Introducción al Diseño Curricular de 6º año

1. Introducción al Diseño Curricular de 6º año Karina Vidal

2. 1º Meeting

3. Let’sstart…

4. Test purpose: to render information Davison And Lynch use the term “mandate” to describe where the test purpose comes from and suggest that mandates can be seen as either internal or external to the institution in which we work. • Internal Mandate : - Established by the teacher or by the school administration. - Purpose: *Teacher and student’s needs to work within a particular context.*to discover how much Ss achieved and diagnose difficulties.*to motivate SS to study-Tests are formative. • External Mandate: -the reason for testing comes from outside the local context. -low motivation. -Designed to measure the proficiency of learners without reference to the context in which they are learning. -Tests are summative

5. CLASSROOM ASSESSMENT • The process of assessment could improve motivation and self-steem if we only provide feedback on work rather than grades or scores. • The negative points of this is that learners and parents expect a grade on each piece of work. • Practices to improve learning:-Provide feedback to all tasks to make SS aware of what they have learnt.-SS need to know what they have to improve and how-Give SS time to process and respond to T´s feedback • Critical component: the choice and design of classroom tasks. • Self and Peer assessment may be motivating by reasons that go beyond mere evaluation BUT there has to be a transparent criterion and training. • Portfolios or Digital copies of speech leads to increase motivation

6. Assessment FOR learning • Designed to make each SS understand visible. • Ts decide what they can do to help SS progress. • Ts use assessment as an investigative tool to find out what their SS know and can do in order to design the most appropriate next steps in instruction. • Ts also use assessment for learning to enhance Ss´ motivation and commitment to learning. • T´s role: Interactive.

7. Assessment AS learning • Focuses on Ss and emphasizes assessment as a process of metacognition for Ss. • Learning is an active process of cognitive restructuring that occurs when individuals interact with new ideas. • T’s role : to promote independence.

8. Assessment OF learning • Refers to strategies designed to confirm what Ss know. • It’s designed to provide evidence of achievement to parents, other educators, etc. • It’s the assessment that becomes public and result in statements or symbols. • T’s role: He/she is responsible of reporting Ss’ learning accurately based on evidence obtained from a variety of contexts and applications.

9. 2˚ Meeting

10. Planning a unit • When we have to plan a unit. It is important not only to have in mind… The 4 Cs framework - Content - Communication - Cognition - Culture • … But also the language triptych - Language OF learning - Language For learning - Language THROUGH learning

11. 3˚Meeting

12. Two final concepts… CONSTRUCTS: • The ability of the learner that we believe underline their test performance, but which we cannot directly observe. • They’ re usually abstract nouns: intelligence, attitude, fluency. • Lower level processin reading: lexical access (the speed with which readers remember the meaning of a word) • Higher level processesin reading: the formation of a mental text model which represents in the mind the main propositions of a text together with its supporting ideas and examples.

13. WASHBACK • The extent to which the introduction and use of a test influences language teachers and learners to do things that they would not otherwise do that promote or inhibit language learning

15. That’sall !!