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Etr pathworks- la tarea escolar como estrategia educativa - meetings 1, 2 and 3

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Is homework worth the hassle? A course for teachers of English (EP & ES)

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Etr pathworks- la tarea escolar como estrategia educativa - meetings 1, 2 and 3

  1. 1. Pathworks: la tarea escolar como estrategia educativa Resolución Dictamen Puntaje 20 hs reloj Proyecto Proyecto 011/16 NC. Destinatarios : Docentes de Inglés de EP, ES y Adultos Dirección de Formación Continua Provincia de Buenos Aires Lic. Stella Maris Saubidet Oyhamburu Regón 5-EP & ES 2017
  2. 2. First meeting
  3. 3. Objetivos para este encuentro Al finalizar el encuentro los docentes participantes podrán: ● definir el constructo “homework” en general y a nivel local ● reflexionar sobre el impacto de los deberes escolares en la materia “inglés” ● diseñar tareas para el hogar según la taxonomía propuesta y pensar en cómo hacer una devolución eficaz
  4. 4. What do you think of the following interview? Do the answers sound familiar to you? https://youtu.be/o7n8gVJ0R8s
  5. 5. What do you think of the following pictures? Do they resemble your students´attitudes?
  6. 6. ● How can you define “homework”? ● Discuss the different reasons why teachers assign homework. ● Can you think of different reasons depending on the school level, i.e. primary or secondary school? ● What types of homework do you usually assign to your students? REFLECTION: In groups or pairs, try to answer these questions….
  7. 7. REFLECTION: In groups or pairs, complete the following spider webs with ideas that you can associate with…. PATHWORK HOMEWORK CONNECTION BETWEEN HOMEWORK AND PATHWORK
  8. 8. http://time.com/4466390/homework-debate-research/?iid=sr- link1 The debate over homework
  9. 9. What do the specialists say about homework? Let´s divide the class into three goups. Group A will read “ the issue” Group B will read “the research” Group C will read “the debate” Now, let´s share the main concept of each section
  10. 10. Some views on homework... "Homework is to school education as water is to duck." "Homework is seen by many teachers and parents as a useful strategy to promote student learning." "Homework is ineffective and should not be used as a teaching and learning strategy." (Homework Its forms and functions revisited, 2010-Dr Eva Dobozy, PhD Senior Lecturer, School of Education ) "Homework type rather than homework quantity may increase academic achievement-"(CCL, 2009, p. 48)
  11. 11. Definitions of homework (Dobozy, 2010)
  12. 12. Benefits of homework In groups read “Benefits of homework” from your handout and discuss the different reasons why teachers assign homework.
  13. 13. A taxonomy of homework
  14. 14. Let´s match these practical examples with the taxonomy according to their type, purpose and nature.
  15. 15. ● Use the ideas in this step and your teaching experience so far to write a working definition of differentiation in homework according to the taxonomy presented. ● Then share this definition via a carrousel activity ● At the end of the carrousel discuss the information collected in each poster.
  16. 16. Self-assessment task 3 facts you learned. 2 questions you have or wonder about. 1 personal connection you can make to the info.
  17. 17. From homework to pathwork Type A - Summarize the key concepts on homework and pathwork. Type B - Check this page for our next meeting http://www.fortheteachers.org/instructional_strategies/ and describe some of the strategies proposed. Type C - Prepare a simple task for your mates from this webpage.
  18. 18. Pathworks: la tarea escolar como estrategia educativa Second meeting
  19. 19. Contenidos Aulas Heterogéneas: diseño de tarea graduadas para el aprendizaje individual y autónomo. Criterios de selección de material para tareas según las competencias de lectura, escritura, escucha y producción oral. Objetivos Al finalizar el encuentro los docentes participantes podrán: ● Diseñar tareas de acuerdo a la heterogeneidad de cada clase ● Seleccionar material para las competencias de la lengua
  20. 20. Let´s check your Type A - Summarize the key concepts on homework/pathwork. Type B - Check this page for our next meeting http://www.fortheteachers.org/instructional_strategies/ and describe some of the strategies proposed. Type C - Prepare a simple task for your mates from this webpage.
  21. 21. Website with a repertoire of instructional strategies with their definition and examples http://www.fortheteachers.org/instructional_strategies
  22. 22. Pathworks: la tarea escolar como estrategia educativa Third meeting
  23. 23. Objetivos para este encuentro: ● Reflexionar sobre las actividades planificadas en los dos primeros encuentros ● Indagar sobre la relación entre los sustentos teóricos sobre diferenciación y las actividades planificadas mediante una evaluación escrita.
  24. 24. Differentiated instruction. With a partner write a brief definition of DI. You can/should/may use “NEED(S), RESPONSE, MINDSET, TEACHER’S, SS’ ” in your definition.
  25. 25. DIFFERENTIATION IS: “a TEACHER’S proactive RESPONSE to LEARNER’S NEEDS shaped by a MINDSET and guided by general principles of differentiation.” (Tomlinson, 2000)
  26. 26. Complete the following PRINCIPLES: assessment/ quality/ supportive/ instruction/classroom ●___________ learning environment ●___________ curriculum ●___________ that informs teaching and learning ●___________ that responds to ss’ variance ●leading and managing the ___________
  27. 27. PRINCIPLES of Differentiation ●supportive learning environment ●quality curriculum ●assessment that informs teaching and learning ●instruction that responds to ss’ variance ●leading and managing the classroom
  28. 28. Teachers can... ● content ● interest ● product differentiate through according to SS’ * * * * * * * readiness process learning profile affect/environment Complete the chart with the items below
  29. 29. Teachers can... differentiate through according to SS’ content process product affect/environment readiness interest learning profile
  30. 30. Let’s read about Tomlinson’s (2000) viewpoint on differentiation of instruction to reinforce the concepts presented in the chart. Now, in groups, look at an overview of differentiation, choose two questions you would like to answer and present them to the whole group. Be creative!!! You can decide on any strategy to share your answers.
  31. 31. Differentiation: An Overview The following questions are on Chapter 1, Differentiation: An Overview‖ in Assessment and Student Success in a Differentiated Classroom by Carol Ann Tomlinson and Tonya R. Moon 1. Look back at the chart and text. In what ways do they align with your understanding of differentiated instruction? To what elements and principles on the flowchart do you most often attend in your practice? Which ones are less likely to be in the forefront of your thinking? 2. To what degree does your experience as a student and as an educator confirm or challenge this statement: "The way in which a student experiences the classroom learning environment profoundly shapes the way in which he or she experiences learning"? 3. What aspects of schools make it easy or natural for teachers to believe that virtually every young person we teach has the capacity to learn what they need to learn in school in order to be successful? What aspects of schools make it easy to believe that some kids are smart and some aren't, and that we should teach accordingly? 4. In what ways do our beliefs about the capacity of our students probably affect our connections with them? In what ways do those beliefs likely affect our effectiveness in creating a real "community of learners" in our classrooms?
  32. 32. 5. If a non-educator were to ask you what your curriculum was, what would you say to give a clear and accurate explanation? 6. This chapter proposes three fundamental attributes of robust curriculum: clarity about what students should know, understand, and be able to do as the result of any segment of learning, an emphasis on student understanding rather than on student reproduction of information, and student engagement with content. Which of those characteristics do you find most natural or easiest to achieve? Why? Which do you find most challenging? Why? What are implications of your answers? 7. It seems entirely logical that teachers would use formative assessment on a daily basis to determine where their students are on- or off-course with important content—and that they would use the information they get from the formative assessments to guide the next day's instructional planning. In reality, that's not a common scenario. What makes it challenging for teachers to work in this way?
  33. 33. 8. What are some adjustments you make in your classroom to address students' varied readiness levels? Their interests? Their approaches to learning? Which adjustments do you find to be most useful in moving learning forward for your students? What else would you like to do in each of those areas of student variance? 9. Three key tenets of effective differentiation are use of flexible grouping, use of respectful tasks, and "teaching up." What do you understand each of those ideas to mean? Why are they central in the philosophy of differentiation? 10. In what ways do a teacher's approach to classroom leadership and management facilitate or impede implementation of the other classroom elements (environment, curriculum, assessment, and instruction) as they are described in Chapter 1?
  34. 34. Planning tasks for homework considering differentiation “TIC-TAC.TOE” strategy: In small groups, choose one of the following tasks and develop them. Design a task for homework based on the same topic. Frame this task in one of the projects or topics students are involved in. Decide on the grade (E.P.) or Year (E.S.) Differentiate the task in two forms considering the taxonomy for homework presented in the previous meeting. Design a task for homework based on the same topic. Frame this task in one of the projects or topics students are involved in. Decide on the grade (E.P.) or Year (E.S.) Differentiate the task in two forms considering the taxonomy for homework presented in the previous meeting. and the aspects for differentiation as presented in the chart below. Design a task for homework to encourage students to engage with new material that will be presented in class shortly (Type B homework in the taxonomy). Decide on the level (primary or secondary school) and grade/year. Think of one your classes and try to divide the students in it in three groups. The criteria for group division are: 1) the readiness students have for English 2) the type of homework you may design and assign to them Considering the three groups, design an assignment (homework) for each group following the taxonomy for homework and integrating the other aspects for differentiated instruction.
  35. 35. Task Please check this page on your phones or computers http://www.fortheteachers.org/instructional_ strategies/ Find an interesting strategy to share with this group via Whatsapp, send a screenshot of the strategy and tell us briefly why you like it.
  36. 36. HOMEWORK PLANNING TEMPLATE SCHOOL LEVEL: ……………………………. GRADE/YEAR: ………………………….. TOPIC / TASK IN PROJECT: HOMEWORK TYPE: PURPOSE: DIFFERENTIATION THROUGH: (content, process, product, affect/learning environment) SKILL INVOLVED (reading, writing, listening, speaking) + literacy INSTRUCTIONAL STRATEGIES: MATERIAL: TASK:
  37. 37. Collaborative (?) Homework?? We are going to work together with colleagues from other 4 regions (Región 17, 5, 10, ... & ...). You’ll have to access this document and conceptualize the most important points: highlight one concept OR write it as a comment. Go to the shared doc: https://goo.gl/aO11s9 You NEEDN’T write everything, just WRITE ONE concept and READ your mates’.
  38. 38. Pathworks: la tarea escolar como estrategia educativa Fourth meeting (virtual mode)
  39. 39. Pathworks: la tarea escolar como estrategia educativa Fifth meeting (sharing, assessment)

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