Quick question: for those hiring, what signals stand out when you’re evaluating candidates for ESL curriculum designer roles — portfolio builds, live demo lessons, or measurable engagement gains? I piloted a 4-week task-based module in H5P and Canvas this fall and pushed average student speaking time up 28%, and I’m debating how to frame that most effectively on applications or in a 10-minute micro-teach.
I’d turn your “task-based module” into a one-page case study — problem, design decisions, 2–3 artifacts — and a 2‑minute screencast of the H5P/Canvas flow with the 28% visualized; think trailer, not the whole movie. Small caveat: include what you’d iterate next and how outcomes map to CEFR or course objectives so it reads as transferable, not just a one-off. If you can attach a rubric and a brief teacher guide, even better.
Build a single-page ‘design spec’ that maps your 4-week H5P/Canvas tasks to CEFR can-do statements and embeds the evidence for the ‘28%’ bump (Canvas analytics + a speaking rubric snapshot), then link it directly in your resume. Hiring managers skim, so add one sentence on scalability — what you’d templatize and what you’d cut if class size doubled. I’m with @clara_j89 on a screencast, but without the standards tie-in it reads like a lesson, not curriculum.
Quick win: lead your portfolio item with a metric-first header like “+28% student speaking time over 4 weeks,” then a 60‑sec Loom showing the interaction pattern and the exact STT timing method you used. , what trips reviewers is “how did you measure?”, so add a two‑line methods note (timer + rubric, N and baseline) and, if you can, a tiny replication chart from two sections. If you had to work without extra TA hours or a control, name that trade‑off — want a quick async look before you send it?