E-portfolioIntroducción al diseño

curricular6to año Escuela Secundaria

Inglés

Capacitador: Oscar MarinoAlumna: Micaela Antico

1st meetingWe started our first meeting sharing our

previous knowledge about assessmentWhat I know What I want to

know What I learnt

Evaluation:productAssessment:processFormal/informalFormative/sumative

Assessment according to the curricular design for 6th year

Learning objectives 6th yearWe started to analize the curriculum design…According to what we read we shot down the following

objectives:

-Comprender textos orales y escritos con los contenidos propuestos para el año utilizando estrategias específicas en función de las necesidades de información y comunicación.

-Producir textos escritos y orales con propósitos comunicativos aplicados a una situación relacionada con el contenido propio

de materias relacionadas con su especialidad y propuestos para el año.-Reconocer y producir el vocabulario propio de las materias específicas e los

distintos tipos de escuela y modalidad.-Desarrollar estrategias de la lengua extranjera que faciliten el acceso al

conocimiento, desarrollo personal y de comunicación en el mundo actual.-Ganar autoestima y confianza en sí mismos y aprendan a trabajar con

independencia debido a la naturaleza interactiva y cooperativa del trabajo que AICLE supone.

Purposes of assessmentAssessment FOR learning: formativeAssessment AS learning: metacognitionAssessment OF learning: summative

2nd meetingCurriculum design: “ASSESSMENT”Assessment principles in CLIL:-Clear learning objectives-Mixture of formal and informal assessment-Learners should know assessment measures and

success criteria-Language assessed for a real purpose-Sts have to take responsibility for their own

assessment

Curriculum design

The CLIL toolkitThis was the starting point for planning a

unit…CONTENT

COMMUNICATIONCOGNITION

CULTURE

A new concept: “Washback”It refers to the extent to which the

introduction and use of a test influences language teachers and learners to do things that they would not otherwise do that promote or inhibit language learning.

Alderson and Wall(1993) washback hipothesisWe planned the assessment section of the

CLIL unit.

-what tchs teach-how tchs teach-what learners learn-how learners learn-the rate and sequence of teaching-the rate and sequence of learning-attitudes to the content, methods, etc of teaching and learning

3rd meetingCONSTRUCTS: definition and what they

implyThey are the abilities of the learners that we

believe underlie their test performance, but which we cannot directly observe.

We had to analyse a text chosen for our project and write the constructs

4th meetingWe shared and talked about our plannings…

Digital portfolioFrom Wikipedia

An electronic portfolio, also known as an e-portfolio or digital portfolio, is a collection of electronic evidence assembled and managed by a user, usually on the Web. Such electronic evidence may include inputted text, electronic files, images, multimedia, blog entries, and hyperlinks. E-portfolios are both demonstrations of the user's abilities and platforms for self-expression, and, if they are online, they can be maintained dynamically over time. Some e-portfolio applications permit varying degrees of audience access, so the same portfolio might be used for multiple purposes.

HOW TOCreate Your Own Electronic Portfolio2000, Helen C. Barrett, Ph.D.

Stage 1: Defining the Portfolio Goals and Context

Stage 2: The Working Portfolio-examples of your work or experiences.

Stage 3: The Reflective Portfolio-Write general reflective statements.

Stage 4: The Connected Portfolio- Organize the digital artifacts.

Stage 5: The Presentation Portfolio- record and share

Last reflections….What I learnt

-New concepts referring to assessment-The curriculum design for 6th year deeply analised.-How to plan a unit according to the CLIL approach.-Digital portfolios in education

“Awaken people´s curiosity.

It´s enough to open minds

Do not overload them,Put there just a spark”