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TEMA 21: Programming in the English language area: unit plans. Criteria for sequencing and temporization of contents and objectives. Selection of the methodology to be used in learning and assessment activities.
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- 1TEMA 21 Summary of a unit plan-Developed by the teacher
-Contains multiple lessons and
-Aspects to plan: objectives, contents, evaluation criteria, attainment indicators, activities, teaching values, resources, tools of assessment, ICT and key competences - 2Criteria for sequencing and temporization of contents and objectives1) SS' previous knowledge
2) Meaningful learning as a goal
3) Ss' attitude
4)Ss' motivation
5) Interesting topics
6) Language us in C situations
7) Students are the centre
8) Contents close to the ss
9) Contents organized through procedures
10)Develop: individual life, living together, cooperation and democracy skills
11) All kinds of contents should be included
12) Social and moral values
13) Make relations btw signifies and signifier
14) Structure: exposure of information, acquisition of knowledge and production
15) Beginners -> non-linguistic elements to support comprehension
16) Systematic treatment of contents - 3Methodology to be used in assessment activities-Curriculum has a content-based approach
- The major features are the integration of language and content and skill integration.
- Look for alternative ways of assessment (more than the paper and pencil test)
- Look of the type of evaluation which puts most the new curriculum character
-Opportunities for ss to practice the language - 4Definition of evaluationEVALUATION = a tool that analyses ye effectiveness of the educational curriculum, and for making effective changes within all levels of education.
GRIANT WIGGIND: designed to improve and educate ss' performance, not juts the final outcome. - 5Goal and changes of evaluation (LOMCE)GOAL= guarantee that every ss reach the aims of the education process.
CHANGES = attainment indicators and the establishment of external evaluations. - 6Types of assessmentFORMATIVE = increases motivation by making the assessment a part of learning
SUMMATIVE = give ss feedback in their learning process
INFORMATIVE = inform the parents
DIAGNOSTIC = monitors ss and finds individual needs
EVALUATIVE = checks the effectiveness of the teaching process. - 7Strategies of evaluationNON-VERBAL ASSESSMENT = early stages, evaluated through physical movements, lower level of anxiety (point, circle, mark...)
ORAL PERFORMANCE = the teacher leads the ss by asking questions that require the use of language items to be tested (role-plays, interviews, observations) - 8Strategies of evaluationSELF ASSESSMENT= ss take part of the evaluation process, it makes a sense for the ss of their progress in the class. (Progress diary, K-W-L charts, content logs)
ORAL & WRITTEN OUTPUT = we could use dialogue journals, recordings, students' portfolio - 9Student's portfolio-Purposefully selection of works
-Reflects the ss evolution
-Improves ss self image
-Supports different learning styles
May include: recordings, writing samples, assessment checklists, tests and quizzes... - 10Teacher evaluation-Observe and assess our own work
Reflective journal. - 11ConclusionStudents in classes that emphasize improvement, curiosity and effort rather that the performance to achieve a grade show a more positive attitude towards learning.
RABBINICAL SAYING: "Do not limit a child to your own knowledge, for he was born in another time" - 12BibliographyARTER, J.A (1995) Portfolios for assessment and instruction. Boston.
BRINDLEY, D.M. (1997) Assessment and the language teacher: trends and transitions. The Language Teacher Online
BRUMFIT, C.J. (1984) General English Syllabus Design. OUP.
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- Oposiciones educación Temario Fichas sobre TEMA 21: Programming in the English language area: unit plans. Criteria for sequencing and temporization of contents and objectives. Selection of the methodology to be used in learning and assessment activities. , creado por piurmu26 el 06/05/2015.
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