Input Selection
| Input Selection | |
| Contributors | Christian Köppe, Mariëlle Nijsten |
|---|---|
| Last modification | May 15, 2017 |
| Source | Köppe and Nijsten (2012)[1][2][3] |
| Pattern formats | OPR Alexandrian |
| Usability | |
| Learning domain | |
| Stakeholders | |
Most courses make use of material — literature, websites, tutorials etc. — which covers the content of the course. You have identified both the Content-Obligatory Language and most parts of the Content-Compatible Language and you know the Language Status Quo of the students’ language levels. You now want to start to look for the material.
Available material often differs in both language levels and comprehensibility, and can be too difficult or too easy for students. Both cases will lead to problems during the course.
Therefore: select comprehensible course input that explains the subject matter in a way that matches students’ language levels and interests.
Context
Problem
Forces
Solution
Consequences
Benefits
Liabilities
Evidence
Literature
Discussion
Data
Applied evaluation
Related patterns
Example
References
- ↑ Pattern first published in Köppe, C., & Nijsten, M. (2012). A pattern language for teaching in a foreign language: part 1. In Proceedings of the 17th European Conference on Pattern Languages of Programs (EuroPLoP 2012) (p. 10). New York:ACM.
- ↑ Patlet mentioned in Köppe, C., & Nijsten, M. (2012). A pattern language for teaching in a foreign language: part 2. In Proceedings of the 19th Conference on Pattern Languages of Programs (PLoP 2012). New York:ACM.
- ↑ Patlet also mentioned in Köppe, C., & Nijsten, M. (2012). Towards a Pattern Language for Teaching in a Foreign Language. In Proceedings of the VikingPLoP 2012 conference. Saariselkä, Finland.