TESL 150 - Unit 2 Evaluation of materials

This lesson is based on the material about Aboriginal Governance from the LISTN website.  This material will be used for a CLB 7 classroom of newcomers to Canada who are mostly adults.  The learning objectives for this class are listed as
  • Learn about the Royal Proclamation and historical treaties between the British government and Aboriginal people in Canada
  • Learn about the Indian Act and its effect on the lives of Aboriginal people
  • Learn about the reserve system and its impact on the lives of Aboriginal people
  • Learn about modern treaties between First Nations, the provincial government and the Canadian government and how these treaties might benefit Aboriginal people (LISTN, pg 1)
This lesson is being evaluated based on a variety of criteria that look at the suitability of the material for learners at a level 7 CLB, ability of the material to interact with the learners at a deep level, the different ways in which the material hopes to support learning among the learners, and the long term outcomes of using the material for teaching this information.  The table below discusses the criteria in greater depth and provides comments on how well the material fulfills these goals.
Criteria
Comments
Is the material suitable for the CLB reading levels of the class?
The resource has been specifically created for a classroom of CLB level 7 students.  
To what extent are the materials likely to help the learners to achieve connections with their own lives? (Tomlinson, pg 27)
Yes, the materials focus on Indigenous governance, but also have many discussion questions and activitiy questions that tie it in with the learners lives. For example, getting the learners to think about their own hometown and how it might differ from the past.
To what extent are the materials likely to stimulate emotional engagement? (Tomlinson, pg 27)

This depends on the section of the material. For some, the idea of land being taken over or stolen may strike emotion based on their past experiences and the past of their cultures. This will depend on the type of learner and the learners’ backgrounds.
To what extent are the materials likely to promote visual imaging? (Tomlinson, pg 27)

The material provides a combination of images, questions, and statements that promote visual imaging.  Most prominently, at the beginning of the material, it asks students to “imagine a vast area of land with magnificent trees…” (pg 3) This is a clear example of the promotion of visual imaging.
Do the materials present learners with target language and vocabulary related to the lesson? (Tomlinson, pg 28)

Yes, there is discussion of what some of the key vocabulary means. In the activities, their is discussion of what words like “reserve” means and “treaties” which are key parts of the learning objectives.
Do the materials allow for a variety of different methods of learning and learning styles? (Tomlinson, pg 37)
The material includes different activities that can cater to many different learning styles. Some of the activities include reading, listenin, speaking and writing. With the use of individual work, small group activities and large group discussions, the learners in the course have many opportunities to learn and work towards the objectives.
Do the materials provide steps and methods to continue learning beyond the classroom and course? (Tomlinson, pg 37)
This lesson supports the expression of opinions and the use of research to learn about the current situation of modern day treaties in BC.  As such, this material supports learning beyond the lesson and into the learners’ real life experiences.


This material effectively teaches learners about the Royal Proclamation of 1763, historic and modern day treaties, the Indian Act and reserve system, the implications of these different programs and agreements on Aboriginal peoples.  This meets the objectives outlined in the lesson and also supports reading, writing, speaking, and listening in a CLB level 7 classroom.

Despite effectively meeting the goals of the class as well as supporting learning English in a CLB level 7 classroom, there are some possible adaptations that could be made to the material to support additional learning. One possible adaptation of this resource would be to include videos and discussions by Indigenous Elders, leaders, and knowledge holders about the implications of modern day treaties, the Royal Proclamation of 1763, and the Indigenous understandings of historic treaties in the course.  Additionally, inviting Elders, leaders, and knowledge holders into the classroom to express their understandings of treaties and relationships with land can be of great benefit to a class of CLB level 7 learners.

Resources:

Chippawas of Rama First Nation. Justice Murray Sinclair on the Royal Proclamation of 1763 [Video file]. Retrieved from https://www.youtube.com/watch?v=dSQsyZDGoX0


Tomlinson, B. (Ed.). (2014). Developing materials for language teaching. United Kingdom: Bloomsbury Academic.

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