pnieb considerations
DESCRIPTION
Algunas consideraciones de importancia en la enseñanza del idioma ingles en educación secundariaTRANSCRIPT
04/13/2023
PROFESSIONAL DEVELOPMENT
WORKSHOP
National English Program in Basic
Education (NEPBE)
Purposes of the workshop
04/13/2023 Academias, Puebla Pue, October 2011
To know about:
• Curricular Foundations of the NEPBE program
• What the NEPBE Program is.
• The structure of the Syllabus 2011.
• Lesson Plan.
• Assessment
• Assessment Instruments
• Teacher`s guide and the student`s book.
FUNDAMENTOS CURRICULARES
BASE RECTORA:
ARTICULO 3° TRANSFORMACION EDUCATIVA DEL PLAN NACIONAL DE DESARROLLO 2007-2012
OBJETIVOS SEÑALADOS EN EL PROGRAMA SECTORIAL DE EDUCACION BASICA 2007-2012(PROSEDU)
POLITICA PUBLICA EN EL SISTEMA EDUCATIVO NACIONAL
OBJETIVO 2012:
“Elevar la calidad de la educación para que los alumnos mejoren su nivel de logro educativo, cuenten con medios para tener acceso a un mayor bienestar y
contribuyan al desarrollo nacional”
3
PARA ALCANZARLO:REALIZAN UNA REFORMA INTEGRAL DE LA EDUCACION BASICA
RIEB
Basada en COMPETENCIAS que responde a las necesidades de desarrollo del siglo XXI.
Para lograr la articulación de preescolar, primaria, y secundaria.
4
PROSEDU (Programa Sectorial de Educación)
Establece criterios de mejora a la educación aplicables a:
Capacitación docente.
Actualización de programas de estudio y contenidos.
Enfoques pedagógicos.
Métodos de enseñanza.
Recursos didácticos.
5
UNESCO
SEÑALO
Que los sistemas educativos necesita:
“Preparar a los alumnos para enfrentar los nuevos retos de un mundo globalizado, donde el contacto entre múltiples lenguas
y culturas es cada vez mas común”
En este contexto LA EDUCACION
Debe ayudar a los alumnos a comprender las diversas expresiones culturales existentes en mexico y en el
mundo.
6
SEP Reconoce:
“La necesidad de incorporar la asignatura de Ingles al plan de
estudios y los programas de preescolar y primaria, así como
realizar ajustes pertinentes en los programas de Segunda Lengua:
Ingles para secundaria, con el propósito de articular la enseñanza
de esta lengua a los tres niveles de la Educación Básica y lograr
que, al concluir su educación secundaria, los alumnos hayan
desarrollado las competencias PLURILINGÜES Y PLURICULTURALES
que se requiere para enfrentar con éxito los desafíos
comunicativos del mundo globalizado, construir una visión amplia
de la diversidad lingüística y cultural a nivel global y respetar su
propia cultura y la de los demás.
7
SEP-PNIEB (NEPBE)(Programa Nacional de Ingles en Educación Básica)
(National English Program in Basic Education)
De aquí derivan los Programas de Estudio e Educación Básica elaborados a partir de:
Alineación y homologación de estándares Nacionales e Internacionales.
La determinación de criterios para la formación docente.
Establecimiento de lineamientos para la elaboración y evaluación de materiales educativos .
Certificación del dominio del Ingles.
8
CYCLE 1
CYCLE 2
CYCLE 3 CYCLE 43rd, 1st
and 2nd
3rd, and 4th
Elementary
5th and 6th
Elementary
1st , 2nd and
3rd Secondar
y
CYCLES
Marco Común Europeo de Referencia (MCER)
Estándares internacionales
N I
V E
L E
S
C2 (1200 hrs)
C1 (800 hrs)
B2 (600 hrs)
B1 (400 hrs)
A2 (200 hrs)
A1 (100 hrs) 4
2
1
Certificado Nacional de Nivel de Idioma (CENNI, DGAIR)Estándares nacionales
3
8 9 10
11 12 13
14 15 16
17 18 19
19 20
ESTÁNDARES DE INGLÉS
ED
UC
AC
IÓN
B
ÁS
ICA
3°, 4° primaria
1° primaria
3° preescolar
2° primaria
5°, 6° primaria
1°-3° secundaria
Es una serie de estándares de dominio del idioma; se emplea como parámetro internacional para el desarrollo de currículos, exámenes y materiales.
Establece una base común sobre lo que los estudiantes de lengua deben saber hacer en determinados niveles.
1er ciclo
2do ciclo
3er ciclo
4to ciclo
5 6 7 5°, 6° primaria
AL FINALIZAR ED. BÁSICA11
Lograr que nuestros alumnos alcancen en el MCER B1 y en CENNI 8
Y no solo depende de:
Tiempo de exposición del alumno al idioma
Sus competencias en lengua materna
Nivel de ingles de los docentes
El acceso a materiales impresos
El acceso a materiales tecnológicos como multimedia en Ingles, lúdicos, videos, discos, lap tops, etc.
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Sino que también es esencial que el docente
Tenga un dominio solido.
Cuente con los niveles de conocimientos y habilidades deseables
PARA LOGRAR:
Propósitos planeados en los diferentes ciclos
GARANTIZAR EL NIVEL DEL DOMINIO QUE ESPERA ALCANCE EN LOS ALUMNOS Y TERMINO DE CADA UNO
Perfil Básico Docente
13
PREES-COLAR
PRIMARIA SECUNDARIA
Grado
- - - PETCambridge
3 1 2 53 4 6 1 2 3
- - - - - - TOEFL
A1 A2 B1 B2MCER
KET
- - - 580
FCE
630
CAE
680
Proficiency
CENNI 4 5 6 7 8 9 10 11 12
Certificaciones de Universidad de CambridgeKey English Test Asesores Pre escolarPreliminary English Test Asesores PrimariaFirst Certificate Docentes SecundariaCertificate of Advanced EnglishCertificate of ProficiencyStarters Alumnos ciclo 2Movers Alumnos ciclo 3
Purpose of English language teaching
– Ss to get the necessary knowledge
to engage in social practices with
oral and written language by means
of specific competencies with the
language.
Learn language to organize thoughts
and speech, analyze and solve
problems and gain access to different
cultural expressions.
04/13/2023 Academias, Puebla Pue, October 2011
Pu
rpo
se o
f En
gli
sh
te
ach
ing
04/13/2023 Academias, Puebla Pue, October 2011
Pu
rposes o
f cycle
4
Students consolidate their profiency in English in basic communicative situations and develop specific competencies particular to social practices of the language within a range of communicative situations , in which they understand and produce , in general way, oral and written texts about different topics.
Language is a communicative,
cognitive, and reflective activity
through which we express, exchange,
and defend our ideas; we establish and
keep interpersonal relations and gain
access to information; we participate in
knowledge building, organize our
thoughts, and reflect on our own
discursive and intellectual creation.
Language shows a variety of forms
that depend on the communicative
purposes, the interlocutors, the type of
text or oral interaction, and on the
medium by which the exchange is carried
out.
04/13/2023 Academias, Puebla Pue, October 2011
LANGUAGE
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Ele
men
ts o
f th
e
syllab
us
Doing with the language
Knowing
about the language
Being through thelanguage
distributed in
Using as vehicle aUsing as vehicle aUsing as vehicle a
developed through linkingdeveloped through linking
integrates 4
COMMUNICATIVE COMPETENCY
COMMUNICATIVE COMPETENCY
Social practices of the languageSocial practices of the language
3 Learning environments3 Learning environments
Familiar and communityFamiliar and community Academic and educationalAcademic and educational Literary and ludicLiterary and ludic
Specific competencies / Specific activity with the
language
Specific competencies / Specific activity with the
language
Specific competencies / Specific activity with the
language
Specific competencies / Specific activity with the
language
Specific competencies / Specific activity with the
language
Specific competencies / Specific activity with the
language
Doing with the language
Knowing
about the language
Being through thelanguage
developed through
integrates 3 integrates 3
developed through linking
PRODUCT
PRODUCT PRODUCT
Ach
ieve
men
ts
of e
ach
unit
Ach
ieve
men
ts
of e
ach
unit
Ach
ieve
men
ts
of e
ach
unit
Com
municative situation
Co
mm
un
ica
tiv
e s
itu
ati
on
Doing with the language
Knowing
about the language
Being through thelanguage
04/13/2023 Academias, Puebla Pue, October 2011
Intentional capability or skill to carry out tasks or deal with diverse situations efficiently.”
04/13/2023 Academias, Puebla Pue, October 2011
CO
MUN
ICATI
VE
CO
MPET
ENCE
Are patterns or ways of interaction, which, include production and interpretation of oral and written texts and several activities linked through them.
Every social practice has a specific communicative purpose and a history linked to a particular cultural situation.
04/13/2023 Academias, Puebla Pue, October 2011
soci
al pra
ctic
es
of
the language
Specific competencies are formed by integrating 3 types of learning: “Doing” with the language, “knowing” about the language and “being” through the language
04/13/2023 Academias, Puebla Pue, October 2011
speci
fic
com
pete
nci
es
wit
h t
he language
FAMILIAR AND COMMUNITY:
Approach English through situations that are close to them, known and familiar.Use of the language to interact in every-day life communication
EDUCATIONAL AND ACADEMIC ENVIRONMENT:
Emphasize the language strategies required to learn and study in situations where formal and academic language is used
LITERARY AND LUDIC ENVIRONMENT:
Approximation to literature through reading, writing, speaking and listening to activate Ss knowledge to contrast interpretations and opinions..
04/13/2023 Academias, Puebla Pue, October 2011
En
vir
om
en
ts
LESSON PLAN
04/13/2023 Academias, Puebla Pue, October 2011
What sort of motives did I have to learn it? How did I learn it? How did I realized that I had learned it?
Think of somethingyou have really learned
(significant learning experience)
ASSESSMENT
04/13/2023 Academias, Puebla Pue, October 2011
A group of actions …
aimed at getting information about
the students´ performance…
in order to intervene at
different moments (before, during
and after)
assessment
04/13/2023 Academias, Puebla Pue, October 2011
Assessment
takes into account…
The teaching purposes
The social and
communicative practices
The activities with the English
language
The program contents
04/13/2023 Academias, Puebla Pue, October 2011
• To identify:• What they have learned in a
specific period. • What needs to be reinforced.
Students
• Revise and analyze their practice, so that they can re-consider, make decisions or innovations.
• To improve the language teaching-learning process.
Teachers
ASSESSMENT HELPS:
04/13/2023 Academias, Puebla Pue, October 2011
Global: integrates all types of knowledge and skills
Formative: provides opportunities for improvement
Continuous: constantly provides information on the process
NEPBE ASSESSMENT APPROACH
Evaluation vs. Assessment
EVALUATION
Academic Programs (Curriculum)
Students’ learning
AssessmentOpportunity for improvement
Instrument Good for…•Rubric
•Checklist
•Portfolio
•Chart, diary (Observation)
•Exams
•To be clear about what you want to assess (detailed information)
•Diagnostic assessment, keep track on what we are assessing (general view of students’ progress)
•Evidence of students’ progress, to keep a record
•To have a record of everyday progress
•Give us information on cognitive processes
04/13/2023 Academias, Puebla Pue, October 2011
ASSESSMENT INSTRUMENTSASSESSMENT INSTRUMENTS
04/13/2023 Academias, Puebla Pue, October 2011
Teaching
Strategies
Students
Active participants in
the construction of learning
Users and learners in real-life or life-like
communicative activities
Develop their own ideas and
questions about English
Use their own knowledge and
experiences
Make decisions, accept
responsibilities, and have an
opinion
04/13/2023 Academias, Puebla Pue, October 2011
TeachingChallenges
students to get involved
Fosters and encourages use (gives meaning)
English
Reflection (gives form) upon English as a
language
Through specific communicative
situations or tasks
04/13/2023 Academias, Puebla Pue, October 2011
CriteriaEstablish a teaching sequence
Use previous knowledge,
experiences, and interests that students have and know about social practices of the
language. (Mother tongue and in English)
Choose real-life or semi-real life tasks the students are familiar
with, in order to prose a challenge that
involves creating a product, solving a
problem or reaching a goal.
Consider the degree of complexity of the
contents derived from the specific activities with English, so they are both challenging and feasible from the
students point of view.
Guarantee that the tasks (or communicative
situation stages) organization is a
recurrent cycle sequence for the students to be able to reflect on the
aspects of the language in the three social
learning environments more than once.
04/13/2023 Academias, Puebla Pue, October 2011
Educational
Strategies
Modalities in the
organization of work
Modalities in reading
and writing
Diversity in
educational materials
and resources
Model and play roles
Create opportunities for all students
Foster a positive attitude
Encourage a
respectful and
confident environme
nt
04/13/2023 Academias, Puebla Pue, October 2011
Materials
Clear social and
communicative purpose
Respond to authentic models
Play a highly significant role in the program
Quality and type (printed
or multimedia)
Influence greatly on
the learning of EFL
04/13/2023 Academias, Puebla Pue, October 2011
Stimulate the specific
activities with the English language
In some cases, they enhance
the social practices of
the language.
It is recommended to use these
tools, as often as possible
ICT´S
Internet
movies T.V. radio
ICT(Information and Communication Technologies)
Books• Dictionaries• Stories• Recipes• Encyclopedia
Mag
azin
es
New
spa
pers
Emai
ls
Web
pa
ges
Chat
Ro
om
Soci
al
netw
ork
s
04/13/2023 Academias, Puebla Pue, October 2011