Identify the problem.
The main issue Japanese students faced in an English-language international school.
What is struggling to transition to higher-level academic work?
The first step the teacher took when designing the course.
What is identifying the students’ needs and defining the main problem?
One of the biggest challenges in setting objectives.
What is translating student needs into clear objectives?
The teacher’s primary goal for students.
What is helping students succeed in academic content courses?
The learning approach the teacher followed.
What is the Cognitive Academic Language Learning Approach (CALLA)?
The skill students learned but had trouble applying for academic purposes.
What is reading to learn?
A brainstorming method used to visualize goals.
What is a clustering technique?
The difficulty of defining objectives involved avoiding these two extremes.
What are goals that are too vague or too specific?
A writing strategy the teacher used to organize course ideas.
What is the clustering technique?
The reason CALLA was useful in course design.
What is its emphasis on learning strategies alongside content and language?
The reason students were able to share personal experiences but struggled with academic writing.
What is a lack of exposure to academic language?
The final step before syllabus implementation.
What is developing a full course design?
The method used to ensure objectives covered different aspects of learning.
What is Chamot’s framework (awareness, knowledge, and skills)?
The teacher’s strategy for transferring learning responsibility to students.
What is adapting existing goals to fit students' needs and promoting independent learning?
The researcher whose framework helped the teacher organize course objectives.
Who is Chamot?