Carolina Anaya Carolina Anaya

Transition Week D1 - Introduction to the NAVLE and Starting Point

Materials

No materials added to this plan yet.

Main Aims

  • Students will understand the general structure of the NAVLE, the study curriculum they will follow during the course, and the final simulation stage, while reflecting on their current feelings, strengths, and areas of need at the beginning of the process.

Subsidiary Aims

  • Students will activate and share their prior knowledge about the NAVLE.
  • Students will identify key information about the NAVLE, including its structure, timing, scheduling process, and testing windows.
  • Students will recognize the structure of the study curriculum and the goals for each module.
  • Students will understand that after the study phase, they will complete three ICVA simulations led by Shayan.
  • Students will reflect on how they feel about the exam and identify areas in which they feel stronger or less confident.

Procedure

Warm-up and Exploratory Discussion (8-10 minutes) • To activate students' prior knowledge and explore their perceptions, expectations, and concerns about the NAVLE.

The teacher will begin the class by introducing the purpose of the session. The teacher will ask exploratory questions such as "What do you already know about the NAVLE...?", "What have you heard about this exam...?" and "What do you think might be challenging about it...?" Students will share their previous knowledge, ideas, and concerns with the group. The teacher will briefly acknowledge students' answers and connect them to the content that will be presented next.

Formal Introduction to the NAVLE (15-20 minutes) • To provide students with a clear overview of the NAVLE through a visual support presentation.

The teacher will use a visual support presentation to formally explain what the NAVLE is and why it is important. The teacher will present the modules included in the exam, the number of questions, the approximate time students should spend on each question, the testing locations, and the scheduling process. The teacher will also explain who schedules students' exam dates and what factors determine the testing window assigned to each student. Students will listen, observe the presentation, and ask questions when needed. The teacher will clarify doubts and highlight the most relevant information.

Presentation of the Study Curriculum and Final Simulation Stage (12-15 minutes) • To help students understand how the course is organized and how the study plan connects to the exam preparation process.

The teacher will continue using the visual support presentation to show the curriculum students will follow during the course. The teacher will explain the modules included in the study plan and the goals established for each one. The teacher will connect the curriculum to the demands of the NAVLE so students can understand the purpose of each stage. The teacher will then explain that after completing the study phase, students will take three ICVA simulations with approximately one week between each one, and that these sessions will be led by Shayan. Students will listen, take notes if necessary, and ask questions for clarification.

Reflection and Group Discussion (8-10 minutes) • To encourage students to process the information presented and reflect on their current position in the NAVLE preparation journey.

The teacher will invite students to reflect on the information presented in the visual support presentation. The teacher will ask questions such as "How do you feel after learning this information...?", "Which areas do you feel strongest in...?" and "Which areas do you think may be more difficult for you...?" Students will share their thoughts, feelings, and self-perceived strengths and weaknesses. The teacher will guide the discussion and create a supportive environment where students can express themselves openly.

Closing (3-5 minutes) • To summarize the main ideas of the session and reinforce the importance of understanding the process from the beginning.

The teacher will briefly review the key points presented during the lesson with the help of the visual support presentation. The teacher will remind students that this session is intended to help them understand the exam, the course structure, and their own starting point. Students will listen and reflect on the main takeaways from the class.

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