The basics on plenning teaching units

1. Let’s design a teaching unit
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Institut Joan Oró
University of Lleida
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2. Perquè un alumne sigui
competent, caldrà que la
programació no parteixi de
continguts concrets. Caldrà
pensar en situacions reals que
necessiten una resposta.
Susanna Arànega, La programació en el nou
currículum. Rosa Sensat, 2008.
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3. Saber si l’alumnat domina una
competència implica partir de
situacions-problema que
simulen contextos reals.
Zabala A., Arnau L., Cómo aprender y
enseñar competencias, Graó, 2007
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4. Real life situations
News 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
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5. TEACHING UNIT
Real Communicative Text genre
situation needs
Application in Application in
other similar the specific Modelling
communicative communicative and training
contexts need
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6. High Cognitive
Demands
3 4
Low linguistic High linguistic
demands Demands
2 1
Low cognitive
demands
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7. SEQÜENCING LEARNING
This planning is It is worth noticing
SCAFFOLDING
valid to work upon that we cannot
abstract
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
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8. • Related to the topic.
Final • Authentic
Topic
product
Textbook
Students’ • Content
interest What • Language
Important • Skills
dates / events learners
News /
Society / etc
need
Scaffolding
Modelling
Assessment
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