Propuesta K-12

October 23, 2012

Análisis de NecesidadesHerbolich

Apuntar a las NecesidadesObjetivo Subjetivo

Necesidades HW, CW, texto, IBO

Destino

Carencias Social SkillsStudy habitsMotivation

Punto de partida

¿Qué queremos? ?

Necesidades de Aprendizaje¿Cómo vamos a llegar desde el punto de partida hasta nuestro destino ?

1. Nuevo para el aprendiz2. Relacionado con el aprendiz3. Nuevo léxico4. ¿Va a operar?5. Divertido6. Evaluaciones amigables

¿Que necesita mejorar?

• Habilidades: LSRW• Metas de Aprendizaje

– Producto– Proceso– Progreso vs Crecimiento

• Plan Instruccional • Adaptaciones• Efectividad de Evaluaciones• Monitorear and adjustar

Estilos de Aprendizaje

• Aprendiz innovador• Aprendiz dinámico• Aprendiz analítico• Aprendiz de sentido

común

Comprensible Input/Output

Stephen KrashenInput

• Escuchar y comprender mensajes un nivel superior

• Educadores proveen material que se construye sobre el conocimiento previo del aprendiz

• ¿Será que aprendemos Japones solo por estar en clase?

Output

• Practicar el lenguaje a nivel de competencia

1º BGE

Listening

Students demonstrate comprehension of simple nouns and adjectives.

Reading Writing

Students identify letters and numbers, and read isolated letters and simple words aloud.

Students write letters, numbers, and simple words

Speaking

Students name objects or images, answer questions about objects, describe the use of the objects and discuss what is happening in a picture

Autonomy (Guia Portage)

Solve problems by themselves

Social process (construction of

knowledge)

Active role on learning process

2º BGE

Dominios Integrados de la Evaluación

“Logros mínimos 2º Básico”

READING & COMPREHENSION GRAMMAR/ WRITING LISTENING/SPEAKING PHONICS

Read with fair fluency, intonation. Stop in punctuation.Locate information to answer multiple choice questions.Identify true or false statements about the story.Answer questions about author, illustrator, characters, setting and problem.Answer yes/no questionsGive short answers to wh-questions..Gets meaning of vocabulary from context.

Capitalize I.Use of correct punctuation mark at the end of statements and questions.Capitalize beginning of a sentence.Identify naming words (nouns), describing words (adjectives) and actions (verbs).Order sentences.Write sentences to describe likes and dislikes, abilities or to describe physical appearance.Write sentences to describe location.Write short sentences about daily routines.

Follow simple instructionsUnderstand classroom commandsIdentify picture by listening.Answer yes/no questions spontaneouslyUse single words or single phrases to answer informative questions.Use useful phrases in the classroom spontaneously. (Ask about classroom routines in English)Describe ongoing actions by looking at a picture or situation.Describe pictures using simple structuresAnswer yes/no and informative questions about pictures.

Identify beginning and ending sounds.Identify clusters and diagraphs.Identify vowel sounds.

Language Acquisition vs Language Learning

Teacher LL• Grammar rules

for teachers proficiency

• Not communicative

• Direct instruction

• Talk about knowledge vs communication

Student LA• Oral “natural” communication

– Stages – Classroom talk– Teacher talk– Play talk

• Pre-reading• Vocabulary• Pre-Writing• Grammar at this age students are

unaware of rules

Understanding by DesignWiggins

Etapa 1 Resultados deseados

Etapa 2 Evidencias Evaluativas

Etapa 3 Plan de Aprendizaje

1. ¿Cuáles son las metas y contenidos transferibles que lograremos?

2. ¿Qué deberían entender los aprendices?

3. ¿Cuáles son las preguntas esenciales que van a explorar y saber los aprendices?

1. ¿Con qué conocimientos y habilidades se va el aprendiz?

2. ¿Cuáles son los desempeños y productos que revelarán las evidencias de comprensión?

3. ¿Qué otras evidencias serán recogidas para reflexionar acerca de otros resultados deseados?

1. ¿Qué actividades, experiencias y lecciones llevarán a lograr los resultados deseados y éxito en las evaluaciones?

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

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

Cooperative Learning Roles

Reflections

• Teachers recognize aspects of education

• Learning process• Prepare reports • Organize events • Classes as real as

possible • Being alert and focused

Common EuropeanFramework 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 he/she lives, people he/she knows and things he/she has.

• Can interact in a simple way provided the other person talks slowly and clearly and is prepared to help.

Common EuropeanFramework A2

• Can understand sentences and frequently used expressions related to areas of most immediate relevance (e.g. very basic personal and family information, shopping, local geography, employment).

• Can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters.

• Can describe in simple terms aspects of his/her background, immediate environment and matters in areas of immediate need.

Language Acquisition• Guía Portage

– Age apppropriateness– Classroom talk– Teacher Talk– Play Talk– Learning by playing – Life Skills

• Schedules– Classwork

• Language: Art, Creativity, Music

• Homework– Limited to reviewing – Studying for lessons

Cognitive Science Language Acquisition

• Modularity – Do children learn language using a "mental organ," some of whose principles of

organization are not shared with other cognitive systems such as perception, motor control, and reasoning (Chomsky, 1975, 1991; Fodor, 1983)?

– Or is language acquisition just another problem to be solved by general intelligence, in this case, the problem of how to communicate with other humans over the auditory channel (Putnam, 1971; Bates, 1989)?

• Human Uniqueness combinatorial rule system • Language and Thought Language acquisition, then, would be learning to

think, not just learning to talk. Cognitive psychology has shown that people think not just in words but in images

• Learning and Innateness The mind consisted of sensory-motor abilities plus a few simple laws of learning governing gradual changes in an organism's behavioral repertoire.

FINLAND• First among

– OECD • Organization for Economic Cooperation and Development

– PISA • Program for International Student Assessment

– International test for 15 year olds in language, math and science

• A model of modern– Equity– Quality– Partipation

Círculos de Calidad

Staff• Proactivity• Involvement• Communication• Ludic Activities

Director• Training

– TOEFL iBT– CEF– Reflections – Methodologies

LANGUAGE ARTS K-12