Primer encuentro presencial de Didáctica III

Junio, 2014

Annual planning Phase 1 •Description of the group •Background information of the highschool and neighbourhood

Phase 2 •Analysis of the diagnostic •Develop an action plan •Set objectives for the course •Consider differentiated instruction

Phase 3 •Read theoretical framework of syllabus •Work on the thematic units •Sketch the annual plan (considering the TOPICS related to

each THEME, create THREADS among topics, find TEXTS to work with those topics, design and plan TASKS for students, look for smooth TRANSITIONS

The 6 Ts stand for…

THEME (General topic which involves several subtopics)

TOPIC (A particular issue you want to talk about) TASKS (An activity where students solve a problem) TEXT (where you take the information to solve the

task, a book, recording, etc) THREADS (the link you find within the themes and

among them) TRANSITIONS (how you move from one topic to the

other, from one task to the other) It helps maintain unity and motivation

Example

Transitions…

Assessment and Evaluation

Follow the criteria in each syllabus, use rubrics for oral and written productions

•Consider and cater for diversity(differentiated instruction)

•Use multiple measurements and not only the formal test

•Consider the changes in format of the formal test

Contents

Mid-year re-planning

Some ideas to consider to implement in our lessons

Listening: Expose students to more listening

activities so they get used to listening in English

Vary the layout of activities. There must be a need for listening.

Avoid writing at beginning levels for example with Multiple Choice activities.

Reading Find attractive texts with a minimum of

80% of the vocabulary known by the students

Find a purpose for Reading Vary the activities and the purposes for

Reading Be creative with the activities you

present, try to think of authentic situations for Reading and answering. For example, when talking about a famous person, it can be an interview instead of just “answer the following questions”.

Writing

Expose the students to pre-writing activities and to the process writing cycle in class. We need to devote class time to writing.

Help sts. Develop strategies for scaffolding. Use pictures, use prior texts, information, the computers, and all the available elements to aid them in the writing process.

Set the criteria for assessment. You can also create rubrics with the students so they are aware of what you are going to be assessing and how.

Remember! Tests ,must be contextualized! Test what has been taught, how it has

been taught. This is the basic concept of content validity.

Only assess Ss on what you have covered in class.

Use formats that students are familiar with and have practiced beforehand.

Choose formats that are authentic, purposeful and mirror real life contexts.

Get in groups

Share the written tests you have prepared

Comment on them Are they consistent with Inspección’s

guidelines? How could you improve them? Share

ideas.

Aspects to improve

Contextualization Transition of activities ENGAGE students (interests- real life) Pace/timing Openings/ Closures Lesson planning: stages, scripts, possible

problems and solutions Sts’ production Give sts time to practise before producing +1

Communicative activities

The communicative approach is based on the idea that learning language successfully comes through having to communicate real meaning. When learners are involved in real communication, their natural strategies for language acquisition will be used, and this will allow them to learn to use the language.

What do you understand by Communicative Language Teaching?

Communicative language teaching can be understood as a set of principlesabout the goals of language teaching, how learners learn a language, thekinds of classroom activities that best facilitate learning, and the roles of teachersand learners in the classroom.

Since the primary aim of the approach is to prepare learners for meaningful communication, errors are tolerated. The range of exercise types and activities compatible with a communicative approach is unlimited.

What about grammar?

Is the teaching of grammar contradictory to communicative language teaching?

Discuss with your classmates

Criticisms

The communicative approach focuses on the use of language in everyday situations, or the functional aspects of language, and less on the formal structures. However, critics believe that there needs to be some sort of "bridge" between the two in order for effective language learning.

Information-gap activities

Is it right to set activities that include….

Chorus repetition? Drills? Memory practice? Dictation? Etc.?

Are these “old-fashioned”?What do you think? Discuss with your classmates

Other activities…

Dictogloss1) Work with vocabulary2) Read a passage at normal speed. Students take notes3) Students reconstruct the text4) Response to the text

Reading a passage

Read the text Close the book. What do you

remember? T writes on the board what the sts

remember Class discusses items on the board

Grammar should be taught in natural contexts

What about practising structures with your digital camera?

Open- ended speaking and writing activities

What structures can they practise?- Problem solving (A classmate wants to see

your answers during a test)- Find someone who… (likes electronics, is plays

a musical instrument, is good at sports…)- Trivia- Who is telling the truth?- Role plays- Find the difference- Study a picture

Gamification Theory

Gamification is the use of game thinking and game mechanics to engage users in solving problems.

Some videos

http://www.youtube.com/watch?feature=player_embedded&v=iynzHWwJXaA#t=20

http://www.youtube.com/watch?feature=player_embedded&v=zSiHjMU-MUo

http://www.youtube.com/watch?feature=player_embedded&v=2lXh2n0aPyw