Third Session Articulacion

8/13/2019 Third Session Articulacion

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Third session of the NEPBE in cycle 4

January 6, 2012


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Purposes of the session

To share our experiences with the NEPBE.

To discuss strategies to assess thestudents according with the NEPBE.

To analyse and design planning for thethird bimonthly.


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Lesson Plancurrent system

How do you plan your lesson?What do you include?

What are your feelings about it?


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Who is Lesson Plan for?

Its for You !!!

Its not only for the students orthe administrators.


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Lesson Plan

a) What do you wish to teach in the lesson? (Aim and Product)

b) How will you teach it? (MethodInstructions)

c) What materials will you need to help you? (Resources)

d) How will you check that students have learned? (Assessment)

e) How will you check their performance (Assessment)

f) What preparations will you do in case things dont go as

planned?


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Products / Learning Outcomes

What the learner will be able to do as a result ofthe lesson.

Must be linked with the achievements and stagesof the product.

Expressed as : Learners will be able to apply whatthey have lived.

One product for 12 classes.( Two products perunit).


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Resources / Materials

Regular items e.g. Pens, Paper, Text Books

Special items for the lesson e.g. Posters, Charts,

Worksheets, CD, realia etc.


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Method / Instructions(Classroom Teaching)

Teachers Activity.

Students Activities.

Different Work for Different Abilities.


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Method / Instructions

(Classroom Teaching) cont..

Warm Up

Recap.

Story, Song, Game.

Photos, Posters, Objects, Visuals.

Can be to introduce new topic.

Light Hearted.

Introduction

Product, Purpose, social practices,

environments, specific competencies.

Get students thinking about the new material.


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Method / Instructions(Classroom Teaching) cont..

Practice

Time set aside, to practice whats been taught.

Can be written or oral.

Pre-prepared Worksheets.

Individually / Pair Work / Group Work.

Encourage to ask, if the students did not understood.


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Homework

To reinforce current lesson.

To check understanding of current lesson.

To prepare for next lesson.

Does not necessarily have to be written work.


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Complexity of the product

8 weeks to accomplish both products

Distribution of time

Student level

2 Social practices per unit lesson plan

Specific competences include

Environments

Activities

Materials

Assessment

Achievements and Stages of the products are linked.

Planning in the NEPBE

14

Initial

Development

Closing (Final)


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Answer the questions:What do we expect students to know,

understand, and be able to do at the end of

the unit?How does the assessment help teachers and

students?

What forms of self-assessment do you use inyour classroom?


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Activity

Design the lesson plans from the third

unit in each grade in secondary.

Use a planning format. (work in pairs).Expose your planning to the group.


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How to successfully achieve the assessment and

accreditation in the NEPBE?

Assessment

Have a clearpurpose. Continuously

gatherevidenceauthenticcontexts.

Properly usevarious

strategies togather

evidence

Adopt acollaborativeapproach to

gatheringevidence of

learning.

Create a systemfor recording

and managinginformation.

Adapting theevaluation

process whenneeded..

Allocatespecific timesto analyze and

assess theevidencegathered.

Allocatespecific time tomake decisions

andconclusions..


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Identify interests,strengths and

learning stages

Make decisions

about how best tosupport thedevelopment.

Monitordevelopment.

Providing tools toimprove teaching

Provide

information onwhat they can do

and share withother students..

Assessment

i f ll i id f


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Strategies for collecting evidence of

learning

Information/evidences

Products

Interview

Observation


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The purpose of assessment is to help students identify what they have learned in aspecific period and what needs to be reinforced. In addition, to help teachers revise and

analyze their practice, so that they can re-consider, make decisions or innovations, and

in general, improve the language teaching-learning process.


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List of all the assessment you use in your Englishclass.

This might be assessment tasks, scoring schemes,

checklists, rubrics, plans, observations, program,quizzes, anecdotal records, etc. or any other way

you judged and recorded student learning.


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Text interpretation

(oral or written)

Use of language(regarding reflection

on language)

Text production(oral or written)

Assessing with the NEPBE in cycle 4

That is what students do with textsin order to interpret them(comprehension).

It is the appropriate use of

language conventions.

It is what ss do in order to produce

texts.

What should students be tested on?


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Criteria for student evaluation

1. Criterion-referenced: how well a learner is performing inrelation to a fixed criterion, based on an estimation of what

is reasonable or desirable at a certain point in their

development.

2. Norm-referenced: how well the learner is performing inrelation to

the group.

3. Individual-referenced: how well the

learner is performing in relation to

his/her previous performance.


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Achievement

Expected learning outcomes.

They should be related to the purpose of each unit and they can beused as assessment criteria.

Should be characterized by being:

Global. Because it considers the students English language skills as awhole and does not isolate or break them down into fragments.

Ongoing. Because it not only considers the final product but also the

work and performance students undertake throughout thedevelopment of the different stages of the communicative situation.


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AssessmentWhat do we typically assess?

General impressions of students (as learners/members of the class & as

language users).

Whats easy to test.

Whats easy to mark/record.

Whats easy to teach.

Language components.

Language use. Language competencies.

Learning skills.

Language learning skills.

General behavior & social skills.


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Portfolios.

Who decides on what & how?.

Decision.

Kind of portfolio: teacher decides the number of items to include in

a portfolio.

Products are the way to develop the specific competences.

Performance criteria Teacher or both /Others Others /Others

Student if any.

Some ideas


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Evaluation

Exams (Units 1,2,3,4,5) 2% of eachexam Total 10 %

Daily work 5 %

Notebook 1 %Homework 2 %

Portfolio 20%

Projects 60%


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Assessment

Evaluation By cycle

Listening

Speaking

Reading

Writing

RubricsA+

A

B

C

D

R

Evaluationreport

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The vehicle through which the learning process is

activated. It represents a communicative situation

that should integrate the three types of `learningand it is important not to consider it as a result, but

as a way to develop a specific competence.

The Product

Products for the First grade


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Environment

s

Unit: 3 Environment: Literary and

ludic. / Environment: Academic and

educational.

Unit: 4 Environment: Familiar and

community./ Environment: Literary and

ludic.

Unit : 5 Environment: Academic and

educational/Environment: Familiar and

community.

Products Product: ForecastsEstablish which kind of descriptions

are allowed and which are not to

write the forecast.

Choose a subject to write a

current description: one-self, a

classmate, the community, etc. (e.g.,

Maria is now in secondary school, in

the future she will study, in a 15

year time she will be)

Write the current description.Foretell the current description

and write it in the future verb tense

in order to write the forecast.

Read the forecasts out loud and

place them in a visible spot of the

classroom.

Product: Charts of human body

systems.

Select a system of the human

body.

Search and choose information of

the selected human body system

from various sources.

Write notes to explain the

components of the human body

system and include them in a chart.

Use graphic resources in the chart

to link the components to the notes.

Edit the notes of the chart to writethe final version.

Dis la charts in a visible lace in

Product: InterviewSelect a leisure activity.

Decide time, place, and length of the

interview.

Structure questions about likes and

dislikes.

Check that the questions are appropriate

regarding the topic, the purpose and

intended audience.

Invite the person or classmates to be

interviewed.Assign the roles of interviewer and

interviewee.

Practice the formulation of questions

and their answers.

Carry out the interview

Product: Recital

Select the songs.

Understand content of songs.

Locate key words in verses and chorus.

Read lyrics along with the music.

Listen to the song in order to follow

rhythm.

Intonate the song at the speed of music.

Check intonation in English while

singing.

Determine place, date and audience for

which the songs will be interpreted.

Perform recital to the selected audience

at the planned place and date.

Product: Exhibition about a Science topicChoose a scientific topic to present a graphic

exhibition.

Read texts and classify the information.

Rewrite the classified information to make

notes for the presentation.

Produce posters with illustrations

(photographs, maps, drawings, charts, etc.) to

support the notes contents.

Edit the notes and rewrite them on a card

taking into account the font size so the contentcan be easily read.

Decide the order in which every chart will be

presented with its respective informative card.

Display the exhibition to a selected audience

in a previously agreed place.

Product: Oral warnings

Select a situation or event in which it is

convenient to convey a warning to prevent a

problem.

Structure the sentences to convey warnings

appropriate to the selected place.

Organize sentences to state a warning.

Create a notice with the warning.

Practice the announcement of the notice.

Publish the announcement.

Products for the First grade


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Environments Unit: 3 Environment: Literary

and ludic./Environment: Academic

and educational.


community./Environment: Literary and

ludic.

Unit : 5 Environment: Academic and

educational./Environment: Familiar and

community.

Products

Product: Hangman gameDetermine number of teams,players, and turns of participation.

Establish rules for the Hangman

game using sentences.

Propose and select, secretly within

each team, a list of sentences with

different rhythms, intonations, stress,

and with/without contractions.

Write the sentences.

Revise that sentences comply with

grammar, spelling, and punctuationconventions.

Play Hangman.

Read the sentences aloud at the end

of each round to practice their rhythm,

stress, and intonation.

Product: Poster about the

operation of a machine or

deviceChoose a machine or device.

Search and select information fromvarious sources.

Write explanations about its

operation.

Add illustrations to the explanations.

Edit the explanations and write a

clean copy on a poster.

Ask for permission to display the

posters in different places of the

school.

Product: Autobiographical anecdoteSelect some personal experiences.Write sentences to express the personal

experiences.

Check that sentences are understood when said

and heard.

Organize sentences into a text to put together

the autobiographical anecdote.

Practice the enunciation of autobiographical

anecdotes.

Establish turns of participation.

Have a conversation about autobiographicalanecdotes.

Product: Comparative chartSelect a cultural aspect to compare between an

English-speaking country and Mexico.

Consult different literary essays and other

sources to get information about the selected

cultural aspect.

Choose information about the selected cultural

aspect for both countries.

Compare differences and similarities about thecultural aspect from the selected information.

Rewrite the information to complete the

comparative chart.

Make a comparative chart and include the

information.

Check that writing is complete and complies

with grammar, spelling, and punctuation

conventions.

Display the comparative chart in an exhibition.

Product: Round tableChoose a Civic and Ethical topic to participatein a round table.

Read texts from various sources.

Contrast different personal points of view

with information from the text.

Write personal points of view.

Edit personal points of view and make a clean

version in a notebook or a card.

Organize turns and times of participation.

Decide the place and date the round table of

each team will take place.Read the points of view to participate in the

round table.

Product: Poster with instructions to

perform an everyday activity.Select an everyday activity.

Prepare instructions for the selected activity.

Write the instructions.

Check that instructions are understood when

said and heard.

Practice the enunciation of instructions.Display the poster on a visible place to use it

whenever it is necessary to give and receive

instructions.

Products for the Second grade


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Environments Unit: 3 Environment: Literary and ludic./

Environment: Academic and educational.


community. /Environment: Literary

and ludic.

Unit : 5/Environment: Academic and

educational.. /Environment: Familiar and

community.

Products Product: Memory gameMake a memory game.

Identify irregular verbs in past simple, present

perfect, past perfect, and future perfect.

Suggest and select sentences based on the

chosen verbs.

Write down irregular verbs on a set of cards

and sentences on another set.

Check that verbs and sentences comply with

grammar, spelling, and punctuation conventions.

Determine number of players in each teamand their turns of participation.

Establish rules for the memory game.

Play the memory game.

Read verbs and sentences aloud each time a

pair is found.

Product: Report anthology of historical

eventsChoose a historical event.

Read the texts and select the information.

Choose a graphic resource to organize

information.

Write the report.

Edit the report to create a final version.

Agree on a design for the anthology.

Create an index.

Integrate the reports to the anthology and

donate it to the school library.

Product:Select an unexpectedsituation.Write sentences to describe an

unexpected d situation.

Check that sentences are understood

when said and heard.

Organize sentences into a text to put

together a testimony.

Practice the enunciation of

testimonies.

Establish turns of participation.Participate in an exchange of

testimonies.

Product: Performance of a short playSelect a short play for a young

audience.

Read the selected play aloud.

Determine who will interpret leading,

secondary, and/or incidental characters.

Identify stage directions in each case.

Determine date and time for the

performance of each team.

Rehearse the reading of dialogues.

Have a general rehearsal.

Perform the play on the previously

chosen date and time.

Product: DebateChoose a topic of interest.

Read texts from different sources.

Take a personal stance regarding the

information read.

Write agreements or disagreements

depending on the personal stance each one has

adopted.Write a short text with

the agreements and/or disagreements.

Edit the text and make a clean version in a

notebook or a sheet, card, etc.Decide the place and date for the debate of

each team.

Choose a moderator and define times and

turns for presentation and reply.

Present the agreements and/or

disagreements in the debate, using the text to

support participation.

Product: Activity scheduleSelect the field trip destination.

Set dates, time and activities.

Write instructions for activities.

Check that instructions are understood when

said and heard.

Organize the instructions to put together an

activity schedule.

Practice the enunciation of the schedule.

Present the schedule.

Products for the third grade

EVALUATION OF THE TEACHING PROCESS


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ELEMENTS

OF A UNIT

EVALUATION OF THE TEACHING PROCESS

Complete the Bubble Map about Evaluation of Teaching Process according to the NEPBE.


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Lighter side

Why do fireflies glow?

Because they eat light meals.

What does an invisible cat drink?

Evaporated milk.


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THANK YOU FOR YOUR ATTENDANCE AND

PARTICIPATION.

See you in our next meeting!

Third Session Articulacion

Documents

Transcript of Third Session Articulacion