va de animales a framework for teaching for effective learning afmlta national conference darwin,...
TRANSCRIPT
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Va de animales A framework for Teaching for
Effective Learning
AFMLTA National ConferenceDarwin, July 2011
CATALINA MANRIQUE SALACONSEJERÍA DE EDUCACIÓN
EMBAJADA DE ESPAÑA EN AUSTRALIA
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The learning of a language has to accomplish what language is used for:
Facilitate communication and social relations by being able to use a language, not just to learn it.
Why do we learn languages?
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Effective learning is achieved:
• Teacher: the right methodology
• Students: a classroom with a low “affective filter" (Stephen Krashen) to avoid anxiety and self-consciousness.
• Teacher and students: through comprehensive and engaging materials.
Effective learning
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A good resource
• Caters for the needs of the students (and teachers) for whom it is intended.
• Follows a progressive and gradual acquisition of structures : I+1(information+1).
• Builds new knowledge with relevant purpose on the prior knowledge acquired in previous sessions.
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• Promotes and allows the participation of all students regardless of their singularities.
• Promotes the use of oral skills: - By patterns learnt in a context- By encouraging students to produce their own answers through these
patterns.- By considering mistakes as a way of learning
• Considers the three learning styles: - Visual Learners- Auditory Learners
- Tactile/Kinaesthetic Learners (multiple and different activities)
• Considers the different ways of processing information.
• Uses different resources to teach the same concept: images, numbers, words, charts, lists.
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Developing resources within the right context:• The South Australian Curriculum, Standards
and Accountability (SACSA) Framework and its language strands:- Communication- Understanding Culture- Understanding Language
• South Australian Teaching for Effective Learning Framework (SA Tfel):– Learning for effective teaching– Teaching for effective learning
• Language Statement 2007-2011
Context
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• The Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR).
• CEFR is a guideline used to describe achievements of learners of foreign languages across Europe following a communicative approach.
• The Instituto Cervantes has adapted the guidelines and curriculum of the CEFR for Spanish.
Content
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THE CERVANTES INSTITUTE
• The Cervantes Institute is a worldwide non-profit organization created by the Spanish government in 1991.
• It is named after Miguel de Cervantes(1547–1616), the author of Don Quixote.
• The Cervantes Institute, a government agency, was modelled on the British Council and the German Goethe Institute.
• It is the largest organization in the world responsible for promoting the study and the teaching of Spanish language and culture.
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LEVELS
The Common European Framework and the Instituto Cervantes categorise learners into three broad divisions and across six levels:
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C
Proficient User
C2: Mastery
C1: Effective Operational
Proficiency
B
Independent User
B2: Vantage
B1: Threshold
A
Basic User
A2: Waystage
A1: Breakthrough
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How does Va de animales
embed all these elements?
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• By using a connective thread along the 12 units
Va de animales
animals
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• By providing meaningful knowledge for specific purposes (task oriented):
Students learn the language with a goal through practical application.
Units are not closed and can be expanded or changed depending on students´ interests.
learner directed learning
South Australian Teaching for Effective Learning
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Students have a section in every unit to produce their own oral/written compositions.
Answers are not closed and single and the students have many opportunities to practice their new skills and express their own perceptions.
independent learners that develop their own strategies
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¿De quién son estas patas?
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Son las patas de este emú.
Son sus patas.
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¿Cómo está esta perra?
Yo creo que está…
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The student has to share information, interact and work collaboratively to develop tasks
understanding of learning The student's inner belief system is challenged:
qualities in animals, ethical treatment, responsibilities with pets, artistic perceptions, social responsibilities, different cultural behaviours
inform, form and transform their identities
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Algunos animales son muy bonitos.
Este perrito es muy bonito.
bonito
algunos
este perrito
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Algunos animales no son tan bonitos como otros.
bonitosno tan como
otros
algunos
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Los animales necesitan comida cada día.
comida
El gato y el perro necesitan comida sana cada día.
necesitar
El perro y el gato la necesitan.
sana
cada día
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Algunos hombres cazan a las ballenas.
por su carne
las ballenas
Algunos hombres las cazan.
cazaralgunos
a
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Otros las protegen.
protegerotros
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The learning provided in the resource Va de animales:
• Constructs on the students existing knowledge.
from familiar environment and direct experiences
to the unknown world
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PETS AUSTRALIA Numeracy and Literacy in English
FARM ANIMALS
SPAIN
Numeracy and Literacy in Spanish
WILD ANIMALS
LATIN-AMERICA
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Y tú, ¿tocas el didgeridoo?
Sí, toco el didgeridoo.
tocar
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Y vosotros, ¿tocáis la guitarra española?
Sí, tocamos la guitarra.
tocar
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Y tú, ¿tocas la quena?
Sí, toco la quena.
tocar
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• Fosters deep understanding and skilful action
leads students progressively from easy structures to more complex ones
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ocho
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ocho8
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ocho
8 Hay ocho pandas.
¿Cuántos pandas hay?
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Las arañas tienen ocho patas.
8
¿Cuántas patas tienen las arañas?
la araña
las patas
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It is transferable.
The knowledge about animals can be used to talk about people or things and can be applied in a range of contexts.
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El cóndor vive en el Altiplano andino.
el cóndor
vivir
en el Altiplano americano
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¿_ vives en la ciudad?
Sí, _ vivo en la ciudad.
tú
yoSí, yo vivo en la
ciudad.
¿Tú vives en la ciudad?
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¿_ vives en el outback?
Sí, _ vivo en el outback.
tú
yo
¿Tú vives en el outback?
Sí, yo vivo en el outback.
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• It is transformative.
The inner world of the student and the direct experience opens up a new language and unknown cultures Spain, Latin-American countries.
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el koala
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•Vive en Australia.•Come hojas de eucalipto.•Vive en los árboles.•Me gustan mucho los koalas.
•¡Qué bonitos!
el koala
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el toro
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•El toro es un animal grande.
•Vive en el campo.•Tiene cuernos.•Es valiente, bravo.•Muchos toros son negros.
el toro bravo
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el lobo
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•Es como un perro.•Vive en el bosque.•El lobo aúlla.•En España hay lobos.•¡Qué bonitos!
el lobo
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el jaguar
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•Vive en las junglas de Sudamérica.
•Tiene manchas.•Su piel es muy bonita.•Está en peligro.
el jaguar
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• Follows the contents of levels A1, A2.
Clarifies teachers which contents to teach progressively and which outcomes to expect from their students.
• Slides and materials cover two levels of difficulty depending on the age, standards and knowledge of the language of the students.
It is suitable for Primary and Secondary and for students with different previous knowledge.
The Instituto Cervantes: Curriculum
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El gorila está enfadadísimo.
enfadadísimo
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enfadadomás
que
El tigre está más enfadado que el gorila.
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• Provides clear and detailed outcomes for teachers and students: the teacher knows what to teach and the student knows what he is expected to learn.
facilitates assessment
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Muchos animales no viven con el
hombre.
Rhinoceros, 1995 James Angus, (Australia)Art Gallery of South Australia
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• ¿Qué animal es? • Es un rinoceronte.• ¿De qué color es?• Es amarillo.• ¿Los rinocerontes son amarillos? • No, son marrones o grises.• ¿Dónde viven?• Viven en África.• ¿Qué tiene en la cabeza?• Tiene dos cuernos, uno grande y
uno pequeño.
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• Embeds the language with interdisciplinary themes:
– Ethical treatment of animals and pets
– Animals in danger of extinction– The importance of animals in art
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Algunas personas abandonan a los animales.
los animales
Algunas personas los abandonan.
abandonar
algunas
a
las personas
abandonado
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Otras personas recogen a los animales.Otras personas los
recogen.
recogerotras
las personas
a
abandonado
los animales
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por sus cuernos
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Otros los protegen.
Otros protegen a los animales.
proteger
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Los hombres crían animales para comer.
A break away! 1891 Tom Roberts (Australia)Art Gallery of South Australia
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• ¿Qué animales hay en este cuadro?
• Hay un caballo y muchas ovejas.• ¿Qué hacen las ovejas?• Corren.• ¿Sabes por qué?• Porque tienen mucha sed.• ¿De qué color son?• Las ovejas son blancas.• ¿Donde están?• Están en el outback, en Australia.
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Strand: Communication
The student:
• Asks and gives information about animals: habitat, food, physical traits and personality.
• Describes and compares animals and applies these concepts to people and things.
The South Australian Curriculum, Standards and Accountability (SACSA) Framework :
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gris gris
grises grises
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La gatita es
gris.
gris
la gatita
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¿De qué color son las perritas?
Las perritas son grises.
grises
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• Expresses preferences and likes about animals and food and transmits the emotions about these experiences.
• Identifies and expresses the different moods of animals and his/her own.
• Talks about the animal activities and uses this knowledge to talk about the daily activities of children.
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¿Te gusta la fruta?
¿Comes fruta?
la fruta
Sí, me gusta
Sí, como mucha fruta.
a ti
la fruta mucho
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La foca duerme.
Tiene mucho sueño.
dormir
tener sueño
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El koala duerme.
Shsss. ¡Silencio, por favor!
Tiene sueño.
dormir
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El león duerme.
Shsss. ¡Silencio, por favor!
Tiene sueño.
dormir
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El niño duerme.
Nosotros también dormimos.
dormir
Él duerme.
nosotros
también
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Strand: Understanding language
• The student:
• Discovers similarities between his/her first and second (or more languages).
• Learns language as a system.
• Learns to manipulate various parts of that system to make meaning.
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El gato también está aburrido.
aburrido
Porque nadie juega con él.
nadie
¿Por qué?
porque
jugar con
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El perro es muy fiel.
El perro es el mejor amigo del hombre.
fielel perro
mejor
el amigo
amigo
el
el hombre
del hombre
de + el
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Strand: Understanding Culture
The student• Knows animals from different continents • Knows some of the characteristic animals
and foods of Australia, Spain and Latin-American countries.
• Accepts the diversity of animals and cultures and recognises the importance and the role of each of them on the balance of nature and society.
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¿Vosotros tenéis hambre?
Sí, nosotros tenemos hambre.
¡Qué rica!
la tortilla de patatas
tener hambre
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¿Ellos tienen hambre?Sí, ellos tienen hambre.
¡Qué ricas!
las empanadas
tener hambre
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¿Ellos tienen hambre?
Sí, ellos tienen hambre.
¡Qué rica!
la tarta pavlova
tener hambre
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¿Tenéis hambre?
Sí, tenemos hambre.
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Uses different resources to teach the same concept:
- images- numbers- words- charts- lists
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•diez + seis dieciséis•diez + siete diecisiete•diez + ocho dieciocho•diez + nueve diecinueve•veinte
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PENSAR QUERER SENTIR
Yo pienso quiero siento
Tú piensas quieres sientes
Él Ella
piensa quiere siente
Nosotros Nosotras
pensamos
queremos
sentimos
Vosotros Vosotras
pensáis queréis sentís
Ellos Ellas
piensan quieren sienten
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niño
niña
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amarillo
amarillos
amarilla
amarillas
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Luchan por cambiar el mundo.
luchar cambiar
por
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Adivina qué es1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30
31 32 33 34 35 36 37 38 39 40
41 42 43 44 45 46 47 48 49 50
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TOPICS
• Number• Gender• Colours • Food • Habitat • Physical traits • Activities• Moods
related to other subjects