It parent director conference


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It parent director conference

  1. 1. Pre-School Analysis English Area Pre-School 2012
  2. 2. Assessment System• Pre-Assessment • LSRW• Observations while students work on activities and solve problems with peers.• Observer takes notes and records student´s performance on how language is used to communicate.• Two domains of language • Comprehension (listening and pre-reading) • Production (speaking and pre-writing).• Language Performance vs Language proficiency• Language Acquisition
  3. 3. Common European Framework A1• Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a concrete type.• Can introduce him/herself and others and can ask and answer questions about personal details such as where he/she lives, people he/she knows and things he/she has.• Can interact in a simple way provided the other person talks slowly and clearly and is prepared to help.
  4. 4. Common European Framework A2• Can understand sentences and frequently used expressions related to areas of most immediate relevance (e.g. very basic personal and family information, shopping, local geography, employment).• Can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters.• Can describe in simple terms aspects of his/her background, immediate environment and matters in areas of immediate need.
  5. 5. Needs Analysis HerbolichTarget Needs Learning Needs Objective Subjective How are we going to get from startingNeccessities HW, CW, Destination point to destination? text, IBO 1. New to studentLacks Social Skills Starting 2. Related to student Study habits point 3. Attainment of new lexis Motivation 4. Would it operate 5. Enjoyable and test ?Wants
  6. 6. AnalysisTarget Analysis Learning Analysis• Why is language hended? • Why are learners here?• How will language be used? • How do learners learn?• What will content areas be? • What resources are• Who will learners use language available? with? • Who are the learners?• Where will language be used?• When will language be used?
  7. 7. TESOL Standards• Goal 1, Standard 1 – To use English to communicate in social settings: Students will use English to participate in social interactions• Goal 2, Standard 1 – To use English to achieve academically in all content areas: Students will use English to interact in the classroom• Goal 3, Standard 2 – To use English in socially and culturally appropriate ways: Students will use nonverbal communication appropriate to audience, purpose, and setting• Goal 3, Standard 3 – To use English in socially and culturally appropriate ways: Students will use appropriate learning strategies to extend their sociolinguistic and socio- cultural competence
  8. 8. Language Acquisition vs Language LearningTeacher LL Student LA• Grammar rules • Oral “natural” communication for teachers – Classroom talk proficiency – Teacher talk• Not – Play talk communicative • Pre-reading• Direct • Vocabulary instruction • Pre-Writing• Talk about • Grammar at this age students are knowledge vs unaware of rules communication
  9. 9. Comprehensible Input/Output Stephen Krashen Input Output• Hearing and • Practice language at understanding messages competency level slightly above the current • Cooperative learning: English language level. – Educator or peers adapt or modify• Educators must provide language to listeneer´s needs new material that builds – Speakers check on understanding off the learner´s prior the listener and viceversa knowledge. – Peers help new learners of English to negotiate meaning• Would you be able to – Feedback and correction are non- learn Japanese by sitting judgemental and immediate in a Japanese classroom?
  10. 10. Cognitive Science Language Acquisition• Modularity Do children learn language using a "mental organ," some of whose principles of organization are not shared with other cognitive systems such as perception, motor control, and reasoning (Chomsky, 1975, 1991; Fodor, 1983)? Or is language acquisition just another problem to be solved by general intelligence, in this case, the problem of how to communicate with other humans over the auditory channel (Putnam, 1971; Bates, 1989)?• Human Uniqueness combinatorial rule system• Language and Thought Language acquisition, then, would be learning to think, not just learning to talk. Cognitive psychology has shown that people think not just in words but in images• Learning and Innateness The mind consisted of sensorimotor abilities plus a few simple laws of learning governing gradual changes in an organisms behavioral repertoire.
  11. 11. What can we learn from Finldan’s success school reform?• Teaching learning system• Well designed and connected• Well-prepared teachers• High quality curriculum• Materials and assessments• The system as a whole learn and improve.
  12. 12. • First among – OECD Organization for Economic Cooperation and Development – PISA (Program for International Student Assessment)international test for 15 year olds in language, math and science• A model of modern – Equity – Quality – Partipation
  13. 13. • 99% completer compulsory education• 90% complete upper education• 2/3 enroll in universities o polytechnics• 50% of Finnish adults participate in adult education.• 98% covered by government• Curriculum reform 1980’s
  14. 14. Strategies• Educated teachers• Systematic methods• Autonomy• Thinking curriculum• Core principles: – Resources for those who need them most – High standards and support for special needs – Qualified teachers – Evaluation of education – Balancing decentralization and centralization
  15. 15. • Meet students needs• Thoughtful guidance about goals• Creativity in the cause of common, equitable outcomes• Competent professionals craft best learning conditions for all students• Rather than standardizing instruction and test to improve student learning which turns to failure.• Innovation and problem-solving• High stakes of accountability
  16. 16. Interacciones• Aprendices Orientados a la actividad, son aprendices que altamente competentes y de éxito.• Aprendices Fantasmas, rara vez inicia una conversación.• Aprendices Sociales, su prioridad es socializar.• Aprendices dependientes, dependen del educador o de algún compañero de clase.• Aprendices aislados, son alumnos que se apartan de los demás
  17. 17. Competencia de interacción• Conocer la etiqueta de la interacción de la clase, levantar la mano para poder participar, reglas claras para ir al baño, etc.• Conocer las reglas para los trabajos individuales y colaborativos, por ejemplo turnarse, compartir, permanecer sentados cuando trabajan con pintura, goma, tijeras, etc.• Conocer cuando preguntar y contestar una pregunta, esto se maneja según cada criterio de la maestra. Por ejemplo, hay maestras que se valen de la preguntas para enlazar el aprendizaje de ese momento. Otras, continúan con la clase sin responder porque interrumpen la explicación.
  18. 18. Competencia de interacción• Conocer cómo y cuándo recibir asistencia o retroalimentación al completar una actividad, los aprendices buscan la manera de solucionar su problema.• Conocer las reglas apropiadas para presentar su conocimiento, esto se refiere a si el alumno desea compartir o no su trabajo frente a los demás. Otros alumnos por su timidez prefieren no compartir sus trabajos públicamente o aquellos que no siguieron las consignas, que en pocas ocasiones desean repetir la actividad correctamente.
  19. 19. Reflexión• Calificaciones vs Aprendizaje• Metodología – Whole Language – Communicative Approach• Motores fríos• Leche con chocolate
  20. 20. Tips• Afirmaciones – “Quiero que …” – “Es importante que …”