Guide to Reading the Columns The General Learning Outcome which is the same

Guide to reading the columns the general learning

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Guide to Reading the Columns The General Learning Outcome, which is the same from Senior 1 to Senior 4, is listed at the top of the first page. Column one on each page cites the heading for a cluster of specific learning outcomes in bold print, and the heading for the specific learning outcome in italics. The specific learning outcome is highlighted by an asterisk. Column two includes examples of teaching and learning activities that help to illustrate the intent of the specific learning outcome, under the heading Suggestions for Instruction . Spanish language samples of student materials related to the specific learning outcome may be included. Column three includes suggestions for classroom assessment under the heading Suggestions for Assessment . Column four provides suggestions for resources that Spanish Language and Culture program teachers have used or reviewed in the development of this document and in their classrooms. These resources are listed under the heading Suggested Learning Resources . All resources listed can be found in either the References section of this document or in Appendix C found on page Appendices – 13. Further information on some of these resources can be found in the annotated bibliography of learning resources found at <. edu.gov.mb.ca/ks4/learnres/spanish/sp7-S4com2000-2003.pdf>.
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Achieving Learning Outcomes • S ENIOR 1 TO S ENIOR 4 S PANISH L ANGUAGE AND C ULTURE Achieving Learning Outcomes – 4 Integration of Learning Outcomes The Spanish Language and Culture documents ( Framework and Foundation for Implementation ) assume that the general and specific learning outcomes will be delivered in an integrated manner, even though the curriculum document itself is divided into numbered sections. Although the Senior 1 to Senior 4 Spanish Language and Culture: A Foundation for Implementation contains four-column sections, the four- column section treats each specific learning outcome separately to provide suggestions specific to that learning outcome. In the classroom, single learning outcomes are rarely taught in isolation. Effective integrated Spanish Language and Culture learning experiences typically address many learning outcomes simultaneously. Teaching vocabulary or grammar points in isolation is not an effective method. Activities designed to develop specific skills related to the form of the language should always be embedded in meaningful contexts where students will see the purpose for learning the skill and will have immediate opportunities to use the particular form in their own productions. Applications • S ENIOR 1 S PANISH L ANGUAGE AND C ULTURE (F OUR -Y EAR P ROGRAM ) Senior 1 – 12 1.2 express emotions and personal perspectives 1.2.1 Preferences ! express a personal response (e.g., respond to a song or story) and simple preferences ! identify favourite people, places, or things " As a class, brainstorm activities in which students participate outside of school. Have students in small groups conduct surveys of their favourite activities and interests, using pre-framed Spanish sentence structure. For
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