Introduccin al DC de 6ao Escuela Secundaria Ingls Capacitador:
Oscar Marino Alumna: Cintia Gmez
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First Meeting
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Initial Task What I knowWhat I want to knowWhat 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.
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Learning objectives for 6year. 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.
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Assessment For learningAs learningFor learning It is formative
assessment It is focused on the process It 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 product It 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.
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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.
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Homework : It helps me to understan clearly the characteristics
of each kind of assessment Take a last look (text) Assessment For
learningAs learningOf 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
Studentsperformance, 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.
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Second meeting
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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
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* 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:
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Third meeting
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Test design cycle. We concluded that normally the starting
point is TESTS PURPOSE. Then, we concentrated in the definition of
construct:
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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 undertaken 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.
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Finally; we selected a text and planned some tasks for our
project.
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Fourth meeting
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Portfolio Assessment A portfolio is a presentation of a
students most valued work. It is evidence,collected over a
considerable period of time,of a students 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.
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We finished our project: The olympic games
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Conclusions: The course Introduccion al DC 6to ao Escuela
Secundaria-Ingls 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.