UNIVERSIDAD NACIONAL AUTÓNOMA DE MÉXICO CENTRO DE LENGUAS EXTRANJERAS DIPLOMADO ALAD Salas Sánchez Alejandra
Constructive alignment Constructive alignment is a form of education based on results, which focuses on teaching, learning and evaluating at classroom level. All the good teachers are concerned about learning outcomes achieved by their students, but in the constructive alignment we deal with all the teachers, not just the good ones, to design their teaching in order to achieve these results. Very often teachers focus on what they are doing, not necessarily on what their students are learning. Coincidentally, I used to use the term "objective", but now I prefer "expected learning outcome" because it expresses exactly what students should be able to do after teaching them and who could not do before. "Objective" refers more to what the teacher points to make. How does education help to students to achieve our expected learning outcomes? Teaching about these results? No, in a class the student simply listens and takes notes, with varying understanding levels: we can do it better. In education constructively aligned students run the verb that appears set out when it makes the result. Let's say that an expected learning outcome is the student to use a principle applied to a given situation. The point is not to give a class on how to implement this principle, the point is, precisely, do students to the application by themselves: for example, might require them to perform a case study. As Thomas Shuell said in 1986: "what the student does is actually more important in determining what has been learned than what the teacher does." How do we know how well the student has done the application? Making them take an written examination on the application? No, seeing how well they have applied the principle in the study case, perhaps in a different situation. A "review" is just a form of assessment and not the most appropriate to assess high-level results. Frequently, the most important results are about how behave in different ways, make decisions based on information, while tests evaluate more easily how well the students remember what they said was or what you have read, not how the topic can be used to equip their behavior information. So that, this project was developed for guiding students to construct their own learning process about how to use comparatives in a communicative way and to develop as expected outcome not only a conversation but a podcast.
UNIVERSIDAD NACIONAL AUTÓNOMA DE MÉXICO CENTRO DE LENGUAS EXTRANJERAS DIPLOMADO ALAD Salas Sánchez Alejandra
LESSON PLAN Objective: At the end of this unit the student will be able to understand oral and written texts related to the next topics: life styles related to a healthy diet. And he will be able to communicate orally and in a written way by using a coherent and cohesive dialogue. Sub-objective: How to have a communicative everyday oral or written interaction in which, the student explains about food amounts, to make comparisons about quantity in a communicative situation among friends, coworkers or classmates.
BLOOM’S COGNITI VE LEVEL
GENERIC COMPETENCES TO DEMONSTRATE
GENERIC COMPETEN CE
ATTRIBUTE
ACTIVITY
Knows and values himself http://www.tolearnenglish.com/exerc Application and deals with problems and ises/exercise-english-2/exerciseSelf challenges, taking into determine english-2527.php account the pursued and takes Application development of the dialogue objectives care of Application Choose and practice healthy life himself Comparisons in a dialogue styles Listens, interprets and issued Application relevant messages in expresses different contexts through the development of the dialogue use of appropriate meanings, and communica codes and tools tes Develops innovations and Application proposes solutions from Flowchart model for dialogue established methods Application Works Participates and collaborates elaboration and development of collaborativ effectively in diverse teams the dialogue and podcast ely http://www.tolearnenglish.co Application
m/exercises/exercise-english-
Learns Learns by initiative and their 2/exercise-english-2527.php autonomou own interest over the life http://www.englishexercises.org/mak sly eagame/viewgame.asp?id=9324#
http://prezi.com/wiafmgoiud3
UNIVERSIDAD NACIONAL AUTÓNOMA DE MÉXICO CENTRO DE LENGUAS EXTRANJERAS DIPLOMADO ALAD Salas Sánchez Alejandra
4/edit/#148_13415665 http://slideshare.net/alesalas9 6/how-to-install-audacity? utm_source=ss Maintains a respectful Application Participate attitude towards responsibly multiculturalism and diversity Looking at their partners’ podcast of beliefs, values, ideas and in society social practices Thinks critically and thoughtfully
Sustains a personal stance on issues of interest and general relevance, Giving feedback considering other views in a critical and reflective way
Evaluation
UNIVERSIDAD NACIONAL AUTÓNOMA DE MÉXICO CENTRO DE LENGUAS EXTRANJERAS DIPLOMADO ALAD Salas Sánchez Alejandra
LESSON PLAN Teacher's Name: Alejandra Salas Sanchez Number of students: 27 Level: A2 Objective: At the end of this unit the student will be able to understand oral and written texts related to the next topics: life styles related to a healthy diet. And he will be able to communicate orally and in a written way by using a coherent and cohesive dialogue. Sub-objective: How to have a communicative everyday oral or written interaction in which, the student explains about food amounts, to make comparisons about quantity in a communicative situation among friends, coworkers or classmates. Previous Knowledge: •
Present perfect
•
Different uses of the apostrophe ‘s
•
Modals should, had better, ought to
•
Direct and indirect objects
•
phrasal verbs
•
countable and non countable nouns
•
How much/ how many
•
too/ enough
Goals: •
Comparatives more/fewer/less
•
Afirmative and interrogative forms
Material and Equipment: laptops, internet, projector, projector Organization: individual, team and class as a whole
UNIVERSIDAD NACIONAL AUTÓNOMA DE MÉXICO CENTRO DE LENGUAS EXTRANJERAS DIPLOMADO ALAD Salas Sánchez Alejandra
Procedure:
STAGE
ACTIVITY
MATERIAL/ CLASS ARRANGEMENT
1.
•
2.
•
3.
•
Students will reinforce their previous knowledge about the use of “more, less, fewer” to express comparisons through the link: http://www.tolearnenglish.com/exercises/exe rcise-english-2/exercise-english-2527.php
Teacher will elicit the differences among more/ less/ fewer Students will answer the interactive exercise designed by the teacher: http://www.englishexercises.org/makeagame/viewgam e.asp?id=9324#a which is checked automatically
4.
5.
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Students and teacher will socialize feedback the answers to the exercise
and
In teams students will make comparisons about the nutrition labels they brought to the class.
6.
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Some teams will present their comparisons
7.
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8.
•
Students will feedback their partners and the teacher will clarify any doubt about the topic Students will start developing their podcasts by watching to the tutorial in:
• • • • • • • • • • • • • • • • • • • • • • •
Unscamble the sentences class as a whole projector Lap top Internet Whiteboard markers Fill in the blanks class as a whole projector Lap top Internet class as a whole projector Lap top Internet nutrition labels pieces of cards Markers teams of four class as a whole Plenaria class as whole
a
UNIVERSIDAD NACIONAL AUTÓNOMA DE MÉXICO CENTRO DE LENGUAS EXTRANJERAS DIPLOMADO ALAD Salas Sánchez Alejandra
http://prezi.com/wiafmgoiud34/edit/#148_1 3415665 9. 10.
• •
11.
•
12.
•
13.
•
14.
•
Students will prepare their typescripts in teams At home students will follow the tutorial to install and use audacity to podcast and have some practice… http://slideshare.net/alesalas96/how-toinstall-audacity?utm_source=ss Teacher must check the students were able to install and use audacity or clarify any questions
Students will record their podcasts at home and share them by using a yahoo group Students and teacher must give feedback to their classmates’ podcasts Students will publish their impressions and feelings about podcasting
• • • • •
projector Lap top Internet teams teams
• • • • • • • •
teams projector Lap top Internet computer internet computer internet
UNIVERSIDAD NACIONAL AUTÓNOMA DE MÉXICO CENTRO DE LENGUAS EXTRANJERAS DIPLOMADO ALAD Salas Sánchez Alejandra
CONSTRUCTIVE ALIGNMENT OBJECTIVE COMPETITI ATTRIBUTE COMPETITI SKILLS LEARNING ACTIVITY PRODUC ON ON T GENERIC DISCIPLINE Listens, grade How • Listens interprets from the to to coand issued Expresses page workers have a relevant ideas and comm messages in concepts • Ιnterpre http://www.tolearnenglish.com/exercise different in written unicati ts the contexts in a clear, s/exercise-english-2/exercise-englishve received through the coherent message 2527.php everyd use of and ay oral appropriate creative • Gives a meanings, form.. or coherent codes and response writte tools expresses n and intera communicat • Recognize ction es http://www.englishexercises.org/makeag Makes s the in Develops Image simple features ame/viewgame.asp?id=9324# innovatio which, from the texts in a of the ns and page the foreign language proposes language stude solutions for • nt from written comparisons different Implemen establish explai communic ts the ed functions ns ative methods purposes. in a about podcast consistent spoken comparisons
food amou nts, to make compa risons about quanti ty in a comm unicati ve
manner
Works collabora tively
written comparisons • Is responsib spoken comparisons le for developin g Dialogue products
Participates and collaborates effectively in diverse teams
podcast
Oral dialogue
Handles the • Uses the http://www.tolearnenglish.com/exercise portfolio communica Internet s/exercise-english-2/exercise-englishbrowser tion and information
2527.php
•
UNIVERSIDAD NACIONAL AUTÓNOMA DE MÉXICO CENTRO DE LENGUAS EXTRANJERAS DIPLOMADO ALAD Salas Sánchez Alejandra
technologie s for information Implemen ts the processing, managem interprets ent of the and computer expresses ideas
situation among friends, coworker s or classmat es.
http://www.englishexercises.org/make agame/viewgame.asp?id=9324# podcast
audacity http://www.tolearnenglish.com/exercise s/exercise-english-2/exercise-english2527.php
Learns autonom ously Learns by initiative and their own interest over the life
• Applies their http://www.englishexercises.org/makeag English language ame/viewgame.asp?id=9324# podcast knowledg e for the http://prezi.com/wiafmgoiud34/ solving of edit/#148_13415665 the activity
http://slideshare.net/alesalas96/h ow-to-install-audacity? utm_source=ss
Expresse s and communi cates
Self determin e and takes care of himself
Listens, interprets and issued relevant messages in different contexts through the use of appropriate meanings, codes and tools
• Listens to Expresses classmate Practise the dialogue ideas and s concepts in written • Ιnterpre in a clear, ts the coherent received and message podcast creative • Emits form. coherent response
Knows and values himself and deals with problems and challenges, taking into account the pursued objectives
Makes • http://www.englishexercises.org/makeag (portfoli simple Recognize ame/viewgame.asp?id=9324# o) texts in a s the foreign features written comparisons podcast language of the for language different podcast communic •Impleme nts the ative purposes. functions in a consistent manner
Dialogue in pairs (heading )
UNIVERSIDAD NACIONAL AUTÓNOMA DE MÉXICO CENTRO DE LENGUAS EXTRANJERAS DIPLOMADO ALAD Salas Sánchez Alejandra
Works collabora tively
participates and collaborates effectively in diverse teams
Sustains a personal stance on issues of interest Thinks and critically general and relevance, thoughtf considerin g other ully views in a critical and reflective way Participates Working and collabora collaborates effectively in tively diverse teams
Partici pate respo nsibly in societ y
Maintains a respectful attitude towards multicultur alism and diversity of beliefs, values, ideas and social practices
Self determin e and takes care of himself
Knows and values himself and deals with problems and challenges, taking into
• Is interactive pages responsib le for developin g podcast products • Listen to coworkers • Interprets the received message
feedbac k
• Socialization of comparisons
• Gives coherent response • He argues their position • Is • Expresses his views on the activity responsib le for the position of the team • Listens to his classmate s • Interprets the received message • Gives coherent answers • Argues their position
UNIVERSIDAD NACIONAL AUTÓNOMA DE MÉXICO CENTRO DE LENGUAS EXTRANJERAS DIPLOMADO ALAD Salas Sánchez Alejandra
account the pursued objectives
UNIVERSIDAD NACIONAL AUTÓNOMA DE MÉXICO CENTRO DE LENGUAS EXTRANJERAS DIPLOMADO ALAD Salas Sánchez Alejandra
NAME: ____________________________________________________________ OBJECTIVE: TO REVIEW THE FUNCTION OF MAKE COMPARISONS Use the next score: FUNCTION
Excelent (3 ptos.)
To express 5 comparisons
Expressed a coherent and cohesive dialogue grammatically correct
Load the podcast The podcast has music
The podcast has a slogan It’s a conversation among four people Develops innovations and purpose solutions by using known methods Expresses ideas
uploaded it on time It has music that reinforces the idea students want to show the podcast has a slogan that keeps the listener’s attention It’s a conversation among four people
Enough (2 ptos.) Expressed a coherent and cohesive dialogue with some grammatical mistakes Uploaded it late
Regular (1 pto)
Non enough (0)
Expressed a dialogue with some grammatical mistakes or not cohesive
Expressed just some sentences
didn’t uploaded it it has music but it isn’t related to the topic
It’s a conversation among three people
The podcast has a slogan but it isn’t very motivating for the listener It’s a conversation between two people
it has no music
It has no slogan
It’s not a conversation
Developed innovations and purposed solutions
Didn’t develop innovations but purposed solutions
Developed innovations but didn’t purpose solutions
didn’t present
Expresses
Expresses
Expresses ideas
didn’t present
score
UNIVERSIDAD NACIONAL AUTÓNOMA DE MÉXICO CENTRO DE LENGUAS EXTRANJERAS DIPLOMADO ALAD Salas Sánchez Alejandra
and concepts in a clear way in a spoken way
Participate and collaborate in an active way
ideas and concepts in a clear way in a spoken way Participate and collaborate in the team work
ideas and concepts but they weren’t very clear enough Sometimes he participated and collaborated in the team work
and concepts but they weren’t understandable
He participated and collaborated in the team work very rarely
didn’t participate
TOTAL Maximun value: 24 pts.
UNIVERSIDAD NACIONAL AUTÓNOMA DE MÉXICO CENTRO DE LENGUAS EXTRANJERAS DIPLOMADO ALAD Salas Sánchez Alejandra
PODCAST GUIDELINES FOR STUDENTS Hello! Before you start recording your podcast please have into account this guidelines: Make sure you have: A typescript for your dialogue A four members conversation Selected a music to reinforce your ideas and keep your listener’s attention Written a slogan to make it interesting and attention catching Installed audacity on your computer Read the rubric for your project
[Año]
READY? SO LET’S START AND ENJOY IT!
UNIVERSIDAD NACIONAL AUTÓNOMA DE MÉXICO CENTRO DE LENGUAS EXTRANJERAS DIPLOMADO ALAD Salas Sánchez Alejandra
INTERACTIVE ACTIVITIES TO DEVELOP http://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-2527.php
http://www.englishexercises.org/makeagame/viewgame.asp?id=9324#
UNIVERSIDAD NACIONAL AUTÓNOMA DE MÉXICO CENTRO DE LENGUAS EXTRANJERAS DIPLOMADO ALAD Salas Sánchez Alejandra
http://prezi.com/wiafmgoiud34/edit/#148_13415665
http://slideshare.net/alesalas96/how-to-install-audacity?utm_source=ss
UNIVERSIDAD NACIONAL AUTÓNOMA DE MÉXICO CENTRO DE LENGUAS EXTRANJERAS DIPLOMADO ALAD Salas Sánchez Alejandra