Using Research to Improve Performance: Scaffolding, Stretch and Assessment

This is a recorded presentation talking about, by using the Global Scale of English, how schools/ English teachers can set learning objectives and assessments that measure progress to meet the goals targeted by curriculum guidelines, and then how they can filter down the learning objectives into the activities on a per class level.

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In language education, many seek ways to build programs that lead to long term progress while supporting learners language development. Programs that contain clear scaffolding achieve superior measurable results which can lead to long-term retention and improved quality of language acquisition. The introduction of the Global Scale of English has created an entirely new way to focus on the development and measurement of scaffolding and stretch goals in a program design and lesson planning by offering granular insight into language acquisition. Research based practices utilise assessment to inform curriculum develop and drive learners to higher achievements.

This is a recorded presentation talking about how schools/ English teachers can set learning objectives and assessments.  It also provides further insight into course design and development that supports learning using the Global Scale of English as an organisational guide.

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Sara Davila

Sara Davila is a teacher, teacher trainer, and educational specialist engrossed in language education, professional development, and curriculum construction. She has worked in the USand abroad as a language teacher and learning expert in the field of language acquisition. She has done extensive research on performance assessment, communicative based instructionalstrategies, and learning theory with presentations, workshops, and articles around each topic. Recently she has supported the implementation of the Global Scale of English in Panama Bilingual Program, a government-led initiative designed to nurture state school teachers and students to become bilingual by 2025.