Diseño Curricular 6° año. Diseño Curricular 6° año. Inglés Inglés

Profesora: Analía A. Villalba Capacitador: Oscar Marino.

1st meeting 1st meeting To start thinking about the topics we were supposed to To start thinking about the topics we were supposed to deal with, we were asked to complete this table about deal with, we were asked to complete this table about

evaluation. evaluation. Here are my answers: Here are my answers:

What I know What I want to know

What I learnt

It can be formal or informal. we evaluate according to different purposes: detect prior knowledge, to see the process, to check understanding, etc. evaluation can be formative or summative

How to prepare a test according to the demands of curriculum design Know about new tools and assessment criteria.

The difference between assessment FOR,OF and AS learning. How to use portfolios as a tool for evaluation. The necessity to give time to my students to reflect on thier learning process. Key concept: washback and constructs

Task 1. Task 1. Can do descriptorCan do descriptorindividual task. We were asked to describe what our individual task. We were asked to describe what our student were able to do with the language. Here are my student were able to do with the language. Here are my notes. notes.

Remember vocabulary and some grammatical structures

Read and answer questions or transfer information to a chart or complete a guided mind map.

Write short guided paragraphs. Understand simple instructions. Understand and complete a chart while listening to a

Cd. Express opinion about a text

Bloom's Taxonomy of Learning Domains

Adapted from Anderson and Krathwohl (2000). A Taxonomy of Learning

Why testing our students? Why testing our students? This was something we commented. Here are some of This was something we commented. Here are some of

our answers our answers

To check the process. To obtain information about achievements To obtain information about the strategies we are

implementing ( so as to see if they are suitable for the group)

To have a good diagnosis of the group To know about the result of the project. (final

outcome)

Words from the bibliography Words from the bibliography for the 1st meeting for the 1st meeting Fulcher, G. 2012 Chap 1. testing and assessment in context.

The act of giving a test always has a purpose. In one of the founding documents of modern language testing, Carroll (1961: 314) states: ‘The purpose of language testing is always to render information to aid in making intelligent decisions about possible courses of action.’ But these decisions are diverse, and need to be made very specific

for each intended use of a test. Davidson and Lynch (2002: 76-78) use the term ‘mandate’ to describe where test purpose comes from, and suggest that mandates can be seen

as either internal or external to the institution in which we work. An internal mandate for test use is frequently established by teachers themselves, or by the school admin istration. The purpose of such testing is primarily related to the needs of the teachers and learners working within a particular context. Tests that are under local control are mostly used to place learners into classes, to discover how much they have achieved, or to diagnose difficulties that individual learners may have. Although it is very rarely discussed, teachers also use tests to motivate learners to study.  

Tests are summative: they measure proficiency at the end of a period of study, by which time learners may be expected to have reached a particular standard. The information therefore doesn’t always feed back into the learning process, but fulfils an accountability role. Unintended consequence is the fact that many students and teachers cease to study the

language, and start to study the test. This is done in the belief that there are test-taking strategies that will raise a score even if ability, know ledge or communication skills have not been improved. The effect of a test on teaching is termed washback (discussed at length in Chapter 10). While this can be positive or negative, it is often assumed that teaching to the test is negative. Examples of the negative washback from high-stakes language tests are provided by Mansell (2007: 83-90) in

the context of the United Kingdom’s foreign language General Certificate of Secondary Education examinations. These include:• Memorising unanalysed fragments of text that can be assembled to create a variety of 100-word essays on simple topics.• Memorising scripted fragments of speech in relation to common oral interview- type questions, and extended chunks for presentation-type tasks.• Teaching written responses to questions, followed by oral memorisation drills, for all common topics such as ‘family and friends’, ‘holidays’ or ‘shopping’.Associated with this kind of teaching is the publication of test preparation materials on an industrial scale, and the growth of private schools that specialise in test prepa ration. These ‘cram schools’ claim that they can raise test scores through specialised tuition in short time periods, primarily by practising test-type questions over and over again, and learning test-taking strategies.

My reflection My reflection Even though I attended the courses for 4th

and 5th year ( introduction to the curriculum design), I had the feeling that it would be really difficult to cope with the curriculum design demands.

Many things to take into account. And most of all I imagined it would be really hard and too much time consuming to develop a project, having to learn about other subjects before starting.

2nd meeting 2nd meeting Assessment

Classroom Classroom AssessmentAssessment Since the 1980s, there has been a strong interest in the role that

assessment can have during the learning process rather than just at the end of it. The work of Black and Wiliam (1998) in particular and the ‘Assessment for Learning movement’ more generally, has had a great deal or impact on many educational systems around the world (Leung and Scott, 2009). While most externally mandated testing is summative, Black and Wiliam focused on formative assessment. The latter are tests or assessments used in the process of learning in order to improve learning, rather than at the end of a period of learning. Unlike tests that are imposed upon the schools, their function is to aid in the diagnosis of individual learning needs

Assessment for learningAssessment for learningGive teachers information to

modify and differenciate teaching and learning activities.

It occurs through out the process.

Assessment as learning Assessment as learning It is related to metacognition . Knowledge of one’s

own process. Occurs when student’s monitor their own learning

and use the feedback from this monitoring to make adjustment, adaptations and changes.

Implies critical analysis of their own learning. TEACHER’S ROLEGUIDE STUDENTS TO SET AND MONITOR GOALS PROVIDE REGULAR CHALLENGES.

Dimensions of Metacognition Knowledge of Cognition• knowledge about ourselves as learners and what influences our performance• knowledge about learning strategies • knowledge about when and why to use a strategyRegulation of Cognition• planning: setting goals and activating relevant background knowledge• regulation: monitoring and self-testing• evaluation: appraising the products and regulatory processes of learning

(Adapted from Brown, “Metacognition, Executive Control, Self-Regulation, and Other MoreMysterious Mechanisms”)

Monitoring Metacognition • What is the purpose of learning these concepts and skills?• What do I know about this topic?• What strategies do I know that will help me learn this?• Am I understanding these concepts?• What are the criteria for improving my work?• Have I accomplished the goals I set for myself?

(Adapted from Schraw, “Promoting General Metacognitive Awareness”)

ASSESSMENT OF LEARNING ASSESSMENT OF LEARNING Learning is summative in nature

and it’s used to confirm what students know and can do, to demonstrate whether they have achieved the curriculum outcome.

Assessment Assessment

formal Informal

Diagnostic tests Achievement test Portfolios

Performance

PeerAssessment

T-S conference

PRINCIPIOS BÁSICOS DE PRINCIPIOS BÁSICOS DE ENSEÑANZA AICLE ENSEÑANZA AICLE La enseñanza deberá combinar los siguientes elementos:

Contenido: que permita progresar en el conocimiento, las destrezas y la comprensión de los temas específicos de una o varias materias determinadas

Comunicación: el uso de la lengua para aprender mientras se aprende a usar la lengua misma

Cognición: que implica el desarrollo de las destrezas cognitivas que enlazan la formación de conceptos (abstractos y concretos), los conocimientos y la lengua

Cultura: que permite la exposición a perspectivas variadas y a conocimientos compartidos que nos hagan más conscientes de el otro y de uno mismo.

CLIL FOUNDATION PIECES CLIL FOUNDATION PIECES CLIL is a tool for the teaching and learning of content and laguage. Language learning is included in content classes Content from subjects is used in language learning classes. It is the student’s desire to understand and use the content that

motivates him or her to learn the language. Development of learning skills supports the achievement of

content language goals.

Reflection

We talked a lot and shared many things about evaluation. We started talking about planning our projects and discussing what things to include and how to start. It was very usefull to see some examples!!

3rd meeting 3rd meeting We spoke about the 1st draft of

our projects. It was great to listen to other

teacher’s ideas!The result of this meeting!!!

APARTHEID IN SOUTH AFRICA

CULTURE CONTENT

COMMUNICATION

COGNITION

presentation using multimedia resourses to the school community

History of apartheid in South Africa Biography of Nelson Mandela

as a non violent leader

Social conflicts in the country

discrimination

Recognising, inferring lexical items and grammar.

Analysing data

Explaining Causes and consequences of the system

Understanding concepts related to the system of apartheid

Hypothesing and checking

Design a classrom quizz about the unit

LANGUAGE OF LEARNING

INTEGRATION OF TENSESKEY

VOCABULARY AND PHRASES

PASSIVE VOICE

RELATIVE CLAUSES

USED TO

LANGUAGE FOR LEARNING

DESCRIBING EVENTS IN PAST

GIVING OPINION

DESCRIBING AND DISCUSSING LIFE EXPERIENCES

LANGUAGE THROUGH LEARNING

HANDLE DICTIONARIES SKILLS

LANGUAGE TO BUILD ARGUMENTS AND DISAGREEMENTS

4th meeting 4th meeting Two important concept: - Washback: effects of evaluation -Constructs : concepts we want our students to learn. It has to do with abstract nouns : e.g.inteligence .

-My reflection: it’s very important to consider washback effects. Interesting what was read in the bibliography about negative effects. -About construct it’s something I have to go on investigating as it was not totally clear for me.

E-portfolio E-portfolio ). Portfolios appear to represent a move toward

learner-centered, self-directed, peer-to-peer, and autonomous learning. As Georgi and Crowe (1998) explained, “Portfolios can motivate students to learn because they have the power to make connections between theory and practice and to select items for the portfolio that express their purpose and design”.

Portfolios provide information to students, parents, teachers, and members of the community about what students have learned or are able to do. Portfolios can be student, teaching, and institutional documents (Lorenzo & Ittelson, 2005)

… digital portfolios give students the opportunity to create digitized presentations of their work and skills, and evidence of their competencies. Portfolios bring together curriculum, instruction, and assessment. (pp 273-277)

My reflectionMy reflection After discussing about the use and benefits of using e-

porfolios as a tool for assessing our students, we were asigned to prepare our own e-portfolio.

I was scared stiff and I thought about not finishing the course. However, I tried, it was really hard. I did my best and I found I had much more things I would like to include in my port folio, but I’m not that good using technology…

Anyway it was a real challenge. And I have to admit that if I can, my students will be able to do so, too.

I’m sure they’ll be engaged having the possibility to use e-portfolios as part of their evaluation.

To sum up To sum up I really enjoyed the course, I learnt many things and there are

many others to go on learning. Starting with the mind map is really easy to plan a project!!! Working with other subjects is also very interesting because

students learn the language with a different purpose and they feel not everything is too difficult.

It was also great to learn how to handle different tools to evaluate students

It was also great to have the opportunity to share experiences with colleagues.

All in all I’m very happy to have attended the course.