Pre-School Analysis

English AreaPre-School

2012

Assessment System

• Pre-Assessment • LSRW

• Observations while students work on activities and solve problems with peers.

• Observer takes notes and records student´s performance on how language is used to communicate.

• Two domains of language• Comprehension (listening and pre-reading) • Production (speaking and pre-writing).

• Language Performance vs Language proficiency• Language Acquisition

Common EuropeanFramework A1

• Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a concrete type.

• Can introduce him/herself and others and can ask and answer questions about personal details such as where he/she lives, people he/she knows and things he/she has.

• Can interact in a simple way provided the other person talks slowly and clearly and is prepared to help.

Common EuropeanFramework A2

• Can understand sentences and frequently used expressions related to areas of most immediate relevance (e.g. very basic personal and family information, shopping, local geography, employment).

• Can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters.

• Can describe in simple terms aspects of his/her background, immediate environment and matters in areas of immediate need.

Needs AnalysisHerbolich

Target NeedsObjective Subjective

Neccessities HW, CW, text, IBO

Destination

Lacks Social SkillsStudy habitsMotivation

Starting point

Wants ?

Learning NeedsHow are we going to get from starting point to destination?

1. New to student2. Related to student3. Attainment of new lexis4. Would it operate5. Enjoyable and test

Analysis

Target Analysis• Why is language hended?• How will language be used?• What will content areas be?• Who will learners use language

with?• Where will language be used?• When will language be used?

Learning Analysis• Why are learners here?• How do learners learn?• What resources are

available?• Who are the learners?

TESOL Standards• Goal 1, Standard 1

– To use English to communicate in social settings: Students will use English to participate in social interactions

• Goal 2, Standard 1 – To use English to achieve academically in all content areas: Students will

use English to interact in the classroom

• Goal 3, Standard 2 – To use English in socially and culturally appropriate ways: Students will use

nonverbal communication appropriate to audience, purpose, and setting

• Goal 3, Standard 3 – To use English in socially and culturally appropriate ways: Students will use

appropriate learning strategies to extend their sociolinguistic and socio-cultural competence

Language Acquisition vs Language Learning

Teacher LL• Grammar rules

for teachers proficiency

• Not communicative

• Direct instruction

• Talk about knowledge vs communication

Student LA• Oral “natural” communication

– Classroom talk– Teacher talk– Play talk

• Pre-reading• Vocabulary• Pre-Writing• Grammar at this age students are

unaware of rules

Comprehensible Input/OutputStephen Krashen

Input• Hearing and understanding

messages slightly above the current English language level.

• Educators must provide new material that builds off the learner´s prior knowledge.

• Would you be able to learn Japanese by sitting in a Japanese classroom?

Output• Practice language at

competency level• Cooperative learning:

– Educator or peers adapt or modify language to listeneer´s needs

– Speakers check on understanding the listener and viceversa

– Peers help new learners of English to negotiate meaning

– Feedback and correction are non-judgemental and immediate

Cognitive Science Language Acquisition

• Modularity Do children learn language using a "mental organ," some of whose principles of organization are not shared with other cognitive systems such as perception, motor control, and reasoning (Chomsky, 1975, 1991; Fodor, 1983)? Or is language acquisition just another problem to be solved by general intelligence, in this case, the problem of how to communicate with other humans over the auditory channel (Putnam, 1971; Bates, 1989)?

• Human Uniqueness combinatorial rule system • Language and Thought Language acquisition, then, would be learning to

think, not just learning to talk. Cognitive psychology has shown that people think not just in words but in images

• Learning and Innateness The mind consisted of sensorimotor abilities plus a few simple laws of learning governing gradual changes in an organism's behavioral repertoire.

What can we learn from Finldan’s success school reform?

• Teaching learning system• Well designed and connected• Well-prepared teachers• High quality curriculum• Materials and assessments• The system as a whole learn and improve.

• First among – OECD Organization for Economic Cooperation and

Development– PISA (Program for International Student

Assessment)international test for 15 year olds in language, math and science

• A model of modern– Equity– Quality– Partipation

• 99% completer compulsory education• 90% complete upper education• 2/3 enroll in universities o polytechnics• 50% of Finnish adults participate in adult

education.• 98% covered by government• Curriculum reform 1980’s

Strategies

• Educated teachers• Systematic methods• Autonomy• Thinking curriculum• Core principles:– Resources for those who need them most– High standards and support for special needs– Qualified teachers– Evaluation of education– Balancing decentralization and centralization

• Meet students needs• Thoughtful guidance about goals• Creativity in the cause of common, equitable outcomes• Competent professionals craft best learning conditions

for all students• Rather than standardizing instruction and test to

improve student learning which turns to failure.• Innovation and problem-solving• High stakes of accountability

Interacciones • Aprendices Orientados a la actividad, son

aprendices que altamente competentes y de éxito. • Aprendices Fantasmas, rara vez inicia una

conversación.• Aprendices Sociales, su prioridad es socializar. • Aprendices dependientes, dependen del educador o

de algún compañero de clase. • Aprendices aislados, son alumnos que se apartan de

los demás

Competencia de interacción

• Conocer la etiqueta de la interacción de la clase, levantar la mano para poder participar, reglas claras para ir al baño, etc.

• Conocer las reglas para los trabajos individuales y colaborativos, por ejemplo turnarse, compartir, permanecer sentados cuando trabajan con pintura, goma, tijeras, etc.

• Conocer cuando preguntar y contestar una pregunta, esto se maneja según cada criterio de la maestra. Por ejemplo, hay maestras que se valen de la preguntas para enlazar el aprendizaje de ese momento. Otras, continúan con la clase sin responder porque interrumpen la explicación.

Competencia de interacción

• Conocer cómo y cuándo recibir asistencia o retroalimentación al completar una actividad, los aprendices buscan la manera de solucionar su problema.

• Conocer las reglas apropiadas para presentar su conocimiento, esto se refiere a si el alumno desea compartir o no su trabajo frente a los demás. Otros alumnos por su timidez prefieren no compartir sus trabajos públicamente o aquellos que no siguieron las consignas, que en pocas ocasiones desean repetir la actividad correctamente.

Reflexión

• Calificaciones vs Aprendizaje• Metodología– Whole Language– Communicative Approach

• Motores fríos• Leche con chocolate

Tips

• Afirmaciones– “Quiero que …” – “Es importante que …”