INTRODUCCIÓN AL DISEÑO CURRICULAR DE INGLÉS DE 6º AÑO

DE EDUCACIÓN SECUNDARIA

MY E-PORFOLIO

Activating prior knowledge¨Evaluation¨…

What I know… What I want to know…

What I learned…

-Process/formative vs product/summative evaluation-Necessary to make changes as regards teaching and learning, to improve our practice, to help our sts to learn.-We have to think of our aim of evaluation and think about what, who, when, what for, etc to evaluate.

- New instruments. Fortunately I’ve done the course and learned new things:-There are different types of assessment (as, for, of learning) and we have to consider all of them in order to be fair, to evaluate all the aspects that affect the teaching and learning process, to improve our practices and our sts’ learning process.-Washback, construct.- Portfolio is an useful tool. I’ll start using it!

Assesssment types and examplesAssessment for learning:

It helps us obtain info about what our sts know and, when, how and where they apply their knowledge so we can make changes, give feedback and 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.

I’ve included this topic because this info was new for

me and I needed to work with it in order to be sured I’ve understood it.

• Assessment as learning:

It is a process of developing and supporting metacognition for sts. It is when sts monitor their own learning. Teacher must help them to do it because it’s not easy.

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.

• Assessment of learning:

It is summative in nature and is used to confirm what sts know and can do, to demonstrate whether they have achieved the curriculum outcomes. Teachers use this info to make reasonable and defensible decisions.

Eg:

Why assess? Because the T wants to know whether sts’ have acquired the contents she has developed during the unit, whether they have developed the abilities necessaries to interpret a written text, etc i.e. she wants to know whether sts’ have achieved the aims of the unit of work and to what degree they have done it so she knows how to go on working, how to guide and help them to improve, what changes she needs to do in her teaching practice to improve the teaching-learning process.

Assess what? I think she is mainly assessing “reading comprehension”, sts’ abilities to find general and specific information in a written text (magazine article) using paratextual and textual features, to infer meaning, to draw conclusions, to use references and within this framework she is assessing sts’ grammatical and lexical acquisition.

What method? Formal assessment – written test - Task based/assignment based - Top-down approach - CLIL (lower and higher order thinking skills) -

Ensuring quality  By choosing the appropiate material and tasks to achieve her objectives.

Using the information

 To to make reasonable and defensible decisions.

EG: ANALYSIS OF THE TASK IN APPENDIX 1 “TAKE A LAST LOOK” AND ANSWERS TO THE QUESTIONS.

What’s CLIL? How do I use it to plan my lessons? Are there any clues to work with it? Is there a specific format to make my plan clear for me and the school authorities?

CLIL

CLIL is a tool for the teaching and learning of content and language. The essence of CLIL is integration:

- Language learning is included in content classes. - Content from subjects is used in language-learning classes.

In addition to a focus on content and language, there is a third element in the CLIL triad: the development of learning skills.

Learning skills

Con

tent

LanguageCLIL- RELATED GOALS

I’ve included the info in this slide and the following ones about CLIL because they help me summarize and keep in mind important characteristics and ideas of the CLIL approach.

Key concepts from the “Summary of Assessment Principles 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 _

PLANNING A CLIL PROJECT: ESSENTIAL ELEMENTS

JUSTIFICATIONTEACHING OBJECTIVESLEARNING OBJECTIVESGLOBAL GOAL4 C’S FRAMEWORK: CONTENT – COMMUNICATION -

COGNITION – COMMUNITY

TASKS (Bear in mind Bloom’s Taxonomy of Learning Domains!)

OUTCOMERESOURCESEVALUATIONBIBLIOGRAPHY

Planning my project: first drafts

It wasn’t easy…I had to choose the specific subject from the orientation of

Natural Science, look for material about its specific contents because I didn’t have much, make changes and reorganize some elements more than once, write the project, show it to the teacher and add what he asked me to correct or change…

Which specific subject from the Natural Science Orientation will my Sts like the most?

“Ambiente, desarrollo y sociedad”? Or “Biología, genética y sociedad”?

I think the second one is

more interesting, appealing…

because there are many

debates on TV and nowadays

society as regards this

topic…I’ll work with it!

Thinking of the organization of the three projects in a year…finding material…developing one of the projects for the year…

First attempts

I did it!!! I d

on’t know whether this e-portfo

lio

is what my teacher expected it to be!! B

ut I

think I have reflected on my own learning

process and If I hadn’t m

isunderstood that’s

the main objective of this type of evaluation

instrument so I hope it’s OK…