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PUEBLA
DIDACTIC SEQUENCE: ELEMENTS TO PLAN YOUR LESSONS
Created by: Ivonne Dinhey Garca Fuentes Silvina Olivares Romero Mnica Luna Martnez Janet Ramrez Quiroz
Good teaching cannot be reduced to technique; good teaching comes from the identity and integrity of the teacher - Parker J. Palmer
Education is not preparation for life; education is life itself - John Dewey
INTRODUCTION
The following presentation work has the purpose of helping teachers to create a didactic sequence based on the elements of the National English Program in Basic Education (NEPBE, or PNIEB: Programa Nacional de Ingls en
In order to clarify some doubts that some English teachers might have when creating a didactic sequence, there is a format in which are included all the elements that are part of the planning process with some links that can provide information and samples; so teachers can have a better idea when creating a didactic sequence.
ESCUDO DE LA ESCUELA
PROGRAMA NACIONAL DE INGLS EN EDUCACIN BSICA ESCUELA PRIMARIA EMPERADOR MOCTEZUMA C.C.T._ 21DPR0352M SECUENCIA DIDCTICA PARA EL SEGUNDO GRADO, GRUPO(S) A Y B INGLS
Prctica Social del Lenguaje: Escuchar y decir expresiones cotidianas de saludo, despedida y cortesa Ambiente de aprendizaje: ___________Familiar y comunitario ________________________________ Competencia Especfica: ___Interpretar y producir expresiones de saludo, despedida y cortesa_____ Ciclo:___1___ Unidad: ___1___ Periodo: _______________1 mes__________________________ Producto Final: _______________Reglamento para el aula_________________________________
APRENDIZAJES
ESPERADOS
Asume el papel de receptor y de emisor en expresiones de saludo, despedida y cortesa. Utiliza cdigos verbales y no verbales en intercambios. Detecta semejanzas y diferencias entre palabras. Completa, de forma escrita, palabras en enunciados.
ARTICULACIN
TIEMPO
1 sem.
ESTRATEGIAS DIDCTICAS
Compensation strategy: guessing intelligently: using other clues Cognitive strategy: practicing: repeating Memory strategy: creating mental linkages: placing new word into a context Memory strategy: applying images and sounds: using imagery
RECURSOS DIDCTICOS
Flash-cards Pelota de plstico Papel bond (para elaborar las frases)
Brainstorming Juego de rol Juego de simulacin Baskeball bonanza Eco-reading Shadow-reading Selecting expressions Sentence ellaboration Writng expressions
1 sem.
1 sem.
DESARROLLO Explorar dilogos breves. Reconocer actitudes y cdigos no verbales adoptados por receptores y emisores. Distinguir expresiones de cortesa. Predecir expresiones de cortesa a partir de lenguaje no verbal. Intercambiar expresiones de cortesa. Sealar palabras utilizadas en expresiones de cortesa. Detectar semejanzas y diferencias entre palabras. Repertorio de palabras necesarias para esta prctica social del lenguaje CIERRE Participar en la escritura de un reglamento para usar expresiones de cortesa dentro del aula. Explorar reglamentos breves para distinguir componentes grficos y textuales. Componentes textuales de reglamentos: ttulo, lista de enunciados, nmeros o vietas, tamao y tipo de letra, etctera. Completar, de forma escrita, palabras al escuchar enunciados. Completar enunciados de un reglamento, con expresiones de saludo, despedida y cortesa.
Memory stratey: creating mental linkages: associating]ellaborating Compensation strategy: overcoming limitation in speaking and writing: using mine or gesture
Word banks Pictionary Charades Bingo Sentence ellaboration Revisar escritura de frases y oraciones Decidir el orden de los enunciados en el reglamento a travs de brainstorming
Papel bond para elaborar word banks Imgenes relacionadas con expresiones de saludo, despedida y cortesa para elaborar el pictionary. Papel bond en el que se elaboraron los enunciados para el reglamento. Imgenes para reglamento. el
Rating scale
Pasar en limpio los enunciados. Leer los enunciados en voz alta. Proponer y agregar un ttulo al reglamento. Colocar el reglamento en un lugar visible del aula.
Cognitive strategy: creating structure for input and output: taking notes. Memory reviewing reviewing strategy: well: structure
Review Charades Sentence ellaboration Reescribiendo el producto Retroalimentacin final Presentacin del producto
Papel bond para la reelaboracind el producto Productos previos para la revisin de los contenidos anteriores.
Poster presentation
DOCENTE
must follow an order and an organization. That means that each activity has its own purpose and all of them work together in order to reach a bigger objective (Marin, P. 2011).
Marn, P.(2011). Didactic Sequence. Retrieved January 13, 2012. From http://ecepattymarin-ensep.blogspot.com/2011/06/didactic-sequence.html
12.
SEP-ITESO (2011). NEPBE- Professional Development Workshop Learning Environments and Assessment.
Audio visual aids: Computers, television, CD player, tapes, DVDs, overhead projectors, posters, cartoon strips, costumes, realia, etc.
Didactic Resources are any instruments that help us to achieve any goal; that is, auxiliary material with which the students develop the learning process (Gavilnez, R. 2011).
Information and communication technologies (ICT)"ICT" is used as a general term for all kinds of technologies which enable users to create access and manipulate information.
Gavilnez, Raquel . (2011). Workshop about Didactic Resources. Retrieved January 13, 2012. From http://www.slideshare.net/naragm7/didactic-resources
In these websites you can find material to use in your English classes
http:// www.agendaweb.org http:// www.kids-scienceexperiments.com http:// www.freshforkids.com.au http:// www.nhm.ac.uk/kids-only/fungames/ http://www.enchantedlearning.com/Ho me.html http:// www.enchantedlearning.com/crafts http:// www.salonhogar.com http:// www.literacycenter.net http:// www.starfall.com http:// www.colorincolorado.org http:// www.onestopenglish.com
http:// www.teachingenglish.org.uk/try/ http://kids.nationalgeographic.com/Ani mals/ http://kids.nationalgeographic.com/Ga mes/IggyGames http://kids.nationalgeographic.com/kids /places/find http://kids.yahoo.com/reference/worldfactbook http://www.factmonster.com/ipka/A077 0414.html http://www.guidetoonlineschools.com/li brary/geography-for-students http://en.childrenslibrary.org http://www.woodlandsjunior.kent.sch.uk/interactive/onlinestor y.htm http://www.magickeys.com/books
http://www.sundhagen.com/babboks http://www.funandgames.org/ http://www2.scholastic.com/browse/ho me.jsp http:// www.britishcounsil.org/kidsstories.htm http://www.educationworld.com http:// www.love-poems.me.uk http://www.kids-scienceexperiments.com http://www.nutritionexplorations.org http://nces.ed.gov/nceskids/graphing/cl assic/bar.asp http://www.nga.gov/kids/zone/zone.ht m http://kidshealth.org/kid/ http://kidzone.ws/
http://www.mywonderfulworld.org http://www.creativekidsathome.com http://www.dreamenglish.com http:// www.youteacher.com http:// www.mes-english.com http:// www.abcfrog.com http:// www.english4kids.com http:// www.eslkidslab.com http:// www.bogglesworldesl.com http://math.about.com http://a4esl.org http://ala.org/greatsites
Professional Associations www.tesol.org; http//www.iatefl.org; http//www.mextesol.com Reading/ Digital Library http//www.icdlbooks.org; www.regandlellow.com/series1stories.htm
What is assessment?
According to Kottler and Shepard (2010), assessment is a multifaceted process that involves a variety of functions to determine an individuals characteristics, aptitudes, achievements, and personal qualities. Assessment can be viewed as an integrative process that combines a variety of information into a meaningful pattern reflecting relevant aspects of an individual. It never depends on a single measure, nor does it emphasize one dimension at the expense of another. For an assessment profile to be meaningful and useful, it must provide a means for understanding the individual from as broad and integrative a perspective as possible. Conducting an assessment requires that a wide range of information be gathered to illuminate as many relevant aspects of the person as possible (p. 219-220) .
Kottler, J. & Shepard, D. (2010). Introduction to Counseling: Voices from the Field. Cengage Learning.
Everyone needs information to plan. Doctors need information about patients to plan treatments. Investors need information to help you invest your money. And educators need information about students achievement to help them learn. They need to collect evidence of the students learning. That evidence may focus on individuals or groups of students, and it may come from different sources (Chappuis & Chappuis 2002:17). In conclusion, assessment increases achievement, helps students meet more standards and supports ongoing students growth.
Chappuis, J. & Chappuis, S. (2002). Understanding school assessment: a parent and community guide to help students learn. Assessment Training Institute.
Are tests, portfolios, rubrics and checklists the only sources of assessment?
Fortunately, there exist many different instruments and strategies to support you in the assessment process. Assessment strategies: such as interviews, observations (stories, games, oral presentations, songs, individual work, team work) or products. Assessment instruments: such as checklists, self- assessment instruments, time lines, peer assessment instruments, portfolio assessment, rubrics and tests. However, some authors identify some assessment strategies as assessment instruments and vice versa; the classification depends on each author and context.
SEP-ITESO (2011). NEPBE- Professional Development Workshop Learning Environments and Assessment.
Every assessment instrument or strategy has potential value. Which are best for your particular situation depends primarily on the purpose of your assessment and the learning outcomes you are assessing. Other factors, such as resource availability, culture, and context can also affect your decision.
Do you agree?
Classroom tests
A formal classroom test is one of the many options available if you want to assess your learners progress and achievement. In many institutions, formal tests are highly valued and everyone expects that teachers will use them. Some recommendations when designing classroom tests: Make your test representative rather than exhaustive. Use activities that you use in class. Avoid unfamiliar question formats. Get a colleague to check your question paper. Make your test criterion-referenced. Give detailed feedback, promptly. (Wharton & Race, 1999:108-109)
Wharton, S. & Race, P. (1999). 500 tips for TESOL: teaching English to speakers of other languages. USA: Routledge.
Rubrics
Rubrics provide detailed descriptions of performance at different levels. These criteriabased assessment tools can be used to assess the acquisition and application of knowledge, skills, and professional behaviors.
Sylvia, L. & Barr, J. (2011). Pharmacy education: what matters in learning and teaching. Jones & Bartlett Publishers
Checklists
The most common way of recording the observations of childrens performance is through a checklist on which the teacher simply ticks when a pupil has achieved a goal. They are easily managed and convenient, they limit the amount of information that can be recorded.
SEP-ITESO (2011). NEPBE- Professional Development Workshop Learning Environments and Assessment.
Portfolio assessment
Portfolio assessment provides a purposeful collection of the students work that was gathered over time, thereby offering a longitudinal depiction of the students journey to professional competence. The portfolio should provide evidence of competence relative to specific outcomes (Sylvia & Barr 2011:218). Keep the following points in mind when using portfolios: The portfolio belongs to the student. Encourage students to take pride in their work. Add samples regularly, but not too often. Add a variety of samples documenting various phases of the learning process. Review portfolios frequently. Be sure to include times to look through the portfolios. Note the progress of each student. Be sure to set up times to meet individually with each student. Share with parents. Allow parents to review the portfolio. Allow time for students to write or dictate a reflection about their knowledge and abilities. These reflections will show progression and growth as well (Overend, 2010:220).
Overend, J. (2010) Jumbo book of writing lessons. Teacher Created Resources. Sylvia, L. & Barr, J. (2011). Pharmacy education: what matters in learning and teaching. Jones & Bartlett Publishers
Anecdotal records
Anecdotal records are written accounts of events and behaviors the teacher has observed in the classroom (Airasian, 1997). Teachers daily observations give them a wealth of information regarding their students learning and achievement. For example, Ed does not seem to be paying attention during shared literacy, and Sydney is not using punctuation correctly in her writing. Such daily observations have special evaluative significance in that they allow teachers to assess how students perform in many different situations and at many different times. It allows them to develop a profile of student learning that, in many ways, is more valid than a one-shot test or assessment. These observations should be written down on a daily basis and used as a supplement to support data obtained from other assessments. In some instances, anecdotal records may be the primary means of assessment for determining specific literacy outcomes, such as increasing the frequency and quality of using conversational English for an ELL (Cohen & Cowan, 2007: 380)
Cohen, V. & Cowan, J. (2007). Literacy for children in an information age: teaching, reading, writing and thinking. Canada: Thomson
Running records
The running record is used as the basic guided reading assessment tool. Running records provide a systematic way to observe and monitor individual student reading behavior, by recording and collecting pertinent data and by analyzing these data to make strategic instructional decisions. According to Clay (1993), the running record is more than an assessment instrument used to collect and analyze data; it is integral to teaching, in that it sharpens the teachers observation skills and gives a deeper insight and understanding into the reading process. While the child is reading a familiar text, the teacher records patterns of reading behaviors, stressing how the child uses strategies of self-monitoring, searching for cues, and self-correcting. The teacher also observes and records how the child uses sources of information, which, according to Clays analysis, are related to the three cue systems: graphophonic (grapheme-phoneme), syntax (grammar and sentence structure), and semantic (meaning). The running record is an assessment tool that helps teachers identify how a child is using these sources of information, and that will, ultimately, determine his or her future reading growth (Fountas & Pinnell, 1996). The running record analyzes samples of individual students reading errors during oral reading. The teacher listens to the childs oral reading, keeping a running record of each word read correctly by use of a checkmark, or as Clay calls them, ticks and notes reading errors by use of a symbol or by noting the mistaken word. Coding a running record is done systematically, so that when a students running records are forwarded to the next grade level. Cohen & Cowan, 2007: 380) Cohen, V. & Cowan, J. (2007). Literacy for children in an information age: teaching, reading, writing and thinking. Canada: Thomson
Rating scales
A rating scale rubric resembles a checklist but has one exception. Instead of only one column to check, there are several, and they include a scale from high to low. They allow the teacher to show gradations in the level of performance. To score accurately and effectively using the rating scale, show students examples of previously scored products and the reasons why they received a particular score. This approach helps them to understand the difference between an excellent, good, fair, or poor score. Students may also use this rubric to score peer performances (Canolly, 2010: 76).
Connolly, M. (2010). Skills based health education. USA. Jones & Bartlett learning
In a structured observation guide, the teacher lists the performance criteria required in the performance task, and rather than develop a rating scale, simply leaves room for notes. This tool is subjective and qualitative but it is also direct and valid (Canolly, 2010: 76).
Connolly, M. (2010). Skills based health education. USA. Jones & Bartlett learning
Toy box
Attractive concrete physical objects to motivate children to talk more readily. Questions and commands requiring only comprehension (Is there a truck? Put the rabbit in the truck) move on to questions requiring language production responses (Which is bigger, the boat or the airplane).
McKay, P. (2006) Assessing young language learners. USA: Cambridge University Press.
Poster presentations
Posters serve as a source of information a conversation starter a summary of your work an advertisement of your work Poster presentations are often used to assess student learning from student individual and group research projects.
Hess, George R. 2010. Effective Scientific Posters: Quick Reference (Version 3)
Presentation
15. Presenter's response to questions demonstrated knowledge of subject matter and project. 16. Overall, this was a really good poster presentation.
Written Products
Students are asked to write an original selection. There are many written forms that teachers can use to get students to write. In addition, students may be asked to write about a previous activity such as a field trip or guest speaker. Students may also be asked to create a piece of persuasive writing or a reflection about their learning experience. A rubric, checklist, or other form of scoring guide should accompany this type of assessment.
Best of Bilash. Improving Second Language Education. Olenka Bilash May 2009
K-W-L Charts
Many teachers have success using K-W-L charts (what I
know/what I want to know/what I've learned) to begin and end a unit of study, particularly in social studies and science. Before the unit, this strategy enables teachers to gain an awareness of students' background knowledge and interests. Afterward, it helps teachers assess the content material learned. K-W-L charts can be developed as a class activity or
W Lincoln was important. His face is on a penny. He's dead now. I think Lincoln was a President.
L Why is Lincoln famous? Was he a good President? Why is he on a penny? Did he have a family? How did he die?
Lincoln was President of the U.S. He was the 16th President. There was a war in America when Lincoln was President.
Physical Demonstrations
It is a nonverbal assessment strategy used to express academic concepts without speech, students can point or use other gestures. They can also be asked to perform hands-on tasks or to act out vocabulary, concepts, or events. As a comprehension check in a unit on Native Americans, for example, teachers can ask students to respond with thumbs up, thumbs down, or other nonverbal signs to true or false statements or to indicate whether the teacher has grouped illustrations (of homes, food, environment, clothing, etc.) under the correct tribe name. The teacher can use a checklist to record student responses over time.
Jo-Ellen Tannenbaum. Practical Ideas on Alternative Assessment for ESL Students
Pictorial Products
It is a nonverbal assessment strategy used to elicit
content knowledge without requiring students to speak or write, teachers can ask students to produce and manipulate drawings, dioramas, models, graphs, and
charts. When studying Colonial America, for example, teachers can give students a map of the colonies and labels with the names of the colonies. Students can then attempt to place the labels in the appropriate locations. This labeling activity can be used across the curriculum with diagrams, webs, and illustrations.
Jo-Ellen Tannenbaum. Practical Ideas on Alternative Assessment for ESL Students
Learning logs
A distinction can be made between learning logs and journals. Learning logs usually consist of short, objective entries under specific heading such as problem solving, observations, questions about content, lists of outside readings, homework assignments, or other categories designed to facilitate recordkeeping (Burke 1994). Student responses are typically brief, factual, and impersonal. Fogarty and Bellanca (1987) recommend teachers provide lead-ins or stem statements that encourage students responses that are analytical (breaking something down into its parts), synthetic (putting something together into a whole), and evaluative (forming judgment about the worth of something). Example log stems include the following: One thing I learned yesterday was, One question I still have is, One thing I found interesting was, One application for this is, and I need help with
John Scott. Authentic Assessment Tools. The University of Georgia
Journals
By contrast, journals typically include more extensive information and are usually written in narrative form. They are more subjective and focus more on feelings, reflections, opinions, and personal experiences. Journal entries are more descriptive, more spontaneous, and longer than logs. They are often used to respond to situations, describe events, reflect on personal experiences and feelings, connect what is being learned with past learning, and predict how what is being learned can be used in real life (Burke 1994). As with learning logs, stem statements can be used to help students target responses. Example lead-ins are as follows: My way of thinking about this is, My initial observation is, Upon reflection I
Role play
Role plays are typically very short, seldom more than fifteen minutes. In a role play, two or more students improvise a specific, assigned scenario. These roles may be familiar (for example, introducing a new student to a friend) or beyond their realm of experience (for example, a world war II resistance fighter). The actors receive only a sketchy outline of the scenario. Role plays may be set in the past, present or future. The directive may be no more than a sentence or two. For example, two students in a French class may role play a job interview or order a meal from a menu (Partin, 2009: 225).
Partin, R (2009). The classroom teachers survival guide: practical strategies, management techniques and reproducibles for new and experienced teachers. John and Wiley and Sons.
Pictionary
Put students into two or more teams and then have a student come up to the front and show him or her a flashcard. That student should then draw the flashcard picture on the board. The first student to guess the picture gets a point. It is beneficial to ask students to make full sentences (depending on the grammar point) when guessing the picture.
eslkidsworld.com
Basketball Bonanza
Students will ask questions in a clockwise manner. The
grammar or vocabulary point can be anything. For example: What do you do in the morning? I have my breakfast. The first student to answer the question after the teacher says begin gets to stand up and throw the ball into the basket. They can answer a further question to attain an extra throw of the ball, but if they are wrong they lose both these chances.
eslkidsworld.com
Charades
Divide the class into two (or more) teams. One student from each team comes to the front of the classroom. The teacher whispers a word/sentence or shows a flashcard to the two students and they act it out. The first team to say the correct word gets a point. For example: cat, dog, sheep...
eslkidsworld.com
Vocabulary Bingo
Students randomly write down all the vocabulary
words for a unit or class, one word per box. Read the definition of each word aloud. Students then cover the matching word on the Bingo sheet with a small square of paper, dried bean, or other marker. Once they get a consecutive row, they yell Bingo or another word you chose. Pick a word that relates to the unit the class is studying.
Action Vocabulary
Give a set of partners one word from the unit or class. They are to learn the definition and then come up with a simple charade-type action associated with the word. The action should be a clue to the meaning of the word. Once practiced, students share their word, definition, and action with the class. The class repeats the action. After every two words, go back and review actions and definitions of the previously learned words. The action will help secure the meaning in their minds.
Scavo, M. (2002). Creative classroom ideas.
Echo Reading The teacher reads a sentence and students repeat it, following along with their books.
Caldern, M. & Rowe, L. (2003). Designing and implementing two-way bilingual programs.
Shadow reading
A more fluent reader reads a sentence and the partner repeats it, following along in his or her book. After a few pages, the new reader attempts to read each sentence on his or her own, and the partner helps only when necessary.
Caldern, M. & Rowe, L. (2003). Designing and implementing two-way bilingual programs.
Sentence elaboration
Writing complete and elaborate sentences can be practiced through activities for defining, identifying negative and positive examples, using webbing words and phrases to develop meaningful correct sentences.
Caldern, M. & Rowe, L. (2003). Designing and implementing two-way bilingual programs.
Word Banks
Words generated from the prior activity can be written on color-coded cards to represent the different groups. These cards can also become the word bank of the student. The cards can be used for peer-learning activities in which students drill each other for meaning, concept mastery, or spelling. These cards can also be kept in envelopes or in a key-ring binder, or they can be hung on strings from the ceiling for easy consultation during writing activities.
Caldern, M. & Rowe, L. (2003). Designing and implementing two-way bilingual programs.
repertoire.
Caldern, M. & Rowe, L. (2003). Designing and implementing two-way bilingual programs.
Didactic strategies
Teaching strategies
Didactic strategies
Learning strategies
SEP-ITESO (2011). NEPBE- Professional Development Workshop Learning Environments and Assessment.
Teaching strategies
Teaching strategies In this section are presented some of the teaching strategies that teachers can use to facilitate meaningful learning in their students.
SEP-ITESO (2011). NEPBE- Professional Development Workshop Learning Environments and Assessment.
Summaries Synthesis and abstraction of the relevant information from oral to written discourse. They emphasize key concepts, principles and the central argument.
SEP-ITESO (2011). NEPBE- Professional Development Workshop Learning Environments and Assessment.
Prior organizers
Introductory and contextual information. They build a cognitive bridge between new and previous information.
SEP-ITESO (2011). NEPBE- Professional Development Workshop Learning Environments and Assessment.
Illustrations Visual representations of objects or situations concerning a specific theory or topic (photographs, drawings, dramatizations, etc.)
SEP-ITESO (2011). NEPBE- Professional Development Workshop Learning Environments and Assessment.
Graphic organizers
SEP-ITESO (2011). NEPBE- Professional Development Workshop Learning Environments and Assessment.
Analogies
Propositions that indicate that one thing or event (concrete and familiar) is similar to another (unknown and abstract or complex)
SEP-ITESO (2011). NEPBE- Professional Development Workshop Learning Environments and Assessment.
Embedded questions Questions inserted in the teaching situation or in a text. They maintain attention and promote the practice, retention and gathering of relevant information.
SEP-ITESO (2011). NEPBE- Professional Development Workshop Learning Environments and Assessment.
Highlighting Marks inserted in a text or teaching situation to emphasize or organize relevant information within the learning content.
SEP-ITESO (2011). NEPBE- Professional Development Workshop Learning Environments and Assessment.
Concept maps and webs Graphic representations of knowledge frameworks (indicating concepts, propositions and explanations).
SEP-ITESO (2011). NEPBE- Professional Development Workshop Learning Environments and Assessment.
Textual organizers
SEP-ITESO (2011). NEPBE- Professional Development Workshop Learning Environments and Assessment.
Didactic strategies
Didactic strategies
Didactic strategies are steps taken by teachers to promote the development of learning strategies that lead the effective learning by students. In your NEPBE didactic sequence you can use teaching and learning strategies combined.
SEP-ITESO (2011). NEPBE- Professional Development Workshop Learning Environments and Assessment.
Learning strategies
Learning Strategies
Learning strategies are steps taken by students to enhace their own learning. Strategies are especially important for language learning because they are tools for active, self-directed involvement, which is essential for developing communicative competence. Appropriate language learning strategies result in improved proficiency and greater self-confidence (Oxford, 2005:1).
Learning strategies are operations employed by the learner to aid the acquisition, storage, retrieval, and use of information. This definition, while helpful, does not fully convey the excitement or richness of learning strategies. It is useful to expand this definition by saying that learning strategies are specific actions taken by the learner to make learning easier, faster, more enjoyable, more selfdirected, more effective, and more transferrable to new situations (Oxford, 2005: 8).
Oxford, R. (2005). Language learning strategies: what every teacher should know. Heinle & Heinle.
9.
10. Can be taught. 11. Are flexible. 12. Are influenced by a variety of factors.
Oxford, R. (2005). Language learning strategies: what every teacher should know. Heinle & Heinle.
Indirect Strategies
MetacognitiveStrategies
Oxford, R. (2005). Language learning strategies: what every teacher should know. Heinle & Heinle.
A. Practicing B. Receiving and sending messages C. Analysing and reasoning D. Creating structure for input and output
A. Guessing intelligently
I. Memory strategies
D. Employing action
Oxford, Rebecca L. (1990).Language learning strategies: what every teacher should know. USA: Heinle & Heinle Publishers
1. Grouping
2. Association/ elaborating
1. Using imagery
2. Semantic mapping
3. Using keywords
C. Reviewing well
1. Structured reviewing
1. Grouping
2. Associating/elaborating Relating new information to concepts already in memory. E.g. Association can be between two things, such as monkey and banana.
3. Placing New Words into a Context Placing a phrase or a word in a meaningful sentence, conversation, or story , in order to remember it.
Classifying language material into meaningful units. E.g., Type of words (nouns, verbs), topic (the farm, fruit), opposition (cold/hot), and so on.
Oxford, Rebecca L. (1990).Language learning strategies: what every teacher should know. USA: Heinle & Heinle Publishers
It can be used to remember abstract words by linking such words with a visual symbol or a picture.
To remember something abstract, such as a name, associating it with a picture of something concrete that sounds like the new word.
Oxford, Rebecca L. (1990).Language learning strategies: what every teacher should know. USA: Heinle & Heinle Publishers
2. Semantic Mapping
1.Using imagery
C. Reviewing Well
1. Structured Reviewing Looking at new language information once is not enough; it must be reviewed in order to be remembered.
A day later
Oxford, Rebecca L. (1990).Language learning strategies: what every teacher should know. USA: Heinle & Heinle Publishers
D. Employing action
1. Using Physical Response or Sensation
Relating a new expression to a meaningful movement or action. For instance, going to the door.
Oxford, Rebecca L. (1990).Language learning strategies: what every teacher should know. USA: Heinle & Heinle Publishers
A. Guessing intelligently
Compensation strategies
B. Overcomming limitations in speaking and writing Language learners can GO far with compensation strategies
5.- Selecting the topic 6.- Adjusting or approximating the message 7.- Coining words
8.- Using a circumlocution or synonym
Oxford, Rebeca L. (2009), Language learning strategies, Boston: Heinle Publishers. (p. 47-49)
A. Guessing intelligently
Seeking and using language-based clues in order to guess the meaning of what is heard or read in the target language, in the absence of complete knowledge of vocabulary, grammar, or other language target elements.
Nonlanguage clues may come from a wide variety of sources: knowledge of context, situation, text structure, personal relationships, topic, or general world knowledge.
Examples
COGNITIVE STRATEGIES
Cognitive theory
A cognitive theory of learning sees second language acquisition as a conscious and reasoned thinking process, involving the deliberate use of learning strategies. Learning strategies are special ways of processing information that enhance comprehension, learning or retention of information. This explanation of language learning contrasts strongly with the behaviorist account of language learning, which sees language learning as an unconscious, automatic process.
Example This view leads to a classroom focus on using learning strategies that have been observed in successful language learners and to a view of the learner as an 'information-processor', with limitations as to how much new information can be retained, and who needs strategies to be able to transfer information into memory.
Oxfoord, Rebecca L. (1990). Language learning strategies: What every teacher should know. USA: Heinle & Heinle Publishers
Repeating Formally practicing with sounds and writting system Recognizing and using formulas and patterns
Practicing
Recombining
Practicing naturalistically
Oxfoord, Rebecca L. (1990). Language learning strategies: What every teacher should know. USA: Heinle & Heinle Publishers
Highlighting
Repeating
Saying or doing, listening to something several times; rehearsing, imitating a native speaker.
Practicing sounds in a variety of ways: The student create their own phonetic spelling : through = thru . Listening audios Practicing the new writing system of the target language : copying letters, words.
A. Practicing
Being aware and using routine formulas such as Hello, how are you? Its time to_________.
Recombining
Combining new elements in new ways to produce a longer sequence. Linking one phrase with another in a whole sentence.
Practicing naturalistically
Practicing the new language in natural realistic settings. Participating in a conversation, reading a book or article, listening to a lecture or writing a letter. Movies, audio, role-plays etc
Oxford, Rebecca L. (1990). Language learning strategies: What every teacher should know. USA: Heinle & Heinle Publishers
Using the idea quickly to determine the main ideas or scanning to find specific details of interest .
Using resources for receiving and sending messages (involves using a variety of resources for understanding or producing meaning)
Reasoning deductively
Using general rules and applying them to new language situations. Grammatical structures, tenses, etc.
Determining the meaning of a new expression by breaking it into parts. Analyzing Expressions C. Analyzing and reasoning These strategies concern logical analysis and reasoning as applied to various target language skills. Ss can use these to understand the meaning of a new expression or to create a new expression.
Comparing elements of the new language with elements of ones own language to determine similarities and differences. Mango=mango Actually= act Excited= emocionado
Converting a target language expression into the native language at various levels: words, phrases, whole texts. Converting the native language into target language. You use one language as the basis for understanding or producing another. Translating
Directly applying knowledge of words, concepts or structures from one language to another in order to understand or produce an expression in the new language. Weekend in English and weekend in French is the same. Bon weekend.
Transferring
Taking notes:
Writing down the main idea or specific points. Raw notes or a more systematic form of note taking such as shopping list format, semantic map, etc.
D. Creating structure for input and output These strategies are ways to create structure, necessary for both comprehension and production.
Summarizing
Highlighting:
Oxford, Rebecca L. (1990). Language learning strategies: What every teacher should know. USA: Heinle & Heinle Publishers
Definition
Social practices of the language are patterns or ways of interaction, which, in addition to the production and interpretation of spoken and written texts, include several activities linked to them. Each practice has a specific communicative purpose and a history linked to a particular cultural situation.
Content distribution
Each cycle includes ten social practices of the language distributed along five units that correspond to the five two-month periods of the school year but each social practice has a different specific competency. See figure 1
Specific competencies
5th grade Familiar and communicative environment
Identify and interpret transaction-related expressions in Comprehend and produce expressions about the classified ads purchasing of basic need items
6th grade
2.- Listen to, read, and record information from Identify and comprehend the topic and general idea of Identify and comprehend the main idea on news reports diverse media news in audio format of interest to the community 3.4.Read and write notes and letters Follow and give directions to go to places Interpret and write notes about everyday life Comprehend and respond to invitations through letters
Comprehend and ask for directions to walk from one Follow and give directions for commuting using public place to another transport
Participate in language games with Identify and practice specific sounds in language games expressive and aesthetic purposes
7.- Read and compare aspects of Mexico and Read a short travel story (travelogues) in order to Interpret historical chronicles to compare cultural English-speaking countries discover aspects of nature and cultural expressions aspects of Mexico and English-speaking countries particular to English-speaking countries
9.10.-
Read and record information to solve a Identify and classify information from an illustrated Check and select information in order ti solve a problem problem guide to solve a specific problem of interest to students Read and record information to design Record information about a topic to design a Record information to make a report on activities questionnaires and reports. questionnaire related to a job or occupation
Figure 1. As you can see the 10 Social Practices of the Language are the same for 5th and 6th grade, but the specific competencies vary in each school grade. It is the same in the 3 cycles.
Purpose
through the use of competencies that involve the production and interpretation of various spoken and written texts of familiar, literary, and academic nature, students will be able to satisfy basic communication needs in different everyday, familiar, and known situations.
Content organization
The social practices of the language and specific competencies with the language have been distributed and organized in three ample social learning environments: Familiar and community, Literary and ludic, and Academic and educational. See figure 1
Syllabus 2010, Cycle 3 5th and 6th Elementary school , Phase of expansion (p. 17, 27 35)
Purpose
The purpose of the social learning environments established in the NEPBE is to preserve the social functions of the specific competencies carried out with the language, so that they become meaningful to students and can participate actively in reading and writing activities as well in oral exchanges.
Unit
each cycle includes ten social practices of the language distributed along five units that correspond to the five two-month periods of the school year, units include a social practice of the language and a specific competency with the language for each social learning environment, from which the contents and the actions to create a product derive. See figure 2
Figure 2
1 month
1 Unit
2 Social Practice of the Language
1 month
1 month
2 Unit
2 Social Practice of the Language 1 Social Practice of the Language 2 Social Practice of the Language 1 Social Practice of the Language 2 Social Practice of the Language 1 Social Practice of the Language 2 Social Practice of the Language
1 month
School grade
3 Unit
Specific competencies
Specific competencies Specific competencies Specific competencies Specific competencies Specific competencies
1 month
1 month
1 month
4 Unit
1 month
1 month
5 Unit
1 month
Why in cycles?
Their design is organized by cycles and not by school grades, which guarantees continuity and articulation in the different grades and levels in Basic Education. Thus, the program for Cycle 1 comprises 3rd grade of Preschool, and 1st and 2nd grades of Elementary school; Cycle 2 includes 3rd and 4th grades of Elementary school; Cycle 3, 5th and 6th grades, while Cycle 4 includes 1st, 2nd and 3rd grades of Secondary school.
Cycle 2
The purpose is for students to acquire the necessary knowledge to understand and use English in order to recognize, understand, and use common expressions through the development of specific competencies particular to social practices of the language related to the production and interpretation of oral and written texts, pertaining to the Familiar and Community, Literary and Ludic, and Academic and Educational environments.
Cycle 3
The purpose is for students to develop specific competencies particular to social practices of the language that enable them, through the interaction with oral and written texts, to understand and use English to carry out simple, everyday communicative activities about Familiar and Community, Literary and Ludic, and Academic and Educational environments.
Period
They are open and flexible, since they offer guided sequences of contents that enable the teacher to carry out the adaptations demanded by specific scenarios of the complex Mexican educational system reality: There are 5 units in each grade. Each unit has 2 social practices or 2 products to develop (See figure 2). Taking into account this information you are suggested by the NEPBE to cover each social practice (or product) in one month. This means that you can cover the 5 units along the school year (10 months). But, there are several situations that delay this goal, thus you are the only one that DECIDE the time you are going to devote to each social practice. To decide this you need to take into account several things like, the complexity of the product to develop, the number of students in the group, the distribution of your classes (3 sessions, 2 sessions or 5 sessions) (See figure 3) and so on. Remember that the curricular content is designed in a very FLEXIBLE way that you can adapt it to your needs and mainly to your students needs. Then, you mention in this part the weeks or the month you consider to spend in the social practice. NEPBE-Curricular foundations- Preschool-Elementary School- Secondary School (p.12)
Teacher covers a total of 2.5 weeky per group. The teacher can divide the time into sessions as it is indicated below:
2 sessions
3 sessions
5 sesisions
109
The time you spend on each stage depends on: -The purposes and characteristics of the articulation you are working with. -Your students needs and characteristics.
Product
It depends on the difficulty of the Social practice and the proficiency level of the Ss, among others.
Formative and Academic environment are usually more complex.
F.Y.I : Your final product, doesnt necessary have to be the one suggested in the Syllabus. You can substitute for something similar as long as your specific competency is covered. Example:
ETAPAS DEL PRODUCTO
- Choose a classmate and decide how many sentences the dialogue will contain. - Decide on the turns of intervention.
Inicio
- Write on the cards the sentences in the order that corresponds to each turn. - Check that the writing of sentences is complete and complies with spelling conventions.
Desarrollo
-Practice the dialogue by reading the sentences aloud. -Exchange cards with other pairs to find out other classmates expectations and practice the pronunciation and intonation of expressions in a dialogue.
Cierre
NEPBE-Syllabus 2010
What is articulation?
The curriculum contents (doing with, knowing about, and being through the language) are displayed in the central column of the charts. The contents of doing with the language are in bold, since it is the teacher who determines, depending on the students needs and characteristics, which ones to use, to what extent and in what order to plan their teaching and learning. In order to help teachers in the type of actions and knowledge expected to be covered with these contents, some of them are further explained and are signaled by a bullet to distinguish them, and are ruled by the same principle of the curricular contents: it is not expected that all actions and knowledge included are carried out, or that the proposed order or time established is followed, or covered in depth. In the case of contents of knowing about and being through the language, it is necessary to emphasize that the list is neither restrictive (different contents can be approached), nor exhaustive (since their treatment follows similar guidelines to the doing with contents). In your NEPBE plan you select the necessary contents of the syllabus (the three knowings) to develop each stage. Syllabus 2010, Cycle 3 5th and 6th Elementary school , Phase of expansion. (P. 35)
Learning TO DO..
Learning TO KNOW..
Learning TO BE..
It is necessary to articulate the curricular contents shown in the central column of the syllabus.
ARTICULACIN
(SABER,
INICIO
DESARROLLO
NEPBE - Professional Development Workshop, Didactic Strategies and Class Planning SEP, ITESO
NEPBE Curricular Foundations pgs. 26-30: taken from 11 ideas clave. Como aprender y ensear competencias, Grao, 2008, p.124
Achievements
Contents are of basic nature and two main references define them: the social practices of the language and specific activities with the language. This allows them to give contents a different treatment according to the learning progress of the students and the needs of communicative situations demand to tackle such contents. The relationship between the contents and their transversal reading is guaranteed.
[] every education project entails an intention, which sets its results for a future application and, therefore, is essential. To educate does not have an immediate intention, its purpose is to
NEPBE-Curricular foundations- Preschool-Elementary School- Secondary School .
Achievements
APRENDIZAJES ESPERADOS
Curricular achievements indicate progress made by students; they express the expected competency level of development, and they provide a synthetic description of the knowledge, skills, attitudes, and values students can achieve after having studied one or more content units in a subjects curriculum.
Syllabus 2010, Cycle 3 5th and 6th Elementary school , Phase of expansion