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Third session of the NEPBE in cycle 4
January 6, 2012
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Purposes of the session
To share our experiences with the NEPBE.
To discuss strategies to assess thestudents according with the NEPBE.
To analyse and design planning for thethird bimonthly.
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Lesson Plancurrent system
How do you plan your lesson?What do you include?
What are your feelings about it?
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Who is Lesson Plan for?
Its for You !!!
Its not only for the students orthe administrators.
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Lesson Plan
a) What do you wish to teach in the lesson? (Aim and Product)
b) How will you teach it? (MethodInstructions)
c) What materials will you need to help you? (Resources)
d) How will you check that students have learned? (Assessment)
e) How will you check their performance (Assessment)
f) What preparations will you do in case things dont go as
planned?
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Products / Learning Outcomes
What the learner will be able to do as a result ofthe lesson.
Must be linked with the achievements and stagesof the product.
Expressed as : Learners will be able to apply whatthey have lived.
One product for 12 classes.( Two products perunit).
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Resources / Materials
Regular items e.g. Pens, Paper, Text Books
Special items for the lesson e.g. Posters, Charts,
Worksheets, CD, realia etc.
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Method / Instructions(Classroom Teaching)
Teachers Activity.
Students Activities.
Different Work for Different Abilities.
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Method / Instructions
(Classroom Teaching) cont..
Warm Up
Recap.
Story, Song, Game.
Photos, Posters, Objects, Visuals.
Can be to introduce new topic.
Light Hearted.
Introduction
Product, Purpose, social practices,
environments, specific competencies.
Get students thinking about the new material.
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Method / Instructions(Classroom Teaching) cont..
Practice
Time set aside, to practice whats been taught.
Can be written or oral.
Pre-prepared Worksheets.
Individually / Pair Work / Group Work.
Encourage to ask, if the students did not understood.
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Homework
To reinforce current lesson.
To check understanding of current lesson.
To prepare for next lesson.
Does not necessarily have to be written work.
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Complexity of the product
8 weeks to accomplish both products
Distribution of time
Student level
2 Social practices per unit lesson plan
Specific competences include
Environments
Activities
Materials
Assessment
Achievements and Stages of the products are linked.
Planning in the NEPBE
14
Initial
Development
Closing (Final)
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Answer the questions:What do we expect students to know,
understand, and be able to do at the end of
the unit?How does the assessment help teachers and
students?
What forms of self-assessment do you use inyour classroom?
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Activity
Design the lesson plans from the third
unit in each grade in secondary.
Use a planning format. (work in pairs).Expose your planning to the group.
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How to successfully achieve the assessment and
accreditation in the NEPBE?
Assessment
Have a clearpurpose. Continuously
gatherevidenceauthenticcontexts.
Properly usevarious
strategies togather
evidence
Adopt acollaborativeapproach to
gatheringevidence of
learning.
Create a systemfor recording
and managinginformation.
Adapting theevaluation
process whenneeded..
Allocatespecific timesto analyze and
assess theevidencegathered.
Allocatespecific time tomake decisions
andconclusions..
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Identify interests,strengths and
learning stages
Make decisions
about how best tosupport thedevelopment.
Monitordevelopment.
Providing tools toimprove teaching
Provide
information onwhat they can do
and share withother students..
Assessment
i f ll i id f
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Strategies for collecting evidence of
learning
Information/evidences
Products
Interview
Observation
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The purpose of assessment is to help students identify what they have learned in aspecific period and what needs to be reinforced. In addition, to help teachers revise and
analyze their practice, so that they can re-consider, make decisions or innovations, and
in general, improve the language teaching-learning process.
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List of all the assessment you use in your Englishclass.
This might be assessment tasks, scoring schemes,
checklists, rubrics, plans, observations, program,quizzes, anecdotal records, etc. or any other way
you judged and recorded student learning.
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Text interpretation
(oral or written)
Use of language(regarding reflection
on language)
Text production(oral or written)
Assessing with the NEPBE in cycle 4
That is what students do with textsin order to interpret them(comprehension).
It is the appropriate use of
language conventions.
It is what ss do in order to produce
texts.
What should students be tested on?
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Criteria for student evaluation
1. Criterion-referenced: how well a learner is performing inrelation to a fixed criterion, based on an estimation of what
is reasonable or desirable at a certain point in their
development.
2. Norm-referenced: how well the learner is performing inrelation to
the group.
3. Individual-referenced: how well the
learner is performing in relation to
his/her previous performance.
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Achievement
Expected learning outcomes.
They should be related to the purpose of each unit and they can beused as assessment criteria.
Should be characterized by being:
Global. Because it considers the students English language skills as awhole and does not isolate or break them down into fragments.
Ongoing. Because it not only considers the final product but also the
work and performance students undertake throughout thedevelopment of the different stages of the communicative situation.
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AssessmentWhat do we typically assess?
General impressions of students (as learners/members of the class & as
language users).
Whats easy to test.
Whats easy to mark/record.
Whats easy to teach.
Language components.
Language use. Language competencies.
Learning skills.
Language learning skills.
General behavior & social skills.
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Portfolios.
Who decides on what & how?.
Decision.
Kind of portfolio: teacher decides the number of items to include in
a portfolio.
Products are the way to develop the specific competences.
Performance criteria Teacher or both /Others Others /Others
Student if any.
Some ideas
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Evaluation
Exams (Units 1,2,3,4,5) 2% of eachexam Total 10 %
Daily work 5 %
Notebook 1 %Homework 2 %
Portfolio 20%
Projects 60%
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Assessment
Evaluation By cycle
Listening
Speaking
Reading
Writing
RubricsA+
A
B
C
D
R
Evaluationreport
30
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The vehicle through which the learning process is
activated. It represents a communicative situation
that should integrate the three types of `learningand it is important not to consider it as a result, but
as a way to develop a specific competence.
The Product
Products for the First grade
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Environment
s
Unit: 3 Environment: Literary and
ludic. / Environment: Academic and
educational.
Unit: 4 Environment: Familiar and
community./ Environment: Literary and
ludic.
Unit : 5 Environment: Academic and
educational/Environment: Familiar and
community.
Products Product: ForecastsEstablish which kind of descriptions
are allowed and which are not to
write the forecast.
Choose a subject to write a
current description: one-self, a
classmate, the community, etc. (e.g.,
Maria is now in secondary school, in
the future she will study, in a 15
year time she will be)
Write the current description.Foretell the current description
and write it in the future verb tense
in order to write the forecast.
Read the forecasts out loud and
place them in a visible spot of the
classroom.
Product: Charts of human body
systems.
Select a system of the human
body.
Search and choose information of
the selected human body system
from various sources.
Write notes to explain the
components of the human body
system and include them in a chart.
Use graphic resources in the chart
to link the components to the notes.
Edit the notes of the chart to writethe final version.
Dis la charts in a visible lace in
Product: InterviewSelect a leisure activity.
Decide time, place, and length of the
interview.
Structure questions about likes and
dislikes.
Check that the questions are appropriate
regarding the topic, the purpose and
intended audience.
Invite the person or classmates to be
interviewed.Assign the roles of interviewer and
interviewee.
Practice the formulation of questions
and their answers.
Carry out the interview
Product: Recital
Select the songs.
Understand content of songs.
Locate key words in verses and chorus.
Read lyrics along with the music.
Listen to the song in order to follow
rhythm.
Intonate the song at the speed of music.
Check intonation in English while
singing.
Determine place, date and audience for
which the songs will be interpreted.
Perform recital to the selected audience
at the planned place and date.
Product: Exhibition about a Science topicChoose a scientific topic to present a graphic
exhibition.
Read texts and classify the information.
Rewrite the classified information to make
notes for the presentation.
Produce posters with illustrations
(photographs, maps, drawings, charts, etc.) to
support the notes contents.
Edit the notes and rewrite them on a card
taking into account the font size so the contentcan be easily read.
Decide the order in which every chart will be
presented with its respective informative card.
Display the exhibition to a selected audience
in a previously agreed place.
Product: Oral warnings
Select a situation or event in which it is
convenient to convey a warning to prevent a
problem.
Structure the sentences to convey warnings
appropriate to the selected place.
Organize sentences to state a warning.
Create a notice with the warning.
Practice the announcement of the notice.
Publish the announcement.
Products for the First grade
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Environments Unit: 3 Environment: Literary
and ludic./Environment: Academic
and educational.
Unit: 4 Environment: Familiar and
community./Environment: Literary and
ludic.
Unit : 5 Environment: Academic and
educational./Environment: Familiar and
community.
Products
Product: Hangman gameDetermine number of teams,players, and turns of participation.
Establish rules for the Hangman
game using sentences.
Propose and select, secretly within
each team, a list of sentences with
different rhythms, intonations, stress,
and with/without contractions.
Write the sentences.
Revise that sentences comply with
grammar, spelling, and punctuationconventions.
Play Hangman.
Read the sentences aloud at the end
of each round to practice their rhythm,
stress, and intonation.
Product: Poster about the
operation of a machine or
deviceChoose a machine or device.
Search and select information fromvarious sources.
Write explanations about its
operation.
Add illustrations to the explanations.
Edit the explanations and write a
clean copy on a poster.
Ask for permission to display the
posters in different places of the
school.
Product: Autobiographical anecdoteSelect some personal experiences.Write sentences to express the personal
experiences.
Check that sentences are understood when said
and heard.
Organize sentences into a text to put together
the autobiographical anecdote.
Practice the enunciation of autobiographical
anecdotes.
Establish turns of participation.
Have a conversation about autobiographicalanecdotes.
Product: Comparative chartSelect a cultural aspect to compare between an
English-speaking country and Mexico.
Consult different literary essays and other
sources to get information about the selected
cultural aspect.
Choose information about the selected cultural
aspect for both countries.
Compare differences and similarities about thecultural aspect from the selected information.
Rewrite the information to complete the
comparative chart.
Make a comparative chart and include the
information.
Check that writing is complete and complies
with grammar, spelling, and punctuation
conventions.
Display the comparative chart in an exhibition.
Product: Round tableChoose a Civic and Ethical topic to participatein a round table.
Read texts from various sources.
Contrast different personal points of view
with information from the text.
Write personal points of view.
Edit personal points of view and make a clean
version in a notebook or a card.
Organize turns and times of participation.
Decide the place and date the round table of
each team will take place.Read the points of view to participate in the
round table.
Product: Poster with instructions to
perform an everyday activity.Select an everyday activity.
Prepare instructions for the selected activity.
Write the instructions.
Check that instructions are understood when
said and heard.
Practice the enunciation of instructions.Display the poster on a visible place to use it
whenever it is necessary to give and receive
instructions.
Products for the Second grade
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Environments Unit: 3 Environment: Literary and ludic./
Environment: Academic and educational.
Unit: 4 Environment: Familiar and
community. /Environment: Literary
and ludic.
Unit : 5/Environment: Academic and
educational.. /Environment: Familiar and
community.
Products Product: Memory gameMake a memory game.
Identify irregular verbs in past simple, present
perfect, past perfect, and future perfect.
Suggest and select sentences based on the
chosen verbs.
Write down irregular verbs on a set of cards
and sentences on another set.
Check that verbs and sentences comply with
grammar, spelling, and punctuation conventions.
Determine number of players in each teamand their turns of participation.
Establish rules for the memory game.
Play the memory game.
Read verbs and sentences aloud each time a
pair is found.
Product: Report anthology of historical
eventsChoose a historical event.
Read the texts and select the information.
Choose a graphic resource to organize
information.
Write the report.
Edit the report to create a final version.
Agree on a design for the anthology.
Create an index.
Integrate the reports to the anthology and
donate it to the school library.
Product:Select an unexpectedsituation.Write sentences to describe an
unexpected d situation.
Check that sentences are understood
when said and heard.
Organize sentences into a text to put
together a testimony.
Practice the enunciation of
testimonies.
Establish turns of participation.Participate in an exchange of
testimonies.
Product: Performance of a short playSelect a short play for a young
audience.
Read the selected play aloud.
Determine who will interpret leading,
secondary, and/or incidental characters.
Identify stage directions in each case.
Determine date and time for the
performance of each team.
Rehearse the reading of dialogues.
Have a general rehearsal.
Perform the play on the previously
chosen date and time.
Product: DebateChoose a topic of interest.
Read texts from different sources.
Take a personal stance regarding the
information read.
Write agreements or disagreements
depending on the personal stance each one has
adopted.Write a short text with
the agreements and/or disagreements.
Edit the text and make a clean version in a
notebook or a sheet, card, etc.Decide the place and date for the debate of
each team.
Choose a moderator and define times and
turns for presentation and reply.
Present the agreements and/or
disagreements in the debate, using the text to
support participation.
Product: Activity scheduleSelect the field trip destination.
Set dates, time and activities.
Write instructions for activities.
Check that instructions are understood when
said and heard.
Organize the instructions to put together an
activity schedule.
Practice the enunciation of the schedule.
Present the schedule.
Products for the third grade
EVALUATION OF THE TEACHING PROCESS
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ELEMENTS
OF A UNIT
EVALUATION OF THE TEACHING PROCESS
Complete the Bubble Map about Evaluation of Teaching Process according to the NEPBE.
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Lighter side
Why do fireflies glow?
Because they eat light meals.
What does an invisible cat drink?
Evaporated milk.
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THANK YOU FOR YOUR ATTENDANCE AND
PARTICIPATION.
See you in our next meeting!
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