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Job shadow at_st_lawrence_academy_senior_aifr_ceip_pl_riadevigo

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PIALE EXPERIENCE AT A CANADIAN SCHOOL, DIFFUSION PLAN AND APPLICATION.

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Job shadow at_st_lawrence_academy_senior_aifr_ceip_pl_riadevigo

  1. 1. JOB SHADOW AT ST. LAURENCE ACADEMY SENIOR. BY ANA ISABEL FERREIRÓS REY. CEIP PLURILINGÜE RÍA DE VIGO. Montreal, October 26 to November 23rd. PIALE 2015/16. Xunta de Galicia. Ministerio de Educación.
  2. 2. TRANSFERABLE ASPECTS OF THE CANADIAN EDUCATIONAL SYSTEM.  Foster bilingual programs.  Foster immersion programs.  Develop competencies.  Use language for communication and to learn.  Read and listen to popular and literary information in texts and media.  To write self – expressive narrative and information based texts and media.  Encourage implicit language teaching.  Enhance literacy.  Promote active, autonomous and integrated learning.  Promote evaluation focused on competencies.
  3. 3. MAIN OBJECTIVES THAT CAN BE TRANSFERRED FROM THE CANADIAN SCHOOLS IN QUEBEC.  Foster integrated learning.  Foster functional learning.  Encourage autonomous learning.  Create space for contemporary learning through cultural immersion.  Promote biligualism.  Foster literacy.
  4. 4. METHODOLOGICAL ASPECTS THAT CAN BE TRANSFERRED FROM THE CANADIAN SYSTEM.  Collaborative coordination between teachers in dealing with the teaching and learning of languages.  Integrating languages  Systematic routines designed to acquire skills, improve competences, and to reach a higher level of autonomy.  Teaching, learning and applying strategies.  Developing autonomous learning.  Fostering a competency approach.  Promoting induction and cooperative learning.  Developing a CLIL APPROACH.
  5. 5. BILINGUAL LEARNING IN ENGLISH AND FRENCH: INTEGRATED LEARNING, DEVELOPING SKILLS, AND FLEXIBLE TIMETABLES.
  6. 6. SYSTEMATIC STRUCTURED WRITING FOR GRADE 3 AND GRADE 4 STUDENTS: SENTENCE A WEEK, TEACHING WRITING STRATEGIES AND TECHNIQUES.
  7. 7. SYSTEMATIC EMPHASIS ON PRODUCTION AND STRUCTURE: DAILY 5. GROUPING STUDENTS ON DIFFERENT TASKS.
  8. 8. SYSTEMATIC EMPHASIS ON PRODUCTION AND STRUCTURE: DAILY 5. GROUPING STUDENTS ON DIFFERENT TASKS.
  9. 9. SYSTEMATIC EMPHASIS ON PRODUCTION AND STRUCTURE: DAILY 5. WRITING DIFFERENT TYPES OF TEXTS.
  10. 10. SYSTEMATIC EMPHASIS ON PRODUCTION AND STRUCTURE: DAILY 5. WORD WORK. Using dictionaries to guess the meaning. Using adjectives to describe pictures.
  11. 11. SYSTEMATIC EMPHASIS ON READING: PRODUCTION AND STRUCTURE: DAILY 5.
  12. 12. SYSTEMATIC EMPHASIS ON LISTENING: PRODUCTION AND STRUCTURE: DAILY 5. Listening activities. Ready to work with the teacher.
  13. 13. MATHS: STRUCTURED WORK TIME. DAILY STRUCTURED ROUTINE AND TIMETABLE WITHIN THE CLASS PERIOD.
  14. 14. MATHS: STRUCTURED WORK TIME. DAILY STRUCTURED ROUTINE AND TIMETABLE WITHIN THE CLASS PERIOD.
  15. 15. FOSTERING SCIENCE: PROJECTS IN COORDINATION WITH SCIENTISTS RESEARCHING AT MC GILL UNIVERSITY. Inductive learning about the brain. Learning Science through games.
  16. 16. TEACHING AND LEARNING SCIENCE IN FRENCH: PROMOTING THE SCIENTIFIC METHOD. The Scientific Method. My Scientific observations.
  17. 17. TEACHING AND LEARNING SCIENCE IN FRENCH: PROMOTING THE SCIENTIFIC METHOD.
  18. 18. LEARNING FRENCH AS A FOREIGN LANGUAGE: PROMOTING COORDINATION AMONG LANGUAGE TEACHERS, INTEGRATING LANGUAGES. Emphasis on Grammar. The Alphabet.
  19. 19. LEARNING SOCIAL SCIENCE IN FRENCH.
  20. 20. LEARNING ART IN FRENCH WITH A SPECIALIZED TEACHER. Reviewing Norms. Making the Portfolios.
  21. 21. CELEBRATING HALLOWEEN: USING FRENCH IN THE ART LESSON.
  22. 22. PERFORMING THE SCREAM IN THE ART LESSON.
  23. 23. ART PROJECTS INSPIRED BY THE WORKS OF CLAES OLEDENBURG.
  24. 24. ART PROJECTS INSPIRED BY THE WORKS OF CLAES OLEDENBURG.
  25. 25. ART PROJECTS INSPIRED BY THE WORKS OF CLAES OLEDENBURG.
  26. 26. SCHOOL ASSEMBLY FOR GIVING THANKS!
  27. 27. A VERY EMOTIONAL FAREWELL…!!!!!!
  28. 28. PIALE EXPERIENCE DIFFUSION TIME…!!!
  29. 29. APPLICATION«“CROSS CULTURAL COMMUNICATION: USING SYSTEMATIC WRITING TO DESCRIBE SENSORY EXPERIENCES OF PERSONAL AND CULTURAL EVENTS”. What do I hear, see, touch, taste and touch at the school playground…? Brainstorming in the classroom.
  30. 30. APPLICATION«“CROSS CULTURAL COMMUNICATION: USING SYSTEMATIC WRITING TO DESCRIBE SENSORY EXPERIENCES OF PERSONAL AND CULTURAL EVENTS”. Use your senses. What can you hear…???
  31. 31. APPLICATION«“CROSS CULTURAL COMMUNICATION: USING SYSTEMATIC WRITING TO DESCRIBE SENSORY EXPERIENCES OF PERSONAL AND CULTURAL EVENTS”. Sharing ideas. Selecting vocabulary.
  32. 32. WRITING THEIR SENSATIONS AT THE SCHOOL PLAYGROUND AND AT CHRISTMAS DAY…!!!!!!!!!!!!!!!! Sensations at the school playground. Christmas Day sensations and feelings.
  33. 33. LEARNING ABOUT MONTREAL…!!!!!!!! Montreal Skyline. Emotions Sculpture.
  34. 34. THANK YOU TO MRS. SABRINA, MRS. ANGELA AND ALL THE TEACHERS AND STUDENTS OF ST. LAWRENCE SENIOR ACADEMY OF MONTREAL FOR THEIR COLLABORATION…!!!

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