English Curricular Design

1. DISEÑO CURRICULAR
FOR TnHnanaE 6th. YEAR
ENGLISH
CURRICULAR DESIGN
6 th. YEAR
C
Ana Cecilia Gómez Rial
2014

2. With this course…With this course…
What I know What I want to know What I have learned
. How to plan through
projects
-How to select
appropiate material for different
courses and levels
- How to assess having an holystic
view on student´s performance
-To update new information
(theory and practice) about
teaching/learning activities
- Apply these aspects in the
classroom together with the use
of ICT
- To reflect upon purposes,
aims and consequences of
school assessment and
teacher´s self-assessment
-
The important bond in
teaching, learning, assessing,
self-assessing, reflection and
metacognition

3. Mind Map of the Curricular Design

4. Abilities expected in learners:
• Intelligence
• Attitude
• Fluency
• Lexical access
• Syntactic parsing (word ordering,
subordination, etc. in clauses)
• Background knowledge
• Discourse organisation
A test made without a clear aim is no
good. Purpose and test criterion are the
support basis in the assessment design
C O N S T R U C T SC O N S T R U C T S

5. Cognitive Goals & Metacognition
Bloom´s Taxonomy
LOTS

6. METACOGNITIONMETACOGNITION
Involves thinking about our own thinking, including
knowledge of ourselves, as well as the way of improving one
´s learning.
MMetacognition is promoted by helping pupils to reflect on their
thinking and decision-making processes.
It is developed when pupils are helped
to be strategic in organising their
activities and are encouraged to reflect
before, during and after problem-
solving situations.

7. When we design TASKS
we must consider
• to provide a multiple focus so as
to support language and
learning within a context
• a safe and enriching learning
environment in which language
is used and produced to achieve
a communicative purpose
• reflection as a routine activit y
to wake up student´s awareness
of their progressive learning
• the use of authentic materials
• to place students as active
participants of their learning
process
• to propitiate students´scaffolding
of new knowledge on the based
on existing knowledge, skills,
experience and interests
• to help students develop
metalinguistic awareness and
critical thinking

8. WASHBACKWASHBACK
- The washback impact affects macro and micro social contexts
- Learning & teaching sequence, contents as well as teachers &
students attitudes can be affected
- Three constitutive columns: participants, process and product
Negative Washback Positive Washback
- Less content to be worked with - Clear objetives and results
- Too much time to practise or - Students with higher
work on future exams motivation
- More confiability and transparency
in teacher´s performance
Washback impact will be higher if students see assessment as
a challenge and results as something important

9. T E S T P U R P O S ET E S T P U R P O S E
Teachers haveto askthe
questions:
• What do we t es t
and why?
• What do we hope t o
achi eve?
• How can t he
i mport ant i s s ues be
i dent i f i ed?
• Who s houl d be
i nvol ved?
• What may be t he
ef f ect s of
eval uat i ng?
• How can i nf ormat i on
A test made without a
clear aim is no good.
Purpose and test criterion
are the support basis in
the assessment design

10. A S S E S S M E N
T
AS LEARNING
FOR LEARNING
OF
LEARNING

11. T h i n k i n g S k i l l s
Fisher (2005) distinguished between LOTS (Lower Order
Thinking Skills) and HOTS (Higher Order Thinking Skills). He
found that teachers spend too much time on LOTS by asking
too many closed low-level questions requiring one word
answers, and that there is a need to feed in more HOTS, by
asking more complex questions to encourage learners to find
evidence and justify their answers.
He argues it is better to ask fewer but better questions and
give learners thinking and planning time so that they can
work on providing more insightful and thoughtful responses.

14. Critical Thinking orCritical Thinking or
Thinking Critically…?Thinking Critically…?

15. Thinking activities need to be planned and scaffolded.
Students need to be aware that they are thinking (meta-cognition)
and that different thinking strategies are required for different problems.
http://www.youtube.com/watch?v=o_NxQbyHtag

16. The learning journey never ends

17. FISHER, Robert Thinking Skills - Available at:
http://www.teachingthinking. net /thinking/web%20resources/robert_fisher_thinkingskills.htm
(Retrieved 3-2-12)
SAVILLE, N. Evaluación como efecto Colateral Cambridge University (2008)
Available at:
hhttp://www.colombiaaprende.edu.co/html/mediateca/ 1607/articles-174358_archivo.pdf
(Retrieved 2-28-12)
The Critical Thinking Community - Available at:
http://www.criticalthinking .org/pages/for-students/610 (Retrieved 2-25-
12)
A CLIL Lesson Frame - Available at:
http://www.teachingenglish.org .uk/articles/clil-a-lesson-framework
(Retrieved 3-12-12)
A CLIL Experience Based on The Use of Tasks and Different Genres Types -
Available at:
http://journals.sfu.ca/laclil/index.php/LACLIL/article /download/44/336
(Retrieved 3-21-12)
How Should CLIL Work in Practice? - Available at:
http://www.onestop english .com/support/methodology/teaching-approaches/how-should-clil-work-in-practice/156531.a
(Retrieved 3-28-12)
Content and Language Integrated Learning - Available at:
W e b l i o g r a p h y

18. ontent and Language Integrated Learning - Available at:
http://loc.llas.ac.uk /lob/300/standalone/index.html (Retrieved 3-29-12)
Thinking Skills - Available at:
http://www.brainboxx.co.uk/a3 _aspects/pages/ThinkingSkills.htm
(Retrieved 3-29-12)
Bloom´s Taxonomy - Available at:
http://en.wikipedia.org /wiki /Bloom's_Taxonomy(Retrieved 3-29-12)
Thinking Skills /Logotron Educational Software - Available at:
http://www.r-em.co.uk/logo/?comp=twp&html=thinking_skills.html
(Retrieved 3-31-12)
And the material provided for this course:
COYLE - The CLIL Tool Kit: Transforming Theory into Practice
FLUCHER - Test Purpose (Chap.1)
FLUCHER - Classroom Assessment (Chap.3)
FLUCHER – Washback (Chap.10)
FLUCHER – Construct (Chap.4)
Assessment Task-Building Skills in English
CLIL: Creating a Tool Kit
W e b l i o g r a p h y