eki proiektua - english

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Page 1: EKI PROIEKTUA - English

ENGlish2013ko apirilaren 16anEuropa JauregiaGASTEIZ

Page 2: EKI PROIEKTUA - English

EDIZIO ESKAINTZA

Page 3: EKI PROIEKTUA - English

EKIEDIZIO PROIEKTUA

Euskarri inprimatuen eta digitalen araberako

ikasmaterial eskaintza

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IKASGELA ANALOGIKOA

Page 5: EKI PROIEKTUA - English

IKASLEAREN LIBURU INPRIMATUA

Unitate didaktikoak jasotzen dituen

ikasmateriala

Page 6: EKI PROIEKTUA - English

PORTAFOLIOA

Ikasleak unitate didaktiko bakoitzean egingo dituen fitxak eta

lanak jasotzeko baliabide didaktikoa

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EKIGUNEA

EKI proiektuaren webgunea, euskarri digitalak biltzen

dituen txokoa:

AudioakBideoak

AnimazioakIrudiak

Jarduera osagarriakKonpetentzia digitala lantzeko fitxak

Informazio- testuak

www.ekigunea.com

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IRAKASLEAREN GIDALIBURUA

www.ikaselkar.com

Diseinu kurrikularraren ezaugarriak eta curriculumaren garapenerako hiru zehaztapen-mailak jasotzen

dituen liburua

Page 9: EKI PROIEKTUA - English

IKASGELA DIGITALA

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Unitate didaktikoak jasotzen dituen ikasmateriala (zoom eta

web bertsioak):

AudioakBideoak

AnimazioakIrudiak

Jarduera osagarriak (*)Konpetentzia digitala lantzeko fitxak

Jarduera-fitxakInformazio- testuak

Irakaslearen gidaliburua (*)

www.virtusbooks.comLIBURU DIGITALA

(*) Irakaslearentzat bakarrik

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Subject Projects 1 ENGlish

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What do you have in your hands?

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Page 14: EKI PROIEKTUA - English

Anything else?

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The “eki” project and its curriculum design: characteristics

(3) Competence

based: pedagogy of integration

(2) Based on “Euskal

curriculuma”

(4) Metadisciplinary

procedures integrated in all subjects

(5)Multilingualism based on Basque language;

Digital competence integrated in all subjects

(1)

Based on students’ exit profile

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“eki” didactic units: how do they reflect those characteristics?

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Didactic Units

A curriculum design based on students’ exit profile

IN EACH SUBJECT

What is expected from each student by the end of compulsory education?

Subject-specific basic competence

DIDACTIC UNIT

A tool which leads students to achieve a particular competence. This competence derives from the subject-specific basic competence and integrates the basic metadisciplinary competences.

Page 18: EKI PROIEKTUA - English

Didactic units

How do we go from the subject-specific basic competence to the didactic unit’s competence?

Student general exit profile1st level of the curriculum

Student specific exit profile2nd level of the curriculum

Subject-specific basic competence

Subject-specific competencesValid for all levels of compulsory education

Final competences For each level

Competence mapFor each level

Didactic unit3rd level of the curriculum: syllabus

CompetenceDidactic unit

Page 19: EKI PROIEKTUA - English

Didactic units

COMPETENCE

FAMILY OF SITUATIONS

A competence-based educational approach: pedagogy of integration

COMMON CHARACTERISTICS OR PARAMETERS.Knowledge to be mobilised and transferred by students

SITUATION 1 SITUATION 2 SITUATION 3

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UNIT 1

The student, in both academic and private situations, selects the music and the images appropriate to the parameters of the situation and integrates them into a musical montage, gives information about the authors or participants of musical montage and assesses montages done by others.

Page 21: EKI PROIEKTUA - English

1. Choose a song and adapt it for the talent show.

2. Edit a presentation video of your music group.

3. Use your music knowledge to assess your classmates’ performances.

Situation 1

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Situation 2

1. Select two actors and create a poster with the biographical details that you think are most important about them.

2. Edit a video with images from some films and some music you think is appropriate.

3. Give your opinion about other students’ work, before they take it to the teacher.

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1. Write a short biography of

yourself for your American family.

2. Send them a video to make him feel better about their sick dog. Put some photographs and some music on the video.

3. Their son has a band called “SGS‘’, and he wants to know your opinion about their first video clip. Tell him what you think.

Situation 3

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Didactic units: common characteristics of the situations

Two types of learning:- Contents- Transferring contents

Two types of assessment:- Contents- Achievement of competence

1. To give biographical information:

• Selecting and organising information into the categories of a biography

• Using the appropriate verb tenses and personal pronouns2. To edit a video with music and image:

• Selecting the appropriate images and music

• Using a video editing program 3. To justify personal opinions on musical montages:

• Using music and performing arts criteria

• Using opinion structures and valorative adjectives

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1. INITIAL PHASE: – To understand the demands of the situation– To visualise the work plan

2. DEVELOPMENT PHASE: – To acquire contents

Assessment of contents (guide)

– To integrate and mobilise contents

3. FINAL PHASE:– To transfer contents

Assessment of the competence (guide)

Didactic unit: structure

Page 26: EKI PROIEKTUA - English

THE INITIAL PHASEUnderstanding the demands of the situation and visualising

the work plan 1. Introductory activities: to introduce the complex situation

related to the competence and motivate students 2. Exploring activities: to explore background knowledge and

stimulate cognitive challenges (act 7)3. Planning activities: to introduce what the unit proposes,

and help students visualise the work plan: what, why, and how (act 8)

Page 27: EKI PROIEKTUA - English

DEVELOPMENT PHASE 1: Working with contents

1. Comprehension or examining activities: to obtain, understand,

assess and create information 2. Application activities: to consolidate and integrate newly

learnt contents into previous mental schema (act 24)3. Structuring activities: to re-organise and arrange newly learnt

contents into the mental schema from where the previous knowledge derives

4. Self-assessment activities: to recover the initial planning and promote students’ self-assessment regarding the learning of the contents (act 30)

Assessment of contents (guide)

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DEVELOPMENT PHASE 2: Integrating and mobilising contents

1. Simple integration activity: to learn how to mobilise in an

integrated way some of the contents learnt 2. Complex integration activity: to recover and solve the

initial situation, learning to mobilise in an integrated way the contents needed (act. 36, 37)

3. Self-assessment activity: to recover the initial planning and promote students’ self-assessment regarding the process and the final product (act. 38)

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FINAL PHASE: Transferring contents

1. Complex integration activity: to propose a new complex

situation which belongs to the same family of situations and which requires students to perform three tasks by activating and transferring the contents learnt (act 40)

2. Self-assessment activity: to promote students’ self-assessment regarding the transfer of the contents in order to deal with the new situation (act 41)

Assessment of the competence (guide)

Page 30: EKI PROIEKTUA - English

Teacher’s

guide

INTRODUCTION

1. COMPETENCE, FAMILY OF SITUATIONS AND PARAMETERS

2. INITIAL PHASE: Understanding the demands of the initial situation and visualising the

work plan

2.1. Activity typology and function

2.2. Description of activities

3. DEVELOPMENT PHASE: Working with contents

3.1. Modules, didactic objectives and contents

3.2. Didactic objectives and activities

3.3. Activity typology and function

3.4. Description of activities

3.5. Certificative assessment of contents

4. DEVELOPMENT PHASE: Mobilising and integrating contents

4.1. Activity typology and function

4.2. Description of activities

5. FINAL PHASE: Transferring contents

5.1. Activity typology and function

5.2. Description of activities

6. CERTIFICATIVE ASSESSMENT OF THE COMPETENCE: Showing the achievement of the

competence

7. TOOLS FOR CERTIFICATIVE ASSESSMENT AND GRADING

7.1. Tools for certificative assessment

7.1.1. Dossiers for the assessment of contents

- Student dossier

- Teacher dossier

7.1.2. Dossiers for the assessment of the competence

- Student dossier

- Teacher dossier

7.2. Grading

8. APPENDICES

Page 31: EKI PROIEKTUA - English

MODULE 1:BASIC INGREDIENTS

INSTRUMENTS WE PLAY Conducting a survey on what instruments are played by class members and writing the results.

Number Activity type DidacticObjective Interaction

12

Examining

1 IndividualPairwork

STEPS - Pick on someone in the class who you know plays a musical instrument. Ask him / her and scaffold the answers.

o Can you play a musical instrument? (Yes, I can)o What can you play? (I play the piano)o How well can you play? Brilliantly. Very well. Quite well. Not very well. Terribly!

- Help with the correct formulation of the answers.- Ask a few more questions too.

o How long have you been playing? (I’ve been playing for 5 years)o What’s your favourite type of music to play on the piano?o Etc.

- Tell the students they are going to conduct a class survey to see what musical abilities we have in the class and who plays what instruments.- Explain that the first step is individually to ask half the class if they can play an instrument, and the second stage in pairs is to draw a graph with the

results and write them down.- Go through the headings on page …, eliciting the questions they need for each column. - Give them a few minutes to find out how they say the instruments they play in English. (e.g. from the dictionary)- Divide the class in half, so that they question a maximum of 12 classmates. Put the halves on different sides of the classroom and tell them not to mix.

They must keep their voices down and they must use English.- Give them some time to move around asking and filling in their survey.- When most of them have finished, stop the activity and pair off students; one from each group. In this way they have the names of all (or most) of the

class members.- Look at the graph paper on page … together and ask them to draw their results onto the graph as a bar chart and write up the results.- Go around helping and encouraging with the graphs and with the language they need to write up the results.- Let them try and write the results by themselves. If you see that everyone is having the same kind of problems, stop them and point out the language

points. i.e.o All of the class can play the …o Five people can play the …o One person can play the …

- Ask for a pair from each group to give their results. They should be the same but there may be different ways of saying the same things. Use this moment to work on the pronunciation of the instruments.

KEY ANSWERS and COMMENTS: - If you find you have some good musicians, ask them to bring their instruments in and play something for the class. Ask them about the instrument,

what it’s made of, how it is played, what genre of music they like playing, how long they have been playing etc.

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