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Linguistic Snapshot

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My first pechakucha

My first pechakucha

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  • 1. Joan-Tom às Pujolà Vicenta Gonz ález Dolors Font Filolog í a Catalana Did áctica de la Lengua y la Literatura Filolog í a Hisp ánica Facultad de Formaci ón del Profesorado The linguistic snapshot: key for the reflection on learning processes Proyecto de Innovaci ón Docente - UB ペチャクチャ (20x20 Pecha Kucha format)
  • 2. ECAL Implementation : 2006-07 English/Spanish – English Teaching Studies only as 1st trial 2007-08 English/Catalan/Spanish All teaching studies (PE, Primary, Early Years, Music,etc.) 2008-09 English/Catalan/Spanish Only teachers belonging to ECAL group
  • 3.  
  • 4. Metacourse on UB moodle
  • 5. Plurilingual Portfolio 3 2 1 Languages Portfolio
  • 6.
    • 3 Languages
    • 3 Portfolios
    • 3 Linguistic Snapshots
    3 2 1 1 Language Teaching Approach
  • 7.  
  • 8. My first linguistic snapshot My perceptions of what I am like as a speaker and as a writer of the language – checklists. Results of language self-assessment tests actual ojective true real
  • 9.
    • Spanish Department
    • Cuestionario de diagnosis
    • (Structures & Vocabulary Test)
    • Reading Comprehension Test
    • Structures Test
    • Vocabulary Test
    English Section – Language Teaching Dept
  • 10.  
  • 11. Reflection Metalinguistic Metacognitive LINGUISTIC SNAPSHOT Once I have done the written and the oral checklist I am ready to describe my present situation of this course. First of all, I think the reading is one of my strengths , because I normally understand the most part of the text. If I do not know any word of vocabulary, I usually get the meaning from its context. […] Punto de partida
  • 12. First Snapshot = Two fold purpose
    • STUDENTS’: self-awareness of their “linguistic status” (no simply, language level)
    • TEACHER’S: Learners’ needs analysis to prepare more individualised lessons
  • 13. Selection Reflection
  • 14. Guidelines for reflection
    • Planificación y redacción del texto
    • Qué quiere decir el texto
    • Para qué, cuál es el objetivo
    • A quién va dirigido, qué se sabe de los posibles lectores
    • Qué rol asume el autor del texto
    • Qué ideas se van a desarrollar
    • Qué proceso de documentación se va a seguir
    • ¿Las ideas están bien organizadas
      • En cuanto al desarrollo de la información
      • En cuanto a su jerarquía?
    • Dónde se va a publicar/divulgar el texto
  • 15. Language awareness
    • Comparing different versions of oral / written evidences
    1 version Teacher’s feedback Corrected version
  • 16. Spot the differences Reflect on changes Awareness Learning
  • 17. Second snapshot: guidelines
    • To draw conclusions of the learning process so far...
  • 18. To improve
    • Ease learners’ tasks on Moodle
    • Balance the amount of reflection
    • Try better e-portfolio to be integrated into Moodle (e.g.
    • )
    • Find ways to be more coordinated in the new programmes for the new degrees adapted to the European Higher Education Area (EHEA)
  • 19. Have Learned Teachers Students To Reflect
  • 20. Joan-Tomàs Pujolà ECAL coordinator [email_address]