categories in the Taxonomy of Educational Objectives(Bloom1956)Categories in the Cognitive Domain: (with Outcome-Illustrating Verbs)

Knowledge remembering of previously learned material; of terminology; specific facts; ways and means of

dealing with specifics (conventions, trends and sequences, classifications and categories, criteria,methodology); universals and abstractions in a field (principles and generalizations, theories and structures):

Knowledge is (here) defined as the remembering (recalling) of appropriate, previously learned information. defines; describes; enumerates; identifies; labels; lists; matches; names; reads; records; reproduces;

selects; states; views; writes.

Comprehension: Grasping (understanding) the meaning of informational materials. classifies; cites; converts; describes; discusses; estimates; explains; generalizes; gives examples;

illustrates; makes sense out of; paraphrases; restates (in own words); summarizes; traces;understands.

Application: The use of previously learned information in new and concrete situations to solve problems thathave single or best answers.

acts; administers; applies; articulates; assesses; charts; collects; computes; constructs; contributes;controls; demonstrates; determines; develops; discovers; establishes; extends; implements; includes;informs; instructs; operationalizes; participates; predicts; prepares; preserves; produces; projects;provides; relates; reports; shows; solves; teaches; transfers; uses; utilizes.

Analysis: The breaking down of informational materials into their component parts, examining (and trying tounderstand the organizational structure of) such information to develop divergent conclusions by identifyingmotives or causes, making inferences, and/or finding evidence to support generalizations.

analyzes; breaks down; categorizes; compares; contrasts; correlates; diagrams; differentiates;discriminates; distinguishes; focuses; illustrates; infers; limits; outlines; points out; prioritizes;recognizes; separates; subdivides.

Synthesis: Creatively or divergently applying prior knowledge and skills to produce a new or original whole. adapts; anticipates; collaborates; combines; communicates; compiles; composes; creates; designs;

develops; devises; expresses; facilitates; formulates; generates; hypothesizes; incorporates;individualizes; initiates; integrates; intervenes; invents; models; modifies; negotiates; plans;progresses; rearranges; reconstructs; reinforces; reorganizes; revises; structures; substitutes;validates.

Evaluation: Judging the value of material based on personal values/opinions, resulting in an end product,with a given purpose, without real right or wrong answers.

appraises; compares & contrasts; concludes; criticizes; critiques; decides; defends; interprets; judges; justifies; reframes; supports.

http://www.krummefamily.org/guides/bloom.html
http://www.krummefamily.org/guides/bloom.htmlhttp://www.krummefamily.org/guides/bloom.html


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Competency Based ApproachWhy choose a competency-based approach?

Establishing a program based on logic that is centered on competencies fits in a set of instructions

commissioned by the Ministry of Education. These instructions are based on worldwide research thathighlights the importance of the links between learning and context of use, thus helping the learnersin making learning meaningful.

For several decades, competencies have been used in the educational field. Since emphasis is put onthe learners social and personal development, the aim is to make him reinvest his knowledge whileperforming tasks at school level as well as at social and professional levels. The program has beenconceived with the purpose of ensuring sustainable and viable learning.

Although the competency-based program is a novelty, its objectives are not new. Actually,

educationists have always been interested in developing general know - how processes and in fixingknowledge acquired in class. This program will allow the Algerian learner to develop his capacity tothink and act according to a vision of a world that he will construct day by day. This logic has a seriesof pedagogical implications such as:

Making the school acquisitions viable and sustainable:

The school will help the learner give sense to knowledge acquired in class and teach him how tomake beneficial and relevant use of it. His learning must be reinvested not only in school contexts,(that is to say from one situation to another or from one disciplinary context to another) but also incontexts outside the school.

Developing the thinking process of the learner:

To achieve this aim, it is vital to reinforce the cognitive function of school by establishing tightrelationships between acquiring knowledge and developing thinking processes. The emphasis put onthe development of competencies makes it impossible to focus exclusively on acquiring disciplinaryknowledge, but enhances the development of thinking processes necessary for assimilating them andusing them in real life.

Presenting learning contexts in relation to the needs of the learner:

The learner must grasp the usefulness of the resources he develops in relation to the problems hemeets in everyday life. The competency-based approach makes it possible to link the development ofpersonal resources and the meaningful situations, which call for such resources.

With this approach, the learner will acquire abilities to use the language for communication thanks tothe interwoven processes of learning reading, listening, speaking and writing.

Since language is central to all forms of communication, its mastery is necessary and basic to allschool learning as well as interpersonal relationships.


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Thus, the learner becomes able to get in touch with schoolmates and the adults around him, toexpress his own vision of the world, to make his the others culture and transmit his own culture.

Putting an end to disciplinary barriers:

The program recommends focusing on basic learning that the pupils will have to master during theircourse. This program will take part in the setting of transversal competencies in various fields:intellectual, methodological, personal, social and communicational. It aims at developingcompetencies in various real life situations, appealing to various sources that are related todisciplinary fields; the decompartimentalization encourages and favors the development oftransversal competencies. Going beyond the disciplinary field, these transversal competencies will beimplemented in a gradually widening field as they get used and developed in various contexts.

Choosing a personalized pedagogy:

To facilitate the development of the learners competencies, it will be necessary to rely on theresources that have to be explicited, developed and enriched. To achieve this aim, variouspedagogical approaches will be preferred, keeping individual differences in mind.

http://eltarticles.webs.com/competencybasedapproach.htm
http://eltarticles.webs.com/competencybasedapproach.htmhttp://eltarticles.webs.com/competencybasedapproach.htm

Reading Anthology (1)

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