B-SLIM: Bilash's Success-Guided Language Instructional Model
We talk so much about self directed learning and have structured policies and proposed practices around the assumption that all learners are equally self-directed. However, practitioners know that not all learners are equally self-directed. In fact, teachers also know from experience that some learners need to be taught to be self-directed. By being based on students’ ‘feelings of success’ in learning a second language (SL), B-SLIM (Bilash's Success-guided Language Instruction Model) incorporates enough scaffolding (structure and support) at each phase of a lesson or series of lessons for learners who are less self sufficient to succeed while simultaneously providing opportunities and direction for the more self-directed student to push forward. For example, while a less self-directed student might need to follow a template several times before really ‘getting’ the structure of a form such as a brief event review (in order to be able to create one on his/her own as an OUTPUT or 'proving it' assignment), a more self-directed learner may only need to hear or see the model once and be able to replicate and creatively alter it!
Planning and Preparation
Planning and preparation is what we do before we enter the classroom. This part of B-SLIM includes knowing what resources can be used and where they can be found as well as how to adapt and develop resources to fit what is being taught. During this stage, scaffolding is also an important consideration for planning activities and materials. Pacing should be considered including the cognitive capacity of the learners. When selecting and developing activities, teachers also need to think about the diverse learning styles, multiple intelligences and backgrounds of their learners.
Giving It: What to Teach and How to Teach It
Getting It: Understanding and Remembering
Using It: Learning Through Language
During the Using it stage of B-SLIM students engage in activities that require them to USE or apply what they have learned from memory (or with minimal assistance). Students solve problems, create, use their imaginations and are put in new situations or contexts in order to ‘transfer’ what they have learned. During this stage students might work in pairs, groups or on their ownand move from learning language (Intake) to learning through language (Uptake). It is during this stage where tasks and activities become more communicative in nature with an emphasis on fluency.
The Proving It stage of B-SLIM is where the students are able to give PROOF of what they have learned. This learning is usually demonstrated through meaningful tasks for the student (usually something of high interest) that integrates many facets of the language including pronunciation, vocabulary, grammar, situations, functions. These tasks, either oral or written, put emphasis on BOTH fluency and accuracy and students reveal their abilities to use the TL spontaneously, creatively, and personally by integrating all aspects of INPUT into oral and/or written activities or projects.
Assessment & Evaluation
Assessment is an ongoing process throughout B-SLIM that gives feedback to the teacher about how and what students are learning – through both observation and direct feedback from students. Assessment also involves providing criteria that help students see how they are doing and how they can improve in addition to demonstrating what makes a GOOD performance and what makes communication successful. Assessment helps teachers to determine what students still need to learn.
Contrary to Assessment, Evaluation occurs at the end of the BSLIM process and involves final grades, tests, exams and determining what students still need to learn in order to reach a prescribed mandate.
VDO How to teaching B-SLIM
Presentation
Getting
Using
Song Unit: School Topic: Color
ตัวอย่างVDO B-SLIM
