Power coloquia 2

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Power coloquia 2

  1. 1. Support strategies for assessment Raquel Zazo Serrano Yasmina Ruiz Pacheco
  2. 2. Assessment in CLIL The goal of the CLIL curriculum is effective competence in a second language (Mackenzie 2008) Assessment in CLIL is a complex area for a number of reasons: 1. Dual focus: LANGUAGE and SUBJECT which means there are 2 assessment processes involved. It is necessary to know the extent to which language and subject assessment are integrated (through the same tasks and activities… or not?)
  3. 3. Assessment in CLIL For example, if a child in a primary school assessment task in geography performs poorly, is it because of her limited understanding of the geography concepts or details, because she has not understood the question or because she cannot express her understanding clearly? 2. The purpose of assessment: a learning purpose which focuses on understanding and supporting learning of the CLIL policy and implementation. 3. Complex set of practical issues: tests, activities, standards, criteria and the teacher´s skills in bringing all these together in the classroom.
  4. 4. Assessment in CLIL How do we make a judgment about achievements in learning (language and subject)? If the results are not satisfactory, are they because students do not understand the language or is it because of the content? We will focus on the assessment for learning: practices as integrated into teaching, and oriented, not towards a statement of level, but towards enhanced learning. Assessment is viewed as an integral part of the process of teaching and the development of learning opportunities. Formative Assessment : the focus is on the role of the student and on interaction.
  5. 5. Assessment for learning is…  Activities undertaken by students and teachers to assess themselves.  The provided information to be used as feedback to modify the teaching and learning activities in which they are engaged. Teachers need to:  Make decisions about lesson content, sequencing, materials, learning tasks, etc.  Know the strengths and weaknesses of students.  Observe the progress of each student, how they do activities, how they perform different tasks and DRAW CONCLUSIONS about it.
  6. 6. Why support strategies are important for CLIL students?  Support strategies facilitate the acquisition, understanding or later transfer of new knowledge and skills.” (Weinstein, Husman and Dierking, 2000)  To respond to learners´ needs They need to know how they are being assessed and what are the expected learning results  Therefore, teachers should: Consider how and when they are to support students during their learning and throughout their assessment. The timing is important in order to make changes if necessary. SPECIALLY IMPORTANT DURING THE FIRST STAGES OF A CLIL PROGRAME
  7. 7. EXAMPLES Difficulty Support strategy The language used in texts or problems is too difficult. Before assessment Use synonyms Add visuals or diagrams During assessment Paraphrase orally Allow the use of a bilingual dictionary.
  8. 8. Difficulty: Support strategy Learners are slow at writing. Before assessment Change the task to multiple choice, yes/no or closed responses During assessment Provide extra time Give time targets
  9. 9. INFORMAL EVALUATION    To start up, we can make questions and observe our students. In a CLIL context we must support students before and after evaluation. We have to encourage our students to express what they know in the L2. ACCOMMODATION To get familiar with content and L2, teachers should support students to express themselves orally or writing.
  10. 10. STUDENTS´INDIVIDUAL NEEDS  Teachers have to be aware of the individual needs of each student.  We can use task differentiation to support our students.  Teacher´s support will last accordingly to the student ´s specific needs.
  11. 11. Examples SUBJECT Economics Geography EXAMPLE OF ASSESSMENT PROBLEM How a company might deal with clients from remote parts of the world and overcome any potencial problems? The language used in the instructions is difficult Water will eventually The explanation is be drawn from the long and has no river to the north on map or diagram. the border of Namibia....Describe the route of the river.
  12. 12. Teachers should be aware that students are able to work on their own (by themselves)and so with the appropriate support strategies and assesment they will be able to achieve the expected learning outcomes.
  13. 13. Activity Time Some of the learning outcomes we want students to achieve through the following activities are:     To get students involved with one another and work as part of a team. To build support strategies To learn different ways to work in class such as role playing. To be able and identify situations when support is needed in the class.
  14. 14. Exercise 1. Split the class into 3 groups Answer the questions and put it in common with the rest of the class. 2. The group which guesses more answers right, will do a role playing for the class.
  15. 15. ACTIVITY 1. You have a student in the 2. Maths´ vocabulary can class who can´t see clearly sometimes be difficult for what you write on the students. What would you blackboard. What shall you do to help them? do? a) Place the student closer to a) Use diagrams. the blackboard. b) Call someone else for help. b) Nothing c) Change the subject c) Buy a bigger blackboard.
  16. 16. 3. The task is too long so you… a)Break it down in parts. 5. Your student don´t understand English. What can you do? b)Give learners a break. a) Use a dictionary. c)Nothing b) Use Spanish words (at times) to help 4. If you are teaching history, understanding. what would help your students more? c) Use pictures while explaining so the student a) Using synomyms. can find out the meaning of b) Explaining slowly. the English words. c)Using diagrams.
  17. 17. Activity Role playing
  18. 18. LEARNING OUTCOMES To support students before and during the evaluation.  To let students know what they are expected to achieve.  To take into account students´individual differences and needs.  To understand teachers´evaluation as a way to improve our educational work. 

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