Communicative competence in the classroom

FRAGA – KIRSEHIR COMENIUS REGIO 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


GENERAL EXHIBITION IN THE HIGH SCHOOL


INTRODUCTION

• A common methodology has been used to achieve the objectives of this didactic sequence.

• There are two main questions to be answered before getting started:

1. Which is the FUNCTIONAL objective?

2. Which is the LEARNING objective?


INTRODUCTION

Which is the FUNCTIONAL objective?The Halloween project is viewed as an excuse to encourage the communicative competence.


INTRODUCTION

Which is the LEARNING objective?• High level group

– Oral speech: Halloween traditions in the student’s home country

• Lower level group– Basic vocabulary– Cultural differences and similarities– Written essay

• Special needs group– Basic writing and spelling– Recognise author and characters– Improve pronunciation


SCHEDULE AND TIMING

CLASSROOM TIME

• Higher Level: 7 sessions of 50 minutes

• Lower Level: 3 session of 50 minutes

• Special Needs: 2 session of 50 minutes

HOMEWORK TIME

• Extra time is required outside the classroom to finalise and prepare activities depending on level and personal progress.


GROUPS

• Higher Level: 3rd ESO course + 1st Diversification (15-16 years of age)

• Lower Level: 1st ESO course (12-13 years of age)

• Special Needs: 1st ESO course (12-14 years of age)


MATERIALS AND RESOURCES

• Higher Level: Poster DIN A-3 paper • Lower Level: Original Soundtrack CD • Special Needs: Printed materials

• Common materials & resources– PowerPoint presentation– Cardboard, pens, glue, etc.– Library dictionaries– Internet access from the Library














PEDAGOGICAL SCAFFOLDING

• Step 1: General Identification – Higher Level: Textual Type – Lower Level:

Bram Stoker’s Dracula Original Soundtrack: brainstormingHalloween PowerPoint presentation

– Special Needs: Questions about the Halloween topicHalloween PowerPoint presentation


SAMPLES FROM POWERPOINT



• Step 2: Search and Identification – Higher Level: Previous knowledge, Q&A,

contextualisation, family research… – Lower Level: work in pairs: puzzle, text, email

and spelling activity.– Special Needs: spelling and pronunciation.

Finding new words for animals and disgusting things to make a potion.



• Step 3: Analysis Group Session – Higher Level: common review of written

essays – Lower Level: group correction of common

mistakes and internalisation of the learning process. Agreement on poster theme by group

– Special Needs: sharing vocabulary with the group benefiting from each other’s findings.



• Step 4: Creativity – Higher Level: implementation of written

experience into a visual representation – Lower Level: sharing their experiences with

each other according to their own level. – Special Needs: filling the materials with the

words they have learned during the sessions with the correct spelling.



• Step 5/6: Autocorrection & Sharing with Peers– Higher Level: learning from each other’s mistakes

and being able to speak about Halloween in different locations.

– Lower Level: sharing each group’s materials with the classroom and analysis of each student’s individual effort within the group.

– Special Needs: marking other student’s spelling and reflecting on how much one can learn from other student’s individual work.


Higher Level: Student´s samplesDrafts: Finished Work:






Orals about halloween: Higher level

The teacher


Lower level: Student´s Samples


Special needs: Student´s Samples


CONCLUSIONS

• Motivating students through shared experiences

• Using previous knowledge and sharing with others

• Team work: helping each other, correcting each other and using the experience to correct oneself

• Evaluation criteria: shared with the pupils to make them participate


CONCLUSIONS

• This approach allows each level to work according to their own capacity and limitations

• 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


CONCLUSIONS

• This methodology has allowed the students families involvement in their curricular activities

• This methodology has also allowed us a cross-departmental exchange, especially with the Library.


Bibliography – webgraphy

• Addison Charlotte, Field Pamela, Challenge, Burlington Books, Cyprus,2006.

• El discurso indagador de Olga Esteve.http://www.xtec.cat/~ilopez15/materials/practicareflexiva/eldiscursoindagador.pdf

• http://www.teachitprimary.co.uk


Kirsahir, November 2010

Documents

Communicative competence in the classroom