k 12 proposal oct 23, 2012

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  • 1. Propuesta K-12 October 23, 2012
  • 2. Anlisis de Necesidades HerbolichApuntar a las Necesidades Necesidades de Aprendizaje Objetivo Subjetivo Cmo vamos a llegar desde el puntoNecesidades HW, CW, Destino de partida hasta nuestro destino ? texto, IBO 1. Nuevo para el aprendizCarencias Social Skills Punto de 2. Relacionado con el aprendiz Study habits partida 3. Nuevo lxico Motivation 4. Va a operar? 5. Divertido ?Qu 6. Evaluaciones amigablesqueremos?
  • 3. Que necesita mejorar? Habilidades: LSRW Metas de Aprendizaje Producto Proceso Progreso vs Crecimiento Plan Instruccional Adaptaciones Efectividad de Evaluaciones Monitorear and adjustar
  • 4. Estilos de Aprendizaje Aprendiz innovador Aprendiz dinmico Aprendiz analtico Aprendiz de sentido comn
  • 5. Comprensible Input/Output Stephen Krashen Input Escuchar y comprender mensajes un nivel superior Educadores proveen material que se construye sobre el conocimiento previo del aprendiz Ser que aprendemos Japones solo por estar en clase?Output Practicar el lenguaje a nivel de competencia
  • 6. 1 BGE Listening Speaking Reading Writing Students identify Students name objects or images, letters andStudents answer questions numbers, and Students writedemonstrate about objects, read isolated letters,comprehension describe the use of letters and numbers, andof simple nouns the objects and discuss what is simple words simple wordsand adjectives. happening in a aloud. picture
  • 7. Autonomy (Guia Portage) Social process Active role onSolve problems (construction of learningby themselves knowledge) process
  • 8. 2 BGE
  • 9. Dominios Integrados de la Evaluacin
  • 10. Logros mnimos 2 BsicoREADING & COMPREHENSION GRAMMAR/ WRITING LISTENING/SPEAKING PHONICSRead with fair fluency, intonation. Capitalize I. Follow simple instructions IdentifyStop in punctuation. Use of correct punctuation mark Understand classroom commands beginningLocate information to answer at the end of statements and Identify picture by listening. and endingmultiple choice questions. questions. Answer yes/no questions spontaneously sounds.Identify true or false statements Capitalize beginning of a sentence. Use single words or single phrases to Identifyabout the story. Identify naming words (nouns), answer informative questions. clusters andAnswer questions about author, describing words (adjectives) and Use useful phrases in the classroom diagraphs.illustrator, characters, setting and actions (verbs). spontaneously. (Ask about classroom Identifyproblem. Order sentences. routines in English) vowelAnswer yes/no questions Write sentences to describe likes Describe ongoing actions by looking at a sounds.Give short answers to wh- and dislikes, abilities or to describe picture or situation.questions.. physical appearance. Describe pictures using simpleGets meaning of vocabulary from Write sentences to describe structurescontext. location. Answer yes/no and informative Write short sentences about daily questions about pictures. routines.
  • 11. Language Acquisition vs Language LearningTeacher LL Student LA Grammar rules Oral natural communication for teachers Stages proficiency Classroom talk Not Teacher talk communicative Play talk Direct Pre-reading instruction Vocabulary Talk about Pre-Writing knowledge vs Grammar at this age students are communication unaware of rules
  • 12. Understanding by Design Wiggins Etapa 1 Etapa 2 Etapa 3 Resultados deseados Evidencias Evaluativas Plan de Aprendizaje1. Cules son las metas y 1. Con qu conocimientos y 1. Qu contenidos transferibles habilidades se va el aprendiz? actividades, que lograremos? 2. Cules son los desempeos experiencias y2. Qu deberan entender y productos que revelarn lecciones los aprendices? las evidencias de llevarn a lograr3. Cules son las los resultados comprensin? preguntas esenciales deseados y xito 3. Qu otras evidencias sern que van a explorar y en las recogidas para reflexionar saber los aprendices? evaluaciones? acerca de otros resultados deseados?
  • 13. Pre-School TESOL Standards Goal 1, Standard 1 To use English to communicate in social settings: Students will use English to participate in social interactions Goal 2, Standard 1 To use English to achieve academically in all content areas: Students will use English to interact in the classroom Goal 3, Standard 2 To use English in socially and culturally appropriate ways: Students will use nonverbal communication appropriate to audience, purpose, and setting Goal 3, Standard 3 To use English in socially and culturally appropriate ways: Students will use appropriate learning strategies to extend their sociolinguistic and socio-cultural competence
  • 14. Kagan Cooperative Learning Instructional strategies Engages students Positive interdependence, working together Individual accountability, performance Equal or equitable participation, responsibilities Simultaneaous interaction, production Learns Contents Social skills
  • 15. Cooperative Learning Roles
  • 16. Reflections Teachers recognize aspects of education Learning process Prepare reports Organize events Classes as real as possible Being alert and focused
  • 17. Common European Framework A1 Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a concrete type. Can introduce him/herself and others and can ask and answer questions about personal details such as where