K 12 proposal oct 23, 2012


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K 12 proposal oct 23, 2012

  1. 1. Propuesta K-12 October 23, 2012
  2. 2. Análisis de Necesidades HerbolichApuntar a las Necesidades Necesidades de Aprendizaje Objetivo Subjetivo ¿Cómo vamos a llegar desde el puntoNecesidades HW, CW, Destino de partida hasta nuestro destino ? texto, IBO 1. Nuevo para el aprendizCarencias Social Skills Punto de 2. Relacionado con el aprendiz Study habits partida 3. Nuevo léxico Motivation 4. ¿Va a operar? 5. Divertido ?¿Qué 6. Evaluaciones amigablesqueremos?
  3. 3. ¿Que necesita mejorar?• Habilidades: LSRW• Metas de Aprendizaje – Producto – Proceso – Progreso vs Crecimiento• Plan Instruccional• Adaptaciones• Efectividad de Evaluaciones• Monitorear and adjustar
  4. 4. Estilos de Aprendizaje• Aprendiz innovador• Aprendiz dinámico• Aprendiz analítico• Aprendiz de sentido común
  5. 5. Comprensible Input/Output Stephen Krashen Input • Escuchar y comprender mensajes un nivel superior • Educadores proveen material que se construye sobre el conocimiento previo del aprendiz • ¿Será que aprendemos Japones solo por estar en clase?Output• Practicar el lenguaje a nivel de competencia
  6. 6. 1º BGE Listening Speaking Reading Writing Students identify Students name objects or images, letters andStudents answer questions numbers, and Students writedemonstrate about objects, read isolated letters,comprehension describe the use of letters and numbers, andof simple nouns the objects and discuss what is simple words simple wordsand adjectives. happening in a aloud. picture
  7. 7. Autonomy (Guia Portage) Social process Active role onSolve problems (construction of learningby themselves knowledge) process
  8. 8. 2º BGE
  9. 9. Dominios Integrados de la Evaluación
  10. 10. “Logros mínimos 2º Básico”READING & COMPREHENSION GRAMMAR/ WRITING LISTENING/SPEAKING PHONICSRead with fair fluency, intonation. Capitalize I. Follow simple instructions IdentifyStop in punctuation. Use of correct punctuation mark Understand classroom commands beginningLocate information to answer at the end of statements and Identify picture by listening. and endingmultiple choice questions. questions. Answer yes/no questions spontaneously sounds.Identify true or false statements Capitalize beginning of a sentence. Use single words or single phrases to Identifyabout the story. Identify naming words (nouns), answer informative questions. clusters andAnswer questions about author, describing words (adjectives) and Use useful phrases in the classroom diagraphs.illustrator, characters, setting and actions (verbs). spontaneously. (Ask about classroom Identifyproblem. Order sentences. routines in English) vowelAnswer yes/no questions Write sentences to describe likes Describe ongoing actions by looking at a sounds.Give short answers to wh- and dislikes, abilities or to describe picture or situation.questions.. physical appearance. Describe pictures using simpleGets meaning of vocabulary from Write sentences to describe structurescontext. location. Answer yes/no and informative Write short sentences about daily questions about pictures. routines.
  11. 11. Language Acquisition vs Language LearningTeacher LL Student LA• Grammar rules • Oral “natural” communication for teachers – Stages proficiency – Classroom talk• Not – Teacher talk communicative – Play talk• Direct • Pre-reading instruction • Vocabulary• Talk about • Pre-Writing knowledge vs • Grammar at this age students are communication unaware of rules
  12. 12. Understanding by Design Wiggins Etapa 1 Etapa 2 Etapa 3 Resultados deseados Evidencias Evaluativas Plan de Aprendizaje1. ¿Cuáles son las metas y 1. ¿Con qué conocimientos y 1. ¿Qué contenidos transferibles habilidades se va el aprendiz? actividades, que lograremos? 2. ¿Cuáles son los desempeños experiencias y2. ¿Qué deberían entender y productos que revelarán lecciones los aprendices? las evidencias de llevarán a lograr3. ¿Cuáles son las los resultados comprensión? preguntas esenciales deseados y éxito 3. ¿Qué otras evidencias serán que van a explorar y en las recogidas para reflexionar saber los aprendices? evaluaciones? acerca de otros resultados deseados?
  13. 13. Pre-School TESOL Standards• Goal 1, Standard 1 – To use English to communicate in social settings: Students will use English to participate in social interactions• Goal 2, Standard 1 – To use English to achieve academically in all content areas: Students will use English to interact in the classroom• Goal 3, Standard 2 – To use English in socially and culturally appropriate ways: Students will use nonverbal communication appropriate to audience, purpose, and setting• Goal 3, Standard 3 – To use English in socially and culturally appropriate ways: Students will use appropriate learning strategies to extend their sociolinguistic and socio-cultural competence
  14. 14. Kagan Cooperative Learning• Instructional strategies• Engages students – Positive interdependence, working together – Individual accountability, performance – Equal or equitable participation, responsibilities – Simultaneaous interaction, production• Learns – Contents – Social skills
  15. 15. Cooperative Learning Roles
  16. 16. Reflections• Teachers recognize aspects of education• Learning process• Prepare reports• Organize events• Classes as real as possible• Being alert and focused
  17. 17. Common European Framework A1• Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a concrete type.• Can introduce him/herself and others and can ask and answer questions about personal details such as where he/she lives, people he/she knows and things he/she has.• Can interact in a simple way provided the other person talks slowly and clearly and is prepared to help.
  18. 18. Common European Framework A2• Can understand sentences and frequently used expressions related to areas of most immediate relevance (e.g. very basic personal and family information, shopping, local geography, employment).• Can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters.• Can describe in simple terms aspects of his/her background, immediate environment and matters in areas of immediate need.
  19. 19. Language Acquisition• Guía Portage – Age apppropriateness – Classroom talk – Teacher Talk – Play Talk – Learning by playing – Life Skills• Schedules – Classwork • Language: Art, Creativity, Music• Homework – Limited to reviewing – Studying for lessons
  20. 20. Cognitive Science Language Acquisition• Modularity – Do children learn language using a "mental organ," some of whose principles of organization are not shared with other cognitive systems such as perception, motor control, and reasoning (Chomsky, 1975, 1991; Fodor, 1983)? – Or is language acquisition just another problem to be solved by general intelligence, in this case, the problem of how to communicate with other humans over the auditory channel (Putnam, 1971; Bates, 1989)?• Human Uniqueness combinatorial rule system• Language and Thought Language acquisition, then, would be learning to think, not just learning to talk. Cognitive psychology has shown that people think not just in words but in images• Learning and Innateness The mind consisted of sensory-motor abilities plus a few simple laws of learning governing gradual changes in an organisms behavioral repertoire.
  21. 21. FINLAND• First among – OECD • Organization for Economic Cooperation and Development – PISA • Program for International Student Assessment – International test for 15 year olds in language, math and science• A model of modern – Equity – Quality – Partipation
  22. 22. Círculos de CalidadStaff Director• Proactivity • Training• Involvement – TOEFL iBT – CEF• Communication – Reflections• Ludic Activities – Methodologies
  23. 23. LANGUAGE ARTS K-12