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ESP/EAP Course Design Prezi

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Hallie Bodey

on 23 February 2013

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Transcript of ESP/EAP Course Design Prezi

C. Underlying Pedagogical rational and goals and objectives Goals and Objectives for students link: https://sites.google.com/a/tc.columbia.edu/esp-design-course/course-goals-and-objectives A. Needs Analysis Proprofs Link: http://www.proprofs.com/quiz-school/story.php?title=esp-needs-analysis

Edited Needs Analysis Link: TBD

Link to location for students: https://sites.google.com/a/tc.columbia.edu/esp-design-course/needs-analysis

EAP/ESP Hybrid Course Target population is community college students interested in entering Healthcare professions. Students may (and likely do) have prior experience with healthcare in their first language, and need to improve English skills, or they have an interest in healthcare. One of the advanced ESL courses is a prequisite. This course would be an elective type ESP course from a group of similar courses: business, law, engineering, healthcare, education (and so on). Course is taught completely online. D. Duration of Course and outline of units E. Authentic Non-Textbook Materials Your Medical Mind (Book): Weeks 1-4
Tutorials (Podcasts+Interactive Quizzes): Weeks 1, 3-7, 10
The Patient Experience (NY Times 14 Article Collection): Week 2
The Wrestler (Movie): Week 4
How I repaired my own heart (TedTalk): Week 5
New York City Soda Ban (Time Magazine Article): Week 6
Supersize Me (Documentary): Week 7
Other Materials based on the Needs Analysis: Weeks 8 and 9
F. Assignments in the course and evaluation criteria for course Students post comments on Google Sites: Weeks 1-10
Students write 2 essays: Weeks 4 and 7
Students write 1 cover letter: Week 10

Link to Paper Assignments: https://sites.google.com/a/tc.columbia.edu/esp-design-course/paper-assignments (more detail in weekly assignments): grade breakdown included Hallie and Joao Preparation for
Healthcare Professions G. Short Sample Activity from Unit Week 5: Medical Problem Solving B. Target Population and Teaching Context Goal Improving communication in academic writing and getting students ready for greater academic contexts in writing, reading, and listening. Objectives 1. SWBAT write cover letters for medical field jobs by practicing applying to medical jobs of their interests.

2. SWBAT write thesis statements and clear and concise sentences by practicing writing thesis statements in their essays.

3. SWBAT paraphrase, comment, and synthesize different medical readings as practiced in their essays.

4. SWBAT read scientific discourse in periodicals by reading scientific discourse in two different periodicals.

5. SWBAT develop a structured academic essay by going through the essay writing process twice.

6. SWBAT partake in the peer review process by practicing the peer review process 3 times.

7. SWBAT develop fluency by doing multiple drafts of essays.

8. SWBAT read and understand college style syllabi by reviewing different course syllabi relevant to medical fields.

9. SWBAT understand lectures on medical topics in their courses by watching relevant movies and TEDtalks on medical topics. Link for students: https://sites.google.com/a/tc.columbia.edu/esp-design-course/course-syllabus Unit 2: Weeks 5-7 Unit 3: Weeks 8-9 Unit 4: Week 10 We believe students best learn by interacting with their peers,
so we've included a lot of peer interaction posts and peer editing.

Although the online format is a little different, we have still
facilitated and seek to develop strong student interaction.

We also believe that writing is a process, and thus have developed many opportunities for students to edit and develop papers based on feedback from peers, the peer tutor, and the professors. Unit 1: Weeks 1-4 Doctor Patient Relationship Week 1 Link: https://sites.google.com/a/tc.columbia.edu/esp-design-course/course-syllabus/week-1
Week 2 Link: https://sites.google.com/a/tc.columbia.edu/esp-design-course/course-syllabus/week-2
Week 3 Link: https://sites.google.com/a/tc.columbia.edu/esp-design-course/course-syllabus/week-3
Week 4 Link: https://sites.google.com/a/tc.columbia.edu/esp-design-course/course-syllabus/week-4 Medical Problems and Nutrition Week 5 Link: https://sites.google.com/a/tc.columbia.edu/esp-design-course/course-syllabus/week-5
Week 6 Link: https://sites.google.com/a/tc.columbia.edu/esp-design-course/course-syllabus/week-6
Week 7 Link: https://sites.google.com/a/tc.columbia.edu/esp-design-course/course-syllabus/week-7 TBA Unit Week 8 Link: https://sites.google.com/a/tc.columbia.edu/esp-design-course/course-syllabus/week-8
Week 9 Link: https://sites.google.com/a/tc.columbia.edu/esp-design-course/course-syllabus/week-9 In the final edited version, questions will be grouped according to the categories that mattered the most to us: •Metacognitive Skills
•Study skills
•Four skills proficiency
•Online Skills
• Professional Experience
•Educational Experience Healthcare Job Applications Week 10 Link: https://sites.google.com/a/tc.columbia.edu/esp-design-course/course-syllabus/week-10 Course Home Page Link: https://sites.google.com/a/tc.columbia.edu/esp-design-course/home What principles influenced us when creating the questions Are Ss interested in an ESP class? (Goals)
•2. Are they able to do an online class? (Format )
•3.Ss’ previous knowledge( Goals)
•4. Ss’ Time management (Time) Writing Assignments Grading Criteria Do students successfully implement the teaching points
covered in course tutorials? Do students incorporate each item on the particular essay's checklist? Example Rubric for Essay #1 Link: ________ Link to Assignment page: https://sites.google.com/a/tc.columbia.edu/esp-design-course/course-syllabus/week-5

1. Students would watch a tutorial on finding the main point in an article (approximately 5 minutes)
2. Students will watch "How I repaired my own Heart" TEDTalk (approximately 13 minutes): http://www.ted.com/talks/tal_golesworthy_how_i_repaired_my_own_heart.html
3. Students will find and watch a TEDtalk related to their interests (approximately 1 hour)
4. Students will practice skills obtained in tutorial on both TEDtalks (approximately 30 minutes - 1 hour)
5. Students will watch talks of 2 peers and comment on their talks (approximately 1 hour)
6. Students will edit essays from previous week and submit final draft (approximately 1 hour)
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