Performance-based Approaches to BE and ESP
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Transcript of Performance-based Approaches to BE and ESP
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Performance-based approaches to BE and ESPDriving ROI for our students and clients
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Web 2.0 complements top-down content
with “bottom up”, user-generated content.
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English360 is one way to bring web 2.0
approaches to ELT, BE, ESP.
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The result is personalisation, and one way of
authentic personalisation in BE, ESP is
Performance-Based Teaching (PBT).
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What this session is not...(not on purpose anyway)
not a new idea not a prescription
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What this session is...
supporting performancethrough an emergent syllabus,
a few software examples,
and results and benefits of PBT.
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What do we mean by performance?(...not the “competence vs performance” distinction.)
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A performance event is an instance of authentic L2 communication in a professional context.
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A specific, upcoming communicative performance
in the target language that merits sustained efforts
to optimize the results of that event.
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The authenticity continuumtask authenticity ranges along a cline
Artificial Authentic
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The authenticity continuumtask authenticity ranges along a cline
Artificial Authentic
decontextualisedgap fill
info gap
role playsimulation
presentation rehearsal
Because most business people see language study as a means to an end, the closer we get to authenticity the better.
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Q: How do we support learner performance?A1: Different approaches to BE, ESP course design
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Course design Selection of outcomes Material and process
Different approaches to BE, ESP course design Curricular, needs-based, performance-based
Source: Cleve Miller in 2/2010 Business Issues (BESIG)
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Course design Selection of outcomes Material and process
Curriculum-based
Needs-based
Performance-based
Source: Cleve Miller in 2/2010 Business Issues (BESIG)
Different approaches to BE, ESP course design Curricular, needs-based, performance-based
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Course design Selection of outcomes Material and process
Curriculum-basedpredicts generic performance goals
Needs-based
Performance-based
Work through a coursebook
Source: Cleve Miller in 2/2010 Business Issues (BESIG)
Different approaches to BE, ESP course design Curricular, needs-based, performance-based
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Course design Selection of outcomes Material and process
Curriculum-basedpredicts generic performance goals
Work through a coursebook
Needs-based
Performance-based
identifies categories of performance goals
Select from range of resources,based on needs analysis
Source: Cleve Miller in 2/2010 Business Issues (BESIG)
Different approaches to BE, ESP course design Curricular, needs-based, performance-based
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Course design Selection of outcomes Material and process
Curriculum-basedpredicts generic performance goals
Work through a coursebook
Needs-basedidentifies categories of performance goals
Select from range of resources,based on needs analysis
Performance-basedresponds to specific performance events
Language needs for the eventdefine materials, methods
Source: Cleve Miller in 2/2010 Business Issues (BESIG)
Different approaches to BE, ESP course design Curricular, needs-based, performance-based
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Q: How do we support learner performance?A2: A 4-step process approach to PBT
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Step 1: Select the performance event
• Learner drives selection of event
• Teacher supports and guides
• Other stakeholders (HR, line manager) may be involved
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Step 2: Define the key messages
• Sales presentation: features, benefits
• Business dinner: personal anecdote, questioning
• Teacher identifies language needed (e.g. structures, lexis)
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Step 3: Plan, resource and teach
• Language needed for messages documented as goals
• Syllabus > material: authentic, courses, learner’s material
• Transition from practice to production closer to event
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Step 4: Post-performance reflection, feedback
• Reflective narrative by the learner
• Were the linguistic objectives achieved in actual event?
• Results feed into next stage of syllabus
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select event
post-performancereflection
plan, resource,teach
define messages
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4-step PBT cycle >> emergent syllabus
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Some software examples of PBT...just a few screenshots
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Performance-based Teaching FAQsCommon questions about PBT
Where is the organization?
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Performance-based Teaching FAQsCommon questions about PBT
Where is the organization?
“Actually, PTB is extremely organized. It’s just not pre-organized...we organize when we have something to organize around, and not before.”
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Performance-based Teaching FAQsCommon questions about PBT
How can you use PBT in groups?
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Performance-based Teaching FAQsCommon questions about PBT
How can you use PBT in groups?
• Group work + guided self-instruction • Groups sometimes have group events
• With multiple events in a group, often you can find a common message, language needs
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Conclusion: stakeholder benefits from PBTPotential for higher ROI all the way around
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Benefits for students
• Engagement, motivation, learning
• Avoids artificial “working” vs. “in English class”
• Improved professional performance
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Benefits for teachers, schools
• Our tools work better (e.g. drills are more meaningful)
• Differentiation and competitive advantage in market
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Benefits for teachers, schools
• Our tools work better (e.g. drills are more meaningful)
• Differentiation and competitive advantage in market
• And most importantly: it’s fun!
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Benefits for customers, training departments
• Training is directly focused on business results
• Adds another tool to their training portfolio (“BE-CLIL”)
• ROI focus gains buy-in from upper management
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Performance-based approaches to BE and ESP
Questions and discussion