Planning Outcomes Based Content

By saradavila  

I’ve been on a roll lately writing about how to plan and prepare outcomes based content using the Global Scale of English descriptors. For me, the value of the GSE descriptors is not that they demonstrate linear progression or try to prescribe learning (they don’t, note even close) it’s that they exist at all as a repository that I can draw from to create content.

With that in mind, I was over the moon to find out that the GSE is now even easier to use with the teacher tool kit. Pearson asked me how teacher would use it, and I didn’t hestitate to toss together 2000 words on the subject.

Read more about it here:

The GSE provided a new strategy for planning. My coursebook can cover the basic work and I’m free to generate interesting ideas for classroom activities that will really challenge my learners. Even though the group I’m working with is at a B1 level, I planned a B2-level activity around a GSE descriptor. At the B1 reading level, my students would read and process information from a problem-solution essay. My coursebook provides several good examples and structured activities to build the skill, reducing the work I have to do. Now, for the challenge. I selected the following B2-level skill from the GSE toolkit:

Can critically evaluate the effectiveness of a simple problem-solution essay (GSE 61, B2 (59–66)).

This will allow the class to go beyond the surface application of the skill. For the activity, I selected a piece of authentic content, an op-ed piece from the newspaper, a great example of someone explaining a problem and presenting their argument for the best solution. The lesson plan practically wrote itself.

http://www.english.com/blog/reaping-the-value-of-gse-and-the-gse-teacher-toolkit