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Fluwiki lerida

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Assessment criteria,

Assessment criteria,

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  • Explicar mis objetivos
  • Tiene que saber: mínimos del currículum Puede saber: su nivel y su capacidad Quiere saber: su voluntad y su actitud
  • making sense of education! If that is achieved, then we have effort, good disposition….
  • Tiene que saber: mínimos del currículum Puede saber: su nivel y su capacidad Quiere saber: su voluntad
  • According to purpose, assessment can be sumative or formative Summative is final, and is related to giving a mark Formative is related to proces s, to the teacher understanding what are his pupils’ needs and to the pupils understanding where are they in their learning process and thus gain autonomy as learners and improve metacognitive skills by following a model such as this one I think one can come closer to a class where Improve and produce knowledge Foster relevant joint participation of teachers and students create culturally familiar and comfortable environments Support and create new repertoires adapt to multiple intelligences and diverse forms of participation Favor simultaneous activities Encourage independent, self-regulated learning Promote Educated speech Use external resources for the construction of meaning
  • The fluwiki allows me to maximize the number of tasks and the complexity and choice of what I offer to pupils Cristobal Cobo say that new technologies uesd at home are more effective than in the school - No bell rings - Pupils can take their time to look at what others have done
  • Multicultural awareness and grammar and vocabulary application should, in fact be here too and thus complete the list of evaluation criteria contemplated by LOE. DECRET 143/2007, de 26 de juny, pel qual s'estableix l'ordenació dels ensenyaments de l'educació secundaria obligatòria. (Correcció d'errada en el DOGC núm. 5515, pàg. 89641, de 27.11.2009)..  (Pàg. 21870)
  • Ejemplo de tarea final eTwinning. Los alumnos hicieron mapas mentales sobre sus rutinas, los expusieron en clase, hicieron videos optativos y crearon acrósticos sobre sí mismos. El segundo trimestre los compararan con nuestros socios, harán preguntas en el foro y finalmente crearán un ppt sobre las rutinas de nuestros socios polacos y turcos que compartiremos en el blog. Este PowerPoint tendrá nota de exámen.
  • If pupils are afraid of error, formative evaluation is impossible
  • MAKING EVALUATION CRITERIA TRANSPAREN TO THEM GOLDSTARS ARE IN LINE WITH WHAT WE DO IN CLASS
  • Los indicadores que uso no son necesariamente los mismos, lo que necesito es tener una nota como mínimo de cada dimensión competencial
  • It is not me who causes changes or wants to change, it is the learners!
  • Yo intento que se les ocurran a ellos, pero no me acaba de funcionar. No listening this term, but When I realise that I have no listening gold stars, I begin to wonder how I can integrate listening… and then something turns up (Listening does not worry me much as far as gold stars are concerned because….) Lo que sí consigo es entusiasmo frente a las propuestas, porque saben hacer lo que les pido Procuro que trabajen en parejas o tríos. Nadie había hecho nada con referencia a vídeos o presentaciones, y ofrecí un examen opcional
  • This small self assessment is causing me some headaches
  • I did not consider listening…
  • Choose the easy or the difficult option S trategic use of integrated skills
  • I have to asses listening in a more systematic way It does not matter if writing is not there, they have the easy reader exam
  • Yo intento que se les ocurran a ellos, pero no me acaba de funcionar. No listening this term, but When I realise that I have no listening gold stars, I begin to wonder how I can integrate listening… and then something turns up (Listening does not worry me much as far as gold stars are concerned because….) Lo que sí consigo es entusiasmo frente a las propuestas, porque saben hacer lo que les pido Procuro que trabajen en parejas o tríos. Nadie había hecho nada con referencia a vídeos o presentaciones, y ofrecí un examen opcional
  • S trategic use of integrated skills

Transcript

  • 1. XV Jornades de Llengües estrangeres – Lleida – Núria de Salvador
  • 2. Finding the right balance between
  • 3. Percentage of early school leavers in Spain in 2009 was 31,2%
  • 4. And thus improve pupils’ results and reduce percentages of school leavers
  • 5.  
  • 6. http://fluwiki.wikispaces.com
  • 7.
    • State school
    • 67% immigrant population
    • 3r ESO pupils
    • Started working with them last September
  • 8.  
  • 9.
      • 30% gold stars –
        • Each pupil designs his/her own plan to get them
        • The number of gold stars they can get is 100 .
        • 4 categories - a maximum of 25 can be obtained for each.
      • 20% assignments
        • Compulsory assignments
        • Some gold stars tasks get an assignment mark.
      • 20% behavior – Observation sheet
  • 10.
      • Traditional textbook exams
      • eTwinning final / integrated skill tasks (sometimes as compulsory exams, sometimes as optional exam)
      • The wiki sections will be turned into a summative mark on the first term, next year.
  • 11.
    • 50% of your mark depends on you
      • 30% gold stars
      • 20% behaviour
    • 50% of your mark rests on me
      • Exams 30%
      • Assignments 20%
  • 12.
    • Gold stars on classroom participation
    • Gold stars on the wiki
  • 13. Grammar and vocabulary reflection Speaking in English Doing homework and exercises and correcting them Small ICT tasks Critical thinking A maximum of 25 per term How?: Speaking or understanding English, reflecting on their own learning, correcting homework, helping others Positive approach : No negatives are ever suggested or given. NEVER Minimizing error : Often (but not always) gold stars are given for participating, irrespective of whether the contribution is right or wrong Motivate shy or weak pupils: Pupils who do not participate often are asked first. Pupils who already have gold stars are only asked if no one else raises his or her hand Do not promote competitiveness: The great majority of pupils have enough opportunities to get them; so, helping peers has a sense (and might improve their behaviour score)
  • 14. Grammar Vocabulary My favourite mistake Sentence writing (Kung Fu Panda) Podcasts Two minutes of fame Maximum of 25 gold stars 12 contributions / term 25 gold stars 2 per term 25 gold stars summative mark at the end of the year 2 per concept (in Catalan) 2 per word + photo + sample sentence 2 per reflection 2 per sentence First podcast: 13 Second podcast: 12 Integrated skills 10 for ppt 5 for a mindmap 10 for presenting it to the class
  • 15.
    • Gold stars related to the 4 skills / competence dimensions
    • Assignment marks related to the 4 skills /competence dimensions
  • 16.
    • Think of a compulsory task for every skill
    • Think of optional tasks that add up to at least 75 gold stars
    • Think of an integrated skills final task as optional exam
    • Make sure textbook exams are in line and marks improve
    • Check classroom management objectives
    • Be ready to change initial decisions
  • 17.  
  • 18.  
  • 19.  
  • 20.  
  • 21.  
  • 22. This video can be seen at http://fluwiki.wikispaces.com/VIDEOSSHOULD and it is called Robbery
  • 23.  
  • 24.  
  • 25.  
  • 26. Wiki Portfolio Record keeping of classrom participation gold stars Rubrics Integrated skill tasks Traditional exams Self assessment sheets Observation sheets The portfolio is both a class portfolio and an individual one, as pupils upload things there to get their gold stars Class participation gold stars (I note them down) Used for oral exercises and presentations 25 gold stars presentations or videos Optional exams Used for summative assessment Used for summative assessment They note down the goldstars they deserve here For classroom management
  • 27.
    • Wiki Our fluwiki , where all the pupils are registered
    • Comments on the eTwinning blog My Present, My Past my Future
    • Goear and media.io to upload sound files
    • Email and Facebook
    • docs
    • Cameras
    • Textbook CD
    • Video cameras and YouTube
  • 28.
    • Better knowledge of which skills need improvement for every pupil
    • Differentiate effort from actual knowledge and make evident to all the greater importance of the former
    • Make pupils able to show their skills in other competences, and promote their integrated development in the English class
    • Create complex, relevant classroom environments and promote dialogue
  • 29.
    • To your own context.
    • I follow the same framework in CFGS and it works there, too!
    • http://wikicfgs1y2.wikispaces.com
  • 30.
    • Don’t you think?
    • www.fluwiki.wikispaces.com
  • 31.
    • Thank you for your attention!
    • [email_address]
    • Twitter: @nuriadesalvador