DISEÑO CURRICULARFOR TnHnanaE 6th. YEAR

ENGLISHCURRICULAR DESIGN

6 th. YEARC

Ana Cecilia Gómez Rial2014

With this course…With this course…What I know What I want to know What I have learned

. How to plan through projects

-How to select appropiate material for different courses and levels

- How to assess having an holystic view on student´s performance

-To update new information (theory and practice) about teaching/learning activities

- Apply these aspects in the classroom together with the use of ICT

- To reflect upon purposes, aims and consequences of school assessment and teacher´s self-assessment

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The important bond in teaching, learning, assessing, self-assessing, reflection and metacognition

Mind Map of the Curricular Design

Abilities expected in learners:

• Intelligence• Attitude• Fluency• Lexical access • Syntactic parsing (word ordering,

subordination, etc. in clauses)• Background knowledge• Discourse organisation

A test made without a clear aim is no good. Purpose and test criterion are the support basis in the assessment design

C O N S T R U C T S C O N S T R U C T S

Cognitive Goals & MetacognitionBloom´s Taxonomy

LOTS

METACOGNITIONMETACOGNITION Involves thinking about our own thinking, including

knowledge of ourselves, as well as the way of improving one´s learning.

MMetacognition is promoted by helping pupils to reflect on their

thinking and decision-making processes.

It is developed when pupils are helped

to be strategic in organising their

activities and are encouraged to reflect

before, during and after problem-

solving situations.

When we design TASKSwe must consider

• to provide a multiple focus so as to support language and learning within a context

• a safe and enriching learning

environment in which language is used and produced to achieve a communicative purpose

• reflection as a routine activit y to

wake up student´s awareness of their progressive learning

• the use of authentic materials

• to place students as active participants of their learning process

• to propitiate students´scaffolding of new knowledge on the based on existing knowledge, skills, experience and interests

• to help students develop

metalinguistic awareness and critical thinking

WASHBACK WASHBACK - The washback impact affects macro and micro social contexts- Learning & teaching sequence, contents as well as teachers & students attitudes can be affected- Three constitutive columns: participants, process and productNegative Washback Positive Washback

- Less content to be worked with - Clear objetives and results- Too much time to practise or - Students with higher work on future exams motivation - More confiability and transparency in teacher´s performance

Washback impact will be higher if students see assessment as a challenge and results as something important

T E S T P U R P O S ET E S T P U R P O S E

Teachers have to ask the questions:• What do we test and why?• What do we hope to achieve?• How can the important issues be identified?• Who should be involved?• What may be the effects of evaluating?• How can information be collected and analysed?• What are the most applicable sources of information?

A test made without a clear aim is no good.

Purpose and test criterion are the support basis in the assessment design

A S S E S S M E N T 

AS LEARNING

FOR LEARNING

OFLEARNING

T h i n k i n g S k i l l s

Fisher (2005) distinguished between LOTS (Lower Order Thinking Skills) and HOTS (Higher Order Thinking Skills). He found that teachers spend too much time on LOTS by asking too many closed low-level questions requiring one word answers, and that there is a need to feed in more HOTS, by asking more complex questions to encourage learners to find evidence and justify their answers.

He argues it is better to ask fewer but better questions and give learners thinking and planning time so that they can work on providing more insightful and thoughtful responses.

Critical Thinking orCritical Thinking orThinking Critically…?Thinking Critically…?

Thinking activities need to be planned and scaffolded.Students need to be aware that they are thinking (meta-cognition)

and that different thinking strategies are required for different problems.

http://www.youtube.com/watch?v=o_NxQbyHtag

The learning journey never ends

FISHER, Robert Thinking Skills - Available at: http://www.teachingthinking. net /thinking/web%20resources/robert_fisher_thinkingskills.htm (Retrieved 3-2-12)

SAVILLE, N. Evaluación como efecto Colateral Cambridge University (2008)Available at: hhttp://www.colombiaaprende.edu.co/html/mediateca/ 1607/articles-174358_archivo.pdf (Retrieved 2-28-12)

The Critical Thinking Community - Available at: http://www.criticalthinking .org/pages/for-students/610 (Retrieved 2-25-12)

A CLIL Lesson Frame - Available at: http://www.teachingenglish.org .uk/articles/clil-a-lesson-framework (Retrieved 3-12-12)

A CLIL Experience Based on The Use of Tasks and Different Genres Types - Available at: http://journals.sfu.ca/laclil/index.php/LACLIL/article /download/44/336 (Retrieved 3-21-12)

How Should CLIL Work in Practice? - Available at:http://www.onestop english .com/support/methodology/teaching-approaches/how-should-clil-work-in-practice/156531.article (Retrieved 3-28-12)

Content and Language Integrated Learning - Available at: http://loc.llas.ac.uk /lob/300/standalone/index.html (Retrieved 3-29-12)

W e b l i o g r a p h y

ontent and Language Integrated Learning - Available at: http://loc.llas.ac.uk /lob/300/standalone/index.html (Retrieved 3-29-12)

Thinking Skills - Available at: http://www.brainboxx.co.uk/a3 _aspects/pages/ThinkingSkills.htm (Retrieved 3-29-12)

Bloom´s Taxonomy - Available at: http://en.wikipedia.org /wiki /Bloom's_Taxonomy(Retrieved 3-29-12)

Thinking Skills /Logotron Educational Software - Available at: http://www.r-em.co.uk/logo/?comp=twp&html=thinking_skills.html (Retrieved 3-31-12)

And the material provided for this course:COYLE - The CLIL Tool Kit: Transforming Theory into PracticeFLUCHER - Test Purpose (Chap.1)FLUCHER - Classroom Assessment (Chap.3)FLUCHER – Washback (Chap.10)FLUCHER – Construct (Chap.4)Assessment Task-Building Skills in EnglishCLIL: Creating a Tool Kit

W e b l i o g r a p h y