Introducción al Diseño Curricular

de 6to año de la Escuela SecundariaÁrea: Inglés

Capacitador: Oscar MarinoAlumna: Agustina Arregui

1st TASK

WHAT I KNOW… WHAT I WANT TO KNOW…

WHAT I LEARNED…

I know there are 2 types of assessment: formative and summative.

I mostly use summative assessment with my students.

I know I should include self-assessment in my practice.

I know I have to evaluate in the same way students work in class.

How to deal with the information collected from evaluation.

What alternative assessment I can include in my practice.

How to evaluate the four skills.

I learned about: Assessment for learning,

of learning, through learning.

Bearing in mind the 4 C’s before planning a teaching sequence.

Considering Bloom’s Taxonomy of Learning Domains when designing activities for a teaching sequence.

Including portfolios as a tool for my students’ assessment.

Bloom’s and Anderson’s Taxonomy of learning Domains

It is important to identify in which stage our students are and design the right activities for them.

Purposes of Assessment Assessment FOR learning

Assessment OF learning

Assessment AS learning

To give teachers information to modify and differentiate teaching and learning activities.

Teachers use the resulting information to determine not only what students know, but also to gain insights into how, when, and whether students apply what they know.

It refers to Summative assessment (it confirms what students know and can do).

It includes strategies designed to confirm what students know.

Students reflect on their own learning.

Metacognition: students monitor their own learning.

2nd TASK: MIND MAP

The CLIL Toolkit: The 4 C’s

CONTENT COMMUNICATION COGNITION CULTURE

I used the 4 C’s in the design of the mind map for the project: “The World of Work”. The CLIL Toolkit is a good “tool” to create and organize a project or a teaching sequence.

Think about this:

CONSTRUCTS The abilities of the learner that we believe underlie their test performance, but which we cannot directly observe.

WASHBACKHow tests influence language teachers and learners to do things that they would not do that promote language learning. Once we know the purpose of the test we have to

identify which are the “constructs” we need to assess.After the test, we need to know the effects (positive or

negative) it produced not only in learners but also in teachers. (Washback)

E-PORTFOLIOS:

I use written tests with my students but they show how students fail again and again. Maybe, this new way of assessing give students the possibility of participate more actively in their learning process.

Are student – centred. Promote active learning and student responsibility. Constitute a showcase of work and reflection. Provide information to students, parents, teachers,

and members of the community about what students have learned.