Curricular Needs Assessment

Basma Abdulla

Presenting a case study of learner, content, context of unit of instruction and technology.

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Teaching Day 1

Sunday, Aug. 23rd, 8:30pm

HCT - Al Ain Women's College - Falaj Hazzaa - Al Ain - United Arab Emirates

Al Ain, Abu Dhabi

Vocabulary Quiz 1

Thursday, Sep. 3rd, 9pm

HCT - Al Ain Women's College - Falaj Hazzaa - Al Ain - United Arab Emirates

Al Ain, Abu Dhabi

Vocabulary Quiz 2, Grammar Quiz 1

Thursday, Sep. 10th, 8:30pm

HCT - Al Ain Women's College - Falaj Hazzaa - Al Ain - United Arab Emirates

Al Ain, Abu Dhabi

Vocabulary Quiz 3

Thursday, Sep. 17th, 8:30pm

HCT - Al Ain Women's College - Falaj Hazzaa - Al Ain - United Arab Emirates

Al Ain, Abu Dhabi

Practice Test All Levels

Monday, Oct. 5th, 8:30pm

HCT - Al Ain Women's College - Falaj Hazzaa - Al Ain - United Arab Emirates

Al Ain, Abu Dhabi

Vocabulary Quiz 5

Thursday, Oct. 1st, 8:30pm

HCT - Al Ain Women's College - Falaj Hazzaa - Al Ain - United Arab Emirates

Al Ain, Abu Dhabi

Vocabulary Quiz 6, Grammar Quiz 2 and 3

Thursday, Oct. 8th, 8:30pm

HCT - Al Ain Women's College - Falaj Hazzaa - Al Ain - United Arab Emirates

Al Ain, Abu Dhabi

Final Test

Tuesday, Oct. 13th, 8:30pm

HCT - Al Ain Women's College - Falaj Hazzaa - Al Ain - United Arab Emirates

Al Ain, Abu Dhabi

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  • Students' current performance (poor, very low English proficiency)
  • For students to perform at a higher level (more than 85% to reach the required level)
  • Grades do not reflect real level of students - scoring higher because of multiple choice questions whereas in reality their language level is very level
  • Students with disabilities are not being helped in time
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Curriculum Goals for Writing


  • Can do basic self- and peer-editing using a predetermined checklist.
  • Can write short simple sentences on a familiar topic, making effective use of A2 and A1 words from the Curriculum Vocabulary List and the Level 1 grammatical structures.
  • Can write short, simple formulaic messages (e.g. emails) relating to matters of immediate need and expressing thanks, apology, making requests, invitations, suggestions.
  • Progressively extend writing to simple descriptive and basic narrative paragraphs in present and past tense (handwritten and on digital platforms) of at least 100 words.

Course Learning Outcomes for Writing

  • Write brief messages and paragraphs composed of short simple sentences on a familiar topic, making effective use of common words and basic sentence structures, at a CEFR A2 level.
  • They will be expected to produce short simple written notes at both the sentence and multi-sentence level.

Delivery Framework

  • The Foundations English courses are the focus for a dynamic initiative in mobile learning using iPads.
  • Instructors in Foundations integrate iPads into their classroom and utilise student-centered pedagogies.
  • Lessons focus on stimulating student interest and increasing their motivation to learn English by providing students with positive learning experiences and interactive tasks with hands-on activities.
  • Teachers use effective scaffolding to move students from being highly supported in the learning process, to being able to develop effective language learning strategies and to become independent learners.
  • Teachers engage in discussions with other teachers about language learning and the iPad and utilise their years of experience and training to come up with dynamic new ways to use mobile learning technology to increase student learning both in the classroom and out.

Assessment Strategies:

  • Coursework - Quiz: 20%

    Weekly and biweekly quizzes assess student progress in vocabulary and grammar. These quizzes are centrally developed and identical across all HCT campuses.

    The final assessment measures whether students have achieved the course learning outcomes in vocabulary, grammar, reading, writing, and listening.

  • Final Assessment - Written Examination: 80% (SA) (CSA)

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  • Focus on teachers and what they provide, less independent work than desired
  • Colorful classes decorated by teachers, some student work posted
  • Many rules - drinking, eating, use of mobiles, etc.
  • Classrooms average on 20 students
  • Large immovable desks, wheeled chairs, large cupboard at the end of the classroom, whiteboard, smartboard and bulletin board for use
  • Students sit facing the teacher in rows
  • Use of different teaching practices by different teachers
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  • Teachers use some social media(e.g. instagram) to inspire students
  • iPads for all work, minimal paperwork
  • Smartboard via computer, iPads and projector used daily
  • Use of computers for ICT in the library weekly
  • Apps list given to students at the beginning of the year, teachers can also ask students to download apps throughout the semester that they will be using in class
  • Communication done via e-mail
  • Students allowed to use phones when iPads are out of charge, broken or at home. Students may also borrow iPads from the library for specific situations (e.g. not able to get their own iPad, exam time, etc.)
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Plans for my teaching:

  • Giving my students a chance to build and make their own SMART goals at the very beginning
  • Coming up with their own learning plan (together with me)
  • Learning Goals/Outcomes at the beginning of every week, put into their Nearpod or ClassKick slide, or even written on the whiteboard
  • Working to match program goal to curriculum goal to personal learning goal
  • Utilizing both direct and indirect assessments (e.g. work samples, portfolios, projects and surveys, interviews and follow-ups)

App, Tools, and Techniques that I will be using in Cycle 2:

Teaching Techniques and Tools

  • Audio tools and voice recording tools for teaching and learning
  • Graphic organizers (online, apps as well as on paper)
  • How-To Videos (made by me or by students)
  • Lesson Plans from "Learning Teaching" by Jim Scrivener
  • Using rubrics for self-check and partner check
  • Working in the library, changing our environment every once in a while
  • Independent Practice while others are getting feedback
  • Making videos, presentations and comics instead of presenting writing on paper so that they can add images and music
  • Collaborating on writing tasks
  • Publishing work in public sites