Outcomes Intermediate Listening

[Kerby Reynolds]

Learningoutcomes are the expectations for each level of study. They can give students an understanding of what they will learn throughout their studies in Japanese. They are based on the ACTFL-devised categories of abilities. Below are the corresponding levels and their outcomes.

Speaking: Can be comfortable with using conjunctions, fillers, and aizuchi (signals indicating listening stance) to engage in active communication. Can build on old grammar, students should be able to construct increasingly long clauses.

Traditionally, ELT listening lessons often focused on micro-skills like using context and general knowledge to get the gist. More recently, there has been a reconsideration of listening and how we might improve it, based on four main processes. These can be described as:

The language choices in the Outcomes series are determined by clear speaking goals based on common conversations students want to have. We consider the words and grammar students will need, using sources such as the English Vocabulary Profile and word frequency for leveling.

In each Outcomes unit, we also include a fast speech activity that helps students hear language. These activities take 5-8 extracts from a larger listening text and focus on word recognition issues. Here are some sample activities:

Even when listeners correctly break down what they hear, they still have to recall the meaning of those words. This can be a slow process and in the time it takes students to recall, they may miss the next bits of text. If students are constructing the meaning of whole texts, the process of recognizing words and recalling meaning has to be automatic, meaning that they can process chunks of language rather than individual words.

Automaticity develops through repetition within and across lessons. Learners need to hear words in context repeatedly through pronunciation, through language recycled in listenings, through fast speech activities and maybe through the teacher doing drills and dictations. However, teachers might also consider having students listen to audio texts multiple times.

We hope this post gave you an understanding of the main processes for improving listening outcomes and how to incorporate these strategies into your English classes. Let us know what you think in the comments section below!

The French Section offers multiple contexts for studying the language, with many experiential opportunities for students in their individual areas of interest. While specific expectations will vary from student to student and by their co-disciplines, the French section seeks to regularly gather and report concrete evidence on what students can do based on their program of study. Learning outcomes are focused on all four modalities of the language: speaking, listening, reading and writing as well as knowledge of Francophone cultures and the skills of collaboration and critical thinking.

Capture the essence of the Integrative Learning Model and its application throughout the Alverno College curriculum. Learning to Listen, Listening to Learn provides concrete examples of how Alverno introduces its unique listening model; how to teach listening at the beginning, intermediate, and advanced levels of the curriculum; and how to incorporate effective listening as a key component in classroom activities and assessment.

In this new monograph, Alverno faculty articulate what they have learned from studying self assessment as a form of student assessment-as-learning for more than 30 years. Their focus is on how students experience self assessment and learn from it in order to improve their performance. From the perspective of various disciplines, individual faculty explain how self assessment works in their courses.

Based on the practice of Alverno College faculty and staff since 1973, this book explicates their theory of assessment for student learning. The book includes specific examples of assessment instruments. While published in the mid-nineties, this book has retained its relevance over time as a key resource for those desiring an understanding of the Alverno College curriculum.

This monograph invites collegial cross-institution conversations about approaches to meeting diverse assessment and learning purposes at various levels of practice. The focus is on explaining, with examples of student, program and institutional assessment, how ongoing assessment of required student learning outcomes at Alverno College supports both individual student learning and faculty improvement of courses, academic programs, and the college curriculum as a whole. Additional strategies for fostering improvement while engaging wider audiences in evidence for student learning outcomes are addressed in program and institutional assessment examples.

This book explores how learners transform themselves and how educators foster skills for learning, leading, teamwork, and adapting with integrity in college and beyond. The authors' theory includes practical strategies for enabling a wide range of students to cultivate integrative and expansive capabilities across a lifetime. The theory draws on two decades of longitudinal studies of student learning in the Alverno curriculum, leading educational theories and experience in institutional consortia. The authors illustrate how faculty and academic staff forge effective curricula, design innovative programs, implement key institutional goals, and renegotiate the college culture.

Learning That Lasts has received the "Outstanding Research Publication Award" from the American Educational Research Association's (AERA) Division I (Education in the Professions). The award is given to a peer-reviewed book, chapter or article published within the past year that makes a significant contribution to research and theory in the field of education in the professions.

Faculty conversations about issues related to student learning are essential for effectively developing a curriculum. This publication includes an extended faculty discussion that probes the meaning and implications of faculty habitually taking a curriculum perspective on their work.

In this publication, Alverno professional advisors illustrate how a discussion of institution-wide learning principles stimulates thinking through their frameworks for advising. The advisors consider how learning that lasts is developmental and individual, transitional and transformative.

In this publication Alverno academic administrators describe how the design and implementation of a student learning outcomes curriculum stimulated a rethinking of faculty responsibilities and affected the organizational structure.

These books are the result of a project designed by Alverno College and funded by the Fund for the Improvement of Postsecondary Education (FIPSE), called the Network for Innovation in Critical Thinking. They represent the collaborative work of educators from a number of institutions, studying how critical thinking is defined, taught and assessed within specific disciplines.

This book expands and specifies the theoretical frameworks described in "Valuing at Alverno: The Valuing Process in Liberal Education." It articulates more explicitly the various analytic dimensions that students engage in as they work with the levels of the valuing ability in their curriculum.

Contextual validity for an instrument requires the integration of the multiplicity of perspectives and purposes into its design and the fidelity of its elicited mode of performance with post-college settings. This document illustrates how the strategies and elements of the contextual validity of specific instruments can be shown by describing and analyzing the history of two instruments.

Written in conversation with colleagues at Alverno College and other colleges and universities, this paper represents reflections on the practice of scholarship when shaped by student learning as its ultimate purpose.Read this report (pdf file) or purchase it.

What characterizes the analytic inquiry we want our students to learn from our disciplines? How do we engage students in that kind of inquiry? How do we determine whether students have developed the analytic abilities at the heart of such inquiry? These questions are central to what the authors in this collection of essays have to say about what it means to teach analytic inquiry in their respective fields.

A number of years ago during a workshop for educators, the staff were asked how they integrated curriculum abilities in their work with students. This prompted many discussions about how staff contribute to shared educational principles, how they learn together and how they provide a campus classroom without walls. Partners in Learning was developed from these discussions. This paper is distributed to all new employees and it is used in a workshop about the role of employees in this learning environment.

Performance and reflection are the principal components of experiential learning in all of its traditional forms - internships, service learning, clinical practica, student teaching, independent research. What we have done at Alverno is taken the powerful learning potential of performance and reflection and made it central to the entire college curriculum.

This book describes each of the eight Alverno abilities - Communication, Analysis, Problem Solving, Valuing in Decision=Making, Social Interaction, Developing a Global Perspective, Effective Citizenship, Aesthetic Engagement. They are integrated into the Alverno curriculum both in general education and in the areas of specialization. Through examples of approaches to teaching and assessment from a variety of discipline and professional areas, faculty illustrate how student learning occurs and is demonstrated throughout the curriculum.

This series describes the philosophy and practice of Alverno College's ability-based curriculum. The general publication introduces the principles of ability-based learning, while the discipline-specific publications (written by various academic departments) clarify the ways ability-based learning grounds advanced-level specialization in the undergraduate majors.

3a8082e126