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COMMUNICATIVE COMPETENCE IN THE CLASSROOM CULTURAL BACKGROUND AND SHARED EXPERIENCES AS A BASIS FOR COMMUNICATION By Susan...
GENERAL EXHIBITION IN THE HIGH SCHOOL FRAGA – KIRSEHIR COMENIUS REGIO
INTRODUCTION <ul><li>A common methodology has been used to  achieve the objectives of this didactic sequence. </li></ul><u...
INTRODUCTION <ul><li>Which is the FUNCTIONAL objective? </li></ul><ul><li>The Halloween project is viewed as an excuse to ...
INTRODUCTION <ul><li>Which is the LEARNING objective? </li></ul><ul><li>High level group </li></ul><ul><ul><li>Oral speech...
SCHEDULE AND TIMING <ul><li>CLASSROOM TIME </li></ul><ul><li>Higher Level : 7 sessions of 50 minutes </li></ul><ul><li>Low...
GROUPS <ul><li>Higher Level : 3 rd  ESO course + 1st Diversification (15-16 years of age)  </li></ul><ul><li>Lower Level :...
MATERIALS AND RESOURCES <ul><li>Higher Level : Poster DIN A-3 paper  </li></ul><ul><li>Lower Level : Original Soundtrack C...
MATERIALS AND RESOURCES FRAGA – KIRSEHIR COMENIUS REGIO
MATERIALS AND RESOURCES FRAGA – KIRSEHIR COMENIUS REGIO
MATERIALS AND RESOURCES FRAGA – KIRSEHIR COMENIUS REGIO
MATERIALS AND RESOURCES FRAGA – KIRSEHIR COMENIUS REGIO
MATERIALS AND RESOURCES FRAGA – KIRSEHIR COMENIUS REGIO
MATERIALS AND RESOURCES FRAGA – KIRSEHIR COMENIUS REGIO
PEDAGOGICAL SCAFFOLDING <ul><li>Step 1: General Identification   </li></ul><ul><ul><li>Higher Level : Textual Type  </li><...
SAMPLES FROM POWERPOINT FRAGA – KIRSEHIR COMENIUS REGIO
PEDAGOGICAL SCAFFOLDING <ul><li>Step 2: Search and Identification   </li></ul><ul><ul><li>Higher Level : Previous knowledg...
PEDAGOGICAL SCAFFOLDING <ul><li>Step 3: Analysis Group Session   </li></ul><ul><ul><li>Higher Level : common review of wri...
PEDAGOGICAL SCAFFOLDING <ul><li>Step 4: Creativity   </li></ul><ul><ul><li>Higher Level : implementation of written experi...
PEDAGOGICAL SCAFFOLDING <ul><li>Step 5/6: Autocorrection & Sharing with Peers </li></ul><ul><ul><li>Higher Level : learnin...
Higher Level: Student´s samples Drafts:  Finished Work: FRAGA – KIRSEHIR COMENIUS REGIO
Higher Level: Student´s samples Drafts:  Finished Work: FRAGA – KIRSEHIR COMENIUS REGIO
Higher Level: Student´s samples Drafts:  Finished Work: FRAGA – KIRSEHIR COMENIUS REGIO
Orals about halloween: Higher level FRAGA – KIRSEHIR COMENIUS REGIO The teacher
Lower level: Student´s Samples FRAGA – KIRSEHIR COMENIUS REGIO
Special needs: Student´s Samples FRAGA – KIRSEHIR COMENIUS REGIO
CONCLUSIONS <ul><li>Motivating students through shared experiences </li></ul><ul><li>Using previous knowledge and sharing ...
CONCLUSIONS <ul><li>This approach allows each level to work according to their own capacity and limitations </li></ul><ul>...
CONCLUSIONS <ul><li>This methodology has allowed the students families involvement in their curricular activities </li></u...
Bibliography – webgraphy <ul><li>Addison Charlotte, Field Pamela, Challenge, Burlington Books, Cyprus,2006. </li></ul><ul>...
<ul><li>Kirsahir, November 2010 </li></ul>FRAGA – KIRSEHIR COMENIUS REGIO
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Communicative competence in the classroom

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Communicative competence in the classroom

  1. 1. COMMUNICATIVE COMPETENCE IN THE CLASSROOM CULTURAL BACKGROUND AND SHARED EXPERIENCES AS A BASIS FOR COMMUNICATION By Susana Siso, Laura Arnedo, Julio Moreno, Paquita Sorolla, Araceli Ruiz Fraga, November 2010 FRAGA – KIRSEHIR COMENIUS REGIO
  2. 2. GENERAL EXHIBITION IN THE HIGH SCHOOL FRAGA – KIRSEHIR COMENIUS REGIO
  3. 3. INTRODUCTION <ul><li>A common methodology has been used to achieve the objectives of this didactic sequence. </li></ul><ul><li>There are two main questions to be answered before getting started: </li></ul><ul><ul><ul><li>Which is the FUNCTIONAL objective? </li></ul></ul></ul><ul><ul><ul><li>Which is the LEARNING objective? </li></ul></ul></ul>FRAGA – KIRSEHIR COMENIUS REGIO
  4. 4. INTRODUCTION <ul><li>Which is the FUNCTIONAL objective? </li></ul><ul><li>The Halloween project is viewed as an excuse to encourage the communicative competence. </li></ul>FRAGA – KIRSEHIR COMENIUS REGIO
  5. 5. INTRODUCTION <ul><li>Which is the LEARNING objective? </li></ul><ul><li>High level group </li></ul><ul><ul><li>Oral speech: Halloween traditions in the student’s home country </li></ul></ul><ul><li>Lower level group </li></ul><ul><ul><li>Basic vocabulary </li></ul></ul><ul><ul><li>Cultural differences and similarities </li></ul></ul><ul><ul><li>Written essay </li></ul></ul><ul><li>Special needs group </li></ul><ul><ul><li>Basic writing and spelling </li></ul></ul><ul><ul><li>Recognise author and characters </li></ul></ul><ul><ul><li>Improve pronunciation </li></ul></ul>FRAGA – KIRSEHIR COMENIUS REGIO
  6. 6. SCHEDULE AND TIMING <ul><li>CLASSROOM TIME </li></ul><ul><li>Higher Level : 7 sessions of 50 minutes </li></ul><ul><li>Lower Level : 3 session of 50 minutes </li></ul><ul><li>Special Needs : 2 session of 50 minutes </li></ul><ul><li>HOMEWORK TIME </li></ul><ul><li>Extra time is required outside the classroom to finalise and prepare activities depending on level and personal progress. </li></ul>FRAGA – KIRSEHIR COMENIUS REGIO
  7. 7. GROUPS <ul><li>Higher Level : 3 rd ESO course + 1st Diversification (15-16 years of age) </li></ul><ul><li>Lower Level : 1st ESO course (12-13 years of age) </li></ul><ul><li>Special Needs : 1st ESO course (12-14 years of age) </li></ul>FRAGA – KIRSEHIR COMENIUS REGIO
  8. 8. MATERIALS AND RESOURCES <ul><li>Higher Level : Poster DIN A-3 paper </li></ul><ul><li>Lower Level : Original Soundtrack CD </li></ul><ul><li>Special Needs : Printed materials </li></ul><ul><li>Common materials & resources </li></ul><ul><ul><li>PowerPoint presentation </li></ul></ul><ul><ul><li>Cardboard, pens, glue, etc. </li></ul></ul><ul><ul><li>Library dictionaries </li></ul></ul><ul><ul><li>Internet access from the Library </li></ul></ul>FRAGA – KIRSEHIR COMENIUS REGIO
  9. 9. MATERIALS AND RESOURCES FRAGA – KIRSEHIR COMENIUS REGIO
  10. 10. MATERIALS AND RESOURCES FRAGA – KIRSEHIR COMENIUS REGIO
  11. 11. MATERIALS AND RESOURCES FRAGA – KIRSEHIR COMENIUS REGIO
  12. 12. MATERIALS AND RESOURCES FRAGA – KIRSEHIR COMENIUS REGIO
  13. 13. MATERIALS AND RESOURCES FRAGA – KIRSEHIR COMENIUS REGIO
  14. 14. MATERIALS AND RESOURCES FRAGA – KIRSEHIR COMENIUS REGIO
  15. 15. PEDAGOGICAL SCAFFOLDING <ul><li>Step 1: General Identification </li></ul><ul><ul><li>Higher Level : Textual Type </li></ul></ul><ul><ul><li>Lower Level : Bram Stoker’s Dracula Original Soundtrack: brainstorming Halloween PowerPoint presentation </li></ul></ul><ul><ul><li>Special Needs : Questions about the Halloween topic Halloween PowerPoint presentation </li></ul></ul>FRAGA – KIRSEHIR COMENIUS REGIO
  16. 16. SAMPLES FROM POWERPOINT FRAGA – KIRSEHIR COMENIUS REGIO
  17. 17. PEDAGOGICAL SCAFFOLDING <ul><li>Step 2: Search and Identification </li></ul><ul><ul><li>Higher Level : Previous knowledge, Q&A, contextualisation, family research… </li></ul></ul><ul><ul><li>Lower Level : work in pairs: puzzle, text, email and spelling activity. </li></ul></ul><ul><ul><li>Special Needs : spelling and pronunciation. Finding new words for animals and disgusting things to make a potion. </li></ul></ul>FRAGA – KIRSEHIR COMENIUS REGIO
  18. 18. PEDAGOGICAL SCAFFOLDING <ul><li>Step 3: Analysis Group Session </li></ul><ul><ul><li>Higher Level : common review of written essays </li></ul></ul><ul><ul><li>Lower Level : group correction of common mistakes and internalisation of the learning process. Agreement on poster theme by group </li></ul></ul><ul><ul><li>Special Needs : sharing vocabulary with the group benefiting from each other’s findings. </li></ul></ul>FRAGA – KIRSEHIR COMENIUS REGIO
  19. 19. PEDAGOGICAL SCAFFOLDING <ul><li>Step 4: Creativity </li></ul><ul><ul><li>Higher Level : implementation of written experience into a visual representation </li></ul></ul><ul><ul><li>Lower Level : sharing their experiences with each other according to their own level. </li></ul></ul><ul><ul><li>Special Needs : filling the materials with the words they have learned during the sessions with the correct spelling. </li></ul></ul>FRAGA – KIRSEHIR COMENIUS REGIO
  20. 20. PEDAGOGICAL SCAFFOLDING <ul><li>Step 5/6: Autocorrection & Sharing with Peers </li></ul><ul><ul><li>Higher Level : learning from each other’s mistakes and being able to speak about Halloween in different locations. </li></ul></ul><ul><ul><li>Lower Level : sharing each group’s materials with the classroom and analysis of each student’s individual effort within the group. </li></ul></ul><ul><ul><li>Special Needs : marking other student’s spelling and reflecting on how much one can learn from other student’s individual work. </li></ul></ul>FRAGA – KIRSEHIR COMENIUS REGIO
  21. 21. Higher Level: Student´s samples Drafts: Finished Work: FRAGA – KIRSEHIR COMENIUS REGIO
  22. 22. Higher Level: Student´s samples Drafts: Finished Work: FRAGA – KIRSEHIR COMENIUS REGIO
  23. 23. Higher Level: Student´s samples Drafts: Finished Work: FRAGA – KIRSEHIR COMENIUS REGIO
  24. 24. Orals about halloween: Higher level FRAGA – KIRSEHIR COMENIUS REGIO The teacher
  25. 25. Lower level: Student´s Samples FRAGA – KIRSEHIR COMENIUS REGIO
  26. 26. Special needs: Student´s Samples FRAGA – KIRSEHIR COMENIUS REGIO
  27. 27. CONCLUSIONS <ul><li>Motivating students through shared experiences </li></ul><ul><li>Using previous knowledge and sharing with others </li></ul><ul><li>Team work: helping each other, correcting each other and using the experience to correct oneself </li></ul><ul><li>Evaluation criteria: shared with the pupils to make them participate </li></ul>FRAGA – KIRSEHIR COMENIUS REGIO
  28. 28. CONCLUSIONS <ul><li>This approach allows each level to work according to their own capacity and limitations </li></ul><ul><li>The use of audio visual materials and team work reaches every type of pupil (auditive type, visual type and kinesthesic type) helping all of them engage with the project </li></ul>FRAGA – KIRSEHIR COMENIUS REGIO
  29. 29. CONCLUSIONS <ul><li>This methodology has allowed the students families involvement in their curricular activities </li></ul><ul><li>This methodology has also allowed us a cross-departmental exchange, especially with the Library. </li></ul>FRAGA – KIRSEHIR COMENIUS REGIO
  30. 30. Bibliography – webgraphy <ul><li>Addison Charlotte, Field Pamela, Challenge, Burlington Books, Cyprus,2006. </li></ul><ul><li>El discurso indagador de Olga Esteve.http:// www.xtec.cat/~ilopez15/materials/practicareflexiva/el discursoindagador .pdf </li></ul><ul><li>http://www.teachitprimary.co.uk </li></ul>FRAGA – KIRSEHIR COMENIUS REGIO
  31. 31. <ul><li>Kirsahir, November 2010 </li></ul>FRAGA – KIRSEHIR COMENIUS REGIO

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