Joan-Tom às Pujolà Vicenta Gonz ález Dolors Font Filolog í a Catalana Did áctica de la Lengua y la Literatura Filolog í a ...
ECAL   Implementation : 2006-07  English/Spanish –  English Teaching Studies only as 1st trial 2007-08  English/Catalan/Sp...
 
Metacourse on UB moodle
Plurilingual Portfolio 3  2  1 Languages Portfolio
<ul><li>3  Languages </li></ul><ul><li>3  Portfolios </li></ul><ul><li>3  Linguistic Snapshots </li></ul>3  2  1 1  Langua...
 
My first linguistic snapshot My perceptions of what I am like as a  speaker  and as a  writer  of the language – checklist...
<ul><li>Spanish Department </li></ul><ul><li>Cuestionario de diagnosis </li></ul><ul><li>(Structures & Vocabulary Test) </...
 
Reflection Metalinguistic Metacognitive LINGUISTIC SNAPSHOT Once I have done the written and the oral checklist I am ready...
First  Snapshot =  Two fold purpose <ul><li>STUDENTS’:  self-awareness of their “linguistic status” (no simply, language l...
Selection Reflection
Guidelines for reflection <ul><li>Planificación y redacción del texto </li></ul><ul><li>Qué quiere decir el texto </li></u...
Language awareness <ul><li>Comparing different versions of oral / written evidences </li></ul>1 version Teacher’s feedback...
Spot the differences Reflect on changes Awareness Learning
Second snapshot: guidelines <ul><li>To draw conclusions of the learning process so far... </li></ul>
To improve <ul><li>Ease learners’ tasks on Moodle </li></ul><ul><li>Balance the amount of reflection </li></ul><ul><li>Try...
Have Learned Teachers Students To Reflect
Joan-Tomàs Pujolà ECAL coordinator [email_address]
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Linguistic Snapshot

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My first pechakucha

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Linguistic Snapshot

  1. 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. 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
  4. 5. Plurilingual Portfolio 3 2 1 Languages Portfolio
  5. 6. <ul><li>3 Languages </li></ul><ul><li>3 Portfolios </li></ul><ul><li>3 Linguistic Snapshots </li></ul>3 2 1 1 Language Teaching Approach
  6. 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
  7. 9. <ul><li>Spanish Department </li></ul><ul><li>Cuestionario de diagnosis </li></ul><ul><li>(Structures & Vocabulary Test) </li></ul><ul><li>Reading Comprehension Test </li></ul><ul><li>Structures Test </li></ul><ul><li>Vocabulary Test </li></ul>English Section – Language Teaching Dept
  8. 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
  9. 12. First Snapshot = Two fold purpose <ul><li>STUDENTS’: self-awareness of their “linguistic status” (no simply, language level) </li></ul><ul><li>TEACHER’S: Learners’ needs analysis to prepare more individualised lessons </li></ul>
  10. 13. Selection Reflection
  11. 14. Guidelines for reflection <ul><li>Planificación y redacción del texto </li></ul><ul><li>Qué quiere decir el texto </li></ul><ul><li>Para qué, cuál es el objetivo </li></ul><ul><li>A quién va dirigido, qué se sabe de los posibles lectores </li></ul><ul><li>Qué rol asume el autor del texto </li></ul><ul><li>Qué ideas se van a desarrollar </li></ul><ul><li>Qué proceso de documentación se va a seguir </li></ul><ul><li>¿Las ideas están bien organizadas </li></ul><ul><ul><li>En cuanto al desarrollo de la información </li></ul></ul><ul><ul><li>En cuanto a su jerarquía? </li></ul></ul><ul><li>Dónde se va a publicar/divulgar el texto </li></ul>
  12. 15. Language awareness <ul><li>Comparing different versions of oral / written evidences </li></ul>1 version Teacher’s feedback Corrected version
  13. 16. Spot the differences Reflect on changes Awareness Learning
  14. 17. Second snapshot: guidelines <ul><li>To draw conclusions of the learning process so far... </li></ul>
  15. 18. To improve <ul><li>Ease learners’ tasks on Moodle </li></ul><ul><li>Balance the amount of reflection </li></ul><ul><li>Try better e-portfolio to be integrated into Moodle (e.g. </li></ul><ul><li>) </li></ul><ul><li>Find ways to be more coordinated in the new programmes for the new degrees adapted to the European Higher Education Area (EHEA) </li></ul>
  16. 19. Have Learned Teachers Students To Reflect
  17. 20. Joan-Tomàs Pujolà ECAL coordinator [email_address]

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