INTRODUCCION AL DISEÑO CURRICULAR 6º AÑO

1. INTRODUCCION AL DISEÑO CURRICULAR 6º AÑO PORTFOLIO MARIA PAULA ISNALDI TEACHER: OSCAR MARINO

2. FIRST MEETING

3. Westartedthemeetingspeakingaboutassessment. Wefilled in thesetwocolumns.

4. ASSESMENT FOR/AS/OF LEARNING Wealsoread and analyzedtheoryaboutAssessmentforLearningwhichisdesignedtogiveteachersinformationtomodify and differentiateteaching and learningactivities (FormativeAssessment). Assessment As Learningwhichis a proccess of developing and supportingmetacognitionforstudents (Self-Assessment) and Assessment Of Learningwhichisusedtoconfirmwhatstudentsknow and can do, iftheyhaveachievedthecurriculumoutcomes (SummativeAssessment)

5. Five Basic Questions • Wealsoanalyzedthe 5 Basic Questionsthatteachersmustbear in mind in everystep of theprocess of assessment • WHY AM I ASSESSING? • WHAT AM I ASSESSING? • WHAT ASSESSMENT METHOD SHOULD I USE? • HOW CAN I ENSURE QUALITY IN THIS ASSESSMENT PROCESS? • HOW CAN I USE THE INFORMATION FROM THIS ASSESSMENT?

6. MY REFLECTION ON THE MEETING • Fromthematerialsworkedduringthemeeting and theones I read at home fromFulcher I can concludethat as teacherswehavedifferentreasonsfortesting (achievement, diagnosis, placement, proficiency) and our role istopromotethedevelopment of independentlearnersthroughassessmentsincewesouldmodel and teachtheskills of self-assessment, guide studentstodevelopinternalfeedback and self-monitoring, provide regular and challengingactivitiestopractice and create a safeenvironmentforstudentstotake chances • I alsofounditveryusefulthefollowingclassification of assessment • FORMAL ASSESSMENT - DIAGNOSTIC TESTS - ACHIEVEMENT TESTS • ALTERNATIVE, INFORMAL - PORTFOLIOS OR AUTHENTIC ASSESSMENT - PERFORMANCE ASSESSMENT - SELF ASSESSMENT/PEER-ASSESSMENT - TEACHER-STUDENT CONFERENCE

7. SECOND MEETING

8. Wetalkedabout a textcalled “Take a last look” sinceourhomeworkwastoworkwithit and findthe 5 basicquestions of assessment. Weexchangedourreflections. • Wealsoanalyzed “objetivos de aprendizaje para 6º año from Diseño Curricular, which I summarizedwiththesekeywords. • Comprender textos orales y escritos • Producir textos orales y escritos • Reconocer y producir vocabulario tècnico y especìfico • Desarrollar estrategias de acceso a informaciòn • Ganar autoestima y confianza

9. CLIL METHODOLOGY • In thismeetingwemaderevision of CLIL methologywhichisalwaysenriching as wereinforcedconceptspreviouslylearnt. Workingwith CLIL is real challenge so it`s a good idea tostartsmall. • Wealsohighlightedtheassessmentprinciples in CLIL whichsuggestthatweshould • Include a mixture of formal and informal assessment • Letourstudentsfamiliarizewithassessmentmeasures and criteria. • Assesslanguagefor a real purpose and in real context • Letstudentsthink and givethem “wait time” • Encouragestudentstotakeresponsibility of theirownassessment.

10. THIRD MEETING

11. CLIL TOOLKIT • Weworkedwiththetoolkit at home. Weweresupposedtocriticize 3 projectsfollowingthetoolkit and wehadto plan a unitfollowingit. • I workedwith Amelia and Stella and wedesignedthreedifferentprojectsunderthesamethread “Theimportance of workwithinthehistorical and social contexts” and I preparedtheunit “Globalization and Jobs”. Wemadetheprojectsfollowingthetoolkitwhich I foundreallyworthusing. It’sgreathowyou can organizeyourunitssuccessfullyconnectingthe 4 Cs as CLIL methologystates. Allthetheoryintopractice ! • Wesharedall in themeeting.

12. CLIL TOOLKIT Todevelopthemindmapwefollowedthe 4 stepsdescribed in Stage 3. • WeconsideredCONTENT. • Weconnectedcontent and COGNITIONselectingthethinkingskills, problemsolving and creativity (weusedBloom’srevisedTaxonomy) • COMMUNICATION: Weincludedthelanguagetryptich (language FOR, OF, AS learning) In languageof learningweincludedthelanguageneededtoaccess new knowledge and understanding. In languageforlearningweincludedthelanguageneededtocarryouttheplannedactivities. In languageaslearningweincludedthelanguagethatwould emerge involvingthe use of dicionaries and theteachersupport. • WedesignedtaskstodevelopingCULTUREawareness and opportunitiestounderstandothers.

13. My mindmap

14. INTRODUCTION TO PORTFOLIOS Westartedworkingwiththenotion of portfolios so thatwecouldstartcreatingours at home. Welearntthattheyprovideevidence of someone’sknowledge, skills and ordispositions.

15. SUMMATIVE TASK

16. PORTFOLIOS • Fromwhat I read at home I can saythat Portfolios constitute a collection of reflectivewriting and associatedevidencewhichrepresent a movetowardslearner-centred, self-directed, peer-to-peer and autonomouslearning • They can motivatestudentstolearnbecausetheyhavethepowertomakeconnectionsbetweentheory and practice. • I alsolearntthat e-portfolios are multimedia representations of learningachievements and theymayinclude texts, photographs, illustrations, diagrams, spreadsheets, powerpointpresentations, digital images, videos, music and sounds, voicerecordings, links touseful and interestingwebsites

17. MY REFLECTION ON PORTFOLIOS • A greatadvantage of Portfolios isthattheygiveinformationtostudents, parents, teachers and members of thecommunityaboutwhattheyhavelearntor are ableto do. • I think portfolios are a perfecttooltoseeourstudents’ improvement , they can beproud of theirwork and can alsoseetheirevolution and progresstothe final product.

18. WASHBACK • As homeworkwehadtoreadthe material and analyzewhatthistermis. • I couldlearnthattestshaveeffectsonclassrooms. Ifthe test waswelldesignedit has positive practicaleffects. WASHBACK referstotheextenttowhichtheintroduction and use of a test influenceslanguageteachers and learnersto do thingsthattheywouldnototherwise do thatpromoteorinhibitlanguagelearning. • There are washbackhypothesessayingthat a test can influence WHAT TEACHERS teach, HOW TEACHERS teach, WHAT LEARNERS learn, HOW LEARNERS learn, the RATE and SEQUENCING of teaching and learning, ATTITUDES tothecontent, method, etc. of teaching and learning. • Todetectwashbackweshouldanalyzeteacher-preparedlessonplans, teacher-preparedactivities, selectedtexbooks and otherresources. We can meetteachers’ teachinggoalscheckingifthematerials are deliberatelydevelopedtoteachtheskillsthatlearnersthinkthe test measures. • Our role as teachersisto plan a curriculumthatenablestheacquisition of thetestedabilities. Weshouldalsobear in mindthat no single assessment can measureeverything in a set of contentstandards.

19. CONSTRUCTS Wehadtoread and learnwhatthistermmeans. I learntthat CONSTRUCTS are theabilities of learnerswhichunderlie test performance butwecannotdirectly observe i.e.intelligence, attitude, fluency. We can distinguish LOWER LEVEL PROCESS in reading lexical access (thespeedwithwhichreadersrememberthemeaning of words) and HIGHER LEVEL CONSTRUCTS in readingtheinformation of a mental textmodelwhichrepresents in themindthemainproportions of a texttogetherwithitssupporting ideas and examples.

20. LAST BUT NOT LEAST I developedtheteachingsequenceforsomeclassesfrom my unit “Globalization and Jobs” ThemindmapcreatedfollowingtheToolkitwas a fantastichelptoclearlyknowwheretogo

21. TEXT USED IN THE TEACHING SEQUENCE PROJECTS.docx

22. CONCLUSION I can saythat I foundthecourseveryinterestingsinceI’velearnt new conceptsthat I can immediatelyapply in my everydaypractice. Thetwomostappealing new conceptswere in my opinionthe use of the CLIL Toolkitto plan and the use of Portfolios forassessment. Now I can fill in thethirdcolumnfromthefirstmeeting

23. THANK YOU SEE YOU SOON !!