NEPBE Professinal Development Workshop
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Transcript of NEPBE Professinal Development Workshop
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ADMINISTRACIN FEDERAL DE SERVICIOS EDUCATIVOS EN EL D. F.
COORDINACIN DE INGLS EN EL D. F.
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DIRECTORY
DR.LUIS IGNACIO SNCHEZ GMEZADMINISTRADOR FEDERAL DE SERVICIOS EDUCATIVOS EN EL D. F.
JENNY TABOADA COBLENTZCOORDINADORA DE INGLS EN EL D. F.
MADE BY:ARMANDO VELZQUEZ ZAMORAPATRICIA M.CHVEZ INIESTRAPAVEL C.BECIEZ ROMERO
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PURPOSES OF THE WORKSHOP
Performance: 1: To identify, verbalize and classify the curricular foundations of the NEPBE.
Performance 2: To relate the curricular foundations of the NEPBE to the planning and assessment
processes to be able to make appropriate decisions in terms of the subject: Second Language: English.
Performance 3: To design a product out of a social practice and revise its elements.
Performance 4: To revise the academic foundations of assessment and contrast them to the traditional
way of assessing Ss performance.
Performance 5: To get familiar with different assessment instruments which integrate the curricular
elements and goals and which are coherent with the subject approach and the focus of the NEPBE.
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ACTIVITY 4. ELEMENTS OF THE CURRICULAR STRUCTURE. COMPLETE THE CHART.
With the concepts from the previous activity, complete the chart and share it. (Annex 1)
ACTIVITY 5 SOCIAL PRACTICE DEFINITIONS AND WHAT IT ENTAILS.Match the definitions on the right to their corresponding terms on the left by writing the number inside thebrackets.
1. ENVIRONMENT () Chickens and hens, numbers, animals, etc.
2. SPECIFIC COMPETENCY () Situation where the language occurs naturally
3.DOING WITH THE LANGUAGE ()Evidence of the work done, combination of types of learning madeevident.
4. KNOWLEDGE () Expected reactions to the different stages of the lessons.
5. ATTITUDE ()Abilities, knowledge and attitudes articulated for more significantlearning,
6. PRODUCT () Actions to carry out the language
7. TEAM FORMATION () Syntactic, semantic and lexical elements of the language
ACTIVITY 6. CLARIFY THE MOST SIGNIFICANT ELEMENTS OF A GOOD LEARNING EXPERIENCEAND RELEVANCE THROUGH THE FOLLOWING ACTIVITY.Individually, think about something you have really learned well and answer the following questions:
What sort of motives did I have to learn it?___________________________________________________________________________________ How did I learn it?
___________________________________________________________________________________ How did I realize that I had learned it?
___________________________________________________________________________________
Relate the curricular elements seen in previous charts to your significant learning experiences drawingyour attention to the products obtained in each case.
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ACTIVITY 12 ACUERDO 592. Principios pedaggicos que sustentan el Plan de Estudios 2011: 1.7Evaluar para Aprender.
ACUERDO 5921.7 Evaluar para aprenderEl docente es el encargado de la evaluacin de los aprendizajes de los alumnos y quien realiza elseguimiento, crea oportunidades de aprendizaje y hace modificaciones en su prctica para que stoslogren los aprendizajes establecidos en el Plan y los Programas de Estudio.
La evaluacin de los aprendizajes es el proceso que permite obtener evidencias, elaborar juicios y brindarretroalimentacin sobre los logros de aprendizaje de los alumnos a lo largo de su formacin; por tanto, esparte constitutiva de la enseanza y del aprendizaje.
Desde este enfoque se sugiere obtener evidencias y brindar retroalimentacin a los alumnos a lo largo desu formacin, ya que la que reciban sobre su aprendizaje, les permitir participar en el mejoramiento desu desempeo y ampliar sus posibilidades de aprender. Para que cumpla sus propsitos, requierecomprender cmo potenciar los logros y cmo enfrentar las dificultades. Por ello, el docente habr deexplicitar a los estudiantes formas en que pueden superar sus dificultades. En este sentido, unacalificacin o una descripcin sin propuestas de mejora resultan insuficientes e inapropiadas para mejorarsu desempeo.
Para alcanzar este planteamiento de evaluacin, es necesario identificar las estrategias y losinstrumentos adecuados para el nivel de desarrollo y aprendizaje de los estudiantes. Algunosinstrumentos que debern usarse para la obtencin de evidencias son:
Rbrica o matriz de verificacin. Listas de cotejo o control. Registro anecdtico o anecdotario. Observacin directa. Producciones escritas y grficas.
Proyectos colectivos de bsqueda de informacin, identificacin de problemticas y formulacin dealternativas de solucin. Esquemas y mapas conceptuales. Registros y cuadros de actitudes observadas en los estudiantes en actividades colectivas. Portafolios y carpetas de los trabajos. Pruebas escritas u orales.
EDUCACION BSICA. PLAN DE ESTUDIO 2011., pp. 35.
Preguntas.
1. Cul es la propuesta de evaluacin del Plan de Estudios 2011?
2. Cules son los instrumentos de evaluacin propuestos por El Plan de Estudios 2011?
1.7 Assessment for learningThe teachers are responsible for the assessment of the student s learning, the students follow up, and forcreating learning opportunities and make changes to their practice so that the latter achieve the learningstipulated in the Plan and the syllabi.
The assessment of learning is the process that makes it possible to obtain evidence, make judgments andoffer feed-back to students on their learning achievements throughout their formative stage; therefore, itis an integral part of the teaching and learning processes.
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BIBLIOGRAPHY
National English Program in Basic Education. State Subject. Additional Language:
English. Curricular Foundations. Preschool, Elementary school, and Secondary school.
Piloting Stage (English version).
Educacin Bsica. Secundaria. Espaol. Programas de estudio 2006. Mxico, 2006.
Educacin Bsica. Plan de Estudios 2011.pp 35. Mxico, 2011.
www.sepdf.gob.mx/programa de Ingls.
http://www.sepdf.gob.mx/http://www.sepdf.gob.mx/http://www.sepdf.gob.mx/ -
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ANNEX 2
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