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Let’s design a teaching unit          Montse Irun          Institut Joan Oró         University of Lleida               Mo...
Perquè un alumne sigui   competent, caldrà que la  programació no parteixi de continguts concrets. Caldràpensar en situaci...
Saber si l’alumnat domina unacompetència implica partir de   situacions-problema que  simulen contextos reals.      Zabala...
Real life situationsNews Report                                                                          Product      Argu...
TEACHING UNIT    Real         Communicative      Text genre  situation         needsApplication in    Application inother ...
High Cognitive                 Demands                 3           4Low linguistic                          High linguisti...
SEQÜENCING LEARNING  This planning is                         It is worth noticing                                        ...
• Related to the topic.                   Final                  • Authentic         Topic                   productTextb...
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Let's design a unit

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The basics on plenning teaching units

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Let's design a unit

  1. 1. Let’s design a teaching unit Montse Irun Institut Joan Oró University of Lleida Montse Irun
  2. 2. Perquè un alumne sigui competent, caldrà que la programació no parteixi de continguts concrets. Caldràpensar en situacions reals que necessiten una resposta. Susanna Arànega, La programació en el nou currículum. Rosa Sensat, 2008. Montse Irun
  3. 3. Saber si l’alumnat domina unacompetència implica partir de situacions-problema que simulen contextos reals. Zabala A., Arnau L., Cómo aprender y enseñar competencias, Graó, 2007 Montse Irun
  4. 4. Real life situationsNews Report Product Arguments in a trial Debate Comic Catalogue Oral presentation B Dodge’s taxonomy Report Commercial / ad Leaflet Personal diary Blog Games Radio programme Guided tour Statistical report Montse Irun
  5. 5. TEACHING UNIT Real Communicative Text genre situation needsApplication in Application inother similar the specific Modellingcommunicative communicative and trainingcontexts need Montse Irun
  6. 6. High Cognitive Demands 3 4Low linguistic High linguisticdemands Demands 2 1 Low cognitive demands Montse Irun
  7. 7. SEQÜENCING LEARNING This planning is It is worth noticing SCAFFOLDING valid to work upon that we cannotabstract the English key forgetSystematization, scaffolding of new key models. competences. INTRODUCTION OF NEW competences. ELEMENTS AND VARIABLES These will be Show models. Introduce new knowledge. Develop and complexify contents and worked upon in the MODEL APPLICATION strategies. activities.the model to the problem / Apply reality. VERBALIZATION OF PREVIOUS Possibility to apply it to other KNOWLEDGE situations. What I know. What I think. How I feel Build a reality / problem. Reflect upon it. Verbalise previous knowledge.concrete simple Montse Irun complex
  8. 8. • Related to the topic. Final • Authentic Topic productTextbookStudents’ • Contentinterest What • LanguageImportant • Skillsdates / events learnersNews /Society / etc need Scaffolding Modelling Assessment Montse Irun

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