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INTRODUCCIÓN AL DISEÑO CURRICULAR DE INGLÉS DE 6º AÑO DE EDUCACIÓN SECUNDARIA

INTRODUCCIÓN AL DISEÑO CURRICULAR DE INGLÉS DE 6º AÑO DE EDUCACIÓN SECUNDARIA. MY E-PORFOLIO. Activating prior knowledge. ¨ E valuation ¨…. Assesssment types and examples.

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INTRODUCCIÓN AL DISEÑO CURRICULAR DE INGLÉS DE 6º AÑO DE EDUCACIÓN SECUNDARIA

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  1. INTRODUCCIÓN AL DISEÑO CURRICULAR DE INGLÉS DE 6º AÑO DE EDUCACIÓN SECUNDARIA MY E-PORFOLIO

  2. Activating prior knowledge ¨Evaluation¨…

  3. Assesssmenttypes and examples I’veincludedthistopicbecausethisinfowas new for me and I neededtoworkwithit in orderto be suredI’veunderstoodit. • Assessmentforlearning: Ithelpsusobtaininfoaboutwhatourstsknow and, when, how and wheretheyapplytheirknowledge so we can makechanges, givefeedbackand so on. Eg: I use this type of assessment at the beginning of the year to know about Sts’ interests, knowledge, abilities and so on in what we call the diagnosis period. This information is useful for me and the Sts so we know where to start and what to start working with according to sts’ previous knowledge and experience. I also do this type of assessment throughout the units so I know which sts’ difficulties and achivements are during the process in order to make the necessary changes to help them.

  4. Assessmentaslearning: Itis a process of developing and supportingmetacognitionforsts. Itiswhensts monitor theirownlearning. Teachermusthelpthemto do itbecauseit’snoteasy. Eg: I’ve tried to develop Sts’ self-reflection but not in the written way. I have always tried to make them think about their progress, their difficulties and abilities orally, guiding them with questions, getting them to think and express what they have discovered as useful or not for their own learning process, how they learn the best, how they can study new vocabulary, and so on. From now on, I’ll try to do it in the written way, too.

  5. Assessmentof learning: Itissummative in nature and isusedtoconfirmwhatstsknow and can do, todemonstratewhethertheyhaveachievedthecurriculumoutcomes. Teachers use thisinfotomakereasonable and defensibledecisions. EG: ANALYSIS OF THE TASK IN APPENDIX 1 “TAKE A LAST LOOK” AND ANSWERS TO THE QUESTIONS. Eg:

  6. What’s CLIL? How do I use itto plan mylessons? Are thereanycluestoworkwithit? Isthere a specificformattomakemy plan clearfor me and theschoolauthorities?

  7. CLIL I’veincludedtheinfo in thisslide and thefollowingonesabout CLIL becausetheyhelp me summarize and keep in mindimportantcharacteristics and ideas of the CLIL approach. • CLIL is a toolfortheteaching and learning of content and language. Theessence of CLIL isintegration: - Languagelearningisincluded in contentclasses. - Content fromsubjectsisused in language-learningclasses. In additionto a focusoncontent and language, thereis a thirdelement in theCLIL triad: thedevelopment of learningskills. Language Content CLIL- RELATED GOALS Learningskills

  8. Key conceptsfromthe “Summary of AssessmentPrinciples in CLIL” clear learning objectives/outcomes _ 4 c’s approach _ content/skills _ integrative content and language _ formal and informal assessment _ task-based/assignment based _ assessment criteria _ real purpose and context _ form/accuracy _ communicative competence /fluency _ wait time for thinking _ scaffolding _ self and peer assessment _ long-term learning potential _

  9. PLANNING A CLIL PROJECT: ESSENTIAL ELEMENTS • JUSTIFICATION • TEACHING OBJECTIVES • LEARNING OBJECTIVES • GLOBAL GOAL • 4 C’S FRAMEWORK: CONTENT – COMMUNICATION - COGNITION – COMMUNITY

  10. TASKS (Bear in mindBloom’sTaxonomy of LearningDomains!) • OUTCOME • RESOURCES • EVALUATION • BIBLIOGRAPHY

  11. Planningmyproject: firstdrafts Itwasn’teasy…I hadtochoosethespecificsubjectfromtheorientation of Natural Science, look for material aboutitsspecificcontentsbecause I didn’thavemuch, makechanges and reorganizesomeelements more than once, writetheproject, show ittotheteacher and addwhat he asked me tocorrectorchange…

  12. Whichspecificsubjectfromthe Natural ScienceOrientationwillmyStslikethemost? “Ambiente, desarrollo y sociedad”? Or “Biología, genética y sociedad”? I thinkthesecondoneis more interesting, appealing…becausethere are manydebates on TV and nowadayssociety as regardsthistopic…I’llworkwithit!

  13. Thinking of theorganization of thethreeprojects in a year…finding material…developingone of theprojectsfortheyear… Firstattempts

  14. I didit!!! I don’tknowwhetherthis e-portfolio iswhatmyteacherexpecteditto be!! But I think I havereflectedonmyownlearningprocess and If I hadn’tmisunderstoodthat’sthemainobjective of thistype of evaluationinstrument so I hope it’s OK…

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