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MS1 level
Pedagogic Project 1
Sequence 1
PDP writing lesson
Communicative Competence
(SWBAT)
Resources acquisition
Function :
Grammar :
Vocabulary related to:
Cultural aspect :
VAKT = AIDS :
Cross Curricular Competences :
Intellectual order:
Methodological:
Communicative :
Personal and Social
Values :
National Identity:
National Conscience :
Citizenship :
Openness to the world :
Mr Samir Bounab ( teacher trainer at MONE)
Time
Must
Be
Mastered
Session
After
session
Time
Must
Be
Mastered
Session
After
session
Time
Must
Be
Mastered
Session
After
session
-National Identity -National conscience -Citizenship -Openness to the world
National Identity -National conscience -Citizenship -Openness to the world
National Identity -National conscience -Citizenship -Openness to the world
Teacher Student Student Teacher Student Student Students Students
Teacher Student Student Teacher Student Student Students Students Teacher Student
Situation of Integration
(Writing process)
2 stages
Learning Integration Assessing Integration
What is a situation of integration?
Why a situation of integration?
What are the constituents of the situation of
integration?
What is the criteria of the situation of integration?
How to teach a situation of integration ?
What to do in the learning integration?
How to assess the situation of integration?
Pre stage : This can be an ice- breaker, warmer or lead
in.
They are nearly the same; there is a slight difference but all serve
one objective is to get the learner ready and ease for the
learning session.
Ice breaker : Icebreakers are discussion questions or
activities used to help participants relax and ease into a group
meeting or learning situation. The icebreakers can be
used to generate interest in a topic and activate the student’s
prior knowledge.
Lead in: Lead-ins (topic) will encourage the sharing of
information and resource. Topic Lead-ins will direct the
student into the content that will be taught
Warmer: Warmers are usually fun activities that focus on
fluency practice. Ideally, warmers should only last a few
minutes, while a warmer is usually has no direct relationship to
the REST of the lesson, a lead-in is a quick preview of the
material that will be covered in class. both lean in and warmer
have their strengths. A fun, breezy warmer can add a bit of
variety to a lesson, and might appeal to students who like a
change of pace. On the other hand, a lead-in is a better choice
for a more cohesive lesson. This is particularly important with
beginning level students, who need a lot of structure and
repetition
The Pre-Stage
(ice breaker – warmer – lead in ) Must be tackled , initiated or introduced
Through
PROBLEM SOLVING SITUATION
by : Mr Samir Bounab ( Teacher trainer at MONE) [email protected]
Interact Interpret Produce
Interact Interpret Produce
Interact Interpret Produce Interact Interpret Produce
White Board
Visual Audio Kinesthetic Tactile White Board
Visual Audio Kinesthetic Tactile
White Board
Visual Audio Kinesthetic Tactile
Time
Must
Be
Mastered
Session
After
session
Time
Must
Be
Mastered
Session
After
session
Time
Must
Be
Mastered
Session
After
National Identity -National conscience -Citizenship -Openness to the world
National Identity -National conscience -Citizenship -Openness to the world National Identity -National conscience -Citizenship -Openness to the world
Student Teacher Student Student Students Students Teacher Student Student Teacher Student Student Students Students
Teacher Student Student Teacher Student
What is a situation of integration? This phase is meant to the reinvestment of the resources
in terms of the "knows" and the " know how to do "
The activities suggested in the previous phases should be
built up towards the final output and help the pupils to be
ready to produce a piece of writing in accordance with the
situation of communication
Why a situation of integration? An integrated situation allows learners to explore, gather,
process, refine and present information about topics they
want to investigate
Conform to the official current approach CBA
What are the characteristics of a situation of
integration?
Problem solving situation :The learner is faced with a problem
he has to solve
It must comply with the competence to evaluate
It requires the mobilization of various resources (complex
situation
His solution results in a complex output
It must be significant and new in relation to the learner
Formulation instruction: (Avoid using questions rather opt for
statement of key elements to include in the production
Conversational tone: (use of the subject pronoun ‘you’ to
engage the context of communication.
Task : a task to accomplish and not drills for restitution( Teacher
needs to determine whether it is individual , pair or group work
Fits the learners’ interests and environment (me, my world, the
world)? Learners’ repertoire :which must reflect what the learner can
already do from the beginning of the Middle School years , it’s a task where the learner learns how to think about what to do
conformity with the exit profile : What ever is the situation and
the lay out , it must target the exit profile of the learner
situation doable with the resources at hand : The situation must
take into account what the learnt before in order to achieve the
required task with minimum resources
Includes values : The assertion of the learner’s national identity in its three
dimensions:
Nationalconscience
Citizenship
Openness to the world Requires the mobilization of different types of knowledge:
Teachers need to take into account what their learners know including the cross curricular competencies and what they learnt from other subjects, illustrations …..
By Mr Samir Bounab ( [email protected] )
Interact Interpret Produce
Interact Interpret Produce
Interact Interpret Produce Interact
White Board
Visual Audio Kinesthetic Tactile
White Board
Visual Audio Kinesthetic Tactile
White Board
Visual Audio Kinesthetic Tactile
White Board
Visual Audio Kinesthetic Tactile
session
Time
Must
Be
Mastered
Session
After
session
Time
Must
Be
Mastered
Session
After
session
Time
Must
Be
Mastered
Session
After
session
National Identity -National conscience -Citizenship -Openness to the world
National Identity -National conscience -Citizenship -Openness to the world National Identity -National conscience -Citizenship -Openness to the world
Student Students Students Teacher Student Student Teacher Student Student Students Students Teacher Student Student Teacher Student Student Students
Context of use : The situation must deal with real life context which will help learners exercise easily and use such context once they are face to the outside classroom world.It must not be just theory. Learners need to exploit such situation in their real daily life world. Allows critical thinking: Learners need to consider the following questions why dealing with the topic “ who – when – where- how – why” which will make the situation “ reasoning – analyzing – problem solving – evaluating and decision making” formulations /tasks adapted to the cognitive level of the learners : Teachers need to take this important characteristic into account and all time ask such questions “ who are my learners ? what can I do to help them?
Describe exactly what the learner should do : The aim must be
clearly determined , it must be observable , measurable
behavior . Mind mapping of Situation of integration
How to teach a situation of integration ? Teaching situation of integration ( writing process) can be done
as follows :
1) Learning integration : Teacher needs to determine whether it
is individual , pair or group work
The situation must refer to the above criteria and also
the conventional writing process :
Pre-writing processes:
“Brainstorming - planning – targeting” organising
In-writing processes:
“drafting – evaluating – editing – revising”
2) Assessing Integration :
Teachers need to deal with situations of integrations as much as
they can do in their daily work , learners do not need till they do
tests or exams to be exposed to such learning and assessing task .
So it’s primarily recommended that teacher invite their learners to
such evaluating process , which help learners gain confidence in
such hard task
By: Mr Samir Bounab( Teacher trainer at MONE)
Interpret Produce Interact Interpret Produce
Interact Interpret Produce
Interact Interpret Produce
White Board
Visual Audio Kinesthetic Tactile
White Board
Visual Audio Kinesthetic Tactile
White Board
Visual Audio Kinesthetic Tactile
White Board
Visual Audio
Time
Must
Be
Mastered
Session
After
session
Time
Must
Be
Mastered
Session
After
session
National Identity -National conscience -Citizenship -Openness to the world National Identity -National conscience -Citizenship -Openness to the world National Identity -National conscience -Citizenship -Openness to the world
Students
Teacher Student Student Teacher Student Student Students Students
2G & Evaluation of the situation of integration
Criteria Indicators
Relevance
Topic (1pt) « all the ideas are related to the topic» Format (1pt) : « correct »
Maximum mastery Minimum mastry Partial mastery No mastery
Correct use of the linguistic resources
- Correct use of (tense) / verb form
- Use of 3 link words
- Vocabulary not varied
Maximum mastery Minimum mastry Partial mastery No mastery
Coherence /consistency
- Ideas well Organized
- topic sentence
- supporting sentences
- sentences are linked correctly
Maximum mastery Minimum mastry Partial mastery No mastery
Excellence - His work is well presented - His production shows some degree of originality and creativity
Maximum mastery Minimum mastry Partial mastery No mastery
By : Mr Samir Bounab ( teacher trainer at MONE)
Interact Interpret Produce Interact Interpret Produce
Interact Interpret Produce Interact Interpret Produce
Kinesthetic Tactile
White Board
Visual Audio Kinesthetic Tactile
White Board
Visual Audio Kinesthetic Tactile