Designed by: Marijn van Halteren

Lesson series 5 lesson: 17, 18, 19, 20.

Student number: 1652143
Date: 4 April 2016
Words: 734
Backward design and learning objectives.
A teacher cant start a lesson with learning activities, without doing lots of thinking, designing, and
consideration first. It is important to have clear goals and objectives first, and know how students can
prove that theyve achieved those goals and objectives. This way of approaching is called backward
design, and is build up in three stages. First the teacher has to identify desired results, then determine
acceptable evidence, and at last plan learning experiences and instructions (Wiggins & McTighe, 1998).
These steps are also followed in the design of the catering4thefuture lesson series. The learning
objectives that focus on the content are mostly adapted or derived from the VMBO exam programs
Zorg & Welzijn, and Dienstverlening & Product (Vernieuwingvmbo, 2016). The objectives that focus
on the language are mostly Can-do-statements from the CEFR (Cambridge University Press, 2001).
Content and language integrated learning (CLIL)
CLIL refers to situations where subjects, or parts of subjects, are taught through a foreign language
with dual-focused aims, namely the learning of content, and the simultaneous learning of a foreign
language (Marsh, 2002)". As mentioned earlier, the learning objectives of this series are based on
content and language: organising a food festival, with all the skills that come with it, and of course
leaning the English language.
Task based learning (TBL)
TBL gets the focus of the student toward achieving a goal, where language becomes a tool, and a
necessity, instead of the language being the goal (TBL Methodology, n.d.). In this series, organising the
food festival is the larger goal, and language is the necessity. In the separate lessons there are smaller
goals: mastering the catering skill (lesson 17), making an instruction video (lesson 18), becoming the
host of the festival (lesson 19), and designing promotional material (lesson 20).
All the lessons, lesson materials, and tasks are in the target language. According to the TBL theory the
student should be exposed to L2 as much as possible, in order to observe the language to the fullest.
Besides that, the tasks also have a communicative purpose, so without communication there wont be
a proper outcome (TBL Methodology, n.d.).
Westhoffs Pentapie
The theory that is most visible in the lesson series is Westhoffs Pentapie. Each lesson starts with input;
sometimes at home, but mostly at the beginning of a lesson. This input can be given through one of
the receptive skills, so either a reading or a listening text. According to Krashen the exposure to the
target language is a decisive factor in language learning (Westhoff, 2008).
To give the input more value, and to make sure it gets to the long-term-memory, step two and three
is to process it. Process on content; do the students understand what is in the text? Process on form;
focus on grammar or vocabulary.
The last phase of each lesson is the output phase. This is when students combine, and connect the first
three steps, and create their own product or perform a task. This focusses on the productive skills, so
writing or speaking.
The Pentapie would not be complete without the fifth aspect; learning strategies. Westhoff (2008)
distinguishes two types: receptive strategies and productive strategies. Receptive strategies are for
example: guessing unknown words (lesson 18), or activating prior knowledge (lesson 19). Productive
strategies are for example fillers, or describing words (lesson 20).

ICT
The society we live in is changing every day. Together with these developments come economic-, and
social changes. Teachers should be aware of this, and should teach these 21st century skills. One of
these skill is the use of ICT during learning (SLO, 2014). During this project students use a lot of ICT: the
website, media, Facebook, YouTube, QR-codes, Zaption, making and editing videos, and e-mail. The
fact that a lot of ICT is used, isnt only because students should become familiar with it. It also makes
the learning more fun, rich, catching, and varied.
Authentic materials and cooperative learning
All materials used in this series are authentic. Some of them are adapted to meet the i+1 level of the
students (mostly A2). The source can be found at the bottom of the document, on the students page.
Furthermore, I would like to mention that cooperative learning is also a learning theory used in this
series, mostly in lesson 18. Some famous activating work forms like the domino game and the
placemat, are examples (Flokstra, 2006).

Bibliography:
Cambridge University Press. (2001). Common European Framework of Reference for Languages.
Retrieved on 4 April, 2016, from https://www.coe.int/t/dg4/linguistic/Source/Framework_EN.pdf
Flokstra, J.H. (2006). Activerende werkvormen. Enschede: SLO
Marsh, D. (2002). Content and Language Integrated Learning. Retrieved on 4 April, 2016, from
http://www.onestopenglish.com/clil/what-is-clil/
TBL Methodology - What is Task Based Learning? (n.d.). Retrieved on 4 April, 2016, from
https://hubl.hu.nl/sites/hu.learn.mentorix.dk/files/userfiles/u1349/documents/TBL%20Methodology.pdf
Thijs, A., Fisser, P., & Hoeven, M. van der. (2014). Digitale geletterdheid en 21e eeuwse vaardigheden
in het funderend onderwijs: een conceptueel kader. Enschede: SLO.
Vernieuwingen VMBO. (2016). Examenprogramma. Verkregen op 4 april, 2016, van
http://vernieuwingvmbo.nl/
Westhoff, G.J. (2008). Een schijf van vijf voor het vreemdetalenonderwijs. Verkregen op 4 april,
2016, van
https://hubl.hu.nl/sites/hu.learn.mentorix.dk/files/u1349/Curriculumdesign/Schijf%20van%20vijf%2
0%20-%20westhoff.pdf
Wiggins, G., & McTighe, J. (1998). Backward Design. Retrieved on 4 April, 2016, from
https://hubl.hu.nl/sites/hu.learn.mentorix.dk/files/userfiles/u1349/documents/ict%20international/wiggins-mctighe-backward-design-why-backward-isbest.pdf