Introducción al DC de 6°año E scuela Secundaria Inglés

Introducción al DC de 6°año Escuela SecundariaInglés

Capacitador: Oscar MarinoAlumna: Cintia Gómez

First Meeting

Initial TaskWhat I know What I want to know What I learned

There are different kinds of evaluation:Formal and Informal.You can evaluate the process and/or the final product.

How to choose the best option to evaluate different skills.

I learned about assessment as,for and of learning.Assessment principles in CLIL.Portfolios as a way of assessment.

In the first meeting we only completed columns 1 and 2 and at the end we completed number 3.

Learning objectives for 6°year.We discussed the following objectives:

According to these objectives,students should develop their reading, writing ,oral and auditory skills in order to be able to communicate in English successfully.CLIL seems to be the best option to help students to develop their interlanguage and the skills mentioned above. We concluded that CLIL is a tool for the teaching and learning of content and language because its essence is integration.

AssessmentFor learning As learning For learning

It is formative assessmentIt is focused on the processIt helps to determine next steps.

It makes students reflect and develop awerness of their learning process.It helps students to reflect on his or her learning and identify next steps.

It is summative assessment.It is fucused on the final productIt provides detailed information that can be used to decide next steps.

*These are my conclusions of the principal characteristics of the different kind of assessment *We also thought and reflected in our own teaching and shared our examples and experiences.

Assessment principles in CLIL

Key words:*Clear learning objectives.*Content-language*Mixture of formal and informal assessment.*Familiarize (learners with the assessment measures)*Real purpose in a real context.*Scaffolding.*Self and peer assessment.

Homework: It helps me to understan clearly the characteristics of each kind of assessment

• Take a last look (text)Assessment … For learning As learning Of learning

Why Access?

To help sts.enhance reading comprenhension.

To make sense and identify features of the text to develop sts'.awareness.Encourage critical reflection.

To certify sts.‘ reading comprenhension skills.

Access what?

Reading skills(author’ s point of view and intentions)Features of the persuasive text.

Students ‘ abilities to identify reading skills

Students’performance,abilities and proficiency.

What Methods?

Guided observation and reflection.

Observation and reflection. Answering questions and reflecting on text features

Ensuring quality? Clear pre-selected criteria and learning expectation.Take notes of the observation.

Encourage students to record their own self-assessment.

Clear criteriaand expectation and accurate feedback.

Using the information. Adjust teaching strategies acording to sts.’ level of interlanguage.

Students report on their learning.The teacher guides them to improve.

Indicate each student level of reading comprenhension skills and decide future goals.

Second meeting

We discussed about the different kinds of evaluation stated on the Curriculum Design.

• Formal evaluation Diagnostic tests (to detect strengths and weaknesses)

Achievement tests (daily revisions, progress achievement tests and final achievement tests)

• Informal evaluation Portfolios Performance assessment Self-evaluation and co-evaluation Teacher- student conference

* We also analized and compared 3 projects in order to see some models.

* Then,we discussed the chapter: “The CLIL Tool Kit:Transforming theory into practice”(Coyle)

In this chapter ,we analized the stages to create a personalized Tool kit:

Stage 1: A shared vision of CLIL.(Global Goals)

Stage 2: Analyzing and personalising the CLIL context.

Stage 3: Planning a unit.

1. Considering content.

2. Connecting content and cognition.

3. Communication: defining language learning and using.

4. Developing cultural awareness and opportunities.

Stage 4: Preparing the unit.

Stage 5: Monitoring and evaluating CLIL in action.

Stage 6: Next steps-Towards inquiry-based professional learning communities.

*Finally,taking into account the models of the projects,the 4 Cs approach and the 6 stages we designed a mind map for our own project:

Third meeting

Test design cycle.

We concluded that normally the starting point is TESTS PURPOSE. Then, we concentrated in the definition of construct:

Constructs:

*”Constructs are the abilities o f the learner that we believe underlie their test performance, but which we cannot directly observe.”

*”The definition of the construct is something that has to be under taken carefully if it is to be assessed, as we need to know what it is we have to ask a learner to do, so that we can observe it , and decide whether this abstract ability is present.”

Finally; we selected a text and planned some tasks for our project.

Fourth meeting

Portfolio Assessment

• “A portfolio is a presentation of a student‘s most valued work. It is evidence,collected over a considerable period of time,of a student’s knowledge,skills and of progress made in achieving learning outcomes.It is a tool for learning.”

We also mentioned digital portfolios and some things we can include on them: music,sounds,videos,photographs,diagrams,illustrations,recordings,etc.

We finished our project:

“The olympic games”

Conclusions:The course “Introduccion al DC 6to año Escuela Secundaria-Inglés” was

very useful for different reasons:*I learned new theories , points of views and concepts related to Evaluation: -Assessment as,for,and of learning.-Portfolio assessment.-Constructors.-The assessment principles in CLIL_mind maps (to planned a project of work)*Besides, during the course I practice working with google docs,power

point,dropbox,etc.*Furthermore, the new concepts, information and theories are very helpful

and can be applied in our classes with our students.