PEERLESS ENGLISH A book like no other Approach

PEERLESS ENGLISH A book like no other…

Approach Authenticity balanced with academic tone Culturally sensitive and non-discriminatory Balance between learners’ culture and wider world views Individualization and age-appropriacy Building learner autonomy Including non-natives and learners

Content Explicit rationale and purpose Themes: � contextualize grammar and build vocabulary � provide stimulating input � encourage production Variety of text length in reading and listening Meaningful tasks � Targeted for needs of faculty students � Rhetorical flexibility, writing ‘tool kit’

Content Simple and clear instructions Skills and language support and complement each other Includes meta-language and academic social language Learner development and study skills Functional approach to grammar Word lists incorporated Learners’ dictionary

Structure and Layout User-friendly � Clear flow through units � Not too much page flipping � Visually stimulating but not busy Themes are not too long Variety Progression across levels

Resources Teacher’s book � New Ts vs. experienced Ts � Includes ‘self-updating’ follow-up tasks Digital platform � Vocabulary building component � Performance-based feedback � Personalized study plan

Choosing a new book for use in Fall, 2015 Course book selection stages: 1. Selection of the new books (1 year) 2. Pre-use preparation stage (1 year) 3. In and post use evaluation (2 years)

Task 1. a. needs analysis - entry / exit level - faculty / career life b. objectives c. ideal course book specs 2. a. book analysis - objectives ideal? - weighted rating rubric essential vs. desirable b. get a short list (3) -T sub group analyse short list Responsible Time req. Deadline already done CU CU CU & T & Coordinators fall winter semester 2013 break

Task 3. piloting - 1 -2 units/level 4. pilot evaluation a. T/S questionnaires -qualitative and quantitative items b. feedback staging -T feedback first, then S feedback c. focus groups - timing / pacing - compare units / modules Responsible Time req. spring CU & Ts semester 2014 CU & Ts & Ss Ts Deadline end of spring semester 2014 Immediately after the piloting session early summer 2014 mid-summer 2014

Task 5. The Decision - report the data - try to reach educated consensus - final decision - report rationale of decision to whole group Responsible Time Deadline req. 1 beginning CU month of fall semester CU & 2014 coordinators& admin & volunteer Ts DIRECTOR OF SFL CU

Ø Pre-Use Prep (1 academic year) OBJECTIVES MAPPING Ø Ø Ø Ø Supplement missing objectives Omit extra objectives Add supplementary tasks to exploit book ESTABLISH TESTING SPECIFICATIONS Question types, etc. for testing purposes Establish themes/ vocabulary Digital / virtual environments (videos, digital platforms) Word lists Assignments, portfolios, etc. Coordinating main book with skills/grammar/etc. Design pacing guide/schedule for Ts Teacher training for new book, workshops

In- and Post-Use Evaluation (2 year) Ø FEEDBACK SESSIONS WITH TS DURING SEMESTER Give Ts forms/questionnaires to fill out during use to get feedback for level meetings Effectiveness of the book Is timing appropriate? Does it match objectives? Is the word list accurate? Does it need more supplementing need? (unit by unit for open-minded experienced Ts & mid- and end-of-semester global experience for all Ts)

ASSESS EFFECTIVENESS OF THE BOOK BY Look at success rates i. e exit/ proficiency exams) Get feedback from department lecturers Get feedback from students after prep Get wider feedback from Ts and then Ss, comparing their experience (as in pilot) Ø CLASSROOM OBSERVATIONS How T exploits books How Ss respond to book Flow of lesson / effectiveness of book Help T use book more effectively / address negative sentiments Ø