1 / 37

INVESTIGACIÓN EN ACCIÓN

INVESTIGACIÓN EN ACCIÓN. TAMBIÉN LOS BUENOS ALUMNOS……. Necesitan mejorar la expresión oral Blanca Abáigar Luquin . II Jornadas de Lenguas Extranjeras Diciembre 2010. Introducción: “….ah, sí, pero a hablar, no”.

velma
Download Presentation

INVESTIGACIÓN EN ACCIÓN

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. INVESTIGACIÓN EN ACCIÓN TAMBIÉN LOS BUENOS ALUMNOS……. Necesitan mejorar la expresión oral Blanca Abáigar Luquin. II Jornadas de Lenguas Extranjeras Diciembre 2010

  2. Introducción: “….ah, sí, pero a hablar, no” • Curso de “formación”: Innovación pedagógica en el aula de Lenguas Extranjeras a través de la Investigación en Acción. Curso 2009/2010 • Grupo objeto de trabajo • ¿Por qué en español? Blanca Abáigar Luquin. II Jornadas de Lenguas Extranjeras Diciembre 2010

  3. Antecedentes del estudio • Profesora de Secundaria de 1º de ESO a 2º de Bachiller • Documentación sobre posibles técnicas • El Portfolio Oral Blanca Abáigar Luquin. II Jornadas de Lenguas Extranjeras Diciembre 2010

  4. Documentación:- Investigación en Acción- Portfolio Oral Kemmis y Henry (1998) CNAI (2010) Cristina Escobar Urmeneta: Portfolio Oral (2001) Arter y Spandel (1992) Material didáctico de Oxford: pautas MCRL Blanca Abáigar Luquin. II Jornadas de Lenguas Extranjeras Diciembre 2010

  5. El Portfolio Oral Para contribuir a que los estudiantes mantengan un archivo con los temas orales trabajados en clase Ayuda al trabajo y corrección de producciones orales, por parejas y en equipo Para diferenciar temas con mayor o menor grado de dominio Para que el Departamento de Inglés tenga un histórico de temas vistos en determinados grupos Blanca Abáigar Luquin. II Jornadas de Lenguas Extranjeras Diciembre 2010

  6. Pregunta de investigación:¿Cómo mejorar la expresión oral? A través de un sistemático seguimiento de un Portfolio Oral por alumno Haciendo a los alumnos conscientes de sus progresos y del de sus compañeros Creando un continuo ambiente de trabajo por parejas, rotativo, grabando cada una de sus producciones orales Blanca Abáigar Luquin. II Jornadas de Lenguas Extranjeras Diciembre 2010

  7. Plan de mejora de la Expresión Oral Midiendo la situación/producción de los alumnos desde diferentes puntos de vista Negociando con mis alumnos tanto la organización del trabajo por parejas A/B como la consecución de la nota: 50% profesora, 50% alumnos Claridad en criterios de evaluación RECOGIDA DE DATOS Y SU ANÁLISIS Blanca Abáigar Luquin. II Jornadas de Lenguas Extranjeras Diciembre 2010

  8. También los buenos alumnos… necesitan mejorar la expresión oral RECOGIDA de DATOS Blanca Abáigar Luquin. II Jornadas de Lenguas Extranjeras Diciembre 2010

  9. RdD (1)Students’ ownperception Circle the number that suits you the best: BlancaAbáigar Luquin: II Jornadas de Lenguas Extranjeras Diciembre 2010

  10. Percepción de los profesores de otros idiomas RdD (2) Evalúa el grado de uso de la lengua de cada uno de tus alumnos del “1” (usa la lengua con mayor dificultad) al “4” (usa la lengua con mayor facilidad) en cada una de las 4 destrezas: BlancaAbáigar Luquin: II Jornadas de Lenguas Extranjeras Diciembre 2010

  11. MY ORAL PORTFOLIO 2nd TERM RdD (3)1º ESO BILINGUAL SECTION MY CAN DOs My mark: Useful comments 1 2 3 4 5 Monologues: (Lesson 4) . I can talk about likes and dislikes ............................................................................................................................................................................................. . I can talk about songs ............................................................................................................................................................................................. Dialogues: . I can ask and talk about abilities ............................................................................................................................................................................................ . I can ask and talk about a typical day . I can ask and talk about likes and dislikes . I can ask for and give an opinion . I can offer and ask for things in a shop . I can ask about prices Monologues: (Lesson 5) . I can describe people . I can tell a short story in the past . I can give an opinion using polite phrases Dialogues: . I can ask and give information about famous people . I can ask and talk about biographical data . I can ask for and give information about past activities . I can offer and ask for things in a shop Monologues: (lesson 6) . I can describe a room in my house/flat . I can describe people, places and things happening now . I can talk about places in my town/city . I can ask for and give simple directions . I can give an opinion . I can ask for help Dialogues: . I can ask and talk about my house or flat . I can ask about and say where things are . I can ask about and describe a room . I can ask and answer questions from a survey . I can ask and talk about things happening now . I can ask and talk about my town/city Blanca Abáigar Luquin. II Jornadas de Lenguas Extranjeras Diciembre 2010

  12. Modelo de UD RdD (4) perteneciente al 2º Trimestre Unit 5: Monologues: (Lesson 5) . I can describe people . I can tell a short story in the past . I can give an opinion using polite phrases Dialogues: . I can ask and give information about famous people . I can ask and talk about biographical data . I can ask for and give information about past activities . I can offer and ask for things in a shop Blanca Abáigar Luquin. II Jornadas de Lenguas Extranjeras Diciembre 2010

  13. Yourresultsforthe Oral Portfolio (2nd term) RdD (5) Dear pupil, After “all the effort that you have made ” in the second term, I strongly recommend you to draw up a PERSONAL GRID where you include the data, from1 to 5, given to your performance in the oral exam. The grid could take account of the FOUR points of view from where you were evaluated: 1-The mark you gave yourself to the requirements of the portfolio oral topics for the second term BEFORE the performance in front of the big audience. 2-Whether you would change the previous mark or not AFTER the exam. 3- The mark given to both your monologue and your dialogue by your 17 MATES. 4- The mark that YOUR TEACHER gave you. NOTE: The mark will rate, as always, between 1 and 5, being the latter, the highest mark. I would be very grateful if you sent it to my e-mail address, as always. You will be rewarded in the third term’s work. Your English teacher, Blanca Abáigar, March, 2010 Blanca Abáigar Luquin. II Jornadas de Lenguas Extranjeras Diciembre 2010

  14. Modelo de plantilla de un alumno RdD (6) Blanca Abáigar Luquin. II Jornadas de Lenguas Extranjeras Diciembre 2010

  15. 2º modelo de plantilla de una alumna RdD (7) Blanca Abáigar Luquin. II Jornadas de Lenguas Extranjeras Diciembre 2010

  16. Portfolio Oral RdD (8)Modelo de unidad aislada ORAL PORTFOLIO (Unit 6) BilingualSection 1ºESO April 2010 DIALOGUES: Renting a flat One of you (A) is the Estate Agent and the other (B) is the customer. The customer is a teacher from Andalucía who wants to rent a flat in Burlada because he/she has to teach in your high school, Ibaialde. Don´t forget to include something related to your past. Neighbours Talk, ask and answer, about your neighbours. Both of you have got good and bad neighbours and need to praise them and/or complain about them. You can include an anecdote that happened to you with one of them. Your town/city Ask and answer about your recent town or city. Imagine you moved to it three years ago, so you must also include something about your last town/city. MONOLOGUES: Voluntarily, you can talk about the topics in dialogues 2 or 3 for an extra mark. But, you must know that if your turn is to talk about dialogue 2, you cannot do monologue 2 as well; in that case you will have to do monologue 3. REMEMBER: what is compulsory is the dialogue, NOT the monologue. Action Research: 19th/ April/ 2010 Blanca Abáigar Luquin Blanca Abáigar Luquin. II Jornadas de Lenguas Extranjeras Diciembre 2010

  17. Observadora Externa RdD (9) POSSIBLE ITEMS TO OBSERVE: Are Students familiar withtheterm “Portfolio”? Howwell, from 1 to 5, can theyorganizethemselvestosartworking in pairs? Howwell can theymanagetheir mates’ assessment? Whocontrolstheopening/closing of students’ performances? And theturn-taking? Howlongiseachpersonspeaking? Howmanystdentswanttoimprovetheirmarkbydoingvoluteerwork? Howmuahismothertongueused? Isitbannedorallowed? WHY WORRY ABOUT ORAL PORTFOLIOS?: Toimprovestudents’ awareness of theirlearningprocess Toinvolvestudents in theassessmentprocess Tokeep a filefortheEnglishDepartment Blanca Abáigar Luquin. II Jornadas de Lenguas Extranjeras Diciembre 2010

  18. My Real FourSkills (1) RdD (10) After the survey carried out concerning “STUDENTS’ OWN PERCEPTION” to check your grade of command in the four skills, and after you have seen the results of ALL your mates, NOW, fill in the following grid to compare them with the real marks (not only the perception) that you got, also in the four skills to assess the last unit studied: Unit 6. (You can fill the chart with decimals such as 1.5, 3.75, etc) Example: if you get a 10 in the Reading, that is the equivalent of a 5 in the chart, and if you get a 7, by applying the rule of three, you would get a 3.5. Blanca Abáigar Luquin. II Jornadas de Lenguas Extranjeras Diciembre 2010

  19. My real fourskills (2)Grill RdD (11) AA Blanca Abáigar Luquin. II Jornadas de Lenguas Extranjeras Diciembre 2010

  20. También los buenos alumnos… necesitan mejorar la expresión oral ANÁLISIS Y CONCLUSIONES DE LOS DATOS Blanca Abáigar Luquin. II Jornadas de Lenguas Extranjeras Diciembre 2010

  21. RESULTS: STUDENTS’ OWN PERCEPTION AyCdD (1) Circlethenumberthatsuitsyouthebest: Blanca Abáigar Luquin. II Jornadas de Lenguas Extranjeras Diciembre 2010

  22. STUDENTS’ OWN PERCEPTION AyCdD (2) Blanca Abáigar Luquin. II Jornadas de Lenguas Extranjeras Diciembre 2010

  23. RESULTADOS ENCUESTA PROFESORES AyCdD (3) Profesores de lengua española Profesora de francés Profesora de euskera Profesora de sociales en inglés Blanca Abáigar Luquin. II Jornadas de Lenguas Extranjeras Diciembre 2010

  24. RESULTADOS DEL CUESTIONARIO: AyCdD (4)“MY RESULTS TO THE ORAL PORTFOLIO, 2ND TERM” ActionResearch: 30th/April 2010 Blanca Abáigar Luquin Blanca Abáigar Luquin. II Jornadas de Lenguas Extranjeras Diciembre 2010

  25. Comparing “Beginningperception +1st grades” with “My real fourskillslast grades + perception”. CdD (5) ActionResearch: 27th/May/2010 Blanca Abáigar Luquin Blanca Abáigar Luquin. II Jornadas de Lenguas Extranjeras Diciembre 2010

  26. REPORT: ACTIVE OBSERVER 1(28th May, 2010) AyCdD (6) Group: 1st A/B ESO. Bilingual Section. Number of pupils in class: 18 boys and girls. A) Are the students familiar with the term Portfolio? First Part: I start asking the pupils the question ‘When you use a Portfolio in your English lesson’ and the general answer is when they do oral exams. A second question is ‘What kind of information they get with the portfolio’ and most of them say they get information about how well they do their oral production and what they know about the different topics they have studied in the units . And the last question is if ‘The Portfolio helps them to improve their speaking skills and they say ‘Yes, we know how well we and our classmates can do about oral English’. Second Part: Blanca has told me that the pupils can improve their oral marks by doing a volunteer topic, so I ask them how many of them are interested in doing so. Six of them put their hands up. Blanca Abáigar Luquin. II Jornadas de Lenguas Extranjeras Diciembre 2010

  27. REPORT: ACTIVE OBSERVER 2(28th May, 2010) AyCdD (7) B)How well can they organize themselves to start working in pairs? When Blanca asks one of them to help her organize the tables and chairs to start with the oral exam, two of them move the tables and chairs so they can be sitting face to face. Then Blanca asks one of the boys to say a number just to find the first pair according to a previous list. Two girls make a choice and start with the dialogue. They greet each other and start the conversation. Everybody knows what to do and how to do it. All of them understand their teacher and know what to do straight away. Blanca Abáigar Luquin. II Jornadas de Lenguas Extranjeras Diciembre 2010

  28. REPORT: ACTIVE OBSERVER 3 (28th May, 2010) AyCdD (8) GENERAL COMMENTS: I would like to say that I have found the pupils really involved in the activity, very collaborative, spontaneous and eager to please their teacher. Every pupil keeps a written record of their classmates’ performance as they know this will be evaluated in their own and their mates’ assessment process. I only have two comments in order to help them improve their excellent work. It might be advisable to keep a U-shaped distribution of desks so as to allow the pupils to follow their mates’ oral performance much better. My second suggestion is about the difficult decision every pupil has to make when giving a mark to others in an oral production. Blanca has told me they know the evaluation criteria but I recommend that the pupils should have this evaluation criteria written in a clear and simple way and use it when they give the mark. Blanca Abáigar Luquin. II Jornadas de Lenguas Extranjeras Diciembre 2010

  29. EVALUACIÓN DE LA INVESTIGACIÓN FINAL SURVEY OF THE ORAL PORTFOLIO Once you have organized the Oral Portfolio for your three terms, and you are aware of the amount of work done, you need to know that next year, individually or with your teacher, you’d better revise the oral topics that you already know and the command that you have in each of them. NOW, would you be so kind as to ANSWER the following survey related to the Oral Portfolio? 1- The item that you liked the best in your Oral Portfolio is: …………………………………… Give three reasons: a.___________________________________ b.___________________________________ c.___________________________________ Mention your best work in your OP: ………………………………………………………………….. 2- You found that working with a portfolio is: Very useful Useful Useless 3- What would you like to improve in your Oral Portfolio for next year? _______________________________ _________________________________ 4- You have improved your oral expression: Very much Quite a lot Not much Not at all COMMENTS _______________________________________________ ______________________________________________ NOTE: It’s important that you write useful and reliable comments, so if you have any difficulties trying to get the message across, use Spanish. Thank you very much for your constant collaboration with me on my Action Research. ActionResearch: 4th /June/2010 Blanca Abáigar Luquin Blanca Abáigar Luquin. II Jornadas de Lenguas Extranjeras Diciembre 2010

  30. “The best of the Portfolio is when we listen to the recordings of our mates because it help to improved, but the bad is that they laugh of we. The next year they must not laugh”. (By N.B. 1º ESO Ibaialde-Burlada June 2010) Blanca Abáigar Luquin. II Jornadas de Lenguas Extranjeras Diciembre 2010

  31. REFLEXIONES COMO PROFESORA Gráfico “Comparing …” Alumnos familiarizados con el Portfolio Oral Dinámica de trabajo por parejas La presencia ordinaria de la grabadora Descriptores de los criterios de evaluación Investigación no sólo con grupos buenos Fuerzas y energía Retroalimentación Blanca Abáigar Luquin. II Jornadas de Lenguas Extranjeras Diciembre 2010

  32. REFERENCIAS BIBLIOGRÁFICAS (1) AKAR, H. (2001). (Middle East Technical University), Turkey 'Evaluating Higher Education Learners through Portfolio Assessment.'  Informing Science 2001 Conference, June 19-22, ARTER, J.; SPANDEL, V. (1992): “Using portfolios of student work in instruction and assessment”. Educational measurement: Issues and practice. Spring BARRETT, H. C. (2001). Electronic Portfolios. A chapter in Educational Technology; An Encyclopaedia to be published by ABC-CLIO CAMPS, A. (2001) “Investigación en Acción en el aula de lengua extranjera: la evaluación de la interacción mediante el portfolio oral”. Cristina Escobar Urmeneta. Graó. pp 69-84 CAMPS.A (coord..)(2006): “La enseñanza y aprendizaje del inglés como proceso interactivo en el aula de las lenguas extranjeras”. Diálogo e investigación en las aulas. Investigación en didáctica de la lengua. Barcelona Grao Blanca Abáigar Luquin. II Jornadas de Lenguas Extranjeras Diciembre 2010

  33. R.B. (2) CEFL 2001 “Common European Framework for Languages: Learning, Teaching, Assessment”. , Council for Cultural Cooperation Education Commettee. Language Policy Division. Srasbourg ELLIOT JOHN, “Collecting, analyzing and reporting data in action-research: some methods and techniques”. http://www.uea.ac.uk/edu/phdhkedu/acadpapers ESCOBAR URMENETA, C, (2001) “Promoting and assessing oral interaction in the classroom: the oral portfolio”. APAC Monographs 4: 7-27 ESCOBAR URMENETA, C, (2003) “La Evaluación de la Interacción Oral”. Mosaico, 10: p. 18-25. Blanca Abáigar Luquin. II Jornadas de Lenguas Extranjeras Diciembre 2010

  34. R.B. (3) GEOFFREY E. MILLS, (2007) Action Research, A guide for the teacher researcher (3rd edition). Pearson, Merril Prentice Hall: Columbus, Ohio) “Emphasizing Learning by Deemphasizing Grades”. p. 117-120 KEMMIS,S.; HENRY,J. (1998): “Action Research”. IATEFL Newsletter, n 102, pp 2-3. KRAKOW, POLAND. http://ecommerce.lebow.drexel.edu/eli/abstracts/AkarSUMEval.htm MCERL (Marco Común Europeo de Referencia de las Lenguas) O.U.P. (2007) English File, Elementary, Oxford University Press Blanca Abáigar Luquin. II Jornadas de Lenguas Extranjeras Diciembre 2010

  35. R.B.(4) SOUTH DEBORAH (2007) “What motivates unmotivated students?” in A Guide for the Teacher Researcher (Third Edition) Pearson. Merril/Prentice Hall, p 1-2. STRICKLAND, DS (1998): “The teacher as a researcher: toward the extended professional”. Language Arts, n. 65, pp 754-64 TROTMAN, WAYNE (April, 2000) “Developing Students’ oral Skills through Exploratory Teaching” ELT Newsletter. The weekly column, Nº 8. Student Portfolios: Classroom Uses. Office of Research. Education. Consumer Guide Blanca Abáigar Luquin. II Jornadas de Lenguas Extranjeras Diciembre 2010

  36. Muchas gracias • Al Departamento de Educación del Gobierno de Navarra. • A todos Vds., asistentes a estas Jornadas. • Y, muy en especial, a mis alumnos. Blanca Abáigar Luquin. II Jornadas de Lenguas Extranjeras Diciembre 2010

  37. También los buenos alumnos… necesitan mejorar la expresión oral Muchas gracias Blanca Abáigar Luquin. II Jornadas de Lenguas Extranjeras Diciembre 2010

More Related