Fortalecimiento de la enseanza del ingles

From Tasks to theIntegrated Mini-ProjectEducating for a New Citizenship Direccin Desarrollo CurricularMarianella Granados Sirias Yamileth Chaves SotoNational English Advisory Third Cycle and Diversified Education

DimensionsAxesBegin with the end in mind

Global Citizenship with local belongingEducation for Sustainable DevelopmentDigital Citizenship (ICT)

Integrated Mini-ProjectA more complex learn to do task where learners (as social agents) integrate knowledge, skills and abilities (KSA), within the domain, scenario, themes, the enduring understanding and essential questions of the unit.

Proactive (not reactive)Interconnected with classroom activitiesFormative, skill-integrated performanceCollective actions (social dimension)

Promotes the democratic citizenship (CEFR p.12)

AOA Task Orientated to a Product

Example of TaskGetting Back to NatureSocio-Transactional/ Marvels in Costa RicaRead ads about Costa Rica and complete graphic organizerComplete gapped sentences using There is/There areInterview other learners about favorite things in communityWrite simple sentences in brochure

Create a brochure promoting tourism in your communityReading for the gistIdentifying specific information

Task-Oriented TypesComplexity, from simple to complexLength, from the shortest to the longestSocial implications, from individual actions to collective actions

Lower Level:brochure for tourists

Intermediate Level:blog entry

Higher Level:fund raising project for a humanitarian cause

Both, specific outcome and the process for the final result are important and seek to break down the walls of the classroom and connect it with the outside world.

1. Participating/Negotiating

Brainstorming, discussing, negotiating, making decisions and selecting the work strategies and resources. After each weeks lesson, learners identify which learning activities completed that week could be adapted for use in their chosen Integrated Mini-Project.

2. Thinking/planning Planning and creating, outlining and finding information collaboratively about the language content and strategies.

3. Acting outRehearsing and completing the product and practicing the mini-project presentation.

4. Responding and Sharing Delivering the mini-project in pairs or groups and self/co-assessment.

Note: Phases 1 and 2 for the first 3 weeks and phases 3, 4 & 6 for weeks 5 and 6.

TimelineWeek 1Week 2Week 3Week 4 Week 5Week 6Introducing Scenario Some tasks can relate to Integrated Mini-ProjectSome tasks can relate to Integrated Mini-ProjectSome tasks can relate to Integrated Mini-ProjectReview and Integrated Mini-ProjectSelectingIntegrated Mini-Project(5-10 min)

Participating/negotiating & Thinking/ planningPlanningIntegrated Mini-Project(5-10 min)

Participating/negotiating & Thinking/ planning PlanningIntegrated Mini-Project(5-10 min)

Participating/negotiating& Thinking/ planningPlanningIntegrated Mini-Project(5-10 min)

Participating/negotiating &Thinking/ planningIntegrated Mini-Project

Acting out& Responding and sharing Integrated Mini-Project

Acting out & Responding and sharing

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