Se ha denunciado esta presentación.
Se está descargando tu SlideShare. ×

Copia de la planificación de proyectos en el enfoque aicle

Anuncio
Anuncio
Anuncio
Anuncio
Anuncio
Anuncio
Anuncio
Anuncio
Anuncio
Anuncio
Anuncio
Anuncio

Eche un vistazo a continuación

1 de 52 Anuncio
Anuncio

Más Contenido Relacionado

Presentaciones para usted (20)

Similares a Copia de la planificación de proyectos en el enfoque aicle (20)

Anuncio

Más de stellams (19)

Más reciente (20)

Anuncio

Copia de la planificación de proyectos en el enfoque aicle

  1. 1. La planificación de proyectos en el enfoque AICLE Stella Maris Saubidet Oyhamburu. ETR- REGIÓN 5 DFC DGCyE MEETING #1 August 2017
  2. 2. Objetivos del curso ❖ comprender y utilizar los lineamientos pedagógicos establecidos en los Diseños Curriculares de Secundaria al planificar y llevar a cabo proyectos áulicos desde el enfoque que prescribe el DC. ❖ reconocer las variables del contexto de enseñanza en el que se desarrolla la actividad docente e identificar cómo afectan al desarrollo de la planificación en la ES en lengua extranjera. ❖ planificar secuencias de trabajo en el aula adecuadas para el contexto de clase, el currículum institucional, la orientación académica de la institución y las prescripciones DC. ❖ relacionar las dimensiones del enfoque CLIL en la planificación de clase. ❖ adoptar criterios de selección de materiales para las clases.
  3. 3. First meeting
  4. 4. Reflection task: Guiding principles and looking at learning ●Decide what you mean by CLIL in your own context/ school/ class. ●Discuss guiding principles for learning. ●Define aims and objectives of CLIL teaching programme.
  5. 5. The many FACES of CLIL (Mehisto, Frigols & Marsh, 2008)
  6. 6. What is CLIL? In a nutshell: CLIL is a DUAL FOCUSED educational approach in which an additional language is used for the learning and teaching of both CONTENT and LANGUAGE.
  7. 7. What comes FIRST??? CONTENT/ language? or LANGUAGE/ content?
  8. 8. According to Doyle (2005), “… it is fundamental to CLIL that the content of the topic, project, theme, syllabus leads the way.” CONTENT
  9. 9. LEARNING OUTCOMES CONTENT TEACHING AIMS & OBJECTIVES
  10. 10. 4Cs ●CONTENT ●COMMUNICATION ●COGNITION ●CULTURE
  11. 11. Creativity divergent production
  12. 12. What is CREATIVITY? “Creativity is not a single unifying ability but […] a composite of intellectual abilities” (Guilford, 1978): ● FLUENCY: producing lots of ideas. ● FLEXIBILITY: producing ideas of various types. ● ELABORATION: building on and embellishing existing ideas. ● ORIGINALITY: producing clever and original ideas.
  13. 13. The 4Cs planning framework ●CONTENT ●COMMUNICATION ●COGNITION ●CULTURE
  14. 14. WHY the 4Cs framework? ●CONTENT: progression in knowledge and skills. ●COMMUNICATION: interaction, language usage to learn. ●COGNITION: engagement in understanding. ●CULTURE: “self” and “other” awareness, identity, citizenship.
  15. 15. CONTENT ●What will I teach? ●What will students learn? ●What are my teaching aims/objectives? ●What are the learning outcomes?
  16. 16. CONTENT & COMMUNICATION ● What language do students need to work with the content? Specialised vocabulary and phrases? ● What kind of talk will they engage in? ● Will I need to check out key grammatical coverage of a particular tense or feature? ● What about the language of tasks and classroom activities?
  17. 17. COGNITION: THINKING SKILLS ●What kind of questions must I ask in order to go beyond ‘display’ questions? ●Which tasks will I develop to encourage higher order thinking- what are the language (communication) as well as the content implications? ●Which thinking skills will we focus on?
  18. 18. Culture ● Culture is not a post script but rather a thread which weaves it way throughout the topic. Think of it as a circle which envelops the topic. It is not enough to justify pluriculturalism by using another language without explicit reference via the other 3Cs to cultural opportunities which would not have existed in a mother tongue setting.
  19. 19. Identify a content you would like to work with and mention three reasons for choosing that topic… Then draw a mind map or graphic organizer to show how the four Cs interconnect in your topic
  20. 20. ●What are the cultural implications of the topic? ●How does the CLIL context allow for ‘value added’? ●What about otherness and self? ●How does this connect with the all Cs?
  21. 21. ●Define the teaching aim(s) (general) and objectives (specific) of your topic. ●Identify the learning outcomes ●What processes did you have to go through to identify these? ●How easy is this to do? What are the issues?
  22. 22. La planificación de proyectos en el enfoque AICLE Meeting # 2
  23. 23. Objetivos del encuentro: ●delinear las partes del PROYECTO ●analizar proyectos. ●diferenciar las tareas. ●planificar siguiendo las (3 As).
  24. 24. Let’s check some points from the first meeting….
  25. 25. Connecting your ideas….
  26. 26. Transform teaching with PBL
  27. 27. 3 As The 3As are used with specific content. ●ANALYSE content for the language OF learning ●ADD to content language FOR learning ●APPLY to content language TRHOUGH learning
  28. 28. Language OF learning
  29. 29. Language FOR learning
  30. 30. Language THROUGH learning
  31. 31. STEPS for PROJECT PLANNING 1.Set the THEME (and TOPICS). 2.Decide on the FINAL product. 3.Set the objectives (general and specific) 4.Choose the TEXTS (written, oral, multimedia, different genres...) 5.Design tasks.
  32. 32. Some ideas….
  33. 33. Some ideas….
  34. 34. Examples of projects….
  35. 35. In groups, let’s analyze the project about animals by having a look at the elements we have mentioned….the 4 Cs, the 3 As, etc… Share your answers with your colleagues….
  36. 36. PARTES de un proyecto. 1. Fundamentación. 2. Objetivos. 3. Expectativas de logro. 4. Contenidos. 5. Material. 6. (Estrategias). 7. (Géneros). 8. Evaluación. 9. Tiempo.
  37. 37. Our project….. What is your topic? Write a Fundamentación for your project….
  38. 38. Bloom’s taxonomy (1950) & Bloom’s revised taxonomy (by Anderson, 2001).
  39. 39. Knowledge Count, Define, Describe, Draw, Find, Identify, Label, List, Match, Name, Quote, Recall, Recite, Sequence, Tell, Write Comprehension Conclude, Demonstrate, Discuss, Explain, Generalize, Identify, Illustrate, Interpret, Paraphrase, Predict, Report, Restate, Review, Summarize, Tell Application Apply, Change, Choose, Compute, Dramatize, Interview, Prepare, Produce, Role-play, Select, Show, Transfer, Use Analysis Analyze, Characterize, Classify, Compare, Contrast, Debate, Deduce, Diagram, Differentiate, Discriminate, Distinguish, Examine, Outline, Relate, Research, Separate, Synthesis Compose, Construct, Create, Design, Develop, Integrate, Invent, Make, Organize, Perform, Plan, Produce, Propose, Rewrite Evaluation Appraise, Argue, Assess, Choose, Conclude, Critic, Decide, Evaluate, Judge, Justify, Predict, Prioritize, Prove, Rank, Rate, Select, HOTS & LOTS
  40. 40. La planificación de proyectos en el enfoque AICLE Meeting # 3
  41. 41. Objetivos del encuentro: ●seleccionar material y crear tareas a partir de una matriz ●armar un proyecto propio
  42. 42. TASKS
  43. 43. Projects
  44. 44. CLIL Matrix
  45. 45. Look at this picture and create three different tasks taking into account linguistic as well as cognitive demands...
  46. 46. Last but not least...ASSESSMENT

×