4. class planning (day 2)
TRANSCRIPT
-
7/29/2019 4. Class Planning (Day 2)
1/23
Class Planning
August 2012
-
7/29/2019 4. Class Planning (Day 2)
2/23
Curricular Foundations
- Language: activity through which we exchange ideas, access
information, build knowledge, organize thoughts, etc.
- Social practices of the language: what you do with the
language.
- Specific competencies: skills, attitudes and knowledge that
enable you to use the English language.
-
7/29/2019 4. Class Planning (Day 2)
3/23
Learning environments:
- Contribute to create social learning conditions.
Familiar and community: situations that are close to
them, known and familiar. It fosters high self steemand self-confidence
Academic and educational: emphasize strategies required
to learn and study situations where students use formaland academic language. These social practices includeknowing about different areas of knowledge.
-
7/29/2019 4. Class Planning (Day 2)
4/23
Literary and ludic: focuses on the approximation toliterature to activate students experiences and knowledge
so that they can share and contrast their interpretations
and opinions.
They are able to see language as a cultural product.
(different beliefs and expressions).
It intends to foster a freer and more creative attitude.
-
7/29/2019 4. Class Planning (Day 2)
5/23
The Planning Process
1. Select the block.
2. Social learning environment, social practice and specificcompetency.
3. Product.
4. Achievements.
5. Pertinent contents.
6. Number of weeks.
7. Characteristics and needs of the group.
8. Where are my students? Where do I want them to get?
9. Classify contents into stages: opening/initial, development,closing.
10. Design activities.
11. Assessment instruments.
-
7/29/2019 4. Class Planning (Day 2)
6/23
Scope Example
-
7/29/2019 4. Class Planning (Day 2)
7/23
Planning Questions
A. Why is it important to understand the social environment
and the specific competency?
Social environment: contributes to create social learningconditions in the classroom and to set the correct context.
Specific competency: It defines the contents of the subject
related to knowledge, abilites and attitudes that students
must develop to use the English language.
-
7/29/2019 4. Class Planning (Day 2)
8/23
B. Why does the NEPBE work with a language product asthe basis for activities?
The product ensures the articulation of the activities in
the correct didactic sequence along the month. The
product is always related to the learning environment
and it helps you to integrate the different types of
contents (knowing, doing, being).
-
7/29/2019 4. Class Planning (Day 2)
9/23
C. How do you integrate the 3 types of content when
planning activities?
The knowing and the doing are always related and the
being is always there in a transversal way.
For example: Social Practice, Follow and give instructions
Doing: Match names of areas or specific place at home(bedroom, dining room, etc.) to their image.
Knowing: Text and image correspondence.
- Repertoire of words necessary for this social practice of
the language
Being: Willingness and interest in understanding
instructions in the English language.
-
7/29/2019 4. Class Planning (Day 2)
10/23
D. Why is it necessary to understand the social practice
as a part of planning?
The social practice is what students do with the English
language in the classroom and outside in real life.
Examples: read instructions, participate in games,
formulate questions, give and receive information about
themselves, etc.
We need to comprehend the social practice to understand
why it is useful and meaningful to develop thecorresponding specific competency.
-
7/29/2019 4. Class Planning (Day 2)
11/23
Why is it important to divide the product up into
stages in your planning?
The product stages will give us many clues aboutthe corresponding contents (knowing, being,doing) that we must integrate and use in each
stage along the month.
It will also help us to think on the activities andthe didactic strategies we will use in the lessons.
By dividing the product we have a clear idea ofthe path we are following.
-
7/29/2019 4. Class Planning (Day 2)
12/23
TASK: Plan a 50 min class.
Decide on a logical sequence of activitieswhich integrate the three types of content
(knowing, doing, being).
Decide on the materials which would be
needed.
Decide how assessment would be carried out.
-
7/29/2019 4. Class Planning (Day 2)
13/23
Development of the class.(Planning Format)
Social Practice
Specific Competency
Social Learning Environment
Stage of Product
Class
Sequence of Activities (TIME)
Achievements
Materials
Assessment
-
7/29/2019 4. Class Planning (Day 2)
14/23
-
7/29/2019 4. Class Planning (Day 2)
15/23
Assess the planned class
While the teachers are planning, the facilitator
will pick which teams present (model) their
class; and which teams will assess. (If number
of teams and time allows, its better for all
teams to model their class).
Give and receive feedback based on the
criteria.
-
7/29/2019 4. Class Planning (Day 2)
16/23
Social Practice
Specific Competence
Product
Achievement
Stage
D-K-B
Assessment
Achievements
Environment
T
I
M
E
Achievement
Stage Stage
D-K-B D-K-B
T
I
M
EEnvironment
Aspects to consider while making your lesson plan
-
7/29/2019 4. Class Planning (Day 2)
17/23
Lets
take a
break!Take no more than15 minutes
Thank you!
-
7/29/2019 4. Class Planning (Day 2)
18/23
BRAIN GYM!
-
7/29/2019 4. Class Planning (Day 2)
19/23
Exercise your brainsWhat do you put in a toaster?
Answer: bread.
If you said toast, relax, try not to hurt yourself!
Say silk ten times.
Now spell silk
What do cows drink?
If you said milk, you are too stressed out! If you said water, youre ok !
If a red house is made from red bricks and a blue house is made from bluebricks and a pink house is made from pink bricks and a black house is made
from black bricks,
What is a greenhouse made from?
If you said, green bricks, you certainly need a beer. If you said, glass, you are great!
Without using a calculator
You are driving a bus from London to Milford
Haven in Wales. In London, 17 people get on the bus. In Reading, six people
get off the bus and nine people get on. In Swindon, two people get off and
four get on. In Cardiff, 11 people get off and 16 people get on. In Swansea,
three people get off and five people get on. In Carmathen, six people get
off and three get on. You then arrive at Milford Haven.
What was the name of the bus driver?
-
7/29/2019 4. Class Planning (Day 2)
20/23
Assess the planned class using this criteria.
It takes the Social Practice and the Specific Competence into consideration andthey are evident in the activities.
It is congruent with learning environment.
The stage of product development is clear (initial, development, closing)
It helps to get to the product.
It considers the achievements.
It has a clear, relevant purposeIt has the didactic strategies well identified.
The activities have a sequence.
Theres congruence between activities and didactic strategies.
The activities are pertinent to Ss characteristics.
It shows realistic timing.
The three types of content are integrated.Communicative situations Is their communication going on?
The materials are appropriate.
It includes assessment methods (how and when).
-
7/29/2019 4. Class Planning (Day 2)
21/23
Workshop Evaluation
Complete the evaluation format given to you.
And remember:
-
7/29/2019 4. Class Planning (Day 2)
22/23
-
7/29/2019 4. Class Planning (Day 2)
23/23
A teacher is a compass that activates the magnets of
curiosity, knowledge, and wisdom in the pupils.
~Ever Garrison