1 Diseño Curricular de 6to Año Escuela SecundariaCapacitador: Oscar Marino Julio 2012

2 My Portfolio Prof. M. Marta Ottaviano Distrito:Navarro.

3 Let´s start from the very beginning …Diseño Curricular: “Dentro del marco de los fines de la Escuela Secundaria – la formación de ciudadanos, la preparación para el mundo del trabajo y para la continuación de estudios superiores – debemos tener en cuenta los distintos contextos de cada escuela, las particularidades y condiciones en las que los docentes enseñan, las biografías personales de los alumnos para tomar decisiones curriculares que promuevan una escuela para todos.” A new society … A new school…

4 Inglés y su Enseñanza en el Ciclo Superior de la Escuela Secundaria.Las clases de lenguas extranjeras deben servir no solo para aprender la lengua sino también para brindar la oportunidad de usarla en contextos dados, además de conocer las distintas partes y elementos de que se compone una lengua, sean capaces de ensamblarlos, de construir con ellos mensajes reales y útiles. AICLE ofrece a los alumnos un contexto natural para el desarrollo de la lengua extranjera, que se construye sobre la base de aprendizajes previos. Como consecuencia de un uso más espontáneo y natural, los alumnos están más motivados y predispuestos hacia el aprendizaje de otras lenguas. A new approach

5 All you need is … Bloom´s taxonomy of Learning Domains!And … How are we going to achieve all that? All you need is … Bloom´s taxonomy of Learning Domains!

6 My reflection On the light of this proposal, CLIL has come to the rescue of both teachers and students. Through the 4-Cs principles CLIL ensures flexibility and adaptability to a wide range of contexts, as well as progression in language usage and learning, skills development and and self learning construct which in turn results in an effective, highly motivating learning process for all the actors alike.

7 Before CLIL … Correct form WRITING SPEAKING verbs LISTENING READINGSimple or continuous? LISTENING READING adjectives gaps functions auxiliaries Correct form projects

8 CLIL After CLIL … Cognition Communication Culture Context Identitycitizenship “self/other” awareness understanding New knowledge skills Learning to use the language Use the language to learn Problem-solving applying reflecting

9 Multimedia PrsesentationsCULTURE Multimedia Prsesentations *Products *Employees *History of the plant *Human Resources *Export CONTENT *The farming and farm timeline machinery *Wheat: from soil to ship *Video”The flour milling process” *Machinery *The History of Agro.machinery factories in Argentina *Advertisement - Leaflets The Project LAGOMARSINO FLOUR MILLING PROCESS COMMUNICATION CONGNITION *Describing processes *Identifying machinery *Visual rpresentation *Investigation *Analizing and Organizing ideas *Creating multimedia presentations, leaflets Language of learning Language for learning Language through learning Key vocabulary Phrases Passive voice Connectors Lang. Of leaflets Reading strategies for differentes types of texts. Writing leaflets Dictionary skills Describing processes and parts Using feedback

10 As CLIL goes by … Familiar content + new languageMotivated teacher Motivated students Meaninful learning situations + authentic English Friendly learning environment Learning to use the language – Use the language to learn Familiar content + new language Challanged but confident students Creative outcomes Self awareness of performance & progress

11 A new approach to teaching eventually makes us reflect about a new and wider view of assessment

12 Speaking words of widsom …Fulcher Language testing is a complex social phenomena. It has evolved to fulfil a number of functions in the classroom. Carol The purpose of language testing is to render information to aid in making intelligent decisions about possible courses of action. CLIL Monitoring the development of a unit and evaluating the processes and outcomes are integral to the teaching and learning process. Assessment is part of the learning cycle.

13 Let assessment be … FOR Learning AS Learning OF LearningTo determine next steps To provide feedback To identifiy learning needs Formative AS Learning To guide sts to monitor & reflect on their own learning To provide opportunities for each st. to make adjustments & adaptations Metacognition development OF Learning To confirm what sts know or can do. To certify proficiency Summative & public

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15 So ... Better safe than sorry!Clear learning objectives Mixture of formal & informal assessment. Task-based & asignment-based assessment Clear assessment measures & success criteria to sts Language assessed for a real purpose in a real context. Simplest form of the language to test content knowledge Scaffolding Self & peer assessment CLIL Assessment Principles

16 Washbacks Positive Washback Negative WashbackRefers to the unexpected, harmful consequences of a test. For example, instruction may focus too heavily on test preparation at the expense of other activities. Refers to expected test effects. For example, a test may encourage students to study more or may promote a connection between standards and instruction

17 “Teachers… have to respond to the demands made by     Excerpt by Glenn Fulcher (2010) “Teachers… have to respond to the demands made by testing regimes and students´ desire to pass tests. It is therefore about evaluating the impact that test use may have on teaching and learning, in the broadest sense. The effects of the use of language tests are measure of the meaning of the test in practice. If the test has been well designed, with its purpose and effect in mind, we might expect to see many positive effects …”

18 My point of view Assessment has evolved alongside with teaching to become part of the learning cycle and not its aim. For assessment to be effective, it must be “ecologically sensitive” as it has to serve the local needs of both teacher and leaners. Whatever purpose or format it may have, it has to mirror the teaching process and classroom practice. By selecting a test that reflects your instructional and program goals, you can more closely align testing with instruction. Have I evolved or just got old?, I wonder…

19 A final word . . . The greatest sign of success for a teacher … is to be able to say: “The children are now working as if I did not exist” María Montessori, Italian Educator

20 … thanks! I´ve selected this wise quote because it perfectly reflects my own feelings. Having completed the course (successfully I hope!) I feel confident enough to go on working on my own. I´ve always considered assessment as one of the hardest aspects of teaching . But now, bearing in mind the CLIL principles, the different types of assessment and methods and above all thanks to an outstanding teacher , I can honestly say that I can work as if he did not exist!

21 “The important thing is not to stop questioning”Albert Einstein