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Integrated Mini Project

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Integrated Mini Project

  1. 1. From Tasks to the Integrated Mini-Project “Educating for a New Citizenship” Dirección Desarrollo Curricular Marianella Granados Sirias Yamileth Chaves Soto National English Advisory Third Cycle and Diversified Education
  2. 2. Dimensions Axes Begin with the end in mind … Global Citizenship with local belonging Education for Sustainable Development Digital Citizenship (ICT) Ways of Living in the World Ways of Relating with Others Tools for Integrating with the world Ways of Thinking
  3. 3. Integrated Mini-Project  A more complex “learn to do” task where learners (as social agents) integrate knowledge, skills and abilities (KSA), within the domain, scenario, themes, the enduring understanding and essential questions of the unit.  Proactive (not reactive)  Interconnected with classroom activities  Formative, skill-integrated performance  Collective actions (social dimension) Promotes the democratic citizenship (CEFR p.12)
  4. 4. AOA Task Orientated to a Product Language activities Pre- tasks (Mini tasks) Tasks Post-tasks/ Assessment Integrated Mini- Project Backward Design
  5. 5. Example of Task Getting Back to Nature Socio- Transactional/ Marvels in Costa Rica • Read ads about Costa Rica and complete graphic organizer • Complete gapped sentences using There is/There are • Interview other learners about favorite things in community • Write simple sentences in brochure Create a brochure promoting tourism in your community • Reading for the gist • Identifying specific information
  6. 6. Task-Oriented Types • Complexity, from simple to complex • Length, from the shortest to the longest • Social implications, from individual actions to collective actions Lower Level: • brochure for tourists Intermediate Level: • blog entry Higher Level: • fund raising project for a humanitarian cause Both, specific outcome and the process for the final result are important and seek to break down the walls of the classroom and connect it with the outside world.
  7. 7. 1. Participating/Negotiating Brainstorming, discussing, negotiating, making decisions and selecting the work strategies and resources. After each week’s lesson, learners identify which learning activities completed that week could be adapted for use in their chosen Integrated Mini-Project.
  8. 8. 2. Thinking/planning Planning and creating, outlining and finding information collaboratively about the language content and strategies.
  9. 9. 3. Acting out Rehearsing and completing the product and practicing the mini-project presentation.
  10. 10. 4. Responding and Sharing Delivering the mini-project in pairs or groups and self/co-assessment. Note: Phases 1 and 2 for the first 3 weeks and phases 3, 4 & 6 for weeks 5 and 6.
  11. 11. Timeline Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Introducing Scenario Some tasks can relate to Integrated Mini-Project Some tasks can relate to Integrated Mini-Project Some tasks can relate to Integrated Mini-Project Review and Integrated Mini-Project Selecting Integrated Mini- Project (5-10 min) Participating /negotiating & Thinking/ planning Planning Integrated Mini- Project (5-10 min) Participating /negotiating & Thinking/ planning Planning Integrated Mini- Project (5-10 min) Participating /negotiating & Thinking/ planning Planning Integrated Mini- Project (5-10 min) Participating /negotiating &Thinking/ planning Integrated Mini- Project Acting out & Responding and sharing Integrated Mini- Project Acting out & Responding and sharing

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