INTRODUCCIÓN AL DISEÑO CURRICULAR

6º AÑO ESCUELA SECUNDARIA

Inglés

Dirección de CapacitaciónProvincia de Buenos Aires

Capacitador ETROscar Marino

2012

Initial Task

Complete the first two columns of the KWL chart for “evaluación”

What I Know What I Want to know What I Learned

To be checked

TASK 1

Bearing in mind one of your secondary school classes from last year (it could be a 5th year class), write CAN DO descriptors for this particular class, in the areas of reading, writing, speaking, listening, critical thinking.

First work individually and then form groups with your colleagues to compare your descriptors.

Now, write the descriptors for the 6th Year based on the Curriculum Design guidelines and your expectations for the course.

Then read the “Objetivos de aprendizaje para 6º año” in the Currículum Design and compare the descriptors you wrote.

CURRICULUM DESIGN

Objetivos de aprendizaje para 6to año

De acuerdo con el presente diseño curricular se espera que los alumnos logren:

•Comprender textos orales y escritos con los contenidos propuestos para el año utilizando estrategias específicas en función de las necesidades de información y comunicación

•Producir textos escritos y orales con propósitos comunicativos aplicados a una situación relacionada con el contenido propio de materias relacionadas con su especialidad y propuestos para el año.

•Reconocer y producir el vocabulario propio de las materias especificas de los distintos tipos de escuela y modalidad.

•Desarrollar estrategias de la lengua extranjera que faciliten el acceso al conocimiento, desarrollo personal y de comunicación en el mundo actual.

•Ganar autoestima y confianza en sí mismos y aprendan a trabajar con independencia debido a la naturaleza interactiva y cooperativa del trabajo que AICLE supone.

• Bloom's Taxonomy of Learning Domains

Adapted from Anderson and Krathwohl (2000). A Taxonomy of Learning

PURPOSES OF ASSESSMENT

(for learning, as learning, of learning)

TASK 2: Why do you test? It is traditional to talk about tests being used for one of five different

purposes: • Achievement• Aptitude • Diagnosis• Placement• Proficiency However, there are many other reasons for testing, including motivating

learners to study.

Reflect upon the reasons why you give tests in to your own students. Make a list of the reasons.

TASK 3: Identifying unintended consequences. Think about your own teaching and learning context.

Make a list of those things that you do because a test is going to be given. Or if it makes the task easier, make a list of the things you wouldn’t do if the test was not there.

Once you have your list, go through and put a √ against

each item that you think is a positive effect induced by the act of testing, and a X against each item that you think is a negative effect.

Assessment for learning

Assessment for learning is designed to give teachers information to modifyand differentiate teaching and learning activities. It acknowledges thatindividual students learn in idiosyncratic ways, but it also recognizes thatthere are predictable patterns and pathways that many students follow. Itrequires careful design on the part of teachers so that they use the resultinginformation to determine not only what students know, but also to gaininsights into how, when, and whether students apply what they know.Teachers can also use this information to streamline and target instructionand resources, and to provide feedback to students to help them advance

their learning.

What Is Assessment for Learning?

Assessment for learning occurs throughout the learning process. It isdesigned to make each student’s understanding visible, so that teachers candecide what they can do to help students progress. Students learn inindividual and idiosyncratic ways, yet, at the same time, there arepredictable patterns of connections and preconceptions that some studentsmay experience as they move along the continuum from emergent toproficient. In assessment for learning, teachers use assessment as aninvestigative tool to find out as much as they can about what theirstudents know and can do, and what confusions, preconceptions, orgaps they might have.The wide variety of information that teachers collect about their students’learning processes provides the basis for determining what they need to do nextto move student learning forward. It provides the basis for providing descriptivefeedback for students and deciding on groupings, instructional strategies, andresources.

ASSESSMENT FOR LEARNING Reflection task Think about an example of assessment for learning in your own teaching and discuss it with your colleagues.

To be checked

Assessment as learning

Assessment as learning is a process of developing and supportingmetacognition for students. Assessment as learning focusses on the role ofthe student as the critical connector between assessment and learning.

Whenstudents are active, engaged, and critical assessors, they make sense ofinformation, relate it to prior knowledge, and use it for new learning. This isthe regulatory process in metacognition. It occurs when students monitortheir own learning and use the feedback from this monitoring to makeadjustments, adaptations, and even major changes in what they understand. It requires that teachers help students develop, practise, and becomecomfortable with reflection, and with a critical analysis of their own learning.

What Is Assessment as Learning?

Assessment as learning focusses on students and emphasizes assessment as a

process of metacognition (knowledge of one’s own thought processes) for

students. Assessment as learning emerges from the idea that learning is not

just a matter of transferring ideas from someone who is knowledgeable to

someone who is not, but is an active process of cognitive restructuring that

occurs when individuals interact with new ideas. Within this view of

learning, students are the critical connectors between assessment and

learning. For students to be actively engaged in creating their own

understanding, they must learn to be critical assessors who make sense of

information, relate it to prior knowledge, and use it for new learning. This

is the regulatory process in metacognition; that is, students become adept

at personally monitoring what they are learning, and use what they

discover from the monitoring to make adjustments, adaptations, and even major

changes in their thinking.Assessment as learning is based in research about how learning happens, and is

characterized by students reflecting on their own learning and making adjustments so that they achieve deeper understanding. P. Afflerbach (2002) notes (in the context of reading assessment):

Dimensions of Metacognition Knowledge of Cognition• knowledge about ourselves as learners and what influences our performance• knowledge about learning strategies • knowledge about when and why to use a strategy

Regulation of Cognition• planning: setting goals and activating relevant background knowledge• regulation: monitoring and self-testing• evaluation: appraising the products and regulatory processes of learning

(Adapted from Brown, “Metacognition, Executive Control, Self-Regulation, and Other MoreMysterious Mechanisms”)

Monitoring Metacognition • What is the purpose of learning these concepts and skills?• What do I know about this topic?• What strategies do I know that will help me learn this?• Am I understanding these concepts?• What are the criteria for improving my work?• Have I accomplished the goals I set for myself?

(Adapted from Schraw, “Promoting General Metacognitive Awareness”)

ASSESSMENT AS LEARNING Reflection task Think about an example of assessment as learning

in your own teaching and how it has influenced your teaching and students´ learning.

To be checked

Assessment of learning

Assessment of learning is summative in nature and is used to confirm what students know and can do, to demonstrate whether they have achieved the curriculum outcomes, and, occasionally, to show how they are placed in relation to others. Teachers concentrate on ensuring that they have used assessment to provide accurate and sound statements of students’ proficiency, so that the recipients of the information can use the information

to make reasonable and defensible decisions.

What Is Assessment of Learning?

Assessment of learning refers to strategies designed to confirm whatstudents know, demonstrate whether or not they have met curriculumoutcomes or the goals of their individualized programs, or to certifyproficiency and make decisions about students’ future programs orplacements. It is designed to provide evidence of achievement to

parents,other educators, the students themselves, and sometimes to outsidegroups (e.g., employers, other educational institutions).Assessment of learning is the assessment that becomes public and

results in statements or symbols about how well students are learning. It often contributes to pivotal decisions that will affect

students’ futures. It is important, then, that the underlying logic and measurement of assessment of learning be credible and defensible.

ASSESSMENT OF LEARNING TASK 4 Read the following example of assessment of

learning (the questions the teacher asked and answer himself to help him plan the assessment.

To be checked

Then in a small group, analyse the assessment task in Appendix 1 (“Take a last look” pp. 54-56 in Text) and answer the same questions presented in the example/ in the grid below.

See handout ”Take a last look”

To be checked

TASK 5

A) Read the following summary of assessment principles in CLIL from Coyle, Hood and Marsh (2010). Highlight key words. See handout.

Clear learning objectives are needed before an assessment focus can be chosen. Learning objectives/ outcomes should use a format which acknowledges the different areas of learning in the classroom (such as the 4Cs approach) –this usually include content/skills first, then language in some form. In a CLIL classroom there are likely to be more possible angles of assessment at any one point because of the integrative nature of content and language. Therefore, even more than in first-language lessons, we cannot always assess everything.

We should use a mixture of formal and informal assessment which is both task-based and assignment-based, and a mix of specific

test times and classwork sampling. We should familiarize the learners with the assessment measures and success criteria, expressed in a student-friendly format. Content knowledge should be assessed using the simplest form of language which is appropriate for that purpose. Language should be assessed for a real purpose in a real context –sometimes this will be for form/accuracy, sometimes for

communicative competence and/or fluency. If the assessment is orally based, “wait time” is crucial, as in CLIL contexts we should be asking students to think, and thinking takes

time and the expression of that thinking takes longer. Scaffolding is not “cheating” –we need to assess what students can do with support before we assess what they can do without it. Students need to be able to take some responsibility for their own assessment, both in terms of self- and peer-assessment. This will

enhance their longer-term learning potential.

To be checked

CURRICULUM DESIGN“Evaluación”

B) Now, analyze the projects/ units designed by three teachers teaching in the Province of Buenos Aires bearing in mind the three types of assessment and the summary of assessment principles discussed in this meeting. What and how would you assess students in these projects? (The plans were the outcome of the course “Estrategias didácticas en la clase de inglés en el ciclo superior de la escuela secundaria”)

See handouts about plans

PLANNING A CLIL UNIT As we have previously read, one of the principles for assessment in CLIL is that “clear learning

objectives are needed before an assessment focus can be chosen. Learning objectives/ outcomes should use a format which acknowledges the different areas of learning in the classroom (such as the 4Cs approach)

PLANNING TASK Analyze the unit plan format for planning a CLIL unit. (Appendix 2) See handout In small groups, agree on a learning unit to plan using the CLIL

approach. Groups can be formed by teachers of the same specialism (orientación)

Draft you first project for 6th year in secondary school. Plan a CLIL unit for the project following the 4Cs approach. Consider

the bibliography for this and the information in the Curriculum Design (section “Objetivos de la enseñanza”

Algunos de los principios básicos de enseñanza de la puesta en marcha del enfoque de AICLE que proponemos en el presente diseño curricular son los siguientes:

La enseñanza deberá combinar los siguientes elementos:

Contenido: que permita progresar en el conocimiento, las destrezas y la comprensión de los temas específicos de una o varias materias determinadas

Comunicación: el uso de la lengua para aprender mientras se aprende a usar la lengua misma

Cognición: que implica el desarrollo de las destrezas cognitivas que enlazan la formación de conceptos (abstractos y concretos), los conocimientos y la lengua

Cultura: que permite la exposición a perspectivas variadas y a conocimientos compartidos que nos hagan más conscientes de el otro y de uno mismo.

La enseñanza centrada en el alumno deberá promover su compromiso con la tarea de aprender en cooperación con el docente negociando los temas y tareas, utilizando ejemplos y situaciones reales, realizando trabajo por proyectos, etc.

La enseñanza deberá ser flexible atendiendo a los distintos estilos de aprendizaje y facilitadora de la comprensión y producción del contenido que sirve como contexto de aprendizaje.

La enseñanza estará orientada a promover el aprendizaje interactivo y autónomo a través del trabajo en pares y grupal, actividades que involucren la negociación de significados y desarrollen el trabajo de investigación.

The CLIL tool kit

Planning a unitContent

CommunicationCognition

Culture

Show and tell

ENCUENTRO 2

ASSESSING AND TEACHING Bibliography for the 2nd meeting: -Diseño Curricular de 6º año Escuela Secundaria.

Provincia de Buenos Aires. -Fulcher, G. (2010) Chapter 10 “Testing and teaching” in

Practical Language Testing. London: Hodder Education.

ENCUENTRO 2 TASK 1 Read the following excerpt by Glenn Fulcher (2010) and discuss to what extent

tests influence your teaching and your students´ learning:

“Teachers… have to respond to the demands made by testing regimes and students´ desire to pass tests. It is therefore about evaluating the impact that test use may have on teaching and learning, in the broadest sense. The effects of the use of language tests are measure of the meaning of the test in practice. If the test has been well designed, with its purpose and effect in mind, we might expect to see many positive effects …”

ENCUENTRO 2 TASK 2 In the section on washback, Fulcher (2010) quotes Messick (1996) who says that “washback

refers to the extent to which the introduction and use of a test influences language teachers and learners to do things that they would not otherwise do that promote or inhibit language learning”.

Alderson and Wall (1993) set out a number of questions that they referred to as “washback

hypotheses”. The most important of these are listed below. A test will influence: • What teachers teach• How teachers teach• What learners learn• How learners learn• The rate and sequence of teaching• The rate and sequence of learning• Attitudes to the content, method, etc. of teaching and learning Discuss how washback links the assessment you use and your teaching. What type of washback would you expect your tests/ assessment to have? Refer to Fulcher (2010), section on washback

(pp. 277-282)

ENCUENTRO 2

PLANNING TASK 2Unit planning has already started, now continues

with writing the assessment section of the CLIL unit. To do this task, re-read the can-do descriptors you wrote in the first meeting and refer to the sections “Objetivos de aprendizaje para 6º año” y “Evaluación” in the Curriculum Design)

Objetivos de aprendizaje para 6to año

De acuerdo con el presente diseño curricular se espera que los alumnos logren:

•Comprender textos orales y escritos con los contenidos propuestos para el año utilizando estrategias específicas en función de las necesidades de información y comunicación

•Producir textos escritos y orales con propósitos comunicativos aplicados a una situación relacionada con el contenido propio de materias relacionadas con su especialidad y propuestos para el año.

•Reconocer y producir el vocabulario propio de las materias especificas de los distintos tipos de escuela y modalidad.

•Desarrollar estrategias de la lengua extranjera que faciliten el acceso al conocimiento, desarrollo personal y de comunicación en el mundo actual.

•Ganar autoestima y confianza en sí mismos y aprendan a trabajar con independencia debido a la naturaleza interactiva y cooperativa del trabajo que AICLE supone.

Analyse your plan and think about possible positive and/or negative effects

ENCUENTRO 3 TASKS AND ASSESSMENT Bibliography for this meeting: -Diseño Curricular de 6º año Escuela Secundaria. Provincia de Buenos Aires. -Fulcher, G. (2010) Chapter 4 “Deciding what to test” in Practical Language Testing.

London: Hodder Education. -Skehan, P (2001) Chapter 8 “Tasks and language performance assessment” in Bygate,

M; Skehan, P and M. Swain (eds.) Researching Pedagogic Tasks –Second Language Learning, Teaching and Testing. England: Pearson Education Limited.

-Chalhoub-Deville, M. (2001) Chapter 10 “Task-based assessments: Characteristics and

validity evidence” in Bygate, M; Skehan, P and M. Swain (eds.) Researching Pedagogic Tasks –Second language Learning, Teaching and Testing. England: Pearson Education Limited

-Candlin, C. (2001) “Afterword: Taking the Curriculum to Task” in Bygate, M; Skehan, P

and M. Swain (eds.) Researching Pedagogic Tasks –Second Language Learning, Teaching and Testing. England: Pearson Education Limited

TASK 1 Discuss the definition of construct and what

constructs imply, and the examples given (Fulcher, 2010, pp 96-105) and the “Guidelines for Practice” by the International Language Testing Association (below).

International Language Testing Associationwww.iltaonline.com

Guidelines for Practice

ILTA is an international group of language testing and assessment scholars and practitioners whose dedication and work are respected both within and outside the profession, and who together define what it means to be a language tester. ILTA's annual international conference is the Language Testing Research Colloquium, LTRC.

Part1 A. Basic Considerations for good testing practice in all situations

1. The test developer’s understanding of just what the test, and each sub-part of it, is supposed to measure (its construct) must be clearly stated.

2. All tests, regardless of their purpose or use, must provide information which allows valid inferences to be made. Validity refers to the accuracy of the inferences and uses that are made on the basis of the test’s scores.

If, for example, the test purports to be measuring the ability to use English in business communication, the inferences based on the test score are valid to the degree that the test does in fact measure that ability.

However, since “the ability to use English in business communication” is a construct, the test developer must spell out just what that construct is or what it consists of. The test score inference or interpretation can be valid only if the test construct offers as accurate as possible a picture of the skill or ability it is supposed to measure.(Adopted at the annual meeting of ILTA, held in Barcelona, June 2007)

Objetivos de aprendizaje para 6to año

De acuerdo con el presente diseño curricular se espera que los alumnos logren:

•Comprender textos orales y escritos con los contenidos propuestos para el año utilizando estrategias específicas en función de las necesidades de información y comunicación

•Producir textos escritos y orales con propósitos comunicativos aplicados a una situación relacionada con el contenido propio de materias relacionadas con su especialidad y propuestos para el año.

•Reconocer y producir el vocabulario propio de las materias especificas de los distintos tipos de escuela y modalidad.

•Desarrollar estrategias de la lengua extranjera que faciliten el acceso al conocimiento, desarrollo personal y de comunicación en el mundo actual.

•Ganar autoestima y confianza en sí mismos y aprendan a trabajar con independencia debido a la naturaleza interactiva y cooperativa del trabajo que AICLE supone.

Objetivos de aprendizaje del proyecto ESTUDIOS SUPERIORES sugerido por el DC

Comprender textos orales y escritos referidos a los estudios superiores, utilizando estrategias específicas en función de las necesidades de información y comunicación requeridas para su comprensión.

Producir textos escritos y orales con propósitos comunicativos para expresar sus ideasacerca de los posibles estudios superiores a seguir según su formación y preferencias. Reconocer y producir el vocabulario propio de las materias específicas relacionadas con su orientación y modalidad.

Desarrollar estrategias de la lengua extranjera que faciliten el acceso al conocimiento, desarrollo personal y de comunicación en la búsqueda de información y recolección de datos.

Ganar autoestima y confianza en sí mismos y aprender a trabajar con independencia, debido a la naturaleza interactiva y cooperativa del proyecto propuesto

Planning task Describe the purpose and means of communication, participants, the kinds of texts your students may have to understand or create and the modalities of communication. Use the Curriculum Design to analyze this aspect (this may differ according to the specialism) If possible, collect some sample texts (spoken or written) that illustrate what the students have to produce or comprehend. List and define the constructs of interest. Select one text and design some tasks for it. Write the construct(s) for this material as if it would be used as an assessment task.

http://www.teachingenglish.org.uk/

Then, write specifications for the construct(s).

HOME ASSIGNMENT FOR ENCUENTRO 4 Go to your favourite internet search engine and type “digital portfolio” or “e-portfolio”. Look through a number of websites first. Then select one site and take notes on aspects/ concepts related to the content discussed in the meetings in this training course. Take your notes to the following meeting (Encuentro 4) and download (part of) the website you have chosen in a pendrive / netbook harddisk. If you have not been given the netbook yet, you can the main pages of the website. Take this to Encuentro 4

too.

Have a nice weekend!!!