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

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

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.

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.

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 informationto 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 affectstudents’ 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.

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”

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.

Reading assignment

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. + Tool kits from 1st meeting