ANOTHER ONE BOOK TO PNIEB

National English Program in Basic EducationNational English Program in Basic Education












Editorial Director: ElsaPatriciaJiménezFlores

Compiled by: Dr.ElaineGallagher

Consulting Reviewer: GracielaValdezGonzález

Graphic Design and Illustrations: Lic.CarlosMendozaAlemán

Your comments and suggestions are very important in providing all teacherswith the best quality in educational guidance. Please send all comments andsuggestionsto: SecretaríadeEducación CoordinaciónEstataldeInglés Blvd.FranciscoCossyAv.Magisterios/n C.P.25000Saltillo,Coah.México

CopyrightFirstEdition2012.Saltillo,Coahuila.México.

c SEDU









1. INTRODUCTIONWhyBeBilingual?TheEffectsofGlobalizationonEducationWhyHaveaNationalPlan?HowDoestheNEPBEaffectYou?

2. BACKGROUND OF THE NEPBECEFR:CommonEuropeanFrameworkReferenceofLanguageLearningCLIL:ContentandLanguageIntegratedLearningTheNaturalApproach:Krashen

3. FUNDAMENTAL ECLECTIC ASPECTS OF THE NEPBESocial/Cultural:VygotskyHigherOrder,CriticalThinking:BloomMultipleIntelligences:GardnerEmotionalIntelligence:GolemanFourPillarsofEducationandCompetencies:UNESCOMindMappingandUseofGraphicOrganizers:Buzan

4. TECHNIQUES THAT SUPPORT NEPBE:TheLearningProcessandScaffoldingLearningandTeachingStylesWhatMakesaGreatCLILTeacher?SampleActivities

5. PLANNINGLong-term/Short-termTimeblocksCyclesCENNIPlanningwiththeGoalsinMind

TABLE OF CONTENTS

1

3

6

21

57

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6. ASSESSMENTSOn-going,Informal,AnecdotalFormativeSummativeToolstoAssess:Rubrics,Checklists,Portfolios(Samples)Self-Assessment(Samples)TeamProjects(Samples)

7. FINAL ANALYSIS and YOUR ROLE IN THE NEPBEOn-goingTeacherImprovementMeansOn-goingStudentImprovement

8. TEACHER RESOURCESBasicsaProfessionalEducatorShouldKnowProfessionalGlossaryAnnotatedBibliography

TABLE OF CONTENTS

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National English Program in Basic EducationNational English Program in Basic EducationPART 1: IntroductionWhy Be Bilingual?Beingbilingualusedtobeforsomehighly-motivatedimmigrantstovariouscountries....or for people who needed a second or third language for a job.....or for people incountries,suchasSwitzerland,whohavenospecificlanguageintheircountry,sotheyneedtolearnFrench,Italian,andGerman.

The Effects of Globalization on EducationNow,inthe21stCentury,withinternationalworldtravelcommonforworkandpleasure,withglobalizationmakingout-sourcingworktoothercountries,andwithEnglishbecomingmore and more, the lengua franca of the world of science, computers, businesses,medicine,music, films,andbest-sellingnovels,bilingualism isessential foreconomic,professional,andsocialsuccess. Thefollowingdiagramshowstheeffectsofglobalizationoneducation.Itisfullyexplainedinthisbook,showingthebasefortheNEPBE:NationalEnglishPrograminBasicEducation.

Success with bilingualism and CLIL Are you in the 21st century?

Globalization

bilinGualism Common EuropEan FramEwork

How tEaCHErs nEEd to bE CHanGEd

usE oF multiplE intElliGEnCEs

bloom´s taxonomy

CritiCal tHinkinG

oral FluEnCy

CLIL PISA

As youcan see from thechartabove,GLOBALIZATIONhas led to thenecessityofBILINGUALISM.

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National English Program in Basic EducationNational English Program in Basic EducationWithout clear designations of language levels, teachers, world-wide, were left to useexams, tests, or vague estimates to decide student and text levels. “Beginning”, or“Intermediate”,or“Advanced”weretermsusedtoorganizetextsorclasslevels.

Jobvacanciesaskedfor“80%English”,or“75%French”,or“100%Spanish”.Whatdidthosearbitrarypercentagesmean?Did theymean that someoneunderstood80%ofanEnglishdictionary?Or that theyunderstood80%ofamovie?Obviously,thepercentagesmadenomoresensethan“AdvancedEnglish”.

Why Have a National Plan?ThreegoalsareinmindwiththeNationalPlan:1.ToestablishaprogramofstudiesinEnglish

2.Todefineandofferprogramsandtextswhicharecongruenttothephilosophyandobjectivesofsecondlanguageacquisition

3.TocontractanddevelopmanymoreEnglishteachers

TeachingEnglishinourschoolsinMexicoisnotnew.PrivateschoolsfortwogenerationshaveincludedEnglishinthecurricula.InourMexicanpublicschools,twenty-onestateshavebeenofferingEnglishinthepublicschools,someofthemformorethan15years.

ThestateofCoahuila,forexample,beganitsEnglishprogramasaprojectin100primaryschools, in theschoolyear1995-96withapproximately59English teachers.Currently,theEnglishprogram isanofficialprogram,notaproject.Coahuilahasexpanded itsprogramtoincludepre-schoolandsecondarylevels.

SinceitsinceptioninCoahuila,theEnglishprogramhasbeenunderthedirectionofastateEnglishCoordinator,withadedicatedstaffofhighlyexperiencededucators,supportingEnglish teacherswithmaterials, staffdevelopment,andworld-class informationaboutCEFR,CLIL,andleadingphilosophiesandtheoriesonlanguageacquisition,inorderthatteachersarewell-preparedintheclassroom.In2010,CoahuilaachievedfirstplaceintheentireRepublicofMexico,inafederalSEPEnglishevaluation,giveninall21statesthatofferaStateEnglishPrograminthepublicschools. Theevaluationwasorganized for students from3rdofpreschool through6thgradeofprimary.

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National English Program in Basic EducationNational English Program in Basic EducationAsmoreandmorestateshaveinitiatedEnglishprograms,eachstatewithitsowndistinctfocus, theneedforaunifiedprogram,at thenational levelwas imperative; thuswasborntheNEPBE:TheNationalEnglishPrograminBasicEducation.

How does the NEPBE affect you?ThefocusoftheNEPBE,sinceitsapprovalbytheCongressofMexicoin2008isbasedmuchmoreontheCEFRstandardsandonCLILphilosophythanonmethodsorphilosophiespreviouslyemphasizedintraditionallanguagestudies.

istheemphasisongrammar.aretranslationsfromL1toL2andthereverse.isemphasisonmemorization.isthefocusonerrorsandmistakes.aretheendlesslists,copying,andwritingpatterns.

The emphasis in the NEPBE is the social interaction among the students, practicingorallythesocialandtheculturalaspectsofthelanguagetobetaught...inthisinstance,English.StrongemphasisintheNEPBEisgiventoVygotsky’ssocial/culturalimpactonlanguageacquisition.Laterinthisbook,wewilllookatVygotsky’sresearchsoyou’llbeabletoseetheconnectionbetweenhistheoriesandtheexpectationsoftheNEPBE.TherearethreeareasofconcentrationintheNEPBE,whicharecloselyrelatedtoUNESCO’sFourPillarsofEducation,whichwewillseeinSectionThree:

1.Understandingwhatdoingwiththelanguagehowtouseit,whentouseit,

2.Understandingaboutthelanguage,knowinghowitisstructured,howtoexpresswell,

3.Understandingaboutbeingwiththelanguage,knowingandusingthecultural-socialaspects.

These three understandings will guide teachers to focus more on the social-culturalaspects of language teaching, resulting in oral fluency as the base of evidence oflanguageacquisition.ThesethreeareasarecloselyrelatedtotheFourPillarsofEducationasdevelopedbyUNESCO,andthebaseofusingcompetenciesinourschool,whichwewillseeinSectionThree.

GONE

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National English Program in Basic EducationNational English Program in Basic EducationPART 2 Background of the NEPBE

CEFR: Common European Framework Reference of Language LearningInthelate1980’s,morethantwentyEuropeancountriesbegantoresearchanddocumentwhatskillsandabilitiesneededtobeexhibitedtodemonstratelanguageknowledge,inreading, writing, speaking, and listening, under various situations: social, professional,familyandacademic,etc.

Aftermuchwork, in 1991, in Switzerland, theconsortiumof languageeducatorsandlinguistic specialists, presented their findings and recommendations in a 265 pagedocument, named, “Common European Framework of Reference for Languages:Learning,Teaching,Assessment”.

What they succeeded to do was to specifically list observable actions, which wouldexhibitlanguageabilityunderavarietyofcircumstances,andatvariouslevels.Theydividedlanguageabilities,foranylanguage,intosixclassifications: A-1,A-2,B-1,B-2,C-1,C-2,

withA-1beingthebasiclevel,andC-2themostproficientlevel.

SeethefollowingthreechartstoobtainaclearerpictureoftheCEFR.Youcanseethatthesixlevelsareclearlydivided.

NoticethatfirstgradeofprimaryisnotusuallyconsideredtobeattheA-1levelbecausemostyoungchildrendonothavethesmoothnessorfluencythatA-1wouldexhibit.

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Chart 2: A summary of the six levels of the CEFR

Basic survivial level vocabulary

Basic daily work use of language

Intermediate reading, writing fluently.Some errors

High level+ four skills, more fluent speaking

Advanced level, very few errors, high vocabulary

Proficient user of the language

A1 A2 B1 B2 C1 C2

NOVICE BASIC AVERAGE HIGHAVERAGE

VERYHIGH

NATIVE-LIKE SPEAKER

LanguagelevelsbeganwithCEF,andnowarespreadingworldwide.Thereare6levelsofabilityinanylanguage:A1-C2

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CEFR = Common European Framework Reference

2

3, 4

5, 6

7, 8, 9

10,11

12

A1

A2

B1

B2

C1

C2

Basic English User

Basic +

Independent

Independent+

Advanced

Proficient

LEVELS CEF

Chart 1: Levels Based on the CEFR









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C2Proficient

User

C1Competent

User

B2Independent

User

B1Independent

User

A2Basic

A1 BasicUser

III. COMMON EUROPEAN FRAMEWORK:STANDARDS FOR LANGUAGES

A GENERAL DESCRIPTION OF LANGUAGE STANDARDS

All of the qualifiers listed in the levels below, PLUS: Can understand practically everything, reading, writing , listening, and speaking, almost as a native speaker. Can express spontaneously, with great fluency, and can present with a great degree of precision, with an ample vocabulary, in a very coherent manner.

Is able to use the language in a fluent and flexible form. Can produce clear writing and speaking. Is able to use the language in social, academic, and professional situations. The language use is well-structured, fluid, and spontaneous. Uses the mechanics of a language withprecision and fluency.

Can understand the principal ideas of texts, and can work with concrete and abstract ideas within their age range or their area of specialization. They can write clearly and detailed and can defend themselves in the language, giving pros and cons of their opinion.

Can understand in some work or school situations.Can use the language to survive when traveling wherelanguage is utilized. Can describe experiences, and cangive a brief opinion or express future plans.

Can understand phrases and expressions if used frequently, especially if they are relevant and useful in school, home, work, shopping, restaurants. Can describe things in their environment in simple terms, using present or past references. Can ask about things that are of basic necessities: food, sleep, bathroom, etc.

Can understand and use expressions of daily habits, such as "Hello. How are you?". Can ask basic questions about home, preferences, personal belongings to persons they know. Can understand others if they speak slowly and clearly and have an attitude of helpingthe new language learner. Can give their name and address to friends, and use simple phrases to meet personal needs.

Chart 3: Global ViewCommonLevelsofReferenceforLanguageAcquisitionCommonEuropeanFramework:StandardsforLanguageIfyouwanttoseeanarrativesummaryofthesixlevels,hereisaverybriefsummaryofthe265pagessoyoucangetageneralideaoftheCEFR.Allofthequalifierslistedinthelevelsabove,plus:








National English Program in Basic EducationNational English Program in Basic EducationCLIL: Content and Language Integrated LearningOncetheCommonEuropeanFrameworkReferencewasestablishedandaccepted,andpublisherswere required toeliminate the traditionaldesignationsof “Advanced”,“Intermediate”, and “Beginning” levels, language learning and teaching began tochange.

Publishershadtoindicateonthefrontcoveroftheirlanguageteachingbooks,asmallcircleofyellowstars(representingtheEuropeanUnion);withinthecircle,thelanguagelevelofthetexthadtobeindicted,suchas“A-1”or“B-2”,etc.

Once thiswas ineffect, schoolsand teacher-preparationprogramshadadilemma.Theyasked,“HowdoweteachlanguagestostudentssotheywillreachthelevelsoftheCEFR?”

Thiswasaseriousproblem,sincetheCEFRemphasizedoralfluency,bi-culturalknowledge,projects,smallgroupactivities,life-longlearning,amongotherthings,schoolswerenotprepared.Mostlanguagecourseswereverytraditional,withmemorization,translations,workbooks to complete, grammar emphasis, phonics, fill-in-the-blanks, copying,languagepatternstocomplete,allofwhichpresentedfake,artificialcommunicationstyles....

“I am... you are... he is... she is... we are... you are... they are...”does not lead anyone to language fluency.

Nor does: “ I go.”... ”He goes.”... ”I went.”... ”They went.”... etc.

Noonetalksthatway,soitwasobviousthatthetraditionalwayoflanguageteachingwouldnotobtainthedesiredresultsoforalfluency,thekindofabilityneededinthe21stCentury.

Linguisticexpertsand languageeducatorsbegan tomeet inFinlandat theUniversityofJyvaskyla, inHelsinki,Finland.Thediversegroupofeducators, from20+countries,headedbyDavidMarsh, investigatedmany languageteachingprograms inorder toplanwhattheywouldrecommendtotheEuropeanUnioninkeepingwithCEFRgoals.Apartiallistofprogramsthattheyresearchedarelistedbelow.Thelinguists lookedatwhatworkedandwhatwasnotsosuccessful.Theirgoalwastoimplementateachingphilosophyfortheacquisitionofasecondlanguage.

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National English Program in Basic EducationNational English Program in Basic EducationCLIL’S ancestors

Content-basedLanguageTeaching(CBLT)IntegrationofContentandLanguageContentandLanguageIntegratedClassrooms(CLIC)English-focusedContentTeachingContent-focusedEnglishTeachingContent-centeredEnglishTeachingEnglish-centeredContentTeachingContent-drivenEnglishTeachingEnglish-drivenContentTeachingContent-orientedLanguageLearningContent-infusedLanguageTeachingTheme-basedLanguageTeachingTopic-basedLanguageTeachingTeachingContentThroughEnglishTeachingEnglishThroughContentTeachingThroughEnglish(TTE)/TeachingThroughForeignLanguages(TTFL)TeachingContentinaForeignLanguage(TCFL)Dual-focusedLanguageInstructionBilingualIntegrationofLanguagesandDisciplines(BILD)LearningwithLanguages/LearningthroughanadditionallanguageForeignLanguageImmersionProgram(FLIP)PlurilingualInstructionEnglishAcrosstheCurriculum/ForeignLanguagesAcrosstheCurriculum(FLAC)Language-enhancedContentInstructionIntegratedCurriculumBridgeProgramCross-CurricularTeachingInterdisciplinaryTeaching

After looking at the positives and negatives of each of the above programs, theeducators from20countriesmeeting in Finland to streamline, simplify,andenhancelanguageteaching,decidedthattheywantedtoestablishaphilosophybasedonthebestpracticesofhowlanguagesarelearned.Theynamedthisphilosophy,“ContentandLanguageIntegratedLearning”(CLIL).Dr.DavidMarsh,originallyfromAustralia,currentlylivinginFinland,wasChairmanofthecommitteethat forgedCLIL.Hisworkwith the integrationofsubjects inorder tobetterlearnalanguagebecamepartofthebasicCLILphilosophy.Muchoftheresearchonthe“NaturalApproachtoLanguageLearning”,byDr.StephenKrashen, from the USA, was also incorporated into the framework of CLIL philosophy.InformationofKrashen’sworkfollowsthissectiononCLIL.

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National English Program in Basic EducationNational English Program in Basic EducationHow does CLIL affect your teaching? How does CLIL support NEPBE?

ComponentsofCLILincludethefollowing:

CLILisaphilosophyonhowwelearnlanguages.Itisnotaprogram.

CLIL is theumbrella termdescribingBOTH learningacontent subject (suchasbiology, world geography, music, physical education, etc.) through a foreignlanguage, and learning a foreign language by studying content-basedsubjects.

Knowledgeofthelanguagebecomesthemeansoflearningcontent.

Languageisintegratedintothebroadcurriculum.

Thisbroad,complete,curriculumistaught,using100%English.

Long-termlearningisplannedfornearlynative-likeEnglish.

Fluencyistheprimegoal,withstudentsusingEnglishtocommunicate.

Errorsareanaturalpartoflanguagelearning.

Fluencyisemphasized,notgrammaticalstructures.

Morefocusisonontheprocessoflearning,andlessonthefinalproduct.

Readingistheessentialskill.

Usecontenttoexpandvocabularyandfluencyinspeakingandreading.

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National English Program in Basic EducationNational English Program in Basic EducationCLIL: a philosophy of language learningContentandLanguageIntegratedLearning(CLIL)hasbecometheumbrellatermdescribingbothlearninganother(content)subjectsuchasphysicsorgeographythroughthemediumofaforeignlanguageandlearningaforeignlanguagebystudyingacontent-basedsubject.InELT,formsofCLILhavepreviouslybeenknownas‘Content-basedinstruction’,‘Englishacrossthecurriculum’and‘Bilingualeducation’. How can we implement CLIL in the classroom? Varymaterials. Usevisuals. Teamandpairactivities Lotsoforalproduction Usecriticalthinking. Music,arts,crafts,physicalactivities Recognitionprecedesproduction. ErrorsareO.K.Why is CLIL important?With the expansion of the European Union, diversity of language and the need forcommunicationareseenascentralissues.EvenwithEnglishasthemainlanguage,otherlanguagesareunlikelytodisappear.Somecountrieshavestrongviews regarding theuseofother languageswithin theirborders.With increased contact between countries, there will be an increase in the need forcommunicativeskillsinasecondorthirdlanguage.LanguageswillplayakeyroleincurriculaacrossEuropeandNorth,South,andCentralAmerica.Attentionneedstobegiventothetrainingofteachersandthedevelopmentofframeworksandmethodswhichwillimprovethequalityoflanguageeducation.TheEuropeanCommissionandvariousAmericancountrieshavebeenlookingintothestateofbilingualismandlanguageeducationsince the1990s,andhaveaclearvisionofamultilingualEuropeinwhichpeoplecanfunctionintwoorthreelanguages. How does CLIL work?ThebasisofCLIListhatcontentsubjectsaretaughtandlearnedinalanguagewhichisnotthemothertongueofthelearners.Knowledgeofthelanguagebecomesthemeansoflearningcontent.

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National English Program in Basic EducationNational English Program in Basic EducationLanguage is integrated into the broad curriculumLearningis improvedthroughincreasedmotivationandthestudyofnatural languageseenincontext.Whenlearnersareinterestedinatopic,theyaremotivatedtoacquirelanguagetocommunicate.CLILisbasedonlanguageacquisitionratherthanenforcedlearningis seen in real-life situations in which students can acquire the language. This is natural languagedevelopmentwhichbuildsonotherformsoflearning. CLILislong-termlearning.Studentsbecomeacademically proficientinEnglishafter5-7yearsinagoodbilingualprogram.Fluencyismoreimportantthanaccuracyanderrorsareanaturalpartofl a n g u a g elearning. Learners develop fluency in English by using English to communicate for avarietyofpurposes.Readingistheessentialskill. The advantages of CLIL CLIL helps to:

Introducethewiderculturalcontext

Prepareforinternationalization

AccessInternationalCertificationandenhancetheschoolprofile

Improveoverallandspecificlanguagecompetence

Prepareforfuturestudiesand/orworkinglife

Developmultilingualinterestsandattitudes

Diversifymethodsandformsofclassroomteachingandlearning

Increaselearnermotivation

CLIL in the classroomCLILassumesthatsubjectteachersareabletoexploitopportunitiesforlanguagelearning.Thebestandmostcommonopportunitiesarisethroughreadingtexts.CLILdrawsonthelexicalapproach,encouraginglearnerstonoticelanguagewhilereading.

Example:Hereisaparagraphfromatextonfashion:Theminiskirt isaskirtwhosehemlineishighabovetheknees(generally200-300mmaboveknee-level).ItsexistenceisgenerallycreditedtothefashiondesignerMaryQuant,whowas inspiredby theMiniCooperautomobile,althoughAndréCourrègesisalsooftencitedasitsinventor,andthereisdisagreementastowhoinventeditfirst.

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National English Program in Basic EducationNational English Program in Basic EducationThelanguagetobelookedatinapassagelikethisfallsintothreecategories-subjectspecific,academic,andotherlanguage,includingfixedexpressionsandcollocations:

The treatment of this lexis has the following features:Noticingofthelanguagebythelearners.Focusonlexisratherthangrammar.Focusonlanguagerelatedtothesubject.Levelandgradingareunimportant.Pre-,while-andpost-reading tasksareasappropriate in the subjectcontextas in thelanguagecontext. The future of CLILThere is no doubt that learning a language and learning through a language areconcurrentprocesses,butimplementingCLILrequiresarethinkofthetraditionalconceptsofthelanguageclassroomandthelanguageteacher.

Theimmediateobstaclesseemtobe:Opposition to language teaching by subject teachers may come from languageteachersthemselves.Subjectteachersmaybeunwillingtotakeontheresponsibility.Most current CLIL programs are experimental. There are few sound research-basedempiricalstudies,whileCLIL-typebilingualprogramsaremainlyseentobemarketableproductsintheprivatesector.CLIL isbasedon languageacquisition,but inmonolingual situations,agooddealofconsciouslearningisinvolved,demandingskillsfromthesubjectteacher.

ThelackofCLILteacher-trainingprogramssuggeststhatthemajorityofteachersworkingonbilingualprogramsmaybeill-equippedtodothejobadequately.UntilmoreandbetterCLIL training for teachersandmaterials issuesare resolved, the

Subject specific Academic Other languageminiskirthemlineknee-levelfashion designer

above the knee(s)credited toinspired bycited asdisagreement as to

crediteddesignercitedinvented

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National English Program in Basic EducationNational English Program in Basic Educationimmediatefutureremainswithparallel rather than integrated content and languagelearning. The need for language teaching reform, such as NEPBE, will make CLIL acommonphilosophybymanyeducationsystemsinthenearfuture.

Where is CLIL happening?CLILhasprecedentsinimmersionprograms(NorthAmerica)andeducationthroughaminorityoranationallanguage(Spain,Wales,France),andmanyvariationsoneducationthrougha“foreign”language.Euro-fundedprojectsshowthatCLILorsimilarsystemsarebeingappliedinsomecountries,butarenotpartofteacher-trainingprograms.There has been an increase in the number of schools offering ‘alternative’ bilingualcurricula,andsomeresearchintotrainingandmethodology.SeveralmajorEuropeanorganizationsspecializinginCLILprojectshaveemerged,includingUNICOM,EuroCLICandTIE-CLIL (Seewebreferencesfordetails)IntheUKtheincentivecomesfromtheContentandLanguageIntegrationProject(CLIP)hostedbyCILT,(theNationalCenterforLanguages)whichistheUKgovernment’scenterofexpertiseonlanguages.CILTmonitorsanumberofprojectscoveringthe7-16agerangeandinvolvinginnovationsinlanguageteaching,suchastheintegrationofFrenchintotheprimaryschool.Otherresearch is based at the University of Nottingham, while teacher training anddevelopmentcoursesinCLILareavailablethroughNILE(theNorwichInstituteforLanguageEducation).

Further reading and links: CLILCompendium www.clilcompendium.com

EuropeanCommission-Languages www.europa.eu.int

EuroCLIC www.euroclic.net

TranslanguageinEurope www.tieclil.org

CentreforInformationon

Language,Teaching,andResearch www.cilt.org.uk

ForumforAcrosstheCurriculumTeaching www.factworld.info

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National English Program in Basic EducationNational English Program in Basic EducationEven though we may associate CLIL with oral fluency, which, yes, is an importantcomponentofCLIL,wecannotforgetthatwriting,too,hastobepracticedusingauthentictopics,notsimplycopyingsentencesorlistingpasttenseverbs.Usingcontentareasand,encouragingstudentstoworkinpairs,helpswiththecreativeprocess.Herearesomeideasforwritingexperiences.

Using CLIL in writingWritingtopicsacrosscontentareas

Charts CartoonsLetters ShortstoriesPostcards BiographiesConversations AutobiographyWantads PoemsBrochures Howtodosomething…Newsletters DescribingsomeoneYearbooks SketchofafamouspersonBookblurbs(Mini-review) FavoritemovieThankyounotes CreateamathproblemGreetingcards AclassnewspaperSummaries AtimelineRecipes AmapofanimaginaryplaceLists (forshopping,gifts,parties,trips,thingstodo)Calendars Asciencefictionstory

UsingCLILphilosophy,teachingsubjectsinasecondlanguage,cancausesomedoubtsastoitseffectiveness.

Some teachers think:ThatsubjectmaterialwillbeweakifitisnotintheL1.Thatstudentswillnotlearnasmuch.Thatstudentswillbecomeconfused.

What does research support?Studies from Finland are now showing that students are actually performing better insubjectareaswhentheyaretaughtinasecondlanguage.Why?TeachershavetoselecttheMOSTimportantinformationtoteach.

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National English Program in Basic EducationNational English Program in Basic EducationTheyusemorevisualsandexamples.Studentsareabletoremembermoredatawhenitisorganizedandspecific.

Therefore,studiesarenowbeginningtoprovethatCLILiseffective,notonlyinlanguageacquisition,butalsointheacquisitionofacademicknowledgeinvarioussubjects.

The natural approach to language aquisitionOneofthefoundationideasofCLILDr.StephenKrashen,aspreviouslymentioned,waspivotal in thedevelopmentof theframeworkofCLILphilosophy. Followingare someof his ideas,basedonmore than30yearsoflinguisticresearchconcerningtheimportanceoflanguage“acquisition”asopposedto“languagelearning”.

“Acquisition requires meaningful interaction in the target language - natural communication - in which speakers are concerned not with the form of their utterances but with the messages they are conveying and understanding.”

“The best methods are therefore those that supply ‘comprehensible input’ in low anxiety situations, containing messages that students really want to hear. These methods do not force early production in the second language, but allow students to produce when they are ‘ready’, recognizing that improvement comes from supplying communicative and comprehensible input, and not from forcing and correcting production.” “In the real world, conversations with sympathetic native speakers who are willing to help the acquirer understand are very helpful.” “Language acquisition does not require extensive use of conscious grammatical rules, and does not require tedious drill.”

Dr. Stephen Krashen

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National English Program in Basic EducationNational English Program in Basic EducationIntroduction to the Major Research of Dr. Stephen KrashenStephenKrashen(UniversityofSouthernCalifornia) isanexpert inthefieldof linguistics,specializing in theoriesof languageacquisitionanddevelopment.Muchofhis recentresearchhasinvolvedthestudyofnon- English and bilingual language acquisition.During thepast20years,hehaspublishedwellover100booksandarticlesandhasbeeninvitedtodeliverover300lecturesatuniversitiesthroughouttheUnitedStatesandCanada.ThisisabriefdescriptionofKrashen’swidelyknownandwellacceptedtheoryofsecondlanguageacquisition,whichhashadalargeimpactinallareasofsecondlanguageresearchandteachingsincethe1980s.Description of Krashen’s Theory of Second Language AcquisitionKrashen’stheoryofsecondlanguageacquisitionconsistsoffivemainhypotheses:

1.Acquisition-Learninghypothesis,

2.Monitorhypothesis,

3.NaturalOrderhypothesis,

4.Inputhypothesis,

5.AffectiveFilterhypothesis.

1. Acquisition-Learning hypothesisIsthemostfundamentalofallthehypothesesinKrashen’stheoryandthemostwidelyknownamonglinguistsandlanguagepractitioners.According to Krashen there are two independent systems of second languageperformance:‘theacquiredsystem’and‘thelearnedsystem’.The ‘acquired system’ or ‘acquisition’ is the product of a subconscious process verysimilartotheprocesschildrenundergowhentheyacquiretheirfirstlanguage.Itrequiresmeaningfulinteractioninthetargetlanguage-naturalcommunication-inwhichspeakersareconcentratednotintheformoftheirutterances,butinthecommunicativeact.The ‘learned system’or ‘learning’ is theproductof formal instructionand itcomprisesa conscious process which results in conscious knowledge ‘about’ the language, forexampleknowledgeofgrammarrules.AccordingtoKrashen‘learning’islessimportantthan‘acquisition’.

2. Monitor hypothesisExplains the relationship between acquisition and learning and defines the influenceofthelatterontheformer.Themonitoringfunctionisthepracticalresultofthelearnedgrammar.

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National English Program in Basic EducationNational English Program in Basic EducationAccordingtoKrashen,theacquisitionsystemistheutteranceinitiator,whilethelearningsystemperformstheroleofthe‘monitor’orthe‘editor’.The‘monitor’actsinaplanning,editing, and correcting function when three specific conditions are met: that is, thesecondlanguagelearnerhassufficienttimeathis/herdisposal,he/shefocusesonformorthinksaboutcorrectness,andhe/sheknowstherule.Itappearsthattheroleofconsciouslearningissomewhatlimitedinsecondlanguageperformance.According toKrashen, the roleof themonitor is -orshouldbe-minor,beingusedonlytocorrectdeviationsfrom‘normal’speechandtogivespeechamore‘polished’appearance.Krashenalso suggests that there is individual variationamong language learnerswithregardto‘monitor’use.Hedistinguishesthoselearnersthatusethe‘monitor’allthetime(over-users);thoselearnerswhohavenotlearnedorwhoprefernottousetheirconsciousknowledge(under-users);andthoselearnersthatusethe‘monitor’appropriately(optimalusers).Anevaluationoftheperson’spsychologicalprofilecanhelptodeterminetowhatgrouptheybelong.Usuallyextrovertsareunder-users,whileintrovertsandperfectionistsareover-users.Lackofself-confidenceisfrequentlyrelatedtotheover-useofthe‘monitor’.

3. Natural Order hypothesis Isbasedonresearchfindings(Dulay&Burt,1974;Fathman,1975;Makino,1980citedinKrashen,1987)whichsuggestedthattheacquisitionofgrammaticalstructuresfollowsa‘naturalorder’whichispredictable.Foragiven language, somegrammatical structures tend tobeacquiredearlywhileotherslate.Thisorderseemedtobeindependentofthelearners’age,L1background,conditionsofexposure,andalthoughtheagreementbetweenindividualacquirerswasnotalways100%inthestudies,therewerestatisticallysignificantsimilaritiesthatreinforcedtheexistenceofaNaturalOrderoflanguageacquisition.Krashenhoweverpointsoutthattheimplicationofthenaturalorderhypothesisisnotthatalanguageprogramsyllabusshouldbebasedontheorderfoundinthestudies.Infact,herejectsgrammaticalsequencingwhenthegoalislanguageacquisition.

4. Input hypothesis IsKrashen’sattempttoexplainhowthelearneracquiresasecondlanguage. Inotherwords,thishypothesisisKrashen’sexplanationofhowsecondlanguageacquisitiontakesplace.So,theInputhypothesisisonlyconcernedwith‘acquisition’,not‘learning’.According to this hypothesis, the learner improves and progresses along the ‘naturalorder’whenhe/she receives second language ‘input’ that isone stepbeyondhis/hercurrentstageoflinguisticcompetence.Forexample, ifa learner isatastage ‘i’, thenacquisition takesplacewhenhe/she isexposed to ‘Comprehensible Input’ that belongs to level ‘i + 1’. Since not all of the

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National English Program in Basic EducationNational English Program in Basic Educationlearnerscanbeatthesameleveloflinguisticcompetenceatthesametime,Krashensuggests thatnaturalcommunicative input is thekeytodesigningasyllabus,ensuringinthiswaythateachlearnerwillreceivesome‘i+1’inputthatisappropriateforhis/hercurrentstageoflinguisticcompetence.

5. Affective Filter hypothesisEmbodiesKrashen’s view thatanumberof ‘affectivevariables’playa facilitative,butnon-causal,roleinsecondlanguageacquisition.These variables include:motivation, self-confidenceandanxiety. Krashenclaims thatlearnerswithhighmotivation, self-confidence,agood self-image,anda low levelofanxietyarebetterequippedforsuccessinsecondlanguageacquisition.Lowmotivation,lowself-esteem,anddebilitatinganxietycancombineto‘raise’theaffectivefilterandforma‘mentalblock’thatpreventscomprehensibleinputfrombeingusedforacquisition.Inotherwords,whenthefilteris‘up’itimpedeslanguageacquisition.Ontheotherhand,positiveaffectisnecessary,butnotsufficientonitsown,foracquisitiontotakeplace.

The Role of Grammar in Krashen’s ViewAccording to Krashen, the study of the structure of the language can have generaleducationaladvantagesandvaluesthathighschoolsandcollegesmaywanttoincludein their language programs. It should be clear, however, that examining irregularity,formulatingrulesandteachingcomplexfactsaboutthetargetlanguageisnotlanguageteaching,butratheris“languageappreciation”orlinguistics.

Theonlyinstanceinwhichtheteachingofgrammarcanresultinlanguageacquisition(and proficiency) is when the students are interested in the subject and the targetlanguageisusedasamediumofinstruction.

Veryoften,whenthisoccurs,bothteachersandstudentsareconvincedthatthestudyofformalgrammarisessentialforsecondlanguageacquisition,andtheteacherisskillfulenoughtopresentexplanationsinthetargetlanguagesothatthestudentsunderstand.Inotherwords,theteacher-talkmeetstherequirementsforcomprehensibleinputandperhaps, with the students’ participation, the classroom becomes an environmentsuitableforacquisition.

Also,thefilterislowinregardtothelanguageofexplanation,asthestudents’consciouseffortsareusuallyon the subjectmatter,onwhat isbeing talkedabout,andnot themedium.This isasubtlepoint. Ineffect,both teachersandstudentsaredeceiving themselves.Theybelievethatitisthesubjectmatteritself,thestudyofgrammar,thatisresponsibleforthestudents’progress,butinrealitytheirprogressiscomingfromthemediumandnotthemessage.Anysubjectmatterthatheldtheirinterestwoulddojustaswell.

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National English Program in Basic EducationNational English Program in Basic EducationPart 3 Fundamental Eclectic Aspects of the NEPBE

The NEPBE is based on a variety of theories, each of which is described below. Thebasictheoryoflanguageacquisitionisthatit’sacomplexinteractionbetweenpeople,emphasizingsocialandculturalinteractions,higherorderthinking,groupwork,listening,andproduction.Thiseclecticapproachisintendedtoreachthelearnerinavarietyofways,recognizingthatwealllearnusingavarietyofways.Thefollowingtopics inPart3willprovideyouwithenoughinformationsoyoucanfeelconfidentwiththeareasthattheNEPBEisemphasizingasitsbase,butnosomuchthatyouarecompletelylostandoverwhelmedwithtoomuchmaterial.

Social / Cultural: Vygotsky ThisisoneofthemainphilosophicalaspectsthattheNEPBEseesasimportant.

Vygotsky’s Social Development TheoryVygotsky’s Social Development Theory is the work of Russianpsychologist, Lev Vygotsky (1896-1934), who lived during theRussian Revolution. Vygotsky’s work was largely unknown to theWest until it was published in 1962, almost 30 years after hisdeath.Vygotsky’s theory is one of the foundations of constructivism. Itassertsthreemajorthemes:

MajorThemes:

1. Social interaction plays a fundamental role in the process of cognitive development. IncontrasttoJeanPiaget’sunderstandingofchilddevelopment(inwhichdevelopmentnecessarilyprecedeslearning),Vygotskyfeltsocial learningprecedesdevelopment.Hestated:“Everyfunctioninthechild’sculturaldevelopmentappearstwice:First,onthesociallevel,andlater,ontheindividuallevel;First,betweenpeople(inter-psychological)andtheninsidethechild(intra-psychological).”(Vygotsky,publishedin1978).2. The More Knowledgeable Other (MKO). TheMKOreferstoanyonewhohasabetterunderstandingorahigherabilitylevelthanthelearner,withrespecttoaparticulartask,process,orconcept.TheMKOisnormallythoughtofasbeingateacher,coach,orolderadult,buttheMKOcouldalsobepeers,ayoungerperson,orevencomputers.

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National English Program in Basic EducationNational English Program in Basic Education3. The Zone of Proximal Development (ZPD). TheZPDisthedistancebetweenastudent’sabilitytoperformataskunderadultguidanceand/orwithpeercollaborationandthestudent’sabilitysolvingtheproblemindependently.AccordingtoVygotsky,learningoccurredinthiszone.Vygotsky focusedon theconnectionsbetweenpeopleand the sociocultural contextin which they act and interact in shared experiences (Crawford, 1996). According toVygotsky,humansusetoolsthatdevelopfromaculture,suchasspeechandwriting,tomediatetheirsocialenvironments.Initiallychildrendevelopthesetoolstoservesolelyassocialfunctions,waystocommunicateneeds. Vygotsky believed that the internalization of these tools led to higher thinkingskills.

Definition: Thesocialcognitionlearningmodelassertsthatcultureistheprimedeterminantofindividualdevelopment.Humansaretheonlyspeciestohavecreatedculture,andevery human child develops in the context of a culture. Therefore, a child’s learningdevelopmentisaffectedinways,largeandsmall,bytheculture–includingthecultureoffamilyenvironment–inwhichheorsheisenmeshed.

Discussion: Culturemakestwosortsofcontributionstoachild’sintellectualdevelopment. First, through culture children acquire much of the content of theirthinking,that is,theirknowledge.Second,thesurroundingcultureprovidesachildwiththeprocessesormeansoftheirthinking,whatVygotskians call the tools of intellectualadaptation.Inshort,accordingtothesocialcognitionlearningmodel,cultureteacheschildrenbothwhattothinkandhowtothink.Cognitivedevelopmentresultsfromaprocesswherebyachildlearnsthroughproblem-solvingexperiencessharedwithsomeoneelse,usuallyparentorteacherbutsometimesasiblingorpeers.Initially,thepersoninteractingwithchildassumesmostoftheresponsibilityforguidingtheproblemsolving,butgraduallythisresponsibilitytransferstothechild.Languageisaprimaryformofinteractionthroughwhichadultstransmittothechildtherichbodyofknowledgethatexistsintheculture.Aslearningprogresses,thechild’sownlanguagecomestoserveashis/herprimarytoolofintellectualadaptation.Eventually,childrencanuseinternallanguagetodirecttheirownbehavior.Internalizationreferstotheprocessoflearning–andtherebyinternalizing–arichbodyofknowledgeandtoolsofthoughtthatfirstexistsoutsidethechild.Thishappensprimarilythroughlanguage.Adifferenceexistsbetweenwhatchildrencandoontheirownandwhattheycandowithhelp.Vygotskianscallthisdifferencethezoneofproximaldevelopment.Sincemuchofwhatachildlearnscomesformtheculturearoundhim/her and much

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National English Program in Basic EducationNational English Program in Basic Educationofthechild’sproblemsolvingismediatedthroughanadult’shelp,itiswrongtofocusonachildinisolation.Suchfocusdoesnotrevealtheprocessesbywhichchildrenacquirenewskills.Interactions with surrounding culture and social agents, such as parents and morecompetentpeers,contributesignificantlytoachild’sintellectualdevelopment.How Vygotsky Impacts Learning:

CurriculumSincechildrenlearnmuchthroughinteraction,curriculashouldbedesignedtoemphasizeinteraction between learners and learning tasks, projects, pair work, team work, andcooperativelearningexperiences.

InstructionWithappropriateadulthelp,childrencanoftenperformtasksthattheyare incapableofcompletingon theirown.With this inmind, scaffolding–where theadultcontinuallyadjuststhelevelofhisorherhelpinresponsetothechild’slevelofperformance–isaneffective formof teaching.Scaffoldingnotonlyproduces immediate results,butalsoinstillstheskillsnecessaryforindependentproblemsolvinginthefuture.

AssessmentAssessmentmethodsmusttakeintoaccountthezoneofproximaldevelopment.Whatchildrencandoontheirownistheirlevelofactualdevelopmentandwhattheycandowithhelpistheirlevelofpotentialdevelopment.Twochildrenmighthavethesamelevelofactualdevelopment,butgiventheappropriatehelpfromanadult,onemightbeabletosolvemanymoreproblemsthantheother.Assessmentmethodsmusttargetboththelevelofactualdevelopmentandthelevelofpotentialdevelopment.

Now you have some basic information about Vygotsky, at least enough so you canparticipateinaconversationabouthislanguagelearningtheories.

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National English Program in Basic EducationNational English Program in Basic EducationHigher order, critical thinking: BloomThehighestformofteachingoccurswhenstudentsare:

1.Workingcooperatively

2.Solvingopen-endedproblems

3.Usinghigher-ordercriticalthinking(Bloom’sTaxonomy)

Bloom’sTaxonomyisataxonomy(hierarchy)ofsixlevelsofcognitivethought,developedby Dr. Benjamin Bloom in 1954. It demonstrates HOW humans best learn to developcriticalthinkingskills.Despiteseveralattemptsbysomeeducatorstore-arrangeBloom’sorder,noonehascomeupwithabetterwaytoexplainthelevelsofcognitivelearning,soitisstill inuseaftermorethan50years.Asmentioned,therearevariationsofBloom’staxonomy,mainlytohaveadifferentformatamongthesixlevelsofBloom’soriginalhierarchy,switchingsynthesiswithevaluation,todemonstratethatcreativity(withinsynthesis)isamorecomplexskillthanevaluation.Thisdebatemaycontinue,butitisunimportantforourpurpose,whichistoguideteacherstogobeyondthefirsttwolevelsoftheTaxonomy,becausetheyarebasedonlowlevelthinking,andtoaimtoreachhigherorderthinkingskills,thefourhigherlevelsofBloom’sTaxonomy,leadingstudentstocriticalthinking.

ThesearethesixlevesofBloom´sTaxonomy,Fromlowesttohighest:

1. KnowledgeBasedonmemory(Counting1to5)

2. ComprehensionUnderstanding basic concepts being able to identify the number ofobjectsshown.)

3. ApplicationApplyingwhatyouknow(Solvingamathematicalwordproblem)

4. AnalysisTakingthingsapart(Givenanumber,suchas16,findingvariouswaystoexpressit.)

5. SynthesisPutting things together (Using 10 given words as a basis to develop apoem.)

6. Evaluation Judging,deciding,choosing(Giventhenameofahistoricalfigure,beingabletodiscussorwriteabouthis/herroleinhistory.)

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Higher-orderthinkingisaconceptofeducationalreformbasedonlearning-taxonomies,suchasBloom’s Taxonomy. (Seechart.)Byvarying theverbs inyour lessonplansandinstructionstostudents,youcanraiseyourstudents’levelsofresponses,leadingtocriticalthinking.

BLOOM’S TAXONOMY: LEVELS OF THINKING

SYNTHESIS

AN ALYSIS

APPLIC ATION

COMPREHENSION

KNOWLEDGE

EVALUATION

Evaluate, judge, discuss, debate, recommend, justify, choose, interpret.

Compose, invent, combine, devise, organize, rearrange, write, create, modify, role-play

Compare, contrast, breakdown, categorize, distinguish, subdivides, illustrate.

Construct, teach, interview, record, report, sketch, experiment, simulate.

Translate, describe, summarize, conclude, demonstrate, estimate.

Ask, match, recall, identify, recognize, locate, observe.

Why?Why Not?

Create new

What?

Apply

Why?How?

What?Who?

From Benjamin S. Bloom, ed. “Taxonomy of Educational Objectives”








National English Program in Basic EducationNational English Program in Basic EducationTheideaisthatsometypesoflearningrequiremorecognitiveprocessingthanothers,butalsohavemoregeneralizedbenefits.InBloom’sTaxonomy,forexample,skillsinvolvinganalysis,evaluationandsynthesis(creationofnewknowledge)arethoughttobeofahigher order, requiring different learning and teaching methods, than the learning offactsandconcepts.Higherorderthinkinginvolvesthelearningofcomplexjudgmentalskillssuchascriticalthinkingandproblemsolving.Higherorderthinkingisabitmoredifficulttolearnorteach,but it’salsomore valuable,because such skillsaremore likely tobeusable in novelsituations,suchasinsituationsotherthanthoseinwhichtheskillwaslearned.Countries,suchasFinland,Canada,andSouthKorea,whichscorehighlyinPISAexams,useagreatdealofhighlevel,criticalthinkinginallgrades,classes,andsubjects.

PISA=ProgramforInternationalStudentAssessmentisavoluntary,internationalexamfor15year-olds, inscience,mathematicsandliterature,takeninthelanguageofthestudent’scountry.Criticalthinkingskillsarerequiredtodowellontheexams.Thelowestscoringcountriesare,withoutexception,thecountrieswiththemosttraditionalformsofteaching,basedmainlyonBloom’slowesttwolevels,whichdependgreatlyonmemorizationandaregurgitationoffacts.

Whilethetwolowerlevelsofthetaxonomyprovideabaseofimportantknowledge,skills,andfacts,unlesstheteacherguidesstudentstohigherlevelsofthetaxonomy,higher-oredr,criticalthinkingwillnotbedeveloped.

Bloomsaid,“Reallearningbeginsattheapplicationlevel.”Hecalledthetwolowerlevels,(KnowledgeandComprehension),“Learningforschool”.Hecalledthefourhigherorderskills,“Learningforlife.”

Criticalthinking/higher-orderthinkingcanbeadaptedeasilytolessonsIFtheteacherrealizesthatthekeytoanylessonistheVERB.SimplybychangingtheVERBinthelesson,youcanraisethelevelofthoughtrequired.(Seeverbchartbelow.)

Bloom’s Taxonomy VerbsSimply by changing the verbs in your lesson plans, you can raise the level of criticalthinkingexpectedfromyourstudents.ItrequiresverydifferentskillsforastudenttoLISTfivevegetablesthantoILLUSTRATEfivevegetables.Onereliesonmemory;theotherreliesontheabilitytoapplywhatoneknowsandunderstands.Simplybychangingtheverbinanactivity,youcanchangethelevelofthinkingrequiredbythestudent.Moreexamplesofverbsandactivitiestousetoreachhigherlevelsofcognitivethoughtandcriticalthinkingfollow:

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listnameidentifyshowdefinerecognizerecallstate

summarizeexplain

putintoyourownwords

interpretdescribecompareparaphrasedifferentiatedemonstratevisualizerestate

findmoreinformationabout

solveillustratecalculateuseinterpretrelatemanipulateapplyclassifymodify

putintopractice

analyzeorganizededucechoosecontrastcomparedistinguish

designhypothesizesupportschematizewritereportdiscussplandevisecomparecreateconstruct

evaluatechooseestimatejudgedefendcriticizejustify

1. Knowledge 2. Comprehension 3. Application 4. Analysis 5. Synthesis 6. Evaluation

(Levels1,2arebasiclevels.Aimtoreach3,4,5,and6,overtime.)

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classify?

state?

justify?create?

compare?









1. Knowledge. Torecallorrecognizeinformation

Activitiesatthislevel:multiple-choicetestrecountfactsorstatisticsrecallaprocessrulesdefinitionsquotealaworprocedurearrangedefinedescribelabellistmemorizerecognizerelatereproduceselectstate

2. Comprehension. Tounderstandmeaning

Activitiesatthislevel:re-statedatainone’sownwordsinterpretextrapolatetranslateexplaininterpretmeaningfromagivenscenarioorstatementsuggesttreatmentreactorsolvegivenproblemgiveexamplesormetaphorsreiteratere-word

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Simplybychangingtheverbinanactivity,youcanchangethelevelofthinkingrequiredbythestudent.Belowyouwillfindmoreexamplesofverbsandactivitiestousetoreachhigherlevelsofcognitivethoughtandcriticalthinking.








National English Program in Basic EducationNational English Program in Basic Education3. Application. Thisiswherereallearningbegins,(accordingtoBloom)Touseorapplyknowledge.

Activitiesatthislevel:puttheoryintopracticeuseknowledgeinresponsetorealcircumstancesputatheoryintopracticaleffectdemonstratesolveaproblemmanageanactivityroleplayuseapplydiscovermanageexecuteproduceimplementconstructchangeperformrespondprepare

4. Analysis (takeapart)=Tointerpretelementsororganizationalprinciples

Activitiesatthislevel:constructidentifyconstituentpartsandfunctionsofaprocessorconceptde-constructamethodologyorprocessmakeaqualitativeassessmentofelementsexplainordiagramrelationships,valuesandeffectsmeasurerequirementsorneedsanalyzebreakdownthepartsofsomethingcataloguecompare/contrastquantifymeasuretest

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National English Program in Basic EducationNational English Program in Basic Educationexamineexperimentrelategraphordiagramplotdivide

5. Synthesis create/build

Activitiesatthislevel:developnewunique structures, systems,models,approaches, ideas;creativethinkingdevelopplansorproceduresdesignsolutionsintegratemethods,resources,ideas,partscreateteamsornewapproacheswriteprotocolsorcontingenciesdevelopplanbuildcreatedesignorganizereviseformulateproposeestablishassembleintegratere-arrangemodify

6. Evaluation choose,decidewhichisbetterorbest,giveopinionsofthings

Activitiesatthislevel:assesseffectivenessofwholeconcepts,inrelationtovalues,outputs,efficacy,viability;usethinkingexhibitstrategiescompareandreview

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National English Program in Basic EducationNational English Program in Basic Educationjudgerelatedtoexternalcriteriareviewjustifyassesspresentacaseforsomethingdefendreporttoinvestigatedirectappraiseargueprojectmanage

Example of the use of the six levels of Bloom’s Taxonomy:Usingthestory“Goldilocks”,youcanseehowachildcanbeguidedbyaskillfulteachertoreachallthelevelsofBloom’sTaxonomy.Remember,itshouldbeusedwithallstudentsofanyageorgradelevel,inordertodevelophigherlevel,criticalthinking.

Knowledge: TherecallofspecificinformationListthecharactersinthestory.Whatwerethebearseating?WherewasGoldilockswhenthebearsfoundher?

Comprehension: AnunderstandingofwhatwasreadRetelltheeventsinthestoryinyourownwords.WhywasGoldilocksafraidofthebears?WhywasGoldilockssleepinginBabyBear’sbed?

Application: TheusingofwhatisunderstoodinanewsituationTellwhatmighthavehappenedifyouhadbeenGoldilocks.RetellthestoryfromthepointofviewofBabyBear.Usetheinformationinthestorytobuildamodelofthebears’house.

Analysis: ThebreakingdownofinformationintopartsCompareGoldilocks’experiencewiththatofLittleRedRidingHood’sIdentifythepartsofthestorythatcouldhappentoyou.Whatarealltheelementsinthestorythatindicateitisafairytale.

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National English Program in Basic EducationNational English Program in Basic EducationSynthesis: ThecombiningofpartsintosomethingnewSupposethatGoldilockshadfoundthehomeoftheThreeRaccoons.Whatmighthavehappened?Createanewendingforthisstory.WhatifGoldilockshadbroughtafriendtothehomeoftheThreeBears.Howmightthestoryhavechanged?

Evaluation: MakingajudgmentaboutthevalueofsomethingJudgewhetherornotGoldilocksmadeagooddecisionbyrunningawayfromthebears.Explain.PretendthatGoldilockswasontrialfor“breakingandentering.”Decidewhetheryouwouldfindherguilty.Justifyyourdecision.EvaluateGoldilocks’behaviorasaguestinthebears’house.

Summary: Bloom’s Taxonomy of Six Cognitive Levels

Level 1: KnowledgeAstartingpointthatincludesboththeacquisitionofinformationandtheabilitytorecallinformationwhenneeded. A.Classifying B.Distinguishingopinionfromfact C.Givingdefinitionsandexamples D.Outliningandsummarizing

Level 2: ComprehensionThebasiclevelofunderstanding.Itinvolvestheabilitytoknowwhatisbeingcommunicatedinordertomakeuseoftheinformation. A.Makingcomparisons B.Identifyingstructure C.Orderingstepsinaprocess D.Readingchartsandgraphs E.Recognizingmeaning F.Identifyingmainideas G.Identifyingrelationships

Level 3: ApplicationTheabilitytousealearnedskillinanewsituation. A.Estimating B.Anticipatingprobabilities C.Makinginferences D.Applyingmath

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National English Program in Basic EducationNational English Program in Basic EducationLevel 4: AnalysisTheabilitytobreakdowninformationintoitsintegralpartsandtoidentifytherelationshipofeachpartofthetotalorganization. A.Judgingcompleteness B.Recognizingrelevance&irrelevance C.Identifyingstoryelements D.Judgingsentencesequence E.Recognizingfallacies

Level 5: SynthesisTheabilitytocombineexistingelementsinordertocreatesomethingoriginal. A.Communicatingideas B.Planningprojects C.Forminghypotheses D.Drawingconclusions

Level 6: EvaluationTheabilitytomakeajudgmentaboutthevalueofsomethingbyusingastandard. A.Makinggeneralizations B.Developingcriteria C.Judgingaccuracy D.Makingdecisions E.Identifyingvalues F.Identifyingthemoodofastory

Multiple Intelligences: Dr. Howard Gardner

TeachershavebeenhearingmuchaboutMultipleIntelligences,not because it is new, but because they are discovering thatthetheoryoffersaclearexplanationofthemanywaysinwhichwelearn.Someeducationalexpertsareusingtheterm“LearnerPreferences” insteadof “Multiple Intelligences”so that theeightintelligencescanbeimplementedintheclassroom,supportingtheviewthatvariousstudentslearninmultipleways.In 1983, Dr. Howard Gardner, published Frames of Mind: TheTheory of Multiple Intelligences. It was a book originally writtenforpsychologists.Classroom teachers,however,were theoneswhoembracedthetheory,recognizingthatitgavealogicalexplanationofwhysomestudentsdidwellinschoolandothers,withsimilarI.Q.(intelligencequotient),didnot.Gardner’stheorychallengedthetraditionalpsychologicalviewofintelligenceasasingle

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National English Program in Basic EducationNational English Program in Basic Educationcapacity that isevidencedby verbalability,and logicalandmathematical thought.Instead,Gardnerproposedthatallindividualspossesseightindependentintelligences.These, in combination, enable people to solve problems or fashion products withvaryinglevelsofskill.Gardner’ssimplifieddefinitionofintelligenceis“theabilitytosolveproblems”.Gardner identified these intelligences using biological and psychological studies ,including:

LINGUISTIC (enjoys and is good at writing,

speaking, reading, listening)

KINESTHETIC (physical presence, dance,

sports, coordination, balance, gymnastics )

MUSICAL - RHYTHMIC (singing, musical memory, rhythm,

plays percussion or musical instruments)

SPATIAL - VISUAL (drawing, designing, seeing

spatial relations,decoration, putting things together, uses and enjoys

graphics and films)

INTRAPERSONAL (understands self well, uses poetry, journal or diary to

express inner thoughts, likes to work alone)

NATURALIST (can survive in natural settings, plants, hunts, fishes, preserves

the environment, appreciates nature)

LOGICAL - MATHEMATICAL

(reasoning, number sense, geometry, remembers

numbers)

INTERPERSONAL (works well with others,

a team player)

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Synthesizingfindingsfromdisparatesources,suchasresearchatProjectZeroinHarvardCollege,Cambridge,Massachusetts,USA

Studyingthedevelopmentofvariouscognitiveskillsinnormalchildren

Studiesofthebreakdownofcognitiveabilitiesinstrokepatientsandotherbrain-damagedindividuals

Workwithprodigies,idiotsavants,autisticchildren,andotherspecialpopulations

Areviewoftheliteratureonpsychologicaltestingandtherelationshipbetweentestscoresand

Gardner’sMultiple

intelliGences:








National English Program in Basic EducationNational English Program in Basic EducationFindings over the years, suggest that using activities to support the various MultipleIntelligenceshelpsschoolsinvariousways.

Itoffersavocabulary for teachers touse indiscussingchildren’s strengthsandindevelopingcurriculum.

ItvalidatesthepracticesofteacherswhoseworkisalreadysynchronizedwithMItheory.

It encourages teachers to use a wide variety of activities, in music, art,criticalthinking,kinesthetic,logicpuzzles,brainteasers,cooperativelearningactivities.

itpromotesorjustifieseducationindiverseforms.

Itencouragesteacherstoworkinteams,complementingtheirownstrengthswiththoseoftheircolleagues.

Itencouragesschools todevise richeducationalexperiences forchildrenfromdiversebackgrounds.

Itallowschildrentoseethattheymayhaveabilitiesandskillsthatarediverse,andthattheirstrengthscanbedeveloped.

Parents will be able to recognize strengths in their children that may not have beennoticedbeforeiftheyhadbeenconcentratingononlytraditional“intelligences”.Gardnerseesthatoneintelligencecanstrengthenanother,so,forexample,astudentweakinreadingmayenhanceskillsbyusingmusiclyricsorasportsrulesbookinordertogrowinreadingskills.UsingMIactivitieskeepsthestudentsmoreinvolvedandinterestedinacademicwork.Let’snowlookattheeightintelligencesinmoredetail.

Multiple IntelligencesWhichonesareyourstrengths,teachers?Howcanyoubestmeetstudents’needsandlearningstyles?Byusingavarietyofintelligences,sothateachmonth,youhavepresentedactivitiesforstudentstoutilize,atleastonce,everyintelligencelisted.Inthisway,youcanmeetalllearners’needsandinterests,overtime.

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Linguistic

Logical-mathematical

Spatial-visual

Bodily-kinesthetic

Musical

Interpersonal

Intrapersonal

Naturalistic

TypesofintelligencesthatGardnerhasdescribed:

How should we use MI?We tend to teach using the ways that we best learn, so be aware of fact, and usedifferentactivitiestoreachallyourstudents.Wecanidentifytheintelligencesofourlearnersandteachthemhowtodevelopdifferentstrategies.

Varyactivitiestoincludedifferentintelligenceseachweek.

Identifywhichonesyouuseinyourplannersoyoucanbemoreconsciousofthem.

Examples of Characretistics and Activities of Multiple Intelligences

1. Linguistic IntelligenceUnderstandstheteacher’sexplanationseasilyGivesgreatpresentationsReadswell,andenjoysreadingEnglishand/orotherlanguageWriteswell,andenjoyswritingEnglishand/orotherlanguageLearnsworddefinitionseasilyDevelopsanexpansivevocabularywithlittleeffortExhibitsexcellentspellingskillsalmostnaturally

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National English Program in Basic EducationNational English Program in Basic Education Activities to strengthen this intelligence:

KeepajournaloradiaryWriteapoemMakeawordwebReadabook,anovel,apoem,oranessay,andexplainitsthemeTellastory,afable,oratalltale

2. Logical Mathematical IntelligenceUnderstandsandusesgrammarruleseasilyInformationgapexercisesareeasytocompleteGoodatdoingwordpuzzlesSeespatternsinwordsandnumbersGoodnumbersense,andcanreasonlogicalanswersinmathematicsLoveslogicpuzzlesRemembersaddressesandtelephonenumberseasily

Activities to strengthen this intelligence:BrainstormideasDeciphercodesDiscoverorinventpatternsMakeagraphSolvelogicpuzzlesMakepredictionsUsespreadsheetsoftware

3. VIsual - Spatial IntelligenceLikestodraw,design,anddoartsandcraftsEnjoyspicturepuzzlesEnjoyswordpuzzlesCanputthingstogetherveryeasilywithoutwritteninstructionsCanrepairthingsseeingclearlyhowtheyfittogetherSeesthingsasshapesIsgoodatgeometryHasa“goodeye”fordecoration,architectureUsescharts,diagrams,andmapsUsespictures/drawingsLearnsagreatdealfromvideosandmoviesCanfigureoutwordsfromtheirshapes

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National English Program in Basic EducationNational English Program in Basic Education Activities to strengthen this intelligence:

Imagineorpretend,andthendrawit Buildordrawin3-DMakepuppets Practicedrawingwithperspective,shading,coloringPlaywithgeometricshapes Enjoysgreatlymakingorreadingmaps

4. Bodily- Kinesthetic IntelligencePronunciationactivitiesareeasyforthestudentEnjoysparticipatingintheateranddramaactivitiesLovestodohands-onprojectsUsesandcaneasily“read”bodylanguage,nonverbalcommunicationGreatatsportsandphysicalactivitiesCandanceanddorhythmactivitieswithskillClappingtokeepbeatwithwords

Activities to strengthen this intelligence:PerformaplayoraskitActoutarolePerformadancePlaysportsDosciencewithexperimentsPuttogetherapuzzle

5. Musical - Rythmic IntelligencePronunciation,intonation,rhythm,andstressofwordsLovestosingsongsLikesjazzchantsEnjoyslisteningtomusicCanworkbetterwithclassicalmusicplayingsoftlyRemembers words to songs and poems if they are keyed to music or abeat

Activities to strengthen this intelligence:UsemusicalsoftwareCreateasong,poem,orchantLearnaninstrumenttoplaySinginachorusListentomusicofdifferenttimesandculturesEvaluatemusicthatyoulikeanddon’tlike,andwhy

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National English Program in Basic EducationNational English Program in Basic EducationWhenstudentsareworkingonprojectsoratest,playclassicalmusicsoftly.

6. Interpersonal IntelligenceEnjoysgroupandpairworkTalkingwithotherstudentsisproductiveEditingclassmates’writingandspeakingInterviewingpeopleFluencyactivitiesGreatwithothersasaleaderorfollower

ActivitiestostrengthenthisintelligenceDebateanissueWriteacollaborativepaperorreportMediateconflictsPlananeventTutoraclassmatePracticesolvingproblemsasateamHelpotherslessfortunatethanyou,suchasorganizingandcollectingfoodorclothingforthepoor

7. Intrapersonal Intelligence EnjoysandprefersindependentstudyGoodatself-assessment,understandsandworksonself-improvementLovesjournalwritingandself-expressioninprivate,throughwritingEnjoysworkingonacomputeraloneWritespoemsorautobiographyKeepsadiarytoexpressideasandfeelingsThinksandfeelsdeeply,hascharacteristicsofemotionalintelligenceUnderstandshimself/herselfwellIsindependent,andexhibitsmaturityforhis/herage

Activities to strengthen this intelligence: Keepa“ToDo“listPrioritizeitemsObserveyourownmoodchangesReadsilentlyKeepaprivatediaryofyourthoughtsandideasWriteyourautobiographyMakeyourfamilytree

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National English Program in Basic EducationNational English Program in Basic EducationWriteanethicalcode,rulesofconductThinkaboutthinkingWeighalternatives

8. Naturalistic IntelligenceLovestobeoutdoorsmorethananythingHasagardenpatchwherehe/sheplantsflowers,oredibleherbs/plantsEnjoystoahighdegreeplanting,hiking,fishing,huntingCansurviveinthewildwithnoneedforsupermarkets,television,electricityIschallengedbytheideaof“survival”inthewildIsextremelyinterestedinthenaturalsciencesWantstoknowabouteverythingtodowithnature:astronomy,biology,oceanographyAppreciatestheworkoffarmers,hunters,fishermenandwantstoemulatethem

Activities to strengthen this intelligenceGotoazoo,farm,aquarium,orforestObserveplanets,stars,comets,space,visitaplanetariumVisitenvironmentalparks,theocean,rivers,orlakesWatchnaturevideosanddiscussthethemespresentedLearntaxonomysystemoflivingthingsPlantflowersoratree

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National English Program in Basic EducationNational English Program in Basic EducationWhat is Emotional Intelligence? Ina1994reportonthestateofEmotionalLiteracyintheUSA,authorDanielGolemanstated:

“The price we pay is failed marriages, troubled families, mental anguish, and tragedies, such as killings.”

Emotional Intelligence has five abilities:Thesefiveabilitiesmustbetaught,gradually,overtime,usingexamples,stories,modeling,films,anddiscussions.

1.SelfAwareness

2.MoodManagement

3.Self-Motivation 4.Empathy

5.ManagingRelationships

Emotional health is fundamental to effective learning.Keyareastodevelopinchildreninordertopromotethegrowthofthe five emotionalintelligences:

EI

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National English Program in Basic EducationNational English Program in Basic EducationWe need to teach children about Emotional Intelligence the same way we teachother subjects. Teach these abilities by example, modeling, discussion, stories, films,experiences,sochildrenareawarethattheycangrowinemotionalintelligence.

Inhis1994book,entitled“E.Q.”,Dr.DanielGolemanwrote:

“If we do not have emotional intelligence, wecannot utilize our multiple intelligences well.”

In other words, all the multiple intelligences in the world won’t matter if we haven’tdevelopedemotionalintelligence.It ispossibletoimproveourE.Q.(emotionalquotient)bystrengtheningsocial/culturalabilities,creatingawarenessbyusingroleplay,films,stories,examples,modeling,anddiscussion.Emotionaldevelopment,iscrucialtoacademicsuccess!EmotionalIntelligenceisintheaffectivedomainofthebrain.

The Four Pillars of EducationTheUnitedNationsEducational,ScientificandCulturalOrganization(UNESCO)identifiedthe fourpillarsofeducation for theworld´schildren (NEPBEgoals in Englisharepartlyincludedinthesefourpillars.)

LEARNING TO KNOW

LEARNING TO BE

LEARNING TO LIVE TOGHETER

LEARNING TO DO

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National English Program in Basic EducationNational English Program in Basic EducationExplaining the Four Pillars of Education

1. Learning to KnowThistypeoflearningisconcernedlesswiththeacquisitionofstructuredknowledgethanwiththemasteryoflearningtools.Peoplehavetolearntounderstandtheworldaroundthem,at leastasmuchas isnecessary for themto lead their liveswithsomedignity,developtheiroccupationalskills,andcommunicatewithotherpeople.Itisunderpinnedbythepleasurethatcanbederivedfromunderstanding,knowledge,and discovery. That aspect of learning is typically enjoyed by researchers, but goodteachingcanhelpeveryonetoenjoyit.Evenifstudyforitsownsakeisadyingpursuitwithsomuchemphasisnowbeingputontheacquisitionofmarketableskills,theraisingoftheschool-leavingageandanincreaseinleisuretimeshouldprovidemoreandmoreadults with opportunities for private study. The broader our knowledge, the better wecanunderstandthemanydifferentaspectsofourenvironment.Suchstudyencouragesgreaterintellectualcuriosity,sharpensthecriticalfacultiesandenablespeopletodeveloptheirownindependentjudgmentsontheworldaroundthem.Fromthatpointofview,allchildren-nomatterwhereintheworldtheylive-musthaveachancetoreceiveanappropriatescienceeducationandbecomefriendsofsciencethroughouttheirlives.

2. Learning to DoThis is closely associated with the issue of occupational training: how do we adapteducationsothatitcanequippeopletodothetypesofworkneededinthefuture?Hereweshoulddrawadistinctionbetweenindustrialeconomies,wheremostpeoplearewage-earners,andothereconomieswhereself-employmentorcasualworkarestillthenorm.In societies where most people are in paid employment, which have developedthroughouttheTwentiethCentury,basedontheindustrialmodel,automationismakingthismodelincreasingly“intangible”.Now,inthe21stCentury,thefuturehingesontheabilitytoturnadvancesinknowledgeintoinnovationsthatwillgeneratenewbusinessesandnewjobs.“Learningtodo”cannolongermeanwhatitdidwhenpeopleweretrainedtoperformaveryspecificphysicaltaskinamanufacturingprocess.Skilltraininghastoevolveandbecomemorethanjustameansofimpartingtheknowledgeneededtodoamoreorlessroutinejob.

3. Learning to Live TogetherViolencealltoooftendominateslifeinthecontemporaryworld,formingadepressingcontrastwiththehope,whichsomepeoplehavebeenabletoplaceinhumanprogress.Humanhistoryhasconstantlybeenscarredbyconflicts,buttheriskisheightenedbytwonewelements.

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National English Program in Basic EducationNational English Program in Basic EducationFirst,thereistheextraordinarypotentialforself-destructioncreatedbyhumansduringthetwentiethcentury.Then,wehavetheabilityofthenewmediatoprovidetheentireworldwithinformationandunverifiablereportsonongoingconflicts.Publicopinionbecomesahelplessobserverorevenahostageofthosewhoinitiateorkeepuptheconflicts.Untilnow,educationhasbeenunabletodomuchtomitigatethissituation.Canwedobetter?Canweeducateourselvestoavoidconflictorpeacefullyresolveit?While the idea of teaching non-violence in schools is certainly praiseworthy, it seemsquiteinadequateifwelookatwhatisreallyinvolved.Thechallengeisadifficultonesincepeoplehaveanaturaltendencytooverestimatetheirownabilitiesorthoseofthegrouptowhichtheybelong,andtoentertainprejudicesagainstotherpeople.Moreover, the general climate of competition that prevails in both domestic andinternationaleconomiestendstoturncompetitivenessandpersonalsuccessintomodernvalues. Infact,thiscompetitiveness isnowadaystranslatedintoarelentlesseconomicwarandatensionbetweenrichandpoorthatbreaksapartnationsandtheworldandexacerbateshistoricrivalries.Regrettably,withitsincorrectinterpretationofwhatismeantbycompetition,educationsometimeshelpstosustainthisstateofaffairs.

4. Learning to Be Atitsveryfirstmeeting,UNESCOpowerfullyre-assertedafundamentalprinciple:educationshouldcontributetoeveryperson’scompletedevelopment-mindandbody,intelligence,sensitivity,aestheticappreciation,andspirituality.Allpeopleshouldreceiveintheirchildhoodandyouthaneducationthatequipsthemtodeveloptheirownindependent,criticalwayofthinkingandjudgment,sothattheycanmakeuptheirownmindsonthebestcoursesofactioninthedifferentcircumstancesintheirlives.In this respect, UNESCOembracesoneof thebasicassumptions stated in the reportLearning toBe: theaimofdevelopment is thecomplete fulfillmentofman, inall therichness of his personality, the complexity of his forms of expression and his variouscommitments - as individual, member of a family and of a community, citizen andproducer,inventoroftechniquesandcreativedreamer.Thishumandevelopment,whichbeginsatbirthandcontinuesall throughaperson’slife,isaprocesswhichisbasedbothonself-knowledgeandonrelationshipswithotherpeople.Italsopresupposessuccessfulpersonalexperience.Asameansofpersonalitytraining,educationshouldbeahighlyindividualizedprocessandatthesametimeaninteractivesocialexperience.

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National English Program in Basic EducationNational English Program in Basic EducationCompetenciesAcompetencyisaskill,atalevelconsideredbasic,thatallstudentsshouldbeabletoreach.

International CompetenciesThislistwillhelpyouseethatcompetenciesarevaried,completethehumannecessitiesforbeingproductive,andcanbeappliedtovirtuallyallagesofpeople.

International Competencies 1.Personalidentityandautonomy 2.Interpersonalrelations 3.Languageandcommunication:oralandwritten 4.Mathematicalandlogical 5.Learningaboutourworld:naturalandsocialsciences 6.Ourworld:cultureandsociety 7.Appreciationandexpression:music,art,dance,crafts 8.Dramaandtheatricalexpression:acting 9.Physicalandmotorcoordination,strength,andbalance 10.Healthandsafety

These are the basic, general, global competencies. The third one, “Language andcommunication:oralandwritten”isthecompetencyofmostofinterestandsupportedbytheNEPBE.Acompetency isaskill,anability thatsomeonehasacquiredandcandemonstrate.Whenweusetheterm“COMPETENCY”ineducation,weusuallyarereferringtoaskillthatcouldbeacademic,social,physical,mental,musical,artistic,moral…oracombinationofallofthose.Furthermore,“beingcompetent”impliesthatsomeonehasresponsibilityandhighlevelthinkingskills.

Using CompetenciesThesearepartofthephilosophyoflearningintheNEPBE.

Progressismeasured,notevaluated.

Theuseofalternativeassessmenttoolsisrequired:rubrics,portfolios,presentations,creativewriting,oralfluency.

Thetimefactortoreachacompetencyisflexible.

Wealllearnatdifferentspeeds.

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National English Program in Basic EducationNational English Program in Basic EducationTherearegeneral,global,andinternationalcompetencies,thatcanbemorespecificallyadaptedtoeachcountry’sneedsandexpectations.Generalcompetenciesincludethefollowing:

Competenciesarewithintheareawherethesethreeattributesoverlap:

1.Knowledgeandcomprehension

2.Attitudesandvalues

3.Abilitiesandskills

To work well with the idea of teaching to reach a “competency”, teachers need todeveloptwomajorskills:

tobeabletoanalyzethings(withinthehigherlevelsofBloom’sTaxonomy),and

tobeabletoexpressanddemonstratewhattheyhaveanalyzed,tobeabletoshowothers

Competencies being demonstrated by children indicate that the learning process isbeingsuccessful.Theyarebasictoeducationalprinciplesandobjectives.

Mind mapping and use of graphic organizers: (Tony Buzan)Theseare support toolswhichenhance teaching, learning,andlanguagedevelopment.Aneducational leaderwithhisownmethodsandtheoriesaboutlearning is Tony Buzan. While his ideas are not new, educatorshaveusedgraphicorganizers forgenerations.Hehascompiledtheminabookaboutmindmappingwhichisbeingusedworldwide tohelppromotebetter teachingand learning. TonyBuzanhasemphasizedmindmapping,oruseofgraphicorganizersasamethodofbetterteaching.Themind-mapping techniquecouldalsobecalled a “graphicorganizer”, even though Buzan prefers his system to be called“MindMaps”.Technically,anygraphic,diagram,orchartthatshowsdata,couldbecalleda“graphicorganizer”.Humanslearnwellfromgraphics,oftenbetterthanwithwords,especiallyifthetopichasseveralareastobemastered.Whenteachersusetimelines,Venndiagrams,charts,graphs,etc.,thestudents’learning

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National English Program in Basic EducationNational English Program in Basic Educationandabsorptionofideasandtopicsismuchclearerandmorecomplete.Buzan’sworkshowsawidevarietyofideasonhowtousethe“mindmaps”,supportedbyresearch.DescriptionMindmappingistheprocessofvisuallydepictingacentralconceptwithsymbols,colors,key words, and branches. Mind mapping is a fast and fun way to take visual notes,facilitatecreativity,andimprovestudents’ learningskillsastheyrelatethevisual/spatialintelligence.Mindmapsmayalsobeusedtoplanlessonsorunitsandpresentinformationtostudents.

Every mind map must include:AcentraltopicSpokesorlinescomingfromthecentraltopicColorsPicturesFewwords

Why Make A Mind Map?

Brain-Compatible Learning: Mindmappingreflectsournaturalthinkingprocesses,and isabalanced,whole-brainedapproachto learning.As mind maps are created and viewed, both left and right brainprocessingstylesareutilized.

Creativity: Studentsmustusetheirimaginationstocapturetheessenceof eachtopictheyaremapping.

ComprehensionStudents are able to see the “big picture” and create their ownconnections which embed learning in more complete, meaningfulcontext.

MemoryMindmapsprovidevisualandlinguisticcuesthatareshortandeasytoremember.Studentsremembermoreofwhattheyseeanddrawthanwhattheyreadandhear.

Multiple IntelligencesMind mapping engages four intelligences simultaneously: verbal/linguistic,logical/mathematical,visual/spatial,andintrapersonal.

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Mind Map

structure

style

lines

use

paper

blank

landscape

start centre

key

single

printwords

colour

images

connectthicker

length

organic

thinner 2

word

image

flowing

funemphasis

personal

beauty

clearassociations

radiant

hierarchical








National English Program in Basic EducationNational English Program in Basic EducationMind Mapping

1) Create the Central ImageInthecenterofthepage,writethenameofthetopicandillustratethecentralconceptwitharecognizableimage.Makethecentralimagelargeenoughsoyoucanseethesubjectofthemindmapataglance,butsmallenoughtoleavespacetoaddmainideasanddetailsradiatingoutofthecentralimage.

2) Brainstorm Main IdeaBrainstormthemain ideas relatingto thecentral topic.Aroundthecentral topicdrawimagesorsymbolstorepresentthemainideas.Connectthemainideastothecentralimagewithbranches,arrows,orspokes.Usekeywordsonoraroundthemainidea,orusetheconnectinglinetoidentifythemainidea.Alternatively,drawlinesradiatingoutofthemainimage,withakeywordoneachlinedescribingthemainidea.

3) Add DetailsUsingcolors,images,symbols,andwords,drawrelateddetailsbranchingoutofeachofthemainideas.

Steps to Mind MappingIntroducing Mind Maps. Lead the class in creating a class mind map before askingstudentstocreatetheirown.

Planning and PresentingUsemindmappingtoplanlessonsorunits.

Mind Mapping Notes and JournalsEncourage students to use mind maps as visual notes. Students maykeeptheminjournalform.Studentsmaythenflipthroughtheirjournalsatalaterdatetorefreshtheirmemories.

Cooperative LearningStudentscanworkinpairsorteamstocreatemindmaps.Studentsmayeachtakeresponsibilityforresearchingandcompletingamainidea,orstudentsmaysimultaneouslyaddtheirideastoateammindmap.

Brainstorming and Pre-writingMindmapping isagreatway togeneratecreative ideas, solutions toproblems,clarifythinkingonatopic,andtoorganizeideasforsubsequentwritingorpresentation.

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National English Program in Basic EducationNational English Program in Basic Education Authentic AssessmentAnalyze students’ mind maps to assess what they have learned, andwhattheystillneedtolearn.

More About Mind Mapping

1.Thisisafairlyrecentteachingtechniquebasedonbrainresearchthatprovesthatourthinkingprocess iscomposedofseveralsensationsat thesametime.Sounds,music,wordcombinations, images,colors,andevensmells,allwork simultaneously tobringimpressionstothebrain.Perhapsbecausegeneticallywewereprogrammedforimagesandsymbolstobeseeninourbrains,(millionsofyearsbeforetheprintedwordhadbeeninvented),westill learnbetterandrememberlongerwhenweseeimagesratherthanonlytheprintedword.Mindmappingcloselyresembleshowwenaturallythink,soitisawhole-brainexperience,usingboththerightandleftbrains,combiningaffective(feeling)andcognitive(knowing)learning.

2.Mindmappingallowsourstudentstoseetheentireconceptgraphically.Sometimes,in fact, mind maps are called graphic organizers. Whereas 25 years ago, graphicorganizersconsistedofsimpleVenndiagrams,wheretwocirclesoverlappedshowingintheoverlappedareathethingsincommonthattwoitemshad.Todaygraphicorganizerscomeinallshapesandsizes.Thebasicideaisthatthestudentsgettoseethewholeideaofatopicinadiagram.The old-fashioned sentence diagrams, a common grammar task of 50 years ago,seldomusedtoday,isanexampleofamindmapthatshowedthestudentsgraphicallythepartsofspeechandhowwordsinasentencewereused.

3. Mind mapping helps new learning to be planted in the brain so that students willremember more of what they see and draw. When they see and draw diagramsand graphs, they remember more than if they only read about or heard about theinformation.Fataltoreallearning,whichlastsinlongtermmemory,(asopposedtotemporarylearningforthe“test”),ishavingstudentsdoworkbookpages,fillinginblanks,orcopyingrobot-likeanswersfromquestionsattheendofthechapter.Bemorecreative,teachers,ingivingassignmentsandclasswork!Engagethebrain!Emphasizecomprehension!

4.Whenteachersusemindmappingactivities,fourmultipleintelligencesareengagedsimultaneously,resultinginbetterlearningandcomprehensionforthestudents.Whencomprehension is activated, students remember the material in their long termmemories.

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National English Program in Basic EducationNational English Program in Basic Education5.Thefourintelligencesinvolvedinmindmappingare:

Verbal/Linguistic becausekeywordsandphrasesareusedinmindmaps.

Logical/Mathematical becauseorganizationsandrelationsamongthemare imbeddedinmindmapping.

Visual/Spatial becausemindmapsarepresentedusingvisuals,including pictures,images,symbols,andrelationsamongitems.

Intrapersonal becauselearningismorepersonallyrelevantwhenmindmaps aremade.

Steps to make a Dinosaur Mind Map

1.Createthecenterofthemindmap,withadrawingandafewwords.Keepitsimplebutcolorful,attractingattentiontothemiddleasthemainidea.AnexamplecouldbeDINOSAURS,withasmalldrawingorcutoutofadinosaur.

2.Aroundthecentralimage/wordsdrawspokes,lines,arrows,branches,orhookswhichconnectthesewordstothemain idea.Havekeywordsthatrelatetothemain idea.Withdinosaursasamaintopic,youcoulddrawdifferentspokessayingthingslike:meateaters,planteaters,landdwellers,swamp,dwellers,flyingdinosaurs.

3.Thenadddetails,branchingoutfromeachspoke,thathelpexplainfurther.Youcanalsoaddpictures.Forexample,under“meateaters”youcouldwrite“TyranasuarusRex”,andcontinuewithspecificnamesanddrawings.

4.The idea is tokeep themindmapsunique toeachchild. Theycanwork in teamscooperativelyorindividually.Creativityandclarityofideashelpcementthelearninginthebrain.

5.Atimelineisanotherexampleofamindmap.Havestudentskeeppersonaltimelinesintheirnotes,thatcontinueastheyearprogresses.Coordinatewithaclassroomtimeline.Dates /events/persons/etc.canbewrittenon8.5x11 sheetsof variouscoloredpaper,andtaped/stapledhigh,wherethewallmeetstheceiling,forexample,sothatstudentsareawareofthemajorconcepts/datesyouwantthemtolearnlong-term.

Picky facts (such as naming a specific emperor of China in 503 B.C.) are worthlesstimewasters.MuchmoreimportantisthatthestudentsknowthatChinahademperorsand dynasties, and that China had major influences in the world since before our

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National English Program in Basic EducationNational English Program in Basic Educationcalendarevenstarted,since5000yearsago.TheyshouldknowthatChina insulateditselfagainsttheoutsideworld,forbiddingforeignerstoenteruntilthemid1800’s.Thoseare factsworthyofknowing,andtheywillbe rememberedusingtime linesandothermindmaps.

Sample Graphic Organizers

VennDiagramsWebbingKWLChartsMainIdea/SupportingDetailsFrameworksCauseandEffectFrameworksFactandOpinionFrameworksClusteringListingFlowchartsChartsSketchtoStretch

Example of a webbing excercise related to vocabulary

What is it? (definition)

The word

What is like?

What are some examples

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National English Program in Basic EducationNational English Program in Basic EducationWhat is it? (definition)

An established set of scoring criteria used to rate a student´s performance on a performance-based task.

RUBRIC

Holistic Primary Trait Analytical

A Scoring Guide

A Checklist

A complex Answer Key

Clustering

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Famous people

from the 60’s

Politicians

Activists

Lyndon B.Johnson John F.

Kennedy

Richard Nixon

Martin Luther King

Malcolm X

Astronauts

Neil Armstrong

Buzz Aldrin

Sequence Chain for a STORY

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How long ago did they live?Why did they die?How do we know what they looked like?Who are the people who study dinosaurs?

What We Know

Dinosaurs are large. Dinosaurs are dead.They lived a long time ago.There is a movie about dinosaurs.

What We Want to Find Out

What We Learned

An archeologist has an exciting life.Dinosaurs eat plants,and some eat meat.Some dinosaurs were gigantic, but had small brains.Fossils uncover dinosaur traits.

Herring Bone Map

Who What Where

When Why How

MAIN IDEA:

1.

2.

1.

2.

1.

2.

1.

2.

1.

2.

1.

2.

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KWLDinosaurs









Radial Circle

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Flow Chart








National English Program in Basic EducationNational English Program in Basic EducationThinkaboutwhatyouknowaboutcats.Peopleandcatsarethesameinsomeways,butnotinotherways.WritewordsthatdescribepopleinthePeoplecircle.WritewordsthatdescribecatsintheCatsCircle.Writewordsthatdescribebothpeopleandcatsinthespacewherethecirclesoverlap.

Different Different

The same

PeoPle Cats

Lookbackatthecircles.Doyouthinkpoepleandcatsaremorelikeeachotherormorenotlikeeachother?

Why?

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Venn Diagram:








National English Program in Basic EducationNational English Program in Basic EducationThe Learning Process and ScaffoldingThelearningprocessisdifferentforeachindividual,becausewehavevariouslearningpatterns, learning preferences, distinct perceptions, and learning styles, as we havediscussedpreviouslyinthisbook.Nomatterwhatourlearningpreferencesare,therearespecificareasofteachingthatALLlearnerscanbenefitfrom,andwhicharetechniquesthatallteachersneedtoutilizedaily.Scaffoldingisatermusedtodiscussthesupportofstudentssotheycanshowsuccessin areas that they might not able to do by themselves. Since the NEPBE supportsstudents’success,realizingthatallstudentsdonotlearnatthesamerate,scaffoldingisencouraged.Ascaffoldisametalframe,usedontheexteriorofabuilding,tosupportconstructionworkers,window-washers,orpainterswhoareworkingon thebuilding. Theyneed thescaffoldtosupportthemastheywork,sotheywon’tfall.Scaffoldingiswhataparentmightdotosupportababythatislearningtowalk.Theyholdon,supportthechild,untilthechildcanwalkallalone.Scaffoldingintheclassroomiswhentheteachersupportsthestudentsontheroadtosuccess,byguidedpracticewithwrittenwork,orwhisperedclueswhenastudentdoesn’tknowanoralanswer,orpermittingstudentstoworkinpairsorsmallteams,helpingeachother.

Otherwaysthatteacherscanprovidescaffoldingincludethefollowing;

Teachers need to promote:understanding,whichcomesfromclearexplanationsandguidedpracticeTeachers need to use:avarietyofactivities, songs,oralactivities,discussions,maps,charts,graphs, readingaloud to students, silent reading, creative writing, games, kinethetics, whole group,individualwork,pairwork,cooperativelearninginsmallteams(3-5students),strategiesandtechniques,questioningtechniques,criticalthinking

Pace(timeon-task),90%ofclasstimeshoudlbeALT=AcademicLearning Time, withnotimewasted.ALTmeansthatstudentsandtheteacherareactivelyinvolved,working,interacting,speakinginEnglish,writing,inteams,orpairs,orindividually90%oftheclasstime.Thereisno“deadtime”.

PART 4 Techniques that support NEPBE

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National English Program in Basic EducationNational English Program in Basic EducationTeachers need to:organize material and have it readyInordertousetimewisely,itisimperativethatteachershaveplansandmaterialsreadyandinplace.Thisisthesignofaprofessionaleducator.

Proceduresandroutines.(Routinesareautomaticallyperformed.)Aprofessionaleducatorsetsproceduresthefirstweekofschool,andcontinuallyreminds the students of each procedure until they become routine,with thestudentsdoingthemautomatically.ThenumberoneproblemintheclassroomisNOTdiscipline.Itistheabsenceofproceduresandroutines.Following isa listof the typesof things teacherscanchoose toestablishasbases forprocedures,leadingtobecomeroutineswithsteadypracticebystudents.Routinessettheclassupforbetterlearning,resultinginsuccess.

Procedures to Rehearse With Students Until they Become Routine

Students need to learn:Howtouseatextbook

Enteringtheclassroom PassinginpapersGettingtoworkimmediately ExchangingpapersWhenstudentsaretardy ReturningstudentworkEnd-of-periodclassdismissal GettingmaterialswithoutdisturbingothersListeningtoandrespondingtoquestionsHandingoutplaygroundmaterialsParticipatinginclassdiscussions MovingabouttheroomAskingforapencilorpaper GoingtothelibraryorcomputercenterKeepingyourdeskorderly HeadingsonpapersCheckingoutclassroommaterials Whenastudentfinishesworkearly

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ThismeansthatstudentsneedtoknowwheretofindtheTableofContents,ortheIndex,ortheGlossary,ortheContentHeadingsinthetextbook,etc.

How to take notes Studentsneedtobetaughthowtoselecttheimportantinformation,

How to outlineandhow to summarize, so theycanmakewiseuseof time,andutilize readingandlisteningskills.

How to work in teamsTeachersneedtoteachteamwork,notsimplyassign it.Theyneedtoassignrolesforeachstudentonateam.Thereneedstobearoleforeverychildonateamforateamtofunctionwellandproductively.

Comingtoattention AskingaquestionWhenstudentsareabsent Whenaschool-wideannouncementisgiven Workingcooperatively WalkinginthehallduringclasstimeChanginggroups RespondingtoafiredrillorotheremergencyKeepinganotebook RespondingtoanearthquakeGoingtotheoffice RespondingtoasevereweatherreportWhenstudentneedshelporconferencingWhenvisitorsareintheclassroomKnowingthescheduleforthedayorclassiftheteacherisoutoftheclassroomKeepingaprogressreport ifastudentissuddenlyillFindingdirectionsforeachassignment Saying“Please”and“Thankyou”

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National English Program in Basic EducationNational English Program in Basic EducationLearning Styles and Teaching StylesRememberthatyouandyourstudentslearninavarietyofways.Weneedtovaryourteachingstylestomeettheirneeds.

Learning Styles: General Characteristics:

Talkstoself

Readsaloud

Memorizeseasily

LikesSpellingBees

Followspatternswell

Talksalot

Likesmusic

Proofreadswell

Recallsnumbers

andfacts

Likestosing

Likespicturesandbooks

Workspuzzles.

Likesmaps,charts,graphs

Findspageinabookquickly

Hasgoodsenseofshape

Likestodrawandcolor

Noticesdetails

Likesmanipulatives

Readssilently

Likestoplaywith

clay,mud,sand

Likestobuildthings

Taps,hums,moves

frequently

Feels,toucheseverything

Enjoysfixingthings

Goodatsports

Usemanymanipulatives

Picturepuzzles

Play-acting,roleplay

Teachsignlanguage,

Formletterswithclay

Dance,movetomusic

Actoutastory

Produceafilm

Teaching styles that coordinate with students´learning styles:

Usetaperecorders

UseCD’s

HaveSpellingBees

Usephonics

Encouragerhyming

Singsongs

Realaloudtostudents

Useaudiowithfilms

Usechalkboard

Overheadprojector

Labelthings

Playmatchinggames

Matchcards:wordswith

definitions

Fill-inwordstosongson

aworksheet,whilelistening

Drawpicturesofastory

Showfilms

Auditory Visual Tactile

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Thinking skills to be developedYouhaveto:

Showthinking Compare-Contrast Generalize

Mainidea Summarize Drawconclusions

Sequence Predict Connecttopriorexperience

Causeandeffect Inferorfigureoutfromclues Oralandwrittenparticipation

Use visuals: Computer

i-Pad

Note-taking

Promoteoralfluencybyhavingstudentsspeakingtoeachother,totheteachersinfrontoftheclass,orinpairsorteams.

Posters

Chalkboard

Movies

Guestspeakers

Photos

Magazines

Books

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National English Program in Basic EducationNational English Program in Basic EducationPart 5: Planning

Blocks of timeMostpublicschools inMexico,preschool,primaryandsecondary levels,haveEnglishonlythreetimesaweekfor45-50minuteseachclass.Therefore, teachers will need to use the English time as wisely as possible, havingprocedures and routines in place to allow optimum Academic Learning Time in theEnglishclass.With such a small amount of time, emphasis must be placed on the oral languagedevelopmentandthesocial-culturaldevelopmentofthestudentsinordertoreachgoalsoftheNEPBE.

Cycles and CENNITheorganizationofcyclesandtimeblockswiththeNEPBEisshownbelow:

CENNIidentifieslevelsofEnglishevidencedfrombeginnerstoadvancedstudents.Long-termplanningisessentialsothatteacherswillknowwheretheyaregoingduringthe

Basic survivial level vocabulary

Basic daily work use of language

Intermediate reading, writing fluently.Some errors

High level+ four skills, more fluent speaking

Advanced level, very few errors, high vocabulary

Proficient user of the language

A1 A2 B1 B2 C1 C2

NOVICE BASIC AVERAGE HIGHAVERAGE

VERYHIGH

NATIVE-LIKE

SPEAKER

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Preschool

CEFR

Elementary Secondary

3rd 1st 2nd 3rd 4th 5th 6th 1st 2nd 3rd

A1 A2 B1

Cenni 0 0 2 3 4 5 6 871

CYCLE 1 CYCLE 2 CYCLE 3 CYCLE 4








National English Program in Basic EducationNational English Program in Basic Educationentireschoolyear.Chaptertitles,units,sections,ormajorthemesareoutlined,month-by-month,withthenumberoftextpagestobetaughteachmontharecalculated.Thishelps in the long-term,sothat theendof theschoolyeardoesnotarrivewithmuchmaterialundone.Shorttermplanningisbasedonthelongtermplans,withmorespecificnoteson:whatistobetaught,how,materialstouse,waystoexhibitthelearning,assessments,explainedinblocksof time, suchas for every twoweeks, for example. Short termplans shouldincludethetopicsofthelesson,themethods,thematerials,andtheevidencethatthelearningtookplace.

Classroom ManagementCharacteristicsofClassroomManagementandPlanning

Things to look for and to assessThephysicalsettingThe roomandcontentsarearrangedforproductiveandformativeworkthatallowsforoptimallearning.Theclassroomsetupallows foreducatoraccessibilityandavailability tothestudents.The educational displays set up on the wall space, are educational,orderly, interesting, attractive and simple, and not over cluttered. Theyhaverelevancetowhatistaught.Theclassroomisattractive,orderly,andclean.Thematerialsareaccessible,keptinorderandsupply.Theclassroomisinviting,comfortable,andproductive.

The AtmosphereTheatmosphere in theclass ispositive;a spiritofcharity,unityand teamworkreigns.Thetimeisusedtofullcapacityforstudentlearning:timeisnotwasted;therearefewdisruptionsordistractions.Studentsareengagedintheirlearning,activelyinvolvedintheirworkandvisiblyontask.Apositive,calm,pleasant,work-orientedenvironmentisfostered.

The Observable Characteristics of a Well- Managed ClassroomAwell-managedclassroomisatask-orientedandpredictableenvironment.Thestudentsknowwhatisexpectedofthemandhowtheyaretodoittoachievesuccess.

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National English Program in Basic EducationNational English Program in Basic EducationStudents

Thestudentsarerespectfuloftheteacherandofoneanother.Theclassexpectationsarewelldefinedandpostedcentrally forall toread.Thestudentsknowwhatisexpectedofthemandareabletomeetandexceedtheseexpectations.The students understand the procedures as well as put them intopractice.Studentsareontaskandworking.Thestudentsknowtheobjectivesoftheassignmentstheyarecompleting.Thestudentsknowthatallclassroomworkandtestsarebasedonspecificobjectivesessentialfortheiracademicformation.The students understand that all aspects of what and how they dosomething in the class affects their own formation and that of theirpeers.Thestudentscanworkbothindependentlyandcooperatively.Thestudentsareacademicallysuccessful.Thestudentsrespondpositivelyandappropriatelytooneanotherandtotheteacher.

The TeacherThestudentsrespondtotheteacher.The teacherhasaplan foreverything:procedures,discipline, rewards,lessons,assignments,tests,activities,andevensurprises.Theteachercommunicatesexpectationstothestudents.The teacher begins classes on time and follows the pre-approvedscheduleintheclassroom.Theteacherhasaconsistentsignaltogaintheattentionofthestudents.Theteachermaintainsaformativedisciplineplan.Itispositive,motivational,purposeful,andconstructive.Theteacherhasdevelopedapositiveandpersonal rapportwitheachstudent.Theteachermaintainssomeformofpersonalcontactwitheachstudentonadailybasis.Theteacherhasestablishedclearexpectationswiththestudentsintermsofpresenting,practicing,andpositivelyreinforcingtheproceduresandnorms.Theteacherisvigilantanduseseverymomentasanopportunitytoformthestudents.Theacademicinstructionisprimarilyteacher-ledanddirected.

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National English Program in Basic EducationNational English Program in Basic EducationThe teacher is kindand firm,alwaysavailableand ready to serve yetmaintainstheauthorityofhisorherrole.Theteachercirculatestheroom,goestoeachstudenttocheckon,assist,andverifytheirprogressbyansweringquestions,givingpositivemotivationtoeachoneandperiodicallyasawhole.“Youareallworkingsowonderfullyonthisassignment,greatwork!”Theteacherisontopofcorrectionifitisneededandaddressesthesituationathand.The teacherexemplifies respectand thedignityof theperson indealingwithhisorherstudents.

The Environment ConsiderationsfortheFloorSpace

Theteachermakesaplanforthesetupoftheclassroomthatincorporatesthespacewisely.Notraditionalrowswiththestudentsfarfromtheteacher.Thephysicalarrangementinvolvesthesetupofthefurnishings,thestudentdesks, teacher’sdesk,bookshelves,additionalworktables, furniture,andworkstations.Todesignthefloorplan,onemustconsidertheflowandeaseofmovementin theclass, visualaccess,andproximityof students to theblack/whiteboardandtheteacher.The preparation and the arrangement of the physical space in theclassroom should enhance the security, efficiency, and accessibility ofthestudentsandtheteacher.

Considerthefollowing:Arrange furnishings and displays suitable to the implementation of thecurriculumfortheagegroup.Ensureproperfurnishingsareinplaceandingoodcondition.Arrangeforthenumberofstudentdesksrequired.Ifpossible,arrangedesks insemi-circlesorU’s toallowtheteacherandstudents to circulate freely and efficiently. Traditional rows take up toomuchspace.Duringinstruction,alleyesshouldbeontheteacher.Ensureexitsareclearofobstructionsandtheroomisopenandinviting.Have organized procedures as to how the students keep track of theirbooks.andmaterials.

Wall Space

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National English Program in Basic EducationNational English Program in Basic EducationTheclassroomispleasantlydecoratedwithstudents’artwork.Decorations bulletin boards, and materials are educational, andpurposeful,supportingthecurriculumobjectives.Keepvisualdistractiontoaminimum.Thedisplaysshouldbeeducational,ordered,andsimpletoavoidstudentdistraction.Onebulletinboardshouldbereservedfordisplayingstudentwork.Dependingonthegradelevelofthestudents,onebulletinboardshouldbedesignatedasacalendarboard,whichremainsconstantthroughouttheyear.Designate a section of a bulletin board or board for posting the day’sschedule, objectives, class assignments, homework, notices, andupcomingevents.Writehomeworkontheboardbeforethestudentscomeintotheclassroom.Writeitconsistentlyinthesameareasothestudentswillbeaccustomedastowheretofindthisinstruction.Allowclasstimeforthemtowritehomeworkdown.Postthemorningroutinetofollowandprojectsthatstudentscanworkoniftheyhavecompletedtheregulardays’work.Aclassroomwelcomesignshouldbepostedatthestartoftheyearbasedonathemeforthefirstmonthofschool.Ensurethestudentdesksandlockersareneatandorderlyatalltimes.Showthestudentshowtokeeppossessionsneatandorderly.

Developing Classroom ProceduresMorningroutines:forexample,-uponenteringtheclassroom,wetakeoutourbooksforclassandreadsilentlyuntilclassbegins.Movementwithintheclassroom:howtolineup,stand,sit,transitionsinclass,from one class to another, at recess, at lunch, entering the classroom,classdismissalOrganization: systems for collecting, grading and returning papers andhomework, grading-recording grades, extra credit, portfolios, distributingmaterialsInteractions between teacher and student: how to gain the teacher’sattention,howtoaskforhelp,whenandhowtoaddresspeers

Have Procedures Ready For...

AnemergencyalertandsituationDisposingoftrashWhattodowhenoneenterstheclassroomHowandwhentosharpenpencilsTardiness

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National English Program in Basic EducationNational English Program in Basic EducationListeningRespondingtoquestionsRespondingtothebellGoingtothebathroomClassdiscussionsObtainingapencil,paper,orothermaterialsGainingtheclass’attentionasawholeKeepingone’sdeskandbelongingsorderlyWorkingingroupsNotebookworkTurninginassignmentsExchangingpapersSchoolwideannouncementsGoingtothelibraryInthegymnasiumAtrecessTextbookdistributionStudentsturninginworkRewardsandincentivesCommunicatingwithparentsSignalsforstudents’attentionDailyroutines-beginningofday,transitiontimes,independentandgroupworkAgendauseandmotivatorsDisciplineguidelinesandrulesFiredrills

Planning with the final goals in mindTheNEPBEemphasizesthenecessityofplanningwithafinalgoalinmind.Youneedtoknowwhereyouwanttoarrivebeforeyoucanplanhowtogetthere.Iforalfluency,andsocial /culturalaspectsof learningaretobethefinalgoal, thenwewillneedtoplaninawaythatseesusarrivingthere.Morestudenttalk,lessteachertalk,morehighlevelthinkingandopen-endedquestions,plus teaching our children the social skills entwined with language , and the culturalawarenessofcountriesandtheirlanguagesallshouldbepartofthe21stCenturyteachinginourNationalEnglishPrograminBasicEducation.

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National English Program in Basic EducationNational English Program in Basic EducationPart 6: AssessmentsTheseareshortquizzes,teacher-developed,orfromtexts,thatareintendedtomeasurewhere a student is, so that the teacher will be aware of the student’s progress, andnecessities.

FormativeThesearequizzesthatateacherusestofindoutthestudents’knowledgeofatopic,sothattheteacherwillknowhowtoplanfuturelessonsforstudents’growth.

SummativeThisisa“finalexam”typeofassessment,wheretheteacherwillgiveavarietyoftypesofquestionsoractivities,orprojectsforthestudentstodemonstratewhattheyhavelearnedaboutthetopic,theme,orunitofstudy.Toolstoassess:Rubrics,checklists,portfolios

Sample 1Rubricassessmenttoolforyourproject.

Front Side: Sampleofarubricforacreativeproject:

Scoring20points = 100% Exceedingexpectations!18 = 95% Excellent 16 = 90% VeryGood14 = 85%Good 12 = 80% MeetingExpectations10 = 75% Minimum8/below = NotAcceptableRe-doingtheproject= 65-50% BelowExpectations

Your improvedproject mustbe re-submittedon the3rdclassdayafter you receivenoticetore-submit it.Teacher´sdiscretionforscoringpointsonresubmittedprojectsisfinal.Thereisnooptiontofail.Studentscanhelpeachother,butthereistobenoadulthelp!

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Student: ____________________________________________________________

Project Title:_____________________________________________________

Score: __________ Additional Commnets:

Reverse Side: RUBRIC FOR A CREATIVE PROJECT

Criteria _________________________________ Quality_________________________________

Points 5 3 1 _____________________________________________________________________________________________________ The project exhibits The project exhibits The project usesCreativity/ 4 to 6 forms of 2 or 3 forms of only 1 method toOriginality expression (art, music, expression (art, music, present the writing, pictures, etc.), writing, pictures, etc.), information. The all of which show a which show some work is mundane. great deal of thought planning in the area There is no strong and planning in the of creativity for the spark of creativity creative or unusual project’s concept. evidenced. way that the project is presented.

The student included The project is good, The project was Content most of the guidelines but several important not complete.Completeness in the project description, guidelines provided were Many important plus, he/she added more ignored, yet the student items were ideas so that the project did not replace them missing and is thoroughly complete. with other ideas. project appeared incomplete.

Depth of The level of vocabulary The student understands Very littleKnowledge and content material and exp resses work at evidence ofExhibited appear to be at a a high level, and at a depth research. The maturity level that good students, serious vocabulary equivalent to high school, about their work, will level exhibited with evidence of research often exhibit. Research is below grade exhibited in the final very few errors in the rushed with with obvious attention written or model material. little attention to to the smallest detail. details. Drawings, A few details are Appears exhibits, written overlooked (such as to be of first work, models, etc. forgetting to paint one draft quality are first-class! side of a model). rather than a finished








National English Program in Basic EducationNational English Program in Basic EducationPROOFREADINGCHECKLISTFORSTUDENTS

Yourname:________________________________________________Date_____________

___DidIspellallthewordscorrectly?

___DidIindenteachparagraph?

___DidIwriteeachsentenceasacompletethought?

___DoIhaveanyrun-onsentences?

___DidIbegineachsentencewithacapitalletter?

___DidIusecapitalletterscorrectlyinotherplaces?

___DidIendeachsentencewiththecorrectpunctuationmark?

___DidIusecommas,apostrophes,andotherpunctuationcorrectly?

___DidIreadmypaperaloudtomyselfortoafriend?

Student´sname:_____________________________________________________________

Grading/Assessing______________________________

Sometimesyoumaywanttouseadifferentwaytoevaluateorscoreyourstudents’work.Hereisalistofseveralways:points,words,orpercentages.Feelfreetousethemasyouwant.

5=Excellent/Exceedingexpectations(95-100)

4=Verygood/Aboveexpectations(85-94)

3=Average/Meetingexpectations(80-84)

2=Belowaverage/Belowexpectations(74-79)

1=Shouldbemuchbetter/Minimumeffortexhibited(below74)

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National English Program in Basic EducationNational English Program in Basic EducationComments about student presentation Topic of speech______________________________________________________________

A sample Rubric to assess oral presentations and listeningCategory 4 3 2 1SpeaksClearlySpeaksclearlyanddistinctlyall(100-95%)thetime,andmispronouncesnowords.Speaksclearlyanddistinctlyall(100-95%)thetime,butmispronouncesoneword.Speaksclearlyanddistinctlymost(94-85%)ofthetime.Mispronouncesmorethanoneword.OftenmumblesorcannotbeunderstoodORmispronouncesmanywords.

Preparedness Studentiscompletelypreparedandhasobviouslyrehearsed.Studentseemsprettypreparedbutmighthaveneededacouplemorerehearsals.Thestudentissomewhatprepared,butitisclearthatrehearsalwaslacking.Studentdoesnotseematallpreparedtopresent.

Posture and Eye Contact Standsupstraight,looksrelaxedandconfident.Establisheseyecontactwitheveryoneintheroomduringthepresentation.Standsup straightandestablisheseyecontactwitheveryone in the roomduring thepresentation.Sometimesstandsupstraightandestablisheseyecontact.Slouchesand/ordoesnotlookatpeopleduringthepresentation.

Listens to Other Presentations Listensintently.Doesnotmakedistractingnoisesormovements.Listensintentlybuthasonedistractingnoiseormovement.Sometimesdoesnotappeartobelisteningbutisnotdistracting.Sometimesdoesnotappeartobelisteningandhasdistractingnoisesormovements.

Enthusiasm Facialexpressionsandbodylanguagegenerateastronginterestandenthusiasmaboutthetopicinothers.Facial expressions and body language sometimes generate a strong interest andenthusiasmaboutthetopicinothers.Facialexpressionsandbodylanguageareusedtotrytogenerateenthusiasm,butseem

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National English Program in Basic EducationNational English Program in Basic Educationsomewhatfake.Verylittleuseoffacialexpressionsorbodylanguage.Didnotgeneratemuchinterestintopicbeingpresented.Inthisrubric,ascoreof1isthelowestand4isthehighest.Studentsshouldhaveaccesstotherubricbeforetheyhaveaspeakingassessmentsothattheywillbeabletosettheirgoals.

20 = Highestscore

16-19 = Exceedingexpectations

11-15 = Meetingexpectations

6-10 = Belowexpectations

5 = Lowestscore

ProjectssamplesProject

1stGradeCreateaForestDueon___________________________

Youwillhavetoinvestigateaboutakindofplantoranimal,makeamodelaboutit,andpresentitinclass.

Myteamchosetoinvestigateabout:_________________________________________

1.Youwillbringartmaterialtotheclassroomtocreateanimageofyourplantoranimal.Whenyoufinishyouwillstickitontoacraftstick.

2. You will present your animal or plant to your classmates explaining thecharacteristicsofyouranimalorplant.

Youwillworkinyourprojectintheclassroomeverydaysothereisnoneedtogettogetherintheafternoon.

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National English Program in Basic EducationNational English Program in Basic EducationCreate:1.Animageofmyanimalorplantsowecanglueitontoacraftstickandthentoastyrofoamblocktocreateaforest.2.Usematerialsthatyoualreadyhaveanduseyourimagination!Themorecreativeyouarethebettergradeyouwillget.Get as much information as you can from different resources such as brochures,magazines,andtheInternet.

Suggestions:http://en.wikipedia.org/wiki/Main_Pagehttp://www.enchantedlearning.com/Home.html

EvaluationCriteriaOralpresentation Fluency 20Pronunciation 20Investigation 30Craftofanimalorplant 30

Monthly Project3rd.Grade

CommunityMapDueon___________________

Objective:Tocreateacommunitymapthatshowswhatcanbefoundinacommunity.

Materials:-Nonfictionpicturebooksandmagazines.-Posterboard.-Pencil,paper.-Markers,glue,scissors.

“Research”Havegroups find samplesofmaps to show theclass. Show themhow theycanusesimplegraphstoobtainhelpfulinformationsuchasthepopulationofanarea.

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National English Program in Basic EducationNational English Program in Basic Education“Brainstorming”Discusswithchildrenwhatkindsofplacesarefoundwithintheircommunity,Helpchildrenmakealistofthingstheywouldliketoincludeontheirmap.

“Plan”Children are going to use the list they made to start drawing a map about theirneighborhood.Forhomeworkchildrenaregoingtoprepareabriefexplanationofthethingsthatcanbefoundneartotheirhomes.

“Complete the map”Havechildrencomplete theirmapsand thendisplay them for theclass.Have themexplainwheretheyplacedthingswithintheircommunity.

EvaluationCriteriaOralpresentation Fluency 20Pronunciation 20Researchandhomework 30Map 30

Project4th Grade

DinosaursDueon_____________Youwill:Interviewadinosaur.Halfthegroupwilltakethedinosaur´srole,andtheotherhalfwilltaketheinterviewer´srole.Studentswillcreateapuppetthatrepresentseachcharacter.Thepuppetwillbefreestyle,butveryoriginal.

Evaluation:OralPresentation:Completeinformation /40Loud/clear/pronunciation /30Noreading /10Creativityofyourpuppet /20

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National English Program in Basic EducationNational English Program in Basic EducationGrades 5th to 8th

CreatingamachineDueon__________________________________

Objectives:Toworkasateamandtocreateanewmachine,explainingitsuse.

Rules:Formateamof5studentsMakeadesignofamachineandalistofthematerialsneeded.Buildthemachinewithrecycledmaterial:playdough,newspaper,stones,foam,leaves,branches,fabric,etcBringthematerialfromyourhouse.Workmustbedoneatschool.Youwillmakeaposterdescribinghowthemachineworks,whatareitspartsandwhyyoudecidedtocreateit.Whatdoesitdo?Youwillpresentyourmachinetotheclass.Eachmemberoftheteammustexplainsomethingwhenyoupresent.

Yourteamwillpresenton______________.

Evaluationcriteria:Originality,creativityanddesign 20Useofrecycledmaterials 10Teamwork 10OralPresentation:Explanation 20Loud/clearpronunciation 20Noreading...Knowthematerialwell. 10Fluency 10

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National English Program in Basic EducationNational English Program in Basic EducationProject“Amazing People”

Dueon___________________________

Rules:Studentsinpairswilltalkaboutfamouspeoplewhohavebroughtimportantachievementstosocietyortogeneralhistoryaroundtheworld.Youmustuseasmuchinformationasyoucangetfromdifferentresourcesaboutthefamouspersonyouchose.Youhavetosharework in teams. Teacherwillannouncethedaywhenyougive thepresentation.Youcannotreadduringyourpresentation.Bothteammembersmustspeakduringthepresentation,about2-3minuteseach.

Use:newspapergluepaintspapercardboard

CreateNameofthepersonandachievementshe/shehasmade.Aposterwithbiographyofthepersonyouwillbetalkingabout.Highlightandmentionthethingshe/shehasmadeandexplainhowthesechangeshaveinfluencedhistoryorsociety.

Evaluation:OralpresentationTalkingloudly/Pronunciation 20Fluency 15Useofcorrectgrammar 15Creativityofthepresentationandposter 20Useoftherequestedmaterial 10Posterwithinformation 20

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National English Program in Basic EducationNational English Program in Basic EducationTeam ProjectGrades 5th to 8th

Dueon:_______________

Procedure:

Youwillworkwithyourteamtodeveloptwothings:

1.Arestaurant,describingwhatkinditis,whatpeopleitattracts(rich, familieswithkids,etc.)whatitlookslike,howbigitis,anditsdecorations:Youcandrawapicture,orcutoutpicturestoshowit.

2. Develop a menu for your restaurant, with food, drinks, desserts, etc. and realisticprices.Youmustuseasmuchinformationasyoucangetfromvariousresources.Eachteamwillpresentoneoriginalcopyofthemenu,andasheetlistingthenameofeachteammemberandhis/hercontributiontothewholeproject.(Whodidthewriting?Whodidthedrawings?Who?etc.)Ateamassessmentsheetmustbeattached.Themenuneedstolookrealistic.

Evaluationcriteria(MaximumTotal100pts)

Correctgrammaruse,andcorrectspelling 25

Creativityoftheactivity 15

Contentsofthewrittenwork 25

Neatnessandoverallorganizationofthematerial 20

Drawings,pictures,photos,graphics 15

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Self-assessment samplesOral presentationAssessedbyteacher,peer,orself

PersonPresenting:_____________________________________________________________Topic:________________________________________________________________________

Pleaserateeachofthefollowingcriteriaonascaleof1to5:(needsimprovement>12345<excellent)Rating:

1.___Thepresenterspokeclearly.Icouldunderstandthewordseasily.

2.___Thepresenterspokeatagoodvolume.,,nottooloud,nottoosoft.

3.___Thepresenterspokeatagoodpace....nottoofast,nottooslow.

4.___Thepresenterfacedtheaudienceandmadeeyecontact.

5.___Thepresenterappearedrelaxedandenthusedaboutthetopic.

6.___Thepresenterstoodupstraightwithgoodposture.

7.___Thepresenterusedeffectivehandgestures.

8.___Thepresentermadeeyecontactwithme.

9.___TheintroductioncaughtmyattentionsothatIwantedtohearmore.

10.___Thepresenterprovidedsomegoodexamples,and/orhadaprop

toshow.

11.___Theconclusionwrappedupthespeechwithaclearending.

12.___Ifoundthistopicinterestingandwell-presentedComments/SpecificNotesonStrengthsandWeaknesses

12-24=Belowexpectations25-36=Meetinglowexpectations37-48=Meetinghighexpectations49-60=Exceedingexpectations

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National English Program in Basic EducationNational English Program in Basic EducationHere are a series of self-assessements for teachers to check skills and techniqueswhich support the NEPBE. The better you score, the more in touch you are with therecommendationsoftheNEPBE.

Self-quiz #1: Human Relation Skills

Usethescaletoplotwhereyouthinkyouaretoday.Youcancheckyourselfagainoverthenextseveralmonths,scoringwithadifferentcolorpen.Eachnumberonthescalecorrespondstothesevencharacteristicswejustcovered,“GoodHumanRelationsSkills”.

Marktheanswerstothesequestionsonthegraphsthatfollow,selectingLow,NormalorHigh 1.Mysenseofhumoris: ____________

2.Mylevelofempathywithothersis: ____________

3.Mysinceritylevelis: ____________

4.Mylevelofdependabilityis: ____________

5.Ihaveawidevarietyofpersonalexperiences, suchastakingtrips,hopes,extensivereading, seeingplays,films,concerts,opera, symphonies. ____________

6.Iamadynamicspeaker. ____________

7.Thelevelofmyself-confidenceis: ____________

Scoring:Placeyourselfalongthescaleatanumberthatdescribesyourlevelatthistime.Useadifferentcolor inkormarkerforfutureassessments inordertoplotprogress.Therearethreeopportunitiestocheckyourprogress.Perhapsonceeverybimesteryoucangiveyourselfthisquiztoseehowyougrowduringayear.

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National English Program in Basic EducationNational English Program in Basic EducationDate:___________Date:___________Date:_________

Averagescore:_______Averagescore:________Averagescore:______

1(lowlevel) 5(normallevel)10(highlevel)

1.________________________________________________________________1 23 4 56 789 10

2.________________________________________________________________123456789 10

3._________________________________________________________________123456789 10

4.________________________________________________________________12345678910

5._______________________________________________________________12345678910

6._______________________________________________________________123456789 10

7._______________________________________________________________123456789 10

Whatisyouraverageintheareaofgoodhumanrelationskills?Tofindtheaverage,addthenumbersyoucircledtofindthesum.Then dividethesumby7.Thatwillgiveyouanaverageatthistime.Re-takeitin4-6months.Noteyourimprovement.Withpracticeandexperience,yourhumanrelationsskillswillbecomemorerefined.RemembertoplotthisscoreinSection10toobtainanoverallviewofwhereyouareontheroadtobeingaGREATteacher.

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National English Program in Basic EducationNational English Program in Basic EducationSelf-Quiz 2: Good Planning Skills In this quiz, you will answer “Always” (worth 4 points), “Never”(1 point), “Sometimes”(3points),or“Rarely”(2points).PlaceanXunderthequalifierthatmosthonestlyrespondstothesestatements.

1.IpreviewthoroughlyeverytextIusebeforeIpresentittomystudents AlwaysSometimesRarelyNever () () () ()

2.Imakeyearlyplansconsistentlyeveryyear. AlwaysSometimesRarelyNever () () () ()

3.I review my yearly plans from time to time to make sure I am staying within myschedule. AlwaysSometimesRarelyNever () () () ()

4.Imakeweeklyplans. AlwaysSometimesRarelyNever () () () ()

5.Myweeklyplansarecompletedatleasttwo-threeweeksinadvance. AlwaysSometimesRarelyNever () ()() ()

6.Imakemyweeklyplansonceamonth,fourweeksatatime,basedonmymonthlyplans. AlwaysSometimesRarelyNever () () () ()

7.Ispecificallylistwhichvocabularywordswillbestudiedinmylessonplans. AlwaysSometimesRarelyNever () () () ()

8.Ilistpagenumbersandtopicsinmyplans. AlwaysSometimesRarelyNever () () () ()

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National English Program in Basic EducationNational English Program in Basic Education9. I make sure to include ideas of modified work for special-needs students in myclasses. AlwaysSometimesRarelyNever () () () ()

10.Iincludeatleastonegroupactivityand/oramusic/artactivityinmyweeklyplans. AlwaysSometimesRarelyNever () () () ()

Howdidyoudo?Addupyourpoints.Whatisyourtotal?________30points isagoodscore.Below20points:Youneedtoconcentrateonareastobeimprovedandbeginaplanwithafewcolleaguessothatyoucanimproveyourplanningskills.

Self-Quiz 3: Classroom ManagementThisquizwillbecheckingyourmanagementskills.Giveyourself5pointsforevery“Yes”,3pointsforevery“Sometimes”,and1pointforevery“No”. 135Question No Sometimes Yes

1.Ipostclassrulesonthewallinmyclassroom. No Sometimes Yes

2.Ihavenomorethan5rulesposted. No Sometimes Yes

3.Ialsolistconsequenceswiththeruleslist. No Sometimes Yes

4.Ialsolistgroupandindividualrewardsontheruleslist. No Sometimes Yes

5.Igroupchairs/tables/desksforcooperativelearningactivities. No Sometimes Yes

6.Ihaveexamplesofstudents’workpostedonthewalls. No Sometimes Yes

7.MystudentsarerespectfulandquietwhenIspeak. No Sometimes Yes

8.Students’noiselevelisacceptable. No Sometimes Yes

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National English Program in Basic EducationNational English Program in Basic Education9.Studentsfollowdirectionsthefirsttime. No Sometimes Yes

10.Studentsareintheirseatswhenclassbegins. No Sometimes Yes

11.Studentscometoclasswithallthetoolstheyneed:pencil/pen/notebook,etc. No Sometimes Yes

12.Mystudentsarewell-behavedandallowmetoteachwithnodisruptions. No Sometimes Yes

Whatisthetotalofyourpoints?(36pointsisanaveragescore.) Myscore

Self-quiz 4: Teaching Strategies (A)Giveyourself2pointsforeachtechniquelistedbelowthatyouhaveusedinthepasttwoweeks.Checkeachoneyouhaveusedintherighthandcolumn.Addupthecheckmarksandmultiplyby2foryourscore.

YOURSCORE:________________

Ascoreof20isaverage.

Technique +2each

1.Isayastudent’snameafterIaskthequestion. _____

2.Ihaveanduseindexcardswithstudents’namesforcallingonthem. _____

3.IconsistentlyteachusinghigherlevelsofBloom’sTaxonomy. _____

4.Myteachingalwaysincludesvocabularydevelopment. _____

5.Ivarytheactivitiesinmyclass,suchaswriting,speaking,etc. _____

6.MyexplanationsalwaysincludeexamplesofwhatI’mteaching. ______

7.Iavoidcallingonstudentsinapredictableway,suchasbyrows. _____

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National English Program in Basic EducationNational English Program in Basic Education8.Ihavesingingorcreativeartactivitiestokeepinteresthigh. _____

9.Whenastudentdoesn’tknowtheanswer,Iprompthim/her. _____

10.IhaveactivitiesorquestionsthatreachBloom’shighestlevel. _____

11.IfrequentlyaskquestionsasIteachtopromoteunderstanding. _____

12.IvarytypesofresponsesIexpect:group,individual,oral,written. _____13.MylessonsreachatleasttheapplicationlevelonBloom’sTaxonomy. _____

14.IcallonEVERYstudentatleastonceeverytwodays. _____ 15.IwanttobethebestteacherIcanbeandlookforwaystoimprove. _____

Self quiz 5: Teaching Strategies (B)

Thisquizistocheckyourgeneralawarenessofsomestrategies.Giveyourself5pointsforeach“Yes”,3pointsforeach“Sometimes”,and1pointforeach“No”.Thenaddupyourtotalpoints.

Howmanypoints?___________30pointsisanaveragescore.

1.Ispendlessthan5minutesonnon-teachingtasksinmyclass. _____ 2.Mystudentsareon-task90%ofthetime. _____

3.Mystudentsknowmyruleswellandfollowthem. _____

4.Ihaveasystemofrewardsandconsequencesformystudents. _____5.Icommunicatewiththeparentsofmystudents. _____

6.Ihavehighexpectationsforallmystudents. _____ 7.Mystudentshavehighexpectationsofme,andexpectthebest. _____

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National English Program in Basic EducationNational English Program in Basic Education8.Iarrangetheenvironmentinmyclasstoallowmotivationtogrowandbloomwithinmystudents. _____ 9.Ivaryactivitiesaboutevery15-20minutes. _____

10.Studentsfeelcomfortableyetchallengedinmyclassroom. _____

11.Ihavedevelopedatleast5negativeconsequencesforstudents. _____ 12.Ihavedevelopedatleast5positiveconsequencesforstudents. _____

13.Mystudentsareawareofthe+and–consequencesIhave. _____

14.IbelieveIhavedoneagood,effectivejobatleast3-4dayseveryweek. _____

Self quiz 6: Knowledge of Content

Teachersofvarioussubjectswillbetakingthisself-quiz,soitwillbegeneric,butitwillalsotakeintoconsiderationthemorewell-readandwell-roundedweare(andIdon’tmeanbodyshape),themoreinterestingwecanbeforourstudents.Themoreinterestingweare,themorestudentslearnbecausetheycometoourclassesmorehighlymotivated.Alsoremember,moreexperiencedteachersmayscorebetterthannewerteachers.Asinanycareer,therearesomebenefitstoexperienceonthejob.Eachitemonthelistisworth1-10points.Checkofftheonesthatapplytoyou.Thenaddthecorrespondingpoints,shownintheparenthesis,toseewhereyouareonthescaleofknowledgeofcontent.Ascoreof40pointsisaverage.Ifyouscore80orabove,yourstudentsareveryluckytohaveyouastheirteacher.

YOURTOTALSCORE:________________

1.Ihavefewerthan5yearsofteachingexperience. (3)

2.Ihave10ormoreyearsofteachingexperience. (8)

3.Ihaveheldatleast2otherpayingjobsbesidesmyteachingjob. (7)

4.IhavetheequivalentofaBachelor’sdegree:4yearsuniversity. (5)

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National English Program in Basic EducationNational English Program in Basic Education5.IhaveaMaster’sdegree:6yearsuniversity. (7)

6.IhaveaPh.D.orotherDoctorate´sdegree. (10)

7.Ihavetraveledto2continentsincludingNorthAmerica. (9)

8.Ihavetraveledto3continentsormore,includingNorthAmerica. (10)

9.Ihavelivedandworkedforatleastoneyearinanothercountrybesidesmycountryofbirth. (10)

10.Iknowtwolanguageswell,includingmynativelanguage (7)

11.Ireadforpleasureatleast10hoursperweek. (5)

12.ThisschoolyearIhavetakenatleastonecourseorseminarofduration10hoursormore. (10)

13.Imeetwithcolleaguesregularly(atleast2timesamonth)andwetalkaboutschool,students,ourjobs,theclassesweteach. (7)

14.IusetheInternetregularlytofindideastoenhancemyteaching. (10)15.Iusefilms,slides,and/orguestspeakerstoenhancemyclass. (10)

16.Ihavetakenmystudentsonatleastonefieldtripthisyear. (5)

17.Besidesbooksforpleasure,Ioften(monthly)readbooksorarticlesaboutteaching,ortoenhancemygeneralknowledge. (10)

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National English Program in Basic EducationNational English Program in Basic Education Self quiz 7: Selection and Use of Texts and Materials

Thisquizwillcheckyouruseofmaterials,exemplifyingyourabilitytobecreativeintheuseandchoiceoftextsandmaterials.Score5pointsforeveryYES,and1pointforeveryNO.40pointsisanaveragescore.

Yourscore:______________

1.Iusethechalkboard/whiteboardatleast3timesperweek. _____

2.Iuseaneducationalfilmatleastonceeachgradingperiod. _____

3.Igotoalibraryorbookstoreonceamonthtolearnmore. _____

4.IknowhowtopreparePowerPointpresentations,andgiveoneortwoPowerPointlessonspersemester. _____5.Imakepostersorchartstwiceamonthtouseinmyteaching. _____

6.Iinvolvestudentsmonthlyinacreativeactivity(art/music/filming/acting/roleplaying/poetry-prosewriting,etc). _____

7.Ihaveatleastonehands-onprojectpermarkingperiod. _____

8.Ihaveserved,oramwillingtoserve,onateachereducationteam. _____

9.Ioftenbringsupplementarymaterialstoenhancemyclass. _____

10.IknowhowtousePowerPointortransparencies,andusetheminclass. _____

11.IfindmyselfreadingtextsormagazinesinmyfieldatleasttwiceamonthsoIcanlearnnewideas. _____ 12.IbelievethatIamacreativeandinterestingteacher. _____

13.ImayNOTbeinterestingorcreative,BUTIwanttobe,soIwillworkhardtolearntoimprovemyskills. _____

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National English Program in Basic EducationNational English Program in Basic EducationInterpretation of My Self-Quiz Scores

Instructions:

Addupthescorestoallquizzes.Usethefinalsumtorateyourselfatthispointinyourcareer.Checkyourfinalsumtotalagainstthescalelistedbelow.Re-takethetesteveryfourtosixmonthssothatyoucanplotyourprogress.Asecondscoringplaceisincludedinthechartbelow.

Evenwhenyouarriveatthescoreyouwant,keepcheckingyourselfsothatyouwillalwaysbeawareofyourpersonal levelofknowledge, implementationofproventechniques,andprofessionalismasateacher.

1.HumanRelationSkills 1 10 _____ ______

2.GoodPlanningSkills 10 40 _____ ______

3.ClassroomManagement 12 60 _____ ______

4.TeachingStrategies(A) 2 30 _____ ______

5.TeachingStrategies(B) 3 42 _____ ______

6.KnowledgeofContent 10 133 _____ ______

7.SelectionandUseofTexts 13 65 ___________

Total: ____ ____

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National English Program in Basic EducationNational English Program in Basic EducationInterpretation of your total score:

1-80:Youareeitheranewteacher,whocanimprovewithgoodmentoring,orapersonwhoshouldconsideranothercareerbecausethis scoreplacesyou in the lowest25%andteachingmaynotbethebestchoiceforyou.

81-176:Youarehavingsometroubleandyou’restrugglinginteaching,eitherwithyourstudents or with yourself. Frustration level is high. You need to join a group of otherteacherswhocansupporteachother,oraskyourprincipalorteamleadertoassignyouamentortogiveyousupportwhileyouaredevelopingskillsthattheyhaveidentifiedyouneed.

177-270:Youareaboveaverageandonyourwaytobeinganeffectiveandefficientteacher.Youhaveskills inavarietyofareasandyouare respectedby studentsandcolleagues.Withmore timeandgrowth, youwillbeamong the top teachers in yourfield.

271-above:Youareinthetop25thpercentileinyourcareer.Thatistosaythat75%ofotherteachershavescoredlowerthanyouonthesevariousself-quizzes.Keepupthegoodwork,staycurrentinyourareabyreading,coursework,orworkshops.Shareyourtalentswithothernewerorlesssuccessfulteachers.We’reallinthistogether,andneedtodowhat’sbestforourstudents

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National English Program in Basic EducationNational English Program in Basic EducationPart 7: Final Analysis and your role in the NEPBEOn-goingteacherimprovementmeanson-goingstudentimprovement.

Teachers:Thisbookhaspresentedyouwithinformation,ideas,andactivitiestosupportyourteachingforthe21stCentury,preparingourstudentstobestrong,secure,confident,andfluentEnglishusers,guidedbythephilosophyoftheNationalEnglishPrograminBasicEducation.

Part 8: Teachers ResourcesBASICSAPROFESSIONALEDUCATORSHOULDKNOW

How many of these educators or terms do you know?Nowyouhavean ideaonhowyouare teaching,andwhatareas youcanworkontowardsthegoalofbeingaprofessionaleducator.Hereismoreinformationforyouonfundamentalpeopleandprogramsyouneedtoknowaboutandbeabletodiscussifyouwanttobea“professionaleducator”.

BenjaminBloomonhigher-orderthinkingskills

TonyBuzanonmentalmappingandgraphicorganizers

JackCanfieldonself-esteem

LeeCanteronassertivediscipline

CLILContentandLanguageIntegratedLearning(DavidMarsh)

VirginiaCollieronsecondlanguageacquisition

BarbaraColorosoondiscipline

ArtCostaonhigher-orderthinkingskills

CommonEuropeanFramework:InternationalLanguageStandards

JimCumminsonsecondlanguageacquisition

CarolynEvertsononclassroommanagement

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ThomasGuskeyonevaluation

MadelineHunteroneffectiveteachingpractices

DavidandRogerJohnsononcooperativelearning

StephenKrashenonsecondlanguageacquisition

RobertMarzanooneffectiveschoolpractices

AbrahamMaslowonselfesteemandreachingone’spotential

MariaMontessorispecialneedsstudentsandpreschool

JeanPiagetresearchonthefourstagesofchilddevelopment

CarlRogersonhumanisticpsychologyandeducation

MikeSchmokeronschoolreformandimprovement

HarryWongonclassroommanagement








National English Program in Basic EducationNational English Program in Basic EducationProfessional GlossaryAcquisition: Tolearnsomethinggradually,inaninformalway,suchasbygames,songs,socialinteractions,andlifeexperiences.

CEFR (Common European Framework of Reference): a document completed inSwitzerlandin1991outingthecharacteristicsoflanguagelearninginthefourbasicskills:reading,writing,speaking,and listening,distinguishingthevarious levelsamongthesefourskillsintosixdescriptivecategories:A1,A2,B1,B2,C1,C2,withA1beingthemostbasicandC2themostproficient.

CENNI: CertificaciónNacionaldeNiveldeIdiomaimplementedtheNationalCertificateofLanguageLevel (CENNI inSpanish)as theofficialnationalcertification in languageproficiency, validated by the Dirección General de Acreditación, Incorporación yRevalidación(DGAIR).AscaleusedinMexicotodistinguishlanguageabilities,similartoCEFR,butwith20divisionsofabilities.

CLIL (Content and Language Integrated Learning) is a philosophy of languageacquisition developed in Finland, under the leadership of David Marsh, and leadingeducators/linguistic specialists. Dr Stephen Krashen’s “Natural Approach” to languageacquisitionstronglyinfluencedCLILphilosophy.Critical thinking: isthethinkingrequiredwhenquestionsaskedrequire m u l t i p l eanswersorvariouspointsofview.UsingthehigherorderverbsinBloom’sTaxonomycanresultintheuseofcriticalthinking.

Filter: is a psychological “block” that humans construct when they want to excludethemselvesfromalesson,aresponse,oraconversation.

Fine motor skills: arethemuscleskillsrequiredtoperformphysicalactionsusingsmallmuscles,suchaswriting,sewing,cuttingwithpointedscissors,coloring,etc.

Gross motor skills: are themuscleskills required toperformphysicalactions thatuselargemuscles,suchasrunning,throwingaball,kickingaball,etc.

Higher order thinking: thinkingusingtheapplication,analysis,synthesis,and/orevaluationlevelsofBloom’sTaxonomy.

MKO (More Knowledgeable Other): referstoanyonewhohasabetterunderstandingorahigherabilitylevelthanthelearner,withrespecttoatask,process,orconcept.

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Production: beingabletoproducesomethingfromthebrainthathasbeenmemorizedovertime,suchasvocabularywords.

Recognition: referstothefactthathumanscanrecognizewordsinalanguage,andfolloworalinstructionsBEFOREbeingabletoproducethesewordsfrommemory.

UNESCO: United Nations Education, Social and Cultural Organization, which supportsprojectsworld-wideinthesethreeareas.

ZPD (The Zone of Proximal Development) TheZPDisthedistancebetweenastudent’sabilitytoperformataskunderadultguidanceand/orwithpeercollaboration,andthestudent’sabilitytosolvetheproblemindependently.AccordingtoVygotsky, learningoccursinthiszone

Annotated bibliography “We can’t talk about change in education if there is no change in the classroom.” Pablo Doberti (2010)

Armstrong.Sarah.2008.Teaching Smarter with the Brain in Focus. Scholastic,NewYorkandBuenosAires.Thisbookisfullofpracticalsupportonbuildingathinkingclassroom,andexplainshowtostructurelessonsappropriately,usingbrain-basedguidelines.Theauthorgivesideasonhowtointegratemovement,visual,musical,andsocial interactionsinwaysthatsparklearning.

Blanchard, Kenneth, et al.1990. The One Minute Manager Builds High Performing Teams. WilliamMorrowandCompany,Inc.NewYork.This isaclassicbookinthe“OneMinuteManager”series,simplifyingteam-buildingforpositiveresults.

Blankstein. Alan. 2010. Failure Is not an Option. 2nd edition. National EducationAssociationandCorwinPublishing,jointlypublishedwiththeHopeFoundation.This book explains and clearly illustrates the six principles for making student successtheonlyoption.Collaborative teaming, involving schools, teachers, the families,andcommunity,helpstobuildsustainableleadershipcapacity.

Bloom,BenjaminS.1980.All Our Children Learning. NewYork:McGraw-Hill.








National English Program in Basic EducationNational English Program in Basic EducationThisbookreviewsandexplainsBloom’sTaxonomyofCognitiveThought,firstpresentedin1956,andstillinusetodaybecauseofitsclearvisionofhowhumanslearnanddevelopcriticalthinkingskills.Noothereducatorexplainsitbetter,soBloomisstill invogueandhighlyregardedamongeducators,despitetheageofhistheory.

Buzan,Tony.2003.Mind Maps for Kids: An Introduction. Thorsons.

Canter,LeeandMarlene.1993.Succeeding with Difficult Students. SantaMonica,CA:CanterandAssociates.

Collier,VirginiaandThomas,W.P.2004.“The Astounding Effectiveness of Dual Language Education for All Students”. NABEJournalofResearchandPractice.

CommonEuropeanFrameworkofReferenceforLanguages.2001Learning, Teaching, Assessment. CouncilofEurope.CambridgeUniversityPress.

CoyleD.2007.CLIL:ContentandLanguageIntegratedLearning:“Towards a Connected Research Agenda for CLIL Pedagogy”. InternationalJournalofBilingualEducationandBilingualism,pages543-562

Cummins,Jim.1985.Bilingualism and Special Education: Issues in Assessment and Pedagogy. Amazon.comISBN-10:0887441327ISBN-13:9780887441325

Edwards,V.(2009)Learning to be Literate: Multilingual Perspectives. Bristol:MultilingualMatters.

Gallagher,ElaineandJiménez,ElsaPatricia,2004.How Do I Know If I Am Teaching Well? SecretariadeEducaciónPública,deCoahuila,México.Thisisateacherhandbookwith8self-quizzes,describingvarioustechniquesonhowtobeanexcellentteacher.

Gallagher, Elaine and Garcia, Cristina. 2009.“A New CLIL Method”, (Chapter 7).Aplicaciones Didácticas: Consejería de Educación, Junta de Andalucía, CETA,UniversidaddeCórdoba,SPAIN

Gardner,Howard.1985.Frames of Mind. HarperCollins.TheintroductiontoGardner’stheoryof“MultipleIntelligences”.

Goleman,Daniel.1995.E.Q. Emotional Intelligence.BantamBooks.Explainsthebasisofskillstobedevelopedforchildrentoexhibitemotionalintelligence

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Jensen,Eric.2005.Teaching with the Brain in Mind.2ndedition.ASCDPress.AssociationofSupervisionandCurriculumDevelopmentPress.Thisbooklooksatbrain-basedteachingandgivesconcreteexamplesandideasonhowtoconnectbrainresearchwithcurriculum,studentachievement,andstaffdevelopment.It is fullof research-basedinformation,mentioningmanyoftheeducators listedinthisbibliography.

Kagan,S.1994.Cooperative Learning.KaganCooperativeLearning.

Krashen,S.2003.Explorations in Language Acquisition and Use. Heinemann.Portsmouth,N.H.

Krashen,StephenD.1987.Principles and Practice in Second Language Acquisition.Prentice-HallInternational.

Krashen, Stephen D. 1988. Second Language Acquisition and Second Language Learning. Prentice-HallInternational.Dr.Krashen isoneof theworld’seducational leaders in theoriesof second languageacquisition,thenaturalapproachandbilingualism.Muchofhisresearch,whichbeganin1984,wasincorporatedintoCLILphilosophy.

Marzano,Roberto.Nine Essential Elements to Classroom Success. 2003.ASCDPress.AssociationofSupervisionandCurriculumDevelopment.Thisbookgivesasimpleformulaonhowtohavesuccessfulstudents.Thekeytosuccessis that theentirestaffneedsto followallninestrategies; therefore,staffdevelopmentand cooperation from the administration will be imperative to implement all nine ofMarzano’srecommendations.

Schmoker, Mike. 2005. Results Now! Association of Supervision and Curriculum Development: ASCD Press.Thisbooklookscriticallyateducationalpracticesthatwastetime,andthatdonotreachintendedgoalsof teachersandschooldirectors. Schmokercontinueswith suggestedsolutions so that schools, with strong commitment to excellence, can obtain positiveresultsnow!

Tomatis,AlfredA.1991.Pourquoi Mozart? Paris,France.Thisbookisabouttheuseofmusictherapyintheclassroomtobothrelaxandstimulatestudents’thinkingabilities





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Vygotsky,S.Vygotsky,L.S.(1962).Thought and Language. Cambridge,MA:MITPress.(Originalworkpublished1934)

Vygotsky, L.S. (1978). Mind in Society: The Development of Higher Psychological Processes. Cambridge,MA:HarvardUniversityPress.

Wiggins,andMcTighe,1998FirstEdition;2005,2ndEdition.Understanding by Design, ASCD Press. Association of Supervision and Curriculum Development Press.Thisbookpresentsideasforreachinglearninggoals,byusing“bigideas”asacore,thendecidingonthe“essentialquestions”tobeaskedduringthelessons,basedonWiggins’“backwardbydesign”model,meaningyouhavetoknowwhereyouwanttogoinordertoplanthestepstogetthere.“Back-mapping” and a “formal task analysis” are other names for models similar to“backwardbydesign”.Thegoalofthesemodelsisthesame:toreachunderstandingofthematerialbeingtaught.

Wiggins and McTighe, 2004. Staff Development Workbook for Understanding by Design, ASCD Press.Thisworkbookhasdesignsandtemplates touse inplanninganddevelopmentof the“learningbydesign”philosophy/method.

Wong,HarryandRosemary.The First Days of School. 2ndEdition.2009.HarryWongPublications,SanFrancisco.Thisclassicbookofclassroommanagementideasthatworkisnowinitssecondedition.Basedontheexperiencesof1000’softeachers,theWongs’textclearlygivesexamplesofhow toachievemasterywith students,classroommanagement skills,andbeinga“professionaleducator”.