Planning

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  • 1. TO PLAN OR NOTTO PLAN?Prof. Estela N. Braun, Adjunto Regular Práctica Educativa II, ELTDidactics (2013)Proyecto PROHUM:Capacitación Docentepara Profesores de Inglés del Nivel Secundario.Universidad Nacional de La PampaUniversidad Nacional de La PampaFacultad de Cs. HumanasFacultad de Cs. HumanasDepartamento de Lenguas ExtranjerasDepartamento de Lenguas Extranjeras
  • 2. MetaphorsLesson Planning is like a map.It tells us where we are going and help us to take thebest route to get there.But we still have to make decisions as we travel.Should we take a detour?Do we prefer the motorway or a country road, forexample? Jeremy Harmer, Essential teacher Knowledge (2012), Pearson Longman.
  • 3. Planning ProcessWE MUST DETERMINE:LEARNING AIMSLEARNING OUTCOMES: What will the students beable to do at the end of the Unit/Module? How will theyput the language into use?
  • 4. What should we take intoaccount?Marcos de Referencia para laOrientación. Materiales CurricularesJurisdiccionales.NAP LE
  • 5. Focus on Procedural Knowledge“The assumption that the content of lessons iswhat is learned is challenged by the view that theteaching-learning process - and the activities androles it entails - is the significant substanceof lessons for those who participate in them. Thisview implies that any syllabus is not merelysubordinated to methodology but actuallyreplaced by what is learned from the experienceof classroom work.” (Breen, 1987)
  • 6. Why should we use tasks?The primary focus is on ‘meaning’ There should be some kind of ‘gap’ (i.e. a need to conveyinformation, to express an opinion or to infer meaning). Learners have to rely on their own resources (linguisticand non-linguistic) in order to complete the activity. There is a clearly defined outcome that is shared with anaudience.
  • 7. INPUT-OUTPUT-INTAKEInput-providing tasks engage learners in listeningor reading,output-prompting tasks engage them in speakingor writing. A task can provide opportunities forcommunicating in any of the four language skills.Many tasks are integrative; they involve two ormore skills.
  • 8. Planning a PROJECT for eachterm:AIMSTOPICINPUTTASKSINTERACTIONMATERIALSTIMING
  • 9. Defining Terms:Aims: Define them in terms of annual syllabus/axispresent in the curricular guidelines.Topic: Context for the tasks.Tasks: State each of the stages of the task. Pre-planning, planning, output, focus on language.Interaction: Pair-work, group work.Materials needed: multimedia room, field trippermission, digital cameras, cell phones, printer.Timing: four 40 ‘classes
  • 10. PROJECT: WRITING PROJECTOBJECTIVES:GENRE:LEXICAL ASPECTS:GRAMMAR POINTS:DISCOURSE:
  • 11. Elements that should be present in theannual syllabusGuía para elaborar la Planificación Anual1. Datos identificatoriosInstitución educativa (nombre)Año lectivoDenominación de la asignaturaModalidad a la que pertenece la asignatura (cuandocorrespondiera)Año de la escolaridad y división/divisiones
  • 12. GUIDELINES MCE-ColUNLPamFundamentación Esquema de la asignaturaObjetivos¿Cómo es conveniente formular los objetivos?Expresar con claridad los aprendizajes que se pretende alcanzar.Dar cuenta de el/los temas que se van a estudiar y de lascompetencias que debe desarrollar el alumno.Utilizar verbos en infinitivo en su elaboración, que designen lasacciones esperadas.
  • 13. Objetivos de Enseñanza/Objetivos deAprendizajeDiferenciar los objetivos orientados hacia el alumno de losobjetivos que el docente plantea para su clase.
  • 14. Unidades DidácticasSelección y secuenciación de saberes.Distribución y articulación de losmismos.CronogramaEstrategias de enseñanza
  • 15. Criterios de evaluación y Criterios deAcreditaciónModalidades/instrumentos de evaluaciónBibliografía y recursosTASK 2:Present the syllabus for one of your courses statingthe aims for the first term at yourinstitution.Include one task-based project based ona video (visual literacy)