TO PLAN OR NOT TO PLAN?

Prof. Estela N. Braun, Adjunto Regular Práctica Educativa II, ELT Didactics (2013)

Proyecto PROHUM:Capacitación Docente para Profesores de Inglés del

Nivel Secundario.

Universidad Nacional de La PampaUniversidad Nacional de La PampaFacultad de Cs. HumanasFacultad de Cs. HumanasDepartamento de Lenguas Departamento de Lenguas

ExtranjerasExtranjeras

MetaphorsLesson Planning is like a map.

It tells us where we are going and help us to take the best route to get there.

But we still have to make decisions as we travel.

Should we take a detour?Do we prefer the motorway or a country

road, for example? Jeremy Harmer, Essential teacher Knowledge (2012), Pearson

Longman.

Planning ProcessWE MUST DETERMINE:

LEARNING AIMS

LEARNING OUTCOMES: What will the students be able to do at the end of the Unit/Module? How will they put the language into use?

What should we take into account?Marcos de Referencia para la Orientación.

Materiales Curriculares Jurisdiccionales. NAP LE

Focus on Procedural Knowledge“The assumption that the content of lessons is

what is learned is challenged by the view that the teaching-learning process - and the activities and roles it entails - is the significant substance

of lessons for those who participate in them. This view implies that any syllabus is not merely subordinated to methodology but actually replaced by what is learned from the experience of classroom work.” (Breen, 1987)

Why should we use tasks?

The primary focus is on ‘meaning’

There should be some kind of ‘gap’ (i.e. a need to convey information, to express an opinion or to infer meaning).

Learners have to rely on their own resources (linguistic and non-linguistic) in order to complete the activity.

There is a clearly defined outcome that is shared with an audience.

INPUT-OUTPUT-INTAKEInput-providing tasks engage learners in listening

or reading, output-prompting tasks engage them in speaking

or writing. A task can provide opportunities for

communicating in any of the four language skills. Many tasks are integrative; they involve two or more skills.

Planning a PROJECT for each term:

AIMSTOPICINPUTTASKSINTERACTIONMATERIALSTIMING

Defining Terms:Aims: Define them in terms of annual

syllabus/axis present in the curricular guidelines.

Topic: Context for the tasks. Tasks: State each of the stages of the

task. Pre-planning, planning, output, focus on language.

Interaction: Pair-work, group work.Materials needed: multimedia room, field

trip permission, digital cameras, cell phones, printer.

Timing: four 40 ‘classes

PROJECT: WRITING PROJECT

OBJECTIVES:GENRE:LEXICAL ASPECTS:GRAMMAR POINTS:DISCOURSE:

Elements that should be present in the annual syllabus

Guía para elaborar la Planificación Anual

1. Datos identificatoriosInstitución educativa (nombre)Año lectivoDenominación de la asignaturaModalidad a la que pertenece la asignatura

(cuando correspondiera)Año de la escolaridad y división/divisiones

GUIDELINES MCE-ColUNLPam

Fundamentación Esquema de la asignatura Objetivos¿Cómo es conveniente formular los objetivos?Expresar con claridad los aprendizajes que se

pretende alcanzar.Dar cuenta de el/los temas que se van a estudiar y

de las competencias que debe desarrollar el alumno.

Utilizar verbos en infinitivo en su elaboración, que designen las acciones esperadas.

Objetivos de Enseñanza/Objetivos deAprendizaje Diferenciar los objetivos orientados hacia el

alumno de los objetivos que el docente plantea para su clase.

Unidades Didácticas

Selección y secuenciación de saberes.

Distribución y articulación de los mismos.

Cronograma Estrategias de enseñanza

Criterios de evaluación y Criterios de Acreditación

Modalidades/instrumentos de evaluación

Bibliografía y recursos

TASK 2:Present the syllabus for one of your

courses stating the aims for the first term at your institution.Include one task-based project based on a video (visual literacy)