my portfolio introduccion al diseño curricular 6to año capacitador: oscar marino

MY PORTFOLIO

Introduccion al Diseño Curricular6to Año

Capacitador: Oscar Marino

THE CURRICULUM DESIGN

Taking into account the learning objectives established by the curriculum design, we need to provide our

students with the opportunities to use the language for meaningful aims, helping them to develop different skills, guiding them to apply useful strategies and

teaching them to be active and autonomous learners.

It’s flexible different contexts

Fundamental stages for creating a personalized Tool Kit

a shared CLIL visionIf there is no tradition of CLIL in a school, thefirst challenge for pioneers is to bring together a group to share ideas and explore howCLIL might operate in their school. Analysing and personalizing the CLIL context Planning a unit Considering content Connecting content and cognition Communication – Defining language learning and using Developing cultural awareness and opportunities Preparing the unit Monitoring and evaluating CLIL in action Next steps – Towards inquiry-based professional learning communities

“there is both the need and the opportunity for teachersto develop professional confidence and to ‘own’ their practice”

“To develop as CLIL professionals, to gain confidence, to explore the CLIL agenda, to take risks and move beyond the familiar, it is desirable that teachers belong to or build a professional learning community where

everyone considers themselves as learners as well as teachers”.

I chose this quotation because I think it is essential to work within a CLIL community, whose member share the same objectives and follow the same

way to achieve them, helping to each other.It is fantastic to share experiencies with other

teachers and to analyse our practice. We need to be open to suggestions in order to learn from our

mistakes.

Test purpose

How we perceive language tests depends partly upon our own experiences.

The key feature of testing within a local mandate is that the testing should be ‘ecologically sensitive’, serving the local needs of teachers and learners.

We cannot separate the actual practice of writing tests and assessments from our values.

The effect of a test on teaching is termed washback .

POSITIVE WASHBACKPOSITIVE WASHBACK

refers to expected test effects. For example, a test may encourage students to study more or may promote a connection between standards and instruction

NEGATIVE WASHBACKNEGATIVE WASHBACK

refers to the unexpected, harmful consequences of a test. One way to ensure positive washback is through instructional planning that links teaching and testing.

Assessment OF, FOR and As Learning

Assessment OF learning

Assessment FOR learning

Assessment AS learning

purpose usually SUMMATIVE

mostly done at the end of a task, unit of work etc.

during the

learning

often more than

once, rather

than at the end.

students are able to learn about themselves as learners and become aware of how they learn

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

WHY DID I CHOOSE IT?WHY DID I CHOOSE IT?

This chart is very important when selecting activities because we are able

to take into account the different cognitive levels required to accomplish

them. So, we can grade the tasks following the scaffolding principle.

LAGOMARSINO FLOUR MILLING PROCESS

CULTUREMultimedia 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

COMMUNICATION

CONGNITION*Describing processes*Identifying machinery*Visual rpresentation*Investigation*Analizing and Organizing ideas*Creating multimedia presentations, leaflets

LAGOMARSINO FLOUR MILLING

PROCESS

Language of learningLanguage for learning

Language through learning

Key vocabularyPhrasesPassive voiceConnectorsLang. Of leaflets

Reading strategies for differentes types of texts.Writing leaflets

Dictionary skillsDescribing processes and partsUsing feedback

ONE LIFE CAN MAKE THE DIFFERENCE

IT´S UP TO US!

Thanks for inspiring us!

This song is for those who inspire us today, who always lend a helping hand, show us the way..