The Cambridge Life Competencies Framework
Adult Learners
Introductory Guide for Teachers and Educational Managers
Why teach Life Competencies? Our world is changing fast and we need to prepare our students with the skills and experiences that go beyond learning an additional language. We see the increasing need to work together with people from around the world, to think creatively and solve problems, to analyse sources more critically, to communicate our views effectively,
and to maintain a positive mindset in an increasingly complex world. The Cambridge Life Competencies Framework supports teachers in this challenging area – we understand that the engaging and collaborative nature of the language classroom is the perfect place to develop and embed these key qualities.
Hear from our experts
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What is the Cambridge Life Competencies Framework? The Cambridge Life Competencies Framework helps teachers and educators who want to understand how life skills, or 21st century skills, can be integrated more effectively into English language programmes. The framework has six Competencies that describe how these essential skills develop and vary across different stages of education, as learners grow and change. CREATIVE THINKING
Learners actively participate in creative activities, generate new ideas and use them to solve problems.
CRITICAL THINKING
Learners identify patterns and relationships, evaluate ideas and use these skills to solve problems.
LEARNING TO LEARN
Learners develop practical skills to support and take control of their learning and reflect on their own progress.
COMMUNICATION
Learners choose the most appropriate language to use in different situations, manage conversations effectively and express themselves clearly and confidently.
COLLABORATION
Learners work well together in groups through actively taking part in group activities, listening to others, sharing tasks and finding solutions to problems.
SOCIAL RESPONSIBILITIES
Learners recognise and describe different roles and responsibilities in a variety of groups and understand cultural and global issues.
EMOTIONAL DEVELOPMENT
Learners describe and manage emotions and develop positive relationships with others.
The Learning Journey The Cambridge Life Competencies Framework supports learners at all stages of their learning journey, from very young pre-primary learners right through to adults in education and at work. The framework maps out how learner behaviours typically found within each competency can change and develop as learners encounter new situations and circumstances in their lives, both within and beyond the classroom.
Pre-Primary
Primary
Secondary
Higher Education
This booklet describes how the Cambridge Life Competencies Framework allows us to support adult learners of English.
At Work
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Understanding the Cambridge Life Competencies Framework The framework describes what each Competency really means by breaking it down into sub-skills. Each Competency is divided into Core Areas, and those are divided into Component skills. Can Do Statements describe the observable behaviours that could be suitable targets or objectives for learners at each stage of their learning. This booklet gives one example Can Do Statement for each Component. Example Language is also provided as suggestions for how learners might express the actions and behaviours in each Core Area. See this example for one Core Area within Creative Thinking at the Higher Education stage: COMPETENCY
CORE AREA
COMPONENTS
EXAMPLE CAN DO STATEMENTS
EXAMPLE LANGUAGE
CREATIVE THINKING
Preparing for creativity
Participating in a range of creative activities
Engages in complex creative activities such as putting on an event, show or play.
How about we…?
Exploring issues and concepts
Asks questions and seeks the answers to these in order to find out more about an issue.
Where did this idea come from?
Get Involved The Cambridge Life Competencies Framework is an ongoing project, evolving through stages of validation and teacher feedback. Go to cambridge.org/clcf to see how you can get involved.
Chattribodin Student, Thailand
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Chotiwat Student, Thailand
What is Creative Thinking ? Creativity is the ability to generate new ideas, alternatives, or possibilities rapidly and elaborate on them. Some of the attributes of creative thinking include curiosity, divergent thinking, imagination, cognitive flexibility, tolerance for ambiguity or unpredictability, intrinsic motivation, and enjoyment of things previously unknown. We have identified three key Core Areas within Creative Thinking: • Preparing for creativity includes taking part in activities that promote the development of creative skills. These might be drama, music and artistic tasks but also include discussions of hypothetical scenarios, brainstorming and problem-solving activities. In addition, it involves exploring issues that need to be solved or concepts that a learner needs to grasp, ensuring that they see this from multiple different perspectives. This lays the foundation for coming up with original and useful ideas. • Generating ideas requires coming up with lots of new and varied ideas (fluency and flexibility), developing those ideas (elaborating), and coming up with ideas that do not occur to most people (originality). This will often require divergent thinking and imagination. • Implementing ideas and solving problems involves learners testing out the ideas they have generated and refining them. It also involves them being able to confidently present and explain their ideas to others. Within these Core Areas we break things down further, defining the Components that make up each Core Area:
CREATIVE THINKING
Preparing for creativity
Participating in a range of creative activities Exploring issues and concepts Considering multiple perspectives Finding connections
Generating ideas
Generating multiple ideas Elaborating on and combining ideas Imagining alternatives and possibilities
Implementing ideas and solving problems
Experimenting with and refining ideas Implementing, presenting and explaining ideas and solutions
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Creative Thinking Can Do Statements and Example Language HIGHER EDUCATION CORE AREAS
COMPONENTS
EXAMPLE CAN DO STATEMENTS
EXAMPLE LANGUAGE
Preparing for creativity
Participating in a range of creative activities
Engages in complex creative activities such as putting on an event, show or play.
How about we…?
Exploring issues and concepts
Asks questions and seeks the answers to these in order to find out more about an issue.
Where did this idea come from?
Considering multiple perspectives
Discusses with others how characters in a story, novel or play might develop or act as the plot progresses.
What do you think will happen?
Finding connections
Uses tools such as concept maps to show conceptual relationships.
These two ideas are closely linked.
Generating multiple ideas
Actively participates in brainstorming activities to generate new ideas.
We haven’t mentioned anything about … yet, have we?
Elaborating on and combining ideas
Brings in prior knowledge, perhaps from other subjects or contexts, to solve problems.
This reminds me of…
Imagining alternatives and possibilities
Questions and creates original alternatives to widely-accepted ideas and theories.
When it comes to…
Experimenting with and refining ideas
Tests out new theories or models to evaluate their effectiveness and identify areas in which they need to be refined.
I need to refine…
Implementing, presenting and explaining ideas and solutions
Convincingly presents the rationale for choosing a particular method in their research project.
[A mixed-methods] approach was most suited to my research questions because…
Generating ideas
Implementing ideas and solving problems
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AT WORK CORE AREAS
COMPONENTS
EXAMPLE CAN DO STATEMENTS
EXAMPLE LANGUAGE
Preparing for creativity
Participating in a range of creative activities
Engages in creative ideation activities to solve complex problems.
This is a tough problem.
Exploring issues and concepts
Evaluates established workplace practices to identify potential improvements.
When you look closely at…
Considering multiple perspectives
Asks a range of stakeholders about their perspective on an issue.
According to…
Finding connections
Uses tools such as concept maps to show conceptual relationships.
These two ideas are closely linked.
Generating multiple ideas
Actively participates in brainstorming activities to generate new ideas.
We haven’t mentioned anything about … yet, have we?
Elaborating on and combining ideas
Brings in ideas and solutions from other life domains (e.g. social life, prior jobs or hobbies) to help understand or solve current work challenges.
This reminds me of…
Imagining alternatives and possibilities
Outlines how their industry or sector might look in the future.
In two years’ time, …
Experimenting with and refining ideas
Tests out possible solutions in order to evaluate their effectiveness and identify areas in which they need to be refined.
Although… worked well, it looks like we still need to work on…
Implementing, presenting and explaining ideas and solutions
Presents solutions convincingly to colleagues.
Taking all this into account, I hope you agree …. is our best option.
Generating ideas
Implementing ideas and solving problems
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Creative Thinking in the classroom ADULT It is possible to foster creative thinking in the classroom through the use of different types of tasks. By simply tweaking a familiar task – for example, adding a game-like element (e.g. a time or word limit) – teachers are able to introduce an element of spontaneity and unpredictability in class. This can also be done by offering learners more choice, by prompting them to use their imagination, to interact more with their peers or simply to ‘think outside the box’ and encourage original ideas. Overall, whatever the age, the following methods for fostering a creative environment in the class are worth considering: • Celebrating originality – giving praise to learners demonstrating creativity and reward out-of-the-box thinking. • Asking learners questions and encouraging them to ask questions too. By using questions as a vehicle to dive deeper into your learners’ thoughts and ideas, you are promoting creative thinking and encouraging learners to consider different perspectives. • Allowing learners to be playful in their creative thinking – no answers are wrong answers; they should celebrate diversity and even absurdity. • Ensuring learners feel that the classroom is a safe space in which to engage in creative thinking. Learners at this age may be more sceptical of creative thinking tasks, as they may feel they are a distraction from the more ‘serious’ work (for example, preparing for an exam). It is therefore important for teachers to communicate effectively the benefits of creative thinking, as well as the objectives of specific creative tasks for developing their skills. Emphasis should be placed on the idea that, by working together to share creative ideas and thoughts, learners will be able to learn from one another and create better relationships.
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Creating safe speaking environments As an example, development of creative thinking can be undertaken in group speaking tasks in which learners collaborate. Indeed, creative thinking tasks work best in safe speaking environments in which classmates respect and value each other’s contribution, and do not fear being judged. For example, one such group speaking task could be the following: Think of a gift for a person visiting your country. The gift should: a) communicate something about or be typical in some way of your culture; b) be easy to transport back home; c) cost under 50 EUR, and; d) be original, different or funny in some way.
It is worth noting here that the four constraints or conditions imposed by the task are in fact what makes this appropriate for creative thinking. Without these conditions, the learners would have too much freedom and it would be harder for them to provide the imaginative response that is demanded of them. In order for learners to succeed in a task like this, they need to gather information, select and rank ideas and then reach a final decision to present to the class as a whole. This task has a real-life outcome – learners might have experience of making similar decisions about gifts outside class. This makes the task more motivating to learners as they can see the real relevance and applicability to their own everyday context. As an extension to the activity, groups could be invited to add a ‘what if’ scenario. After one group has presented their ideas to another group, the other group then suggests a possible issue with the gift, e.g. ‘But what if the person visiting your country isn’t allowed to transport [x] on the plane?’ This can lead to further creative thinking through the need to problem solve and consider alternative scenarios. In this task, learners collaborate to solve a particular real-world problem and make decisions to achieve a specific goal or challenge. The challenge is provided by the constraints imposed by the task itself. The task is immersive and engages learners’ personal identities.
Over to you… 1. Try this task with your class. If you want to increase the challenge, add more ‘what if’ scenarios to challenge the students’ reflexivity and flexibility. 2. Consider explicitly relating this task to work-related skills: finding creative solutions, responding to challenging and unpredictable questions etc. This task could be modified to a workplace context too if that helps motivate students. 3. Reflect on the activity: did it work well? If so, in what ways? Could you improve it? What would you do differently next time?
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Creative Thinking in learning materials Here, students practise creative thinking by imagining alternatives and possibilities (exercise 4). To do this, they need to generate multiple ideas and elaborate on them. The group work set-up helps to facilitate creative use of language through unscripted conversation.
ADULT
3
GRAMMAR: Past unreal conditionals
A
Read the sentences in the grammar box, and then choose the correct option to complete the rules.
Past unreal conditionals If the candy hadn’t melted, he wouldn’t have made the connection. If farmers hadn’t needed to dig a well, they wouldn’t have found the army. 1 The sentences are about events from the present / the past. 2 The sentences are about actions that really happened / didn’t happen. 3 The verb form in the if clause is simple past / past perfect. The main clause uses would (not) + have + simple past / past participle. B
Now go to page 138. Look at the grammar chart and do the grammar exercise for 10.1.
C
PAIR WORK Complete the statements with the correct form of the verb in parentheses ( ). Do you know who or what the sentences refer to? (Answers at the bottom of the page.) 1 If he (not sit) under an apple tree, he (not discover) gravity. 2 If Frank Epperson (not leave) his soda outside one cold night, the wooden stirring stick (not freeze) in the cup, and we might not have these sweet summer treats today. 3 If Alexander Fleming (not add) bacteria to the petri dish, he (not invent) this life-saving drug. (not slice) his potatoes extra thin, he 4 If George Crum (not create) this popular snack. (never think of) this helpful grocery store item if his 5 Sylvan Goldman office chair (not be) on wheels.
4
SPEAKING
A
PAIR WORK Think about three things that you did earlier this week. Tell your partner and together imagine what would have happened if you hadn’t done those things.
I left my house late, and I hit a terrible traffic jam on the way to class. If I’d left my apartment an hour earlier, I wouldn’t have hit that traffic jam. B
GROUP WORK Do the same thing in groups. Add to the chain of events to create stories. How long can you keep a logical chain of events going?
If my friend hadn’t moved to Berlin, I might not have gone to Germany for vacation. I probably would have gone to Australia instead. If you had gone to Australia, what cities would you have visited?
1 Isaac Newton 2 Popsicles 3 penicillin 4 potato chips 5 the shopping cart
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Evolve Level 4, page 99, ISBN 9781108405317
What is Critical Thinking ? Critical thinking refers to higher levels of thinking that learners need to enable them to think effectively and rationally about what they want to do and what they believe is the best action. Thinking critically is effortful (Halpern, 2014) and consists of skills such as identifying links between ideas, analysing and evaluating arguments and undertaking reasoning in order to come to appropriate conclusions. We have identified three Core Areas within Critical Thinking: • Understanding and analysing ideas and arguments refers to a learner’s ability to identify and analyse information in order to recognise patterns and relationships. This helps students to gain a deeper understanding of ideas and arguments as well as to interpret and draw inferences about the information they are presented with. • Evaluating ideas and arguments is related to a learner’s ability to judge which arguments or ideas they can rely on and which they should be sceptical about. This includes evaluating evidence presented in an argument as well as the argument’s overall logic. Mastering this competency helps learners draw appropriate conclusions and construct strong arguments themselves. • Solving problems and making decisions involves many skills such as identifying and analysing problems, gathering appropriate information, evaluating a range of options, making decisions about which options to implement and finally, evaluating those decisions to further refine solutions. Within these Core Areas we break things down further, defining the Components that make up each Core Area:
CRITICAL THINKING
Understanding and analysing ideas and arguments
Identifying and classifying information Recognising patterns and relationships Interpreting and drawing inferences from arguments and data
Evaluating ideas and arguments
Evaluating specific information or points in an argument Evaluating arguments as a whole Drawing appropriate conclusions
Solving problems and making decisions
Identifying and understanding problems Identifying, gathering and organising relevant information Evaluating options and recommendations to come to a decision Justifying decisions and solutions Evaluating the effectiveness of implemented solutions
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Critical Thinking Can Do Statements and Example Language HIGHER EDUCATION CORE AREAS
COMPONENTS
EXAMPLE CAN DO STATEMENTS
EXAMPLE LANGUAGE
Understanding and analysing ideas and arguments
Identifying and classifying information
Identifies the key points in an argument.
The main point is…
Recognising patterns and relationships
Contrasts different points of view on a specific topic.
If you look at it like this…
Interpreting and drawing inferences from arguments and data
Identifies unstated assumptions and biases in an argument.
That’s a generalisation.
Evaluating specific information or points in an argument
Checks clarity, relevance and fairness of different arguments and points of view.
I don’t think that point is relevant.
Evaluating arguments as a whole
Recognises basic weaknesses in argumentation.
That doesn’t make sense.
Drawing appropriate conclusions
Arrives at nuanced evaluations of ideas and arguments.
Taking [x] into account…
Identifying and understanding problems
Identifies problems to be addressed in a project relating to their area of study.
If [x happens], then [y won’t].
Identifying, gathering and organising relevant information
Gathers data or information in a systematic way in order to conduct a robust analysis and evaluation.
I’ve been using [x] to keep track of the articles I have been reading.
Evaluating options and recommendations to come to a decision
Produces a systematic evaluation of different possible solutions.
It doesn’t meet our criteria.
Justifying decisions and solutions
Selects best options from a range of proposed procedures and justifies choices.
I chose [this] because…
Evaluating the effectiveness of implemented solutions
Identifies areas in which to improve an implemented solution.
Next time, we could…
Evaluating ideas and arguments
Solving problems and making decisions
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AT WORK CORE AREAS
COMPONENTS
EXAMPLE CAN DO STATEMENTS
EXAMPLE LANGUAGE
Understanding and analysing ideas and arguments
Identifying and classifying information
Summarises key points from businessrelated documents and presentations.
The key point is…
Recognising patterns and relationships
Identifies patterns in business and operational data.
[Sales] are going down/ increasing.
Interpreting and drawing inferences from arguments and data
Identifies assumptions underlying a speaker’s or writer’s argument (e.g. in a business proposal).
To me, that suggests…
Evaluating specific information or points in an argument
Evaluates the plausibility of explanations in an argument, report or proposal, e.g. the weight of evidence.
But surely…?
Evaluating arguments as a whole
Judges the strength of an argument, report or proposal (e.g. its significance and coherence).
This argument lacks…
Drawing appropriate conclusions
Arrives at nuanced evaluations of ideas and arguments.
Taking [x] into account…
Identifying and understanding problems
Describes problems to be addressed in relation to specific work issues (e.g. products, services, internal systems, working practices).
There should be…but…
Identifying, gathering and organising relevant information
Identifies and accesses appropriate sources of knowledge and expertise in pursuit of solutions to problems.
According to…
Evaluating options and recommendations to come to a decision
Evaluates the strengths and weaknesses of a particular proposal.
The problem with [x] is…
Justifying decisions and solutions
Selects an appropriate solution to a problem and justifies their choice.
This might work if we…
Evaluating the effectiveness of implemented solutions
Identifies areas in which to improve an implemented solution.
Next time, we could…
Evaluating ideas and arguments
Solving problems and making decisions
Nasser Student, Saudi Arabia
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Critical Thinking in the classroom ADULT Regardless of the age of learners, at the heart of critical thinking is the notion of asking questions. Learners should be encouraged to continually question the information they receive and the conclusions they come to. The teacher should push learners to deeper critical thinking by asking them questions, such as: • Why is that your answer? • How did you come to that answer? • Do you think there could be another answer? Teachers should genuinely listen to learners when taking feedback and respond accordingly, by properly evaluating their ideas and arguments. In so doing, they show their learners that they too are critical thinkers (i.e. act as an effective model). Particularly relevant to learners at this age is the ability to think critically within academic and work contexts. The following are some classroom activities and strategies that teachers can use to promote the development of critical thinking skills: Diverse source material In order to engage adult learners in critical thinking activities, teachers could provide them with opportunities to see issues from multiple perspectives. Teachers should provide source material (or get learners to find material) which provides rich, diverse, multi-faceted input, not just from one perspective but from multiple perspectives. This will help learners develop the skill of evaluating ideas, arguments and options, as well as synthesising ideas and information. It may be relevant to be more explicit when teaching critical thinking skills to adults. When learners have done an activity where critical thinking skills have been applied, teachers should talk about it and get learners to reflect on what they have done. When taking feedback, teachers should not only be asking for the correct answer, but how learners got to that particular answer. Information gap activities When teaching listening, teachers could do more ‘information gap’ activities where the information which learners receive is restricted. For example, an activity that uses video might work in the following way: 1. The class is split into two groups. Group 1 watches the first half of a video, while Group 2 watches the second half. Alternatively, Group 1 could watch a video with the sound off, while Group 2 listens only. 2. Learners from Group 1 then pair up with learners from Group 2. In their pairs, they must work to reconstruct and retell the whole scenario from the video. These kinds of tasks place more responsibility on learners to become active listeners and engage in collaborative work with their classmates. In addition, they require learners to gain a deeper understanding of the information presented to them by asking appropriate questions and seeing the relationships between the different information they and their partner have. 14
Class debates Debates are an authentic way of getting learners to listen actively to their peers and consider arguments from different viewpoints, in order to make informed decisions. Learners are divided into different roles, e.g. speaker, timekeeper, those debating ‘for’, those debating ‘against’, and the audience (who will ultimately vote on a result). Learners then debate a given topic. The classroom can be set up in the following way:
Debate set up Chair
r ‘Fo
s
Timekeeper
‘Ag ain s
’ id e
t’
s id
e
Audience
Visual diagrams expensive
simple
complex
cheap
A diagram, such as a cross-diagram in the example, pictured here, can be used for learners to make more complex evaluations, e.g. the strengths and weaknesses of solutions to a particular problem.
Over to you… 1. Choose one of the example activities in this section and try it out with your class. – Following the activity, reflect on what worked well and what could be improved next time, particularly focusing on the extent to which learners were able to develop their critical thinking skills. 2. Using your course book or other materials, choose a few activities that you may be using in your classes in the next week or so. Consider how you could make these activities more effective in developing critical thinking skills.
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Critical Thinking in learning materials Here, students practise critical thinking by analysing ideas and information around keeping pets. By asking ‘who makes a stronger case and why’ (exercise D) they practise evaluating arguments and justifying their decisions.
ADULT
12.4
MAN’S BEST FRIEND?
A
B
C
D
LESSON OBJECTIVE ■
write a pros and cons analysis about keeping pets
1
LISTENING
A
PAIR WORK Look at the pictures. What are the dogs doing in each picture? What kinds of relationship do these animals have with people?
B
2.53 Listen to a debate about people and their dogs. Who mentions the dogs in the pictures, Kenan or Lucia? What do they say about them? Are their opinions positive or negative?
C
2.54 PAIR WORK LISTEN FOR EXAMPLES Both Kenan and Lucia use examples to support their arguments. Listen to the extracts and write the phrases you hear to introduce examples. For instance, … 1 2 3 4 5 6
D
PAIR WORK THINK CRITICALLY Who do you think made a stronger case, the affirmative side (Kenan) or the opposition (Lucia)? Why? What was the strongest point in their argument? We liked Lucia’s argument, but her point about service dogs wasn’t relevant. The topic is about pets.
E
Think about your culture and its attitude towards dogs. What is their role in society? Do you agree with that role? Why or why not? For ideas, watch Alessandra’s video.
Do you agree with Alessandra?
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Evolve Level 4, page 124, ISBN 9781108405317
What is Learning to Learn ? The rate of change for what we need to know and be able to do at work is accelerating, and it is essential that we continue to learn new skills and knowledge throughout our working lives. Even within schools, developing effective learning skills underpins our students’ success in all subjects, and is critical to building their autonomy and self-direction. Education and training need to focus as much on the skills of learning as on the outputs of learning. We have identified three Core Areas within Learning to Learn: • Developing skills and strategies for learning includes important techniques such as making notes, storing and retrieving information as well as techniques for learning and remembering information. In an ELT context, learners also benefit from using strategies to help them understand and communicate in English. There are various methods for engaging in these techniques, and learners need to experiment and choose the one which best suits their own personal style, needs and resources. • Taking control of own learning implies developing self-regulatory strategies, becoming autonomous, maintaining motivation, and staying focused on the task at hand in order to achieve the best results. To accomplish this, learners need to be clear about their learning goals. • Reflecting on and evaluating own learning involves learners reflecting on their own learning in order to assess what worked for them and what did not. This reflection can inform decisions regarding whether to persevere with certain courses of action or to make changes. As a result, learners are able to identify and use effective learning techniques and strategies. In addition, learners who keep track of and evaluate their own progress in learning are more able to continuously improve, helping them succeed in reaching their learning goals. Within these Core Areas we break things down further, defining the Components that make up each Core Area:
LEARNING TO LEARN
Developing skills and strategies for learning
Engaging in directed activities Using effective systems for finding, keeping and retrieving information Using effective strategies for learning and retaining information Using effective strategies for comprehension and production tasks
Taking control of own learning
Setting goals and planning for learning Taking initiative to improve own learning Managing the learning environment Managing attitudes and emotions
Reflecting on and evaluating own learning
Keeping track of progress Evaluating learning and progress Using feedback to improve learning
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Learning to Learn Can Do Statements and Example Language HIGHER EDUCATION CORE AREAS
COMPONENTS
EXAMPLE CAN DO STATEMENTS
EXAMPLE LANGUAGE
Developing skills and strategies for learning
Engaging in directed activities
Plans and successfully executes a research project.
I think we should first…, then…
Using effective systems for finding, keeping and retrieving information
Takes systematic notes in class or lectures and from own reading.
I’m just writing down the key ideas.
Using effective strategies for learning and retaining information
Makes good use of available resources (e.g. the teacher, the library, self-study centre, etc.)
I suggest [we look in…].
Using effective strategies for comprehension and production tasks
Practises both bottom-up (e.g. focusing on details) and top-down (e.g. focusing on the gist) listening strategies.
It seems like they’re talking about…
Setting goals and planning for learning
Plans their work focusing on the achievement of set goals.
I need to… in order to…
Taking initiative to improve own learning
Chooses appropriate study aids to use for different language learning skills.
This [app] is ideal for [listening on the way home].
Managing the learning environment
Manages learning environment (e.g. study space, noise level) so as to be able to study effectively.
Sorry, I’m studying.
Managing attitudes and emotions
Manages affective reactions (e.g. test anxiety or disappointment after receiving a bad grade).
I’m disappointed, but I understand where I went wrong.
Keeping track of progress
Keeps a record of learning progress in order to evaluate and set new goals.
I got great marks for [my essay/test].
Evaluating learning and progress
Uses standardised evaluation criteria (e.g. from exams) to evaluate own performance.
I’m going to try to [plan my essays better] in future.
Using feedback to improve learning
Requests feedback on language skills from peers and instructors when appropriate.
Tell me if I’m speaking clearly.
Taking control of own learning
Reflecting on and evaluating own learning
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AT WORK CORE AREAS
COMPONENTS
EXAMPLE CAN DO STATEMENTS
EXAMPLE LANGUAGE
Developing skills and strategies for learning
Engaging in directed activities
Writes reports appropriate in style and organisation.
How formal should this be?
Using effective systems for finding, keeping and retrieving information
Develops a reliable system for storing information.
I’ve uploaded my notes into the shared drive.
Using effective strategies for learning and retaining information
Makes good use of available resources (e.g. colleagues, online resources, reports, etc.).
I’m going to find the report from last year.
Using effective strategies for comprehension and production tasks
Deduces meaning of unfamiliar language from input texts.
I think it’s a kind of…
Setting goals and planning for learning
Sets achievable language learning goals (e.g. related to specific skills or exam results).
I’m aiming to/for…
Taking initiative to improve own learning
Takes the initiative to participate in activities that support language learning.
To improve my listening, I [listen to podcasts in the car].
Managing the learning environment
Manages distractions (e.g. other people, phones, etc.) so as to stay focused on a task.
Sorry, can I get back to you a bit later?
Managing attitudes and emotions
Is prepared to make mistakes in front of colleagues.
That wasn’t quite right but you know what I mean!
Keeping track of progress
Keeps a record of progress in learning in order to evaluate and set new goals.
I’ve just used ten new words in this report.
Evaluating learning and progress
Identifies language learning needs and seeks out opportunities to develop in these areas.
I plan to work on…
Using feedback to improve learning
Takes on board feedback from others and uses it to improve.
OK. Thanks for the tip.
Taking control of own learning
Reflecting on and evaluating own learning
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Learning to Learn in the classroom ADULT Planning research For learners in higher education, research often forms part of coursework assessment requirements, with learners writing an essay or giving a presentation based on their findings. This is an example which requires the teacher to break the task down into its component parts to help learners develop the required skills, providing scaffolding for the completion of each part. Subskills which learners will need help with include: • Planning and organisation – the teacher can provide handouts and guidance (for example, this extract of a handout shown below) which help learners to keep track of all the sub-tasks they need to do in order to complete their assignment. This also acts as a reminder of which marking criteria each task relates to. CHECKLIST FOR ESSAY OUTLINE I have …
Related marking criteria
Found 10 or more academic, reliable, authoritative, current sources.
Source selection and evaluation
Selected relevant information that is clearly linked to my essay topic/title and the topics of my main body paragraphs from my sources.
Understanding of sources
Paraphrased all the information that I took from my sources, using a mix of strategies (e.g. using synonyms, changing the grammar, changing the order of clauses).
Understanding of sources
Written a clear thesis statement that shows my position (‘This essay will argue that …’) and the scope of the essay (‘focusing on …’).
Structural use of sources
Included a counterargument, a clearly linked refutation and supporting points for my position in each main body paragraph.
Structural use of sources
✓
• Identification and evaluation of suitable sources – learners will need to know how to quickly identify relevant and suitable sources which can be used in their academic writing. • Instruction in using research tools such as library databases and referencing software – here, learners will need guidance regarding how to focus their searches by limiting the date, the resource type, and using appropriate key words relevant to the assignment in their searches.
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Creating a safe classroom environment Part of Learning to Learn skills for learners in higher education or at work is the ability to be prepared to make mistakes in front of classmates/colleagues and to learn from this. A teacher can help with this by fostering a supportive learning atmosphere in lessons, so that mistakes are not seen as something negative but rather as a learning opportunity. Building on this, the teacher could encourage these learners to bring mistakes made in the workplace/institution back into the classroom so that causes can be identified, and solutions suggested, and perhaps subsequently tried out. In this way, the teacher models using mistakes as learning opportunities and learners can become accustomed to this way of viewing them and using them, progressing to doing so independently.
Over to you… 1. Choose one of the example strategies in this section and try it out with your class. – Following the implementation of the strategy, reflect on what worked well and what could be improved next time, particularly focusing on the extent to which learners were able to develop their Learning to Learn skills. 2. Using your course book or other materials, choose a few activities that you may be using in your classes in the next week or so. Consider how you could use these activities to develop your students’ Learning to Learn skills.
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Learning to Learn in learning materials ADULT
Here, students practise effective strategies for learning by recording and reflecting on their progress over the last three units. This helps them to build on previous achievements and set new and targeted goals for improvement.
PROGRESS CHECK Can you do these things? Check (✓) what you can do. Then write your answers in your notebook.
Now I can …
UNIT
1
Write five verb + noun combinations to describe someone’s achievements.
use a variety of simple and continuous verb forms.
Write five sentences about yourself using five different verb forms.
use nouns and adjectives to talk about key qualities employers look for.
Write three pairs of words to describe yourself in ways that would appeal to a possible employer.
use dynamic and stative verbs to talk about actions, habits, and states.
Complete the sentences: I love I’m loving
make and respond to introductions.
Respond to the introduction in three different ways: Hey, have you met Simone?
write a comment in response to an article.
Look at your comment from lesson 1.4. Can you make it better? Find three ways.
Now I can …
. .
Prove it
use expressions to describe trends.
Write four different ways to refer to something that is currently popular and four more for something unpopular.
use real conditionals.
Write four sentences using if clauses: two to refer to a fact that is generally true and two for a future possibility.
use the correct words to describe food preparation.
Describe a dish you can make in six simple steps.
refer to the future with time clauses using after, until, and when.
Complete the sentences so that they are true for you: When I finish class today, . I won’t get home until . I’m going to after I leave class today.
make, accept, and refuse offers in social situations.
Make an offer of food and/or drink, and practice different way of accepting and refusing it.
write the results of a survey that you conducted.
Look at your survey results summary from lesson 2.4. Can you make it better? Find three ways.
Now I can …
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Prove it
use expressions to talk about personal achievements.
Prove it
use expressions to talk about time and money.
Write five phrases about time and money.
use (not) too and (not) enough to talk about quantity.
Write five sentences about yourself using different structures with too and enough.
use verb phrases to talk about prices and value.
Write three verb phrases, with the correct prepositions, about prices and value.
use modifiers in comparisons.
Make these comparisons stronger: It’s the best movie I’ve ever seen. Theirs is bigger than ours.
apologize for damaging or losing someone’s property and respond to an apology.
Apologize for losing something that you borrowed. Respond to the apology.
write a product review.
Look at your product review from lesson 3.4. Can you make it better? Find three ways.
UNIT
2
UNIT
3
153
Evolve Level 4, page 153, ISBN 9781108405317
What is Communication ? Communication is an essential professional and life skill, enabling us to share information and ideas, as well as express feelings and arguments (Cenere et al., 2015). It is also an active process influenced by the complexities of human behaviour, in which elements such as non-verbal behaviour and individual styles of interpreting and ascribing meaning to events have significant influence. Mastering effective communication is more than just mastering the core language resources of grammar, vocabulary, pronunciation, etc. It’s about using those resources for the desired effect – whether that is persuading someone of your argument, apologising for a mistake, or making friends. We have identified three Core Areas within Communication: • Using appropriate language and register for context refers to a learner’s understanding that there are formal, semi-formal and informal situations which require them to vary their language and expressions and adapt their communication style. Learners can use language for effect by employing a variety of language and rhetorical devices, for example, to be more persuasive in an argument, to engage and catch attention or to add emphasis or humour. It also refers to learners’ awareness of differences in communication styles across cultures. • Facilitating interactions is related to a learner’s ability to converse with others effectively and efficiently by knowing how to initiate, maintain and end conversations appropriately. Learners are aware of and use key communication strategies that can help them convey their own messages as well as support others in communicating successfully. • Participating with appropriate confidence and clarity refers to a learner’s ability to communicate effectively with appropriate fluency, confidence and pace. This may include using appropriate tonal and structural variation, facial expression and eye contact as well as an ability to structure content to create coherent and cohesive texts. Within these Core Areas we break things down further, defining the Components that make up each Core Area:
COMMUNICATION
Using appropriate language and register for context
Using language appropriate for the situation Using a variety of language and communication strategies to achieve a desired effect Adapting language use according to different cultures and social groups
Facilitating interactions
Using communication strategies to facilitate conversations
Participating with appropriate confidence and clarity
Structuring spoken and written texts effectively
Using strategies for overcoming language gaps and communication breakdowns
Using appropriate language and presentation styles with confidence and fluency
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Communication Can Do Statements and Example Language HIGHER EDUCATION CORE AREAS
COMPONENTS
EXAMPLE CAN DO STATEMENTS
EXAMPLE LANGUAGE
Using appropriate language and register for context
Using language appropriate for the situation
Appropriately expresses a point of view.
Personally, …
Using a variety of language and communication strategies to achieve a desired effect
Draws on a range of discourse functions (e.g. questions, commands) to gain others’ attention.
Can you guess what happened?
Adapting language use according to different cultures and social groups
Uses a formal, semi-formal or informal register appropriate to the person they are communicating with.
Excuse me/Pardon?/ Sorry?/What?
Using communication strategies to facilitate conversations
Changes the topic of conversation in an appropriate way.
On another note…
Using strategies for overcoming language gaps and communication breakdowns
Intervenes when it appears that there is a misunderstanding in a conversation or discussion.
Hang on. I think there’s been a misunderstanding.
Structuring spoken and written texts effectively
Organises spoken and written text logically and thematically.
Firstly,…/Secondly,…/ Finally,…
Using appropriate language and presentation styles with confidence and fluency
Speaks at a steady pace when giving a presentation.
Facilitating interactions
Participating with appropriate confidence and clarity
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AT WORK CORE AREAS
COMPONENTS
EXAMPLE CAN DO STATEMENTS
EXAMPLE LANGUAGE
Using appropriate language and register for context
Using language appropriate for the situation
Appropriately expresses a point of view.
To me, it’s a matter of…
Using a variety of language and communication strategies to achieve a desired effect
Varies sentence patterns to achieve effect when speaking or writing.
Something [I enjoy] is…/ I enjoy…
Adapting language use according to different cultures and social groups
Communicates effectively with people from another culture, aware of differences in communication styles.
Hold on a sec!/ Sorry, can we just pause for a second?
Using communication strategies to facilitate conversations
Interrupts a colleague appropriately in a meeting when necessary.
Could I just add something?
Using strategies for overcoming language gaps and communication breakdowns
Paraphrases or summarises what others have said to check comprehension.
So, just to [be sure/ clarify], you mean…?
Structuring spoken and written texts effectively
Makes use of a wide range of cohesive devices to support the structure of their text.
To begin,…/ Furthermore,…/ In summary,…
Using appropriate language and presentation styles with confidence and fluency
Chooses a presentation style that is suited to their audience.
First, let me set the scene.
Facilitating interactions
Participating with appropriate confidence and clarity
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Communication in the classroom ADULT Communication skills are so inherently embedded within language teaching and learning; the question is not so much whether they have a place in the language classroom, but rather, the extent and ways in which teachers provide an overt focus on them. Adults often have a high level of communicative competence in their first language and experience of communicating effectively in a broad range of situations, and therefore bring this experience with them to the language classroom. This can mean that they may have more to learn from one another. Sharing effective communication strategies By carefully monitoring as learners participate in communicative tasks, e.g. in a role-play of a meeting, the teacher may be able to identify and facilitate the sharing of effective communication strategies, e.g. ways of making suggestions and offering opinions, among learners. Noticing communication strategies Teachers should help learners to notice communication strategies being used in context. Potentially useful models exist wherever there is communication, so there should be no shortage of choice. Potential sources include: • Course book texts and recordings • Films and television • Podcasts, radio and audio books • Real-world audio recordings • Stories and books (digital or print) • Naturally occurring learner interaction • The teacher Useful communication strategies can be highlighted with effective questioning. For example, a teacher helping adults on an English-for-work course may pause a recording of an interview to ask about the impression given by an interviewee who is looking downwards and avoiding eye contact with an interviewer (being prepared to highlight cultural differences). Additionally, teachers can ask questions or design tasks that lead learners to notice the strategy, the way it is used and its effect.
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Providing useful phrases and language structures Teachers should provide any phrases or language structures needed to help learners manage conversations. This language can be identified when first modelled, practised and then displayed (on the board or on worksheets – see example below), so it can be referred to, if necessary, during an activity. As learners will naturally stop referring to it when they no longer need to, this is a simple way of ensuring individual learners receive the levels of support and challenge they need.
Language for signposting • Firstly,
• It is well known that…
• First of all,
• In short,
• Secondly,
• Finally,
• Furthermore,
• To summarise,
• Another point is…
• In conclusion,
• It’s important to remember that…
Encouraging the use of communication strategies Teachers should encourage the continued use of communication strategies by directing praise and encouragement towards learners’ attempts to use them (even if unsuccessful). They should also be specific in their praise and use this as an opportunity to reinforce the benefits and features of specific strategies, eliciting these from learners where possible and appropriate.
Over to you… 1. Choose one of the example activities in this section and try it out with your class. – Following the activity, reflect on what worked well and what could be improved next time, particularly focusing on the extent to which learners were able to develop their communication skills. 2. Using your course book or other materials, choose a few activities that you may be using in your classes in the next week or so. Consider how you could adapt these activities to have a greater focus on communication skills.
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Communication in learning materials Here, students practise communication skills by using language appropriate for a specific situation (exercise 4). They are learning about adapting language according to the context, such as using politeness strategies in agreeing/disagreeing (exercise 6), and practising implementing those strategies in a group discussion (see ‘speaking task’).
ADULT
4 Complete the dialogue with the suggestion sentences and questions from Exercise 3. Try not to use the same expression more than once. Man: This festival is fantastic. What do you want to do first? Woman: (1) we go to the food tent? I’d like to get some pizza. Man: OK. Good idea. After that (2) visiting the art exhibition? I’d like to see some of the paintings. Woman: Yeah, that sounds good. Then we (3) go and do a singing workshop. Man: Oh, I’m not sure that’s a good idea. I’m a terrible singer! Woman: OK, well (4) listening to the talk on poetry instead? Man: Yeah, I’d love to! That’s a great idea! Woman: What (5) we do after that? Man: Well, by then we will probably need to go home! Woman: Hmm, I might want to see other things. How about we look at the gift shop after? Man: Sure! That sounds good. 5 Work with a partner. Read the dialogue aloud. Did you choose the same phrases?
SKILLS
AGREEING AND DISAGREEING When responding to suggestions it is important to be polite, whether you agree or disagree with the suggestion. When people reply with yes, it is rarely on its own. When people reply with no, they often add other words to make the meaning softer. Yes: That’s a great idea!
No: I’m not sure that’s a good idea.
6 Look at the dialogue in Exercise 4. Underline the two ways to say “no” and highlight the five ways to say “yes” to the suggestions.
SPEAKING TASK Choose a group of events from a festival and persuade your group to go to them.
PREPARE 1 Look at the events in Exercise 1 and your table in Exercise 2 in Critical Thinking. Add any new information to your table. 54
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UNIT 2
Prism Level 1 Listening and Speaking, page 54, ISBN 9781316620946
What is Collaboration ? Collaboration is often described as a key skill for 21st century education (NRC, 2011). Some advantages of collaboration over individual problem-solving are effective division of labour; use of information from multiple sources, perspectives and experiences; higher levels of creativity and better quality of solutions (OECD, 2013). When people interact with each other, they are not simply sharing information but are supporting each other in collective thinking. This collaborative interaction allows participants to achieve more than they can alone. We have identified four Core Areas within Collaboration: • Taking personal responsibility for own contribution to a group task refers to a learner’s ability to participate actively in group activities through taking on a variety of roles, to share their own ideas freely with others and demonstrate a willingness to provide explanations for their own contributions as required. • Encouraging effective group interaction includes a learner’s ability to listen carefully to others and to acknowledge their views, even when conflicting with their own. Learners are thus able to take turns appropriately in a group task, provide constructive feedback and also put forward their own solutions and ideas in a way that helps the group progress towards completing it. It also involves groups establishing effective ways of working together and offering mutual support to one another. • Managing the sharing of tasks in a group activity refers to a learner’s ability to identify tasks and sub-tasks in a group activity and to share them fairly amongst group members. • Working towards task completion is related to a learner’s ability to ensure the group is making progress towards their goals. This might include evaluating multiple options and points of view during a group activity and recognising the most suitable solution for the resolution of the task. It also involves effectively identifying and resolving issues that may arise during the course of an activity. Within these Core Areas we break things down further, defining the Components that make up each Core Area:
COLLABORATION
Taking personal responsibility for own contribution to a group task
Actively contributing to a task
Encouraging effective group interaction
Listening and responding respectfully
Taking on different roles
Establishing ways of working together Engaging and supporting others
Managing the sharing of tasks in a group activity
Agreeing what needs to be done
Working towards task completion
Ensuring progress towards a goal
Managing the distribution of tasks
Identifying issues and challenges Resolving issues
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Collaboration Can Do Statements and Example Language HIGHER EDUCATION CORE AREAS
COMPONENTS
EXAMPLE CAN DO STATEMENTS
EXAMPLE LANGUAGE
Taking personal responsibility for own contribution to a group task
Actively contributing to a task
Contributes relevant points and ideas throughout a discussion or group task.
As far as […] is concerned, …
Taking on different roles
Shows flexibility to take on different roles on different occasions.
OK, so what you need to do is…
Listening and responding respectfully
Responds in an open-minded way to different ideas, including those which represent an opposing point of view.
I see [what you’re saying].
Establishing ways of working together
Discusses best ways of collaborating on the task.
What’s next?
Engaging and supporting others
Invites others to share their ideas and opinions throughout a discussion.
What’s your opinion on…?
Agreeing what needs to be done
Identifies the steps needed to complete a task.
What do we need to do [first]?
Managing the distribution of tasks
Contributes to the fair and appropriate allocation of tasks (e.g. taking into account the skills of group members).
Has anyone done… before?
Ensuring progress towards a goal
Stays focused on the main task and doesn’t allow differences of opinion to divert attention.
Let’s stick to the point.
Identifying issues and challenges
Shows awareness of disagreements over views or approaches to a task within a group.
I’m not sure I/we agree.
Resolving issues
Puts forward suggestions that might help resolve differences of opinion within a group in order to complete the task.
Instead of…, we could try…
Encouraging effective group interaction
Managing the sharing of tasks in a group activity
Working towards task completion
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AT WORK CORE AREAS
COMPONENTS
EXAMPLE CAN DO STATEMENTS
EXAMPLE LANGUAGE
Taking personal responsibility for own contribution to a group task
Actively contributing to a task
Contributes relevant ideas and information on both familiar and unfamiliar topics.
It’s a question of…
Taking on different roles
Identifies what they need to do in their role and how this contributes to completing the overall task.
So I do […] when you finish.
Listening and responding respectfully
Gives appropriate and constructive feedback to colleagues.
I especially like how you’ve…
Establishing ways of working together
Helps establish group expectations.
How often should we update each other on our progress?
Engaging and supporting others
Invites others to share their ideas and opinions throughout a meeting or discussion.
What’s your opinion on…?
Agreeing what needs to be done
Identifies the steps needed to complete a project.
What do we need to do [first/last]?
Managing the distribution of tasks
Allocates appropriate roles and responsibilities to team members.
You’re good at …, could you do this part, please?
Ensuring progress towards a goal
Stays focused on the main objective and doesn’t allow differences of opinion to divert attention.
Let’s stick to the point.
Identifying issues and challenges
Decides when it is necessary to find ways to resolve disagreement in order to achieve an overall objective.
Let’s just agree to disagree on that part for now. The important bit we need to agree on is…
Resolving issues
Puts forward suggestions to resolve differences of opinion within a team.
Let’s think of it another way.
Encouraging effective group interaction
Managing the sharing of tasks in a group activity
Working towards task completion
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Collaboration in the classroom ADULT Here are some strategies for making the classroom more collaborative: • Tasks should have clear goals and steps. • By using the Core Areas and Components when planning lessons, teachers can clearly focus their activities to specific aims and therefore be more confident; teachers need to select tasks which require collaboration and which will motivate their learners. • The task should be at the appropriate level of challenge for the learners so that they do not become demotivated by the task or complete it too quickly. • It is crucial for teachers to explain and discuss the need for collaboration within each task with their learners.
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• Learners should understand the aim of what they are doing and how their own contributions fit into the whole task – that the success of the task is the responsibility of each member of the group. • Teachers must monitor group work and give timely feedback. The teacher can also encourage peer feedback. • Learners should be encouraged to celebrate the success of the task by reflecting on their own contributions and roles, as well as setting goals for improvement. • Active listening skills should be taught (making eye contact, showing empathy and understanding, not interrupting, summarising what the speaker has said, etc.) and the language of turn-taking introduced. • Tasks should allow choice so that learners can choose to work to their strengths (for example, the best at drawing does the illustrating), or the opposite, in order for learners to be able to try things they are not confident at to develop new skills. Additionally, the learners who do have strengths in one particular area can coach others and support general upskilling.
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Adult learners will come to class with the background of their previous learning experiences and may have certain expectations about what their roles in the class are. For example, the teacher teaches, and learners do what they are told to do. In this case, a teacher introducing collaborative teaching practices may face resistance and may lose the respect of their learners who may think the teacher doesn’t know the answers that they are expected to find. It is thus important for teachers to introduce the reasons for collaborative learning from the outset and allow for questions and discussion throughout the process, so that learners feel secure and clear on the aims of this methodology. The following activities can be set up at the beginning of the course/semester to foster collaborative practices among learners throughout the course: Flipped classroom In the flipped classroom model, learners can research different aspects of a topic and bring in what they have learnt to share with the class. Online collaboration Learners could create an online platform (such as on a learning management system [LMS], or use networking apps such as WhatsApp or Skype) to share research, problems, ideas, etc. in order to support each other’s learning, prepare for lessons and do homework. Task preparation Before starting a task, learners formally present to the rest of the group what they are going to do, take questions and suggestions. Reflection After a task is complete, learners reflect on where they were most successful in the task, where collaboration broke down and how they can remedy that aspect in the future.
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Peer-assessment Peer-assessment can be a useful tool when developing collaboration. Learners are required to be active listeners during group tasks and take notes in order to provide others with constructive feedback and counter arguments. Jigsaw activities
In these types of activity, each member of a group researches one aspect of the topic they UNIT 1 are working on (such as famous women, as in the example below) and they have to listen to each other to complete a task. The task could be structured with a fill-in template designed b Read the introduction to Golden dreams and golden 4 Verbs of effort by the teacher. girls!, about three American women. Do you think the writer agrees with the statement in 3a? a Notice the bold verbs in these examples from Golden
VOCABULARY
dreams and golden girls!. They are connected with th idea of making an effort to do something. Match the verbs with their meanings.
c Work in groups of three. Each read about one woman and make notes.
1 … she felt the time was right to go ahead with an application … 2 … and was surprised to see how well her mother coped with the primitive living conditions … 3 … and had to overcome the negative attitude of her alle The three people in this article all changed their male classmates. lives to follow their passion. How important do you 4 It took ten more years to work on the book. think it is to do that? What kind of person does it 5 Although she got on with her life, this unrealised dream Over to you… take? remained in the back of her mind. 1. Choose one of the example activities in this section and try it out with 6 … 33 your yearsclass. after she first tackled this challenging swim – Following the activity, reflect on what worked well and what improved 7 could … shebe faced strong winds and sea currents and had to next time, particularly focusing on the extent to which learners were able 29 to hours … give up after develop their collaboration skills. a to succeed in controlling difficult circumstances 2. Using your course book or other materials, choose a few activities that you may be b continue doing something and not worry about the past using in your classes in the next week or so. Consider how you could make these c start doing something activities more collaborative. d spend time doing something to improve it e try to do a difficult task f stop doing something g manage to live with something quite well although it’s difficult
d
Tell each other about your famous woman. Decide together which woman you admire most and give a reason.
b Replace the verbs/phrases in italics with the bold verbs/phrases in 4a.
JULIA CHILD – FRENCH FOOD AFFAIR During World War 2, Julia Child met her husband, Paul, in Sri Lanka, where he worked for the US government. After the war, Paul became a diplomat, and he and Julia were sent to Paris, France. Julia was in her thirties, and it was then she discovered her real passion in life. She described one of her first meals in France as a ‘revelation’, and so her love affair with French cooking began. She attended the Cordon Bleu cooking school and had to
1 When was the last time you had to succeed in controlling difficult work or study problem? 2 What’s something that you do regularly and wouldn’t wan to stop doing? 3 In your free time, is there something you’re spending tim to improve? 4 If you decide to do something, do you like to start it immediately or do you prefer to think about it first? 5 How well do you manage in emergency situations? 6 How easy do you find it to continue doing tasks when you’re worried about something else? 7 Do you have a difficult task you’re trying to do at the moment?
c 5
Ask and answer the questions in 4b.
SPEAKING
a Think of someone you know who is older than you a 35 has done something you think is brave or amazing. He/She could be:
Collaboration in learning materials Here, students engage with collaboration by learning about strategies for group projects, and then practising these strategies in their own small groups (exercise 8). They will need to manage the sharing of the task and reflect on how they identified and dealt with issues and challenges (exercise 9).
SKILLS
ADULT
Strategies for group projects • Have a clear goal. • Choose a leader. • Plan a timeline, with deadlines for each part of the project. • Make sure that every member of the group has a specific task. • Respect everyone’s point of view.
PRACTICE 7 Look at the quotes. Match each quote to one of the strategies in the box. 1 What do you think about this, Amina? Respect everyone’s point of view.
4 We should try to finish this by Friday. Then next week we can …
2 I can do this part of the project. Would you like to take charge of … ?
5 Let’s choose a leader. I’d like to nominate Cheng.
3 Let’s focus on what we need to do today.
REAL-WORLD APPLICATION 8 Work in small groups. Choose one of the tasks below to do as a group. You will present your project to the class in two weeks. Hold a planning meeting. Work out a timeline and a schedule, and assign specific roles to each person. • Create a website, wiki, or blog for your class. • Write a short comedy sketch to be presented to the class. • Create a short audio or video news program about events in your school and/or in your town or city. 9 Report back to the class. Answer the questions. 1 2 3 4
What exactly is your group going to produce? What is each person in the group going to do? How are you going to organize your time? Did your group work well together? Why or why not?
WORKINGON IN GROUPS CAMPUS
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Prism Level 1 Listening and Speaking,page 145, ISBN 9781316620946
What are Learning ? to Learn Social Responsibilities How do we engage with other people in an increasingly globalised world? This competency looks at how we can help people develop the skills to contribute better to the social groups they engage with. As the groups they become part of change over time, they need to be able to think about their roles within them, and how they contribute positively to them. They also need to improve their ability to work and link up with people from very different backgrounds and cultures to their own. There is, in addition, the need to step back and see their social engagement from a more global perspective: what are the major issues affecting the world and how do they relate to their own lives? We have identified three Core Areas within Social Responsibilities: • Understanding personal and social responsibilities as part of a social group refers to identifying and perceiving the significance of personal and social responsibilities across different levels, ranging from the local to the global. This involves learners fulfilling their personal and social responsibilities as a member of a social group and/or as a global citizen, and taking responsibility for their own actions. • Showing intercultural awareness refers to a learner being able to describe and analyse features of their own culture and of the culture of others, and to make comparisons in a positive and respectful way. It also includes being able to collaborate with people from other cultures. Culture in this context can relate to cultures of different countries or to cultures of different groups and organisations, e.g. workplaces. • Understanding global issues includes identifying, discussing and understanding a range of perspectives on global issues, for example on topics related to health, human rights and the environment. Learners will be able to understand how their own behaviours can contribute positively or negatively to the identified issues. Within these Core Areas we break things down further, defining the Components that make up each Core Area:
SOCIAL RESPONSIBILITIES
Understanding personal responsibilities as part of a social group
Understanding responsibilities within a social group
Showing intercultural awareness
Understanding aspects of own culture
Fulfilling responsibilities within a social group
Understanding aspects of other cultures Interacting with others across cultures
Understanding global issues
Discussing a range of global issues Recognising personal impact on global issues
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Learning to Learn Social Responsibilities Can Do Statements and Example Language HIGHER EDUCATION CORE AREAS
COMPONENTS
EXAMPLE CAN DO STATEMENTS
EXAMPLE LANGUAGE
Understanding personal responsibilities as part of a social group
Understanding responsibilities within a social group
Critically analyses the roles and responsibilities of members of different social groups.
From a(n)… point of view…
Fulfilling responsibilities within a social group
Recognises and challenges behaviour such as prejudice and discrimination.
The way he/she…was unfair.
Showing intercultural awareness
Understanding aspects of own culture
Analyses key aspects of own culture, including common values and beliefs.
I wonder why we…?
Understanding aspects of other cultures
Makes an analytical comparison between different cultures or societies.
When it comes to [gestures, art], …
Interacting with others across cultures
Uses their awareness of potential sites of difference/conflict in cultural values to communicate effectively with others from different cultures.
This might be seen as honest in one culture, but disrespectful in another.
Discussing a range of global issues
Critically analyses global issues and potential solutions.
I think part of the problem is…
Recognising personal impact on global issues
Discusses how they and their institution are supporting environmentally-friendly behaviour.
One advantage of [the new water fountain] is [that it encourages people to use fewer plastic bottles].
Understanding global issues
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AT WORK CORE AREAS
COMPONENTS
EXAMPLE CAN DO STATEMENTS
EXAMPLE LANGUAGE
Understanding personal responsibilities as part of a social group
Understanding responsibilities within a social group
Identifies personal responsibilities in the workplace (e.g. meeting job expectations, fulfilling daily work duties etc.).
We have a responsibility to [do our best]…
Fulfilling responsibilities within a social group
Assumes accountability for own actions and decisions.
That was my mistake.
Showing intercultural awareness
Understanding aspects of own culture
Describes business culture within their own organisation
Everyone is welcome to [contribute ideas].
Understanding aspects of other cultures
Demonstrates understanding of how colleagues and customers bring different cultural backgrounds to the workplace and the effects these can have.
Making eye contact [is really important/can be seen as confrontational] in…
Interacting with others across cultures
Uses strategies for increasing inclusivity in the workplace.
Everyone should feel welcome here, regardless of…
Discussing a range of global issues
Discusses how global issues affect their own organisation’s activities.
Due to [new leadership in the country], …
Recognising personal impact on global issues
Identifies how their organisation has the capacity to affect the immediate and wider environment.
We [sponsor/donate to/ support]…in order to…
Understanding global issues
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Learning to Learn Social Responsibilities in the classroom ADULT Adult learners may be aware of a number of global issues but might simply be too busy with work, studies and/or family to give them the due consideration they deserve. Engaging with complex issues At this stage of learning, learners are able to handle more complex issues (which may, nevertheless, have to be presented in linguistically appropriate terms depending on the language level of the class) through different activities such as: • case studies • film and video clips • drama/role play • primary research tasks
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These could be used to explore causes, effects and potential solutions to global issues. The following example shows a classroom activity based on the topic of ‘ethical’ smartphones:
Classroom activity Watch a video clip about an ethical smartphone or Explore a website about an ethical smartphone (e.g. www.fairphone.com/en/)
Tasks • Comprehension questions • True/False statements • Information transfer (fill in a grid with key details from the text) • Vocabulary development • Grammatical focus on recently learnt structures
Practical actions • Write a formal email to a company asking questions about the ethical aspects of its supply chain. • Create a campaign to raise awareness of the impact on developing countries of mining conflict minerals. • Design a survey to find out how aware colleagues are about the sources of the goods they buy (e.g. fair trade coffee/tea).
Enabling adult learners to analyse the impact of their consumer behaviour on the global workplace allows them to explore their own or future companies’ capacity to affect communities and the environment, while encouraging them to plan strategies for making their organisation more environmentally-friendly.
Over to you… 1. Choose one of the example activities in this section and try it out with your class. – Following the activity, reflect on what worked well and what could be improved next time, particularly focusing on the extent to which learners were able to develop their skills related to Social Responsibilities. 2. Using your course book or other materials, choose a few activities you may be using or topics that you may be teaching in your classes in the next week or so. Consider how you could use these to build on your students’ Social Responsibilities skills.
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Learning to Learn Social Responsibilities in learning materials
SKILLS
ADULT
Here, students engage with Social Responsibilities by exploring the global issue of climate change. Using a cause-effect chain, they are encouraged to reflect on personal responsibilities and those of their social group. This helps them to consider their impact on specific aspects of the chain.
Evaluating effects Using a cause-effect chain can help you to organize your thoughts before a speaking task. Use your cause-effect chain to evaluate the possible effects of events or decisions.
4 Work in small groups. Discuss the cause-effect chain for the Arctic.
EVALUATE
Temperatures rise.
Polar ice melts.
Sea levels rise.
Polar bears and other animals lose sea ice to hunt from.
Arctic animals begin to disappear.
Local people lose food sources.
CRITICAL THINKING
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Prism Level 1 Listening and Speaking, page 95, ISBN 9781316620946
What is Emotional Development ? Emotional development is an important foundation for success at all ages and emotional skills underpin and support both social and cognitive development in learners. Indeed, emotional development impacts on academic and social success over and above the effect of cognitive ability (Izard, 2002; Qualter et al., 2011). It affects our learning and our ability to carry out tasks effectively at work or in education. It is distinct from the other areas of competency in that the approach to supporting and evaluating emotional development is in most cases less explicit or teacher-directed. Generally, the recommended approach is to support emotional development by creating activities around other learning objectives that also give learners the opportunity to develop their emotional skills. We have identified three Core Areas within Emotional Development: • Identifying and understanding emotions refers to a learner’s capacity to become aware of, understand and express how they feel in different situations and contexts. It involves understanding what may cause different emotions and the effects that these emotions might have on behaviour. This could be achieved through reflection and self-appraisals of their strengths and weaknesses, thinking about their emotions and verbalising them, and identifying and describing their beliefs, values and actions. • Managing own emotions relates to the ability to utilise emotions once they have been identified in order to deploy coping mechanisms in emotional situations, to minimise negative emotions and to enhance positive ones. Learners are able to adapt to aversive or distressing emotions by using self-regulatory strategies that lead to emotional resilience. • Empathy and relationship skills involve understanding others’ perspectives and being able to empathise with and support others. This is important in building and maintaining relationships and handling interpersonal problems such as conflict with respect and care. Within these Core Areas we break things down further, defining the Components that make up each Core Area:
EMOTIONAL DEVELOPMENT
Identifying and understanding emotions
Recognising and describing emotions
Managing own emotions
Monitoring and reflecting on own emotions
Empathy and relationship skills
Establishing and maintaining positive relationships
Understanding emotions
Regulating emotions
Showing empathy for the feelings of others Supporting others
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Emotional Development Can Do Statements and Example Language HIGHER EDUCATION CORE AREAS
COMPONENTS
EXAMPLE CAN DO STATEMENTS
EXAMPLE LANGUAGE
Identifying and understanding emotions
Recognising and describing emotions
Distinguishes between different emotions, even those that are similar (e.g. happiness and joy).
We were pleased/happy.
Understanding emotions
Articulates what creates stress or difficult situations.
[Too much homework] stresses me out.
Monitoring and reflecting on own emotions
Reflects on own experience of emotions and emotion management (e.g. by keeping an emotion diary).
I’ve noticed that I’m often [emotion] when…
Regulating emotions
Uses strategies for dealing with areas that create stress, frustration or anger.
I try to [breathe deeply] when I’m nervous.
Establishing and maintaining positive relationships
Maintains appropriate social relations with peers and instructors.
How are you/How are things?
Showing empathy for the feelings of others
Expresses things that might cause a disagreement or argument sensitively and respectfully.
It’s just that…
Supporting others
Provides practical support for others who are struggling.
Do you want me to [help/explain it/talk to…]?
Managing own emotions
Empathy and relationship skills
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AT WORK CORE AREAS
COMPONENTS
EXAMPLE CAN DO STATEMENTS
EXAMPLE LANGUAGE
Identifying and understanding emotions
Recognising and describing emotions
Describes own emotions in an appropriate way for their workplace or team culture.
I’m not really [concentrating/focusing] today because…
Understanding emotions
Recognises how different emotions might influence work-related decisions.
When I panic, I usually make bad decisions.
Monitoring and reflecting on own emotions
Notices their reactions to different situations and whether these are helpful or not.
It doesn’t matter right now.
Regulating emotions
Uses strategies for managing stress (e.g. from workload/customer or supplier behaviour).
I’m going to ask for some [help/training].
Establishing and maintaining positive relationships
Maintains appropriate social relations with colleagues, managers and clients.
How are you/How are things going?
Showing empathy for the feelings of others
Identifies emotional issues among colleagues.
Is everything alright?
Supporting others
Is an attentive listener for colleagues’ problems.
Would you like to talk about it?
Managing own emotions
Empathy and relationship skills
Claire Language Research Team Cambridge University Press
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Emotional Development in the classroom ADULT Incorporate an individualised approach • Acknowledge that all learners experience emotions in different ways; for a strategy to be effective, it must fit the individual learner and the specific context. • Coach learners in understanding and managing emotions and fostering effective relationships with others.
Example activity: ‘Name it to tame it’ Simply put, naming feelings helps individuals understand them and develop an ‘emotion vocabulary’. There are two ways of using this activity: dealing with negative emotions and understanding others’ feelings. 1. Dealing with negative emotions:
Teachers encourage learners to say silently or aloud, or write down, the negative emotion they are experiencing – as they are experiencing it – in order to gain distance. If learners can recognise their emotion, they do not have to accept it – they can consciously become aware of their bodies and minds and disengage from the emotion.
2. Understanding others’ feelings:
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Teachers use the idea of labelling emotions as a means of developing an understanding of the emotions in play during interactions with other learners. Simply silently naming the emotion being felt by the other, for example asking themselves ‘what is this person feeling right now?’ brings it to consciousness and provides information necessary to respond more empathetically. Empathetic teachers and learners understand and share the feelings of others, which first necessitates that they can identify the emotion.
Minimise students’ anxiety • Create the conditions to provoke positive reactions in your students. Some learners may feel anxious in class which causes physical reactions, such as their heart racing. Students should be supported in recognising these physical symptoms of their emotions and re-directing this energy into enthusiasm. If students can recognise these reactions, they can develop coping strategies when experiencing these situations. • Create environments conducive to less anxiety, for example by reducing competition between learners, or practising using the language in different ways.
Example activity: ‘Three good things’ Learners write down three things that went well during the day and briefly describe the reason. The ‘reason’ step is critical as it requires more genuine thought than merely writing down events. This task can help boost happiness and give the learner a sense of achievement whilst reducing negative emotions. The following template can be used: Three good things that happened today
Reasons:
Raise awareness of how emotions can affect students • Build positive self-beliefs amongst students and encourage them to adopt incremental beliefs about intelligence. • Support students in understanding how to regulate their emotions by changing their perspective or situation to enable their emotions to shift.
Example activity: ‘Finding the silver lining’ Learners in this activity pay particular attention to problems – big and small – that arise in their classes or lives outside of school. The aim is to engage the student in finding the positive side of a negative situation by creating a habit of considering both the positive and negative consequences that the situation may have. Learners can use their language skills to verbalise their ‘silver linings’ of any situation to teachers and classmates or document each episode in writing. Teachers need to challenge learners: every time they encounter something problematic, the learner has to find at least one good thing about it. This could be done using the following template: Situation:
What is negative about this?
What is a positive consequence of this?
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Encourage students to express their emotions • Create opportunities for students to talk about their emotions with peers and their teacher. • Provide students with the language and communication skills they need to express their emotions. • Encourage mindfulness by showing students different techniques and activities they can do to achieve this.
Example activity: ‘Savouring’ Savouring refers to being mindful of pleasant experiences and intentionally reminiscing, experiencing them in detail and making them last. Learners concentrate attentively on a particular experience, event or achievement to become totally immersed in the pleasure of the moment. To develop savouring skills, teachers encourage learners to stop and notice something enjoyable and use their language skills to share it with others. They could then be encouraged to take something from the event, like a photo or memento to reminisce over and remember the positive emotions they associate with the event. For example, teachers can take learners on a ‘nature walk’ and ask them to find three things that they would not have noticed before. Learners could touch them, smell them, and carefully observe them so that when they get back to the classroom, they can share their savoured experience with their peers. Teachers could challenge learners to make this a daily habit.
Over to you… 1. Choose one of the example activities in this section and try it out with your class. – When planning the activity, you may find the guidance above helpful. You could follow the instructions here or adapt the activity to suit your class. – Following the activity, reflect on what worked well and what could be improved next time, particularly focusing on the extent to which learners were able to recognise and express their emotions. 2. Using your course book or other materials, choose a few activities that you may be using in your classes in the next week or so. – Consider how you could adapt these activities to raise awareness of emotional development strategies and to encourage your students to think about their own emotions.
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Emotional Development in adult materials Here, students learn about identifying, managing, and expressing feelings (exercises 4d and e; and exercises 6a and b). These exercises could be extended by asking students to respond to others expressing emotions (in exercise 6b), thereby showing empathy and practising skills to maintain positive relationships.
ADULT
UNIT 10
USEFUL LANGUAGE
4
CONVERSATION SKILLS
5
Describing how you felt a
a
3.66 Complete what Tessa says with the words in the box. Then listen and check.
get I
b
Interrupting and announcing news
believe
can’t
surprised
it. I was it.
so
over
1 2 3 4 5 6
couldn’t
. First prize! I still
Discuss the questions.
1 are ways to stop people ending a conversation 2 are ways to show you are about to say something important
c Here are some more ways to describe how you felt.
c Answer these questions.
3 I was really pleased. 4 I was expecting it.
1 At the end of each remark, does the voice … ? a stay high b go down 2 Does this show the other person … ? a that you’ve finished speaking b that you haven’t finished speaking
Which mean … ? • I was surprised. • I wasn’t surprised.
• I was happy. • I was shocked or disappointed.
d Choose one of the situations below. Make notes to
d Practise saying the remarks.
describe how you felt and why, but don’t mention what happened! Use expressions in 4a and 4c. 1 Your boss called you into his office and said that you were fired. 2 You have won £10,000 on the lottery. 3 You didn’t prepare for the exam and you failed it. 4 Your best friend told you he/she is getting married. 5 Someone stole your wallet. 6 You were promoted.
e
6
restaurant. You each have an important piece of news to tell your group. Student A: You’ve just been offered a new job. Student B: You’ve won a free trip to Paris for two weeks. Student C: You’re getting married. Student D: You’ve won a prize in a poetry competition.
I really wasn’t expecting it.
I still can’t believe it.
SPEAKING
a Work in groups of four (A, B, C and D). You’re in a
Read out your sentences. Can other students guess the situation?
I was so surprised because I only bought one ticket.
Hold . There’s something we have to celebrate. Hang a minute. I know you won’t this … Just a . One more .
b Which remarks … ?
1 How does Tessa say she felt? a) happy b) disappointed c) surprised 2 Which word has the main stress in each sentence? Practise saying the sentences.
1 I wasn’t expecting it. 2 It was quite a blow.
3.65 Watch or listen to Part 3 again. Complete the remarks.
Work alone and decide: • what details you will give • which expressions you will use in 4a, 4c and 5a.
b
Have a conversation. Take it in turns to announce your news. Then continue talking until the next person interrupts.
Unit Progress Test CHECK YOUR PROGRESS You can now do the Unit Progress Test.
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Empower Level B2, page 123, ISBN 9781107468757
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Selected further reading For more information on Life Competencies, please see: Creative Thinking: Dörnyei, Z., & Murphey, T. (2003). Group dynamics in the language classroom. Cambridge: Cambridge University Press. Goldstein, B. (2008). Working with images. Cambridge: Cambridge University Press. Kaufman, J., Glăveanu, V., & Baer, J. (Eds.). (2017), The Cambridge handbook of creativity across domains. (Cambridge Handbooks in Psychology). Cambridge: Cambridge University Press. Maley, A., & Peachey, N. (Eds.) (2015). Creativity in the English language classroom. Available at: englishagenda.britishcouncil.org/sites/default/ files/attachments/pub_f004_elt_creativity_final_v2_web-1.pdf Sternberg, R.J. (2006). The nature of creativity. Creativity Research Journal, 18(1), 87–98.
Critical Thinking: Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. New York: Longman. Black, B. (2008). Critical thinking – a definition and taxonomy for Cambridge Assessment: supporting validity arguments about critical thinking assessments administered by Cambridge Assessment. Paper presented at 34th International Association of Educational Assessment Annual Conference, 9th September 2008, Cambridge. Butterworth, J., Thwaites, J., & Thwaites, G. (2008). Thinking skills. Cambridge: Cambridge University Press. Ennis R.H. (2015) Critical thinking: A streamlined conception. In M. Davies & R. Barnett (Eds.) The Palgrave handbook of critical thinking in higher education. New York: Palgrave Macmillan. Fisher, A. (2011). Critical thinking: An introduction (2nd ed.). Cambridge: Cambridge University Press.
Learning to Learn: Chamot, A. & Harris, V. (Eds.) (2019). Learning strategy instruction in the language classroom: Issues and implementation. Bristol: Multilingual Matters. Dörnyei, Z. (2005). Psychology of the language learner: Individual differences in second language acquisition. Mulwah, NJ: Erlbaum. Dörnyei, Z. & Ryan, S. (2015). The psychology of the language learner revisited. London: Routledge. Ellis, G. & Sinclair, B. (1994). Learning to learn English: A course in learner training. Cambridge, UK: Cambridge University Press. Griffiths, C. (2008). Lessons from good language learners. Cambridge: Cambridge University Press. Little, D., Dam, L. & Legenhausen, L. (2017). Language learner autonomy: Theory, practice and research. Bristol: Multilingual Matters. Oxford, R. (2017). Teaching and researching language learning strategies: Self-regulation in context. New York: Routledge. Pawlak, M., Mystkowska-Wiertelak, A. & Bielak, J. (Eds.). (2017). Autonomy in second language learning: Managing the resources. Berlin: Springer
Communication: Canale, M. (1983). From communicative competence to communicative language pedagogy. In J. C. Richards & R. W. Schmidt (Eds.), Language and communication (pp. 2–27). London: Longman. Celce-Murcia, M., Dornyei, Z., & Thurrell, S. (1995). Communicative competence: A pedagogically motivated model with content specifications. Issues in Applied Linguistics, 6(2), 5–35. Council of Europe. (2001). Common European Framework of Reference for Languages (CEFR). Available at www.coe.int/en/web/common-european-framework-reference-languages/home Dörnyei, Z., & Scott, M. L. (1997). Communication strategies in a second language: Definitions and taxonomies. Language Learning, 47(1), 173–210. Kellerman, E. (1991). Compensatory strategies in second language research: A critique, a revision, and some (non-) implications for the classroom, in R. Phillipson, E. Kellerman, L. Selinker, M. Sharwood Smith, & M. Swain (Eds.), Foreign/second language pedagogy research: A commemorative volume for Claus Færch, (Multilingual matters). Clevedon: Multilingual Matters.
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Collaboration: Hess, N. (2001). Teaching large multilevel classes. Cambridge: Cambridge University Press. McCafferty, S., Jacobs, G. & DaSilva Iddings, A.C. (Eds). (2006). Cooperative learning and second language teaching. Cambridge: Cambridge University Press. Mercer, N. (2000). Words and minds: How we use language to think together. London: Routledge. NRC – National Research Council (2011) Assessing 21st Century Skills: Summary of a Workshop. J A Koenig, Rapporteur. Washington, DC: The National Academies Press. OECD (Organisation for Economic Co-operation and Development) (2017). PISA (Programme for International Student Assessment) 2015 results (volume V): Collaborative problem solving. Paris: PISA, OECD Publishing.
Social Responsibilities: British Council. (2008). Global citizenship in the English language classroom. London: British Council. Council of Europe. (2002). The Maastricht global education declaration: European strategy framework for improving and increasing global education in Europe to the year 2015. Available at: rm.coe.int/168070e540 Corbett, J., & Thornbury, S. (2010). Intercultural language activities (Cambridge handbooks for language teachers). Cambridge: Cambridge University Press. OECD. (2016). Global competency for an inclusive world. Paris: OECD. Available at: www.oecd.org/education/Global-competency-for-an-inclusive-world.pdf Oxfam. (2015). Global citizenship in the classroom: a guide for teachers. Oxford: Oxfam GB. Available at: www.oxfam.org.uk/education/resources/global-citizenship-in-the-classroom-a-guide-for-teachers UNESCO. (2016). The ABCs of global citizenship education. Paris: UNESCO. Available at: unesdoc.unesco.org/images/0024/002482/248232e.pdf
Emotional Development: Arnold, J. (1999). Affect in language learning. Cambridge: Cambridge University Press. Dörnyei, Z., & Ryan, S. (2015). The psychology of the language learner revisited. New York, NY: Routledge. Gregersen, T. MacIntyre, P.D. & MacMillan, N. (2019). The emotional rollercoaster of teaching abroad: In search of silver linings in difficult times. In C. Gkonou, J.-M. Dewaele, & J. King (Eds.), Language teaching: An emotional rollercoaster. Bristol: Multilingual Matters. Lopes, P.N., Salovey, P., & Straus, R. (2003). Emotional intelligence, personality, and the perceived quality of social relationships. Personality and Individual Differences, 35(3), 641–658. MacIntyre, P. D. & Gregersen, T. (2013). Emotions that facilitate language learning: The positive-broadening emotional power of the imagination. Studies in Second Language Learning and Teaching, 2(2), 193–213. Reeve, J. (2018). Understanding motivation and emotion (7th ed.). Hoboken, New Jersey: John Wiley & Sons, Inc.
Laura and Olivia Language Research Team, Cambridge University Press
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You can find information about the other competencies in the Cambridge Life Competencies Framework at cambridge.org/clcf
✓ Creative Thinking ✓ Critical Thinking ✓ Learning to Learn ✓ Communication ✓ Collaboration ✓ Social Responsibilities ✓ Emotional Development
© Cambridge University Press 2020