Charo Reyes – Curso EMI 2019 Session 1 – Handout 1
CURSO EMI 2019
1. The theoretical backdrop 2. Updated English for the bilingual classroom 3. Methodological aspects 3.1 Basic survival toolkit for EMI lecturers 3.1.1 Basic scaffolding techniques for NLA1 lecturers. (Including: Concept of scaffolding, BICS/CALPS2, use of language frames and other scaffolding techniques) 3.1.2 Student Centered methodologies: 3.1.2.1 Project- and Task-Based Learning (Including: Basic differences between Project and Task, organization of project/task work within the curriculum, templates, etc.) 3.1.2.2 Flipped Classroom techniques 3.1.3 Handling information (Including: conducting proper web searches, storing information, web quests, etc.) 3.1.4 Digital Tools for Classroom use (Including: Collaborative tools for team/group work, voice and image recording, tools for presentation, etc.) 3.1.5 Use of Social Networks in teaching/learning: Twitter.
1 Non‐Linguistic Areas 2 Basic Interpersonal Communication Skills/Cognitive Academic Language Proficiency
Handout 2 - Session 1 CLPI AICLE Iniciació primària - Carme Florit
CLSI AICLE Iniciació secundària - Joan Alberich
Language for classroom management Source for parts of this list: Willis, J., 1981. Teaching English through English. London: Longman 1. Revising Can anyone Who can
remember tell me
what we
did talked about learned
last lesson?
Was it OK/easy/difficult? Did you find it OK/easy/difficult?
2. Saying what the lesson will be about What we’re going to do today is Today we’re going to
learn about cover read about write about discuss
First Then Next I’m going to After that we’re finally The first/next thing I’m/we’re going to do is
……….
learn about read about write about discuss do.
……..
3. Signalling the end of one phase of a lesson and the beginning of another Right / OK / Now
4. Summarising So what have we said/learned? So let’s sum up/summarise Who can summarise?
5. Moving on to the next phase Right OK Now
let’s move on (to the next point) shall we go on let me continue can we/I…(?) do… The next point/question is…
6. Finishing the lesson Right OK
let’s I’m/we’re going to
Next lesson In the next lesson
stop finish
there here
I’ll… we’ll… I’m… we’re going to…
Departament d'Ensenyament
CLPI AICLE Iniciació primària - Carme Florit
CLSI AICLE Iniciació secundària - Joan Alberich
7. Setting homework I want you to For homework
do… read… write…
do… read… write…
8. Eliciting responses Put your hands up if Hands up if
you
know… can say… can tell me..
Who wants to start? Who is going to start? Who would like to start? Any volunteers?
Who knows…? Who can say…? Who can tell me…? Do you know…? Does anybody know…? Can anybody say…? Can anybody tell me…?
9. Moving to another student Anybody else? Does anybody else know? Do you agree with what …says? Is that right? Is that OK? Are you happy with that? Any objections?
10. Eliciting opinions What do you think? What’s your opinion/view?
11. Encouraging learners Think / Try / Come onYou know this / Help her/him / Let me give you a clue/hint / Take your time
12. Encouraging a learner to continue Yes, go on Yes, and what else?
13. Asking a learner to repeat Say that again / Again / Once more / More slowly
14. Acknowledging what a learner says OK Fine Right Good
(falling intonation) = final
(rising intonation) = answer incomplete; go on
15. Praising a learner Exactly
Departament d'Ensenyament
CLPI AICLE Iniciació primària - Carme Florit
CLSI AICLE Iniciació secundària - Joan Alberich
good very good That’s excellent perfect correct great Exactly / Good / Very good / Excellent / Perfect / Correct / Great
16. Correcting No / That’s (completely) wrong / Not exactly / Not quite / Not really That’s partly true / That’s part of the answer One small mistake / Try again / Have another go
17. Emphasising This is an important word/concept I want you to remember this Make sure you remember this Don’t forget this. Make a (mental) note of this
18. Checking Understanding OK? / Is that clear? / Everybody clear? / Do you understand? / Does everybody understand? Do you follow?
19. Getting Attention Can I have your attention? / Pay attention / Listen (carefully) / I want you to listen (carefully) Look this way / Look here / Look at this
20. Drawing attention to a book Turn to page… / Look at page…
21. Working things out/thinking aloud Let’s see / Let me see / Wait a minute /Just a minute
22. Talking to individuals Can I Let me
your book your work what you’ve done what you’ve got
see have a look at
23. Forming groups I want you to You’re going to We’re going to Turn round Work with
work in groups from groups get into groups
of about
next to in front of behind
the person
Five Six Ten
You have
5 10
minutes
you
24. Giving instructions Right OK Now
listen carefully. listen.
This what I want you to do What I want you to do is What you’re going to do is
Does everybody understand?
Departament d'Ensenyament
Handout 3 - Session 1 Scaffolding activities
SCAFFOLDING ACTIVITIES THAT CAN BE USED TO ENHANCE THE PROCESS OF THE WEBQUEST A. Reception scaffolding: Brainstorming activities, discussions, any background materials, dictionary links, glossaries, quizzes, etc. B. Transformation scaffolding: quizzes, diagrams, tables, treasure hunts, interviews, etc. C. Production scaffolding: outlines, examples, formats, templates, etc
DESCRIPTION OF SCAFFOLDING ACTIVITIES; LINKS AND TEMPLATES ON THE WEB
Brainstorming: It is a good way to activate background knowledge. “Brainstorming is the act of defining a problem or idea and coming up anything related to the topic - no matter how remote a suggestion may sound. All of these ideas are recorded and evaluated only after the brainstorming is completed”. http://projects.edtech.sandi.net/staffdev/tpss99/processguides/brainstorming.html
Graphic Organisers: They are tools used to organise and illustrate the ideas and concepts around a topic. Among them we may list: concept maps, events chains, diagrams, outlines, and matrixes. http://www.ncrel.org/sdrs/areas/issues/students/learning/lr1grorg.htm
Interview techniques: “Experts, grandparents, historians, scientists, authors, and many others all have interesting and important stories to tell.” The Internet also gives you the opportunity to interview all kind of experts. The interview can be prepared and conducted by using some of the hints on this page: http://projects.edtech.sandi.net/staffdev/tpss99/processguides/interviewing.html Persuasive Arguments technique: Sometimes the task requires convincing or persuading someone about something. http://projects.edtech.sandi.net/staffdev/tpss99/processguides/persuasive.html http://curry.edschool.virginia.edu/go/readquest/strat/thesis.html Problem-Solution Charts: It is a variation of column notes “to help students focus on the four areas critical to problem-solving: identifying the problem, listing the consequences or results of that problem, isolating the causes, and proposing solutions”. http://curry.edschool.virginia.edu/go/readquest/strat/problem.html
Isabel Pérez
Barcelona, 2006
Scaffolding activities
Production outlines and templates: They are used to help students with the creation of a final product and may be of many different types. http://projects.edtech.sandi.net/staffdev/patterns2000/production.html As an example: Prompted Writing Templates to help students write a composition or essay. http://www3.your-net.com/%7Ehinesj/ugrrpresenting.html
Research organisers: A list of topics and subtopics to help students organise their work. http://thinktank.4teachers.org/ Quizzes: All kind of quizzes can be used to promote learning about the topic and especially to focus on language form and meaning. http://www.isabelperez.com/webquest/taller/creating/index.htm
Scavenger or Treasure hunts: It is formed by a set of questions and the links where the answers can be found. This way the students can collect information about the selected topic. http://www.spa3.k12.sc.us/Scavenger.html Surveys: About the topic of discussion or about any other related aspects. http://meta-learningtools.com/tutorials/surveys/survey.htm
Timelines or History frames: They are graphic organisers that help students arrange the information about people and events (time, place, problems, key facts, outcome, main features, etc.) in order to comprehend it. http://curry.edschool.virginia.edu/go/readquest/strat/storymaps.html
Isabel PĂŠrez
Barcelona, 2006
Handout 4 - Session 1 Charo Reyes – EMI 2019 (English as a Medium of Instruction) SESSION 1 ‐ Scaffolding
Category ‐ Diagram type
Describing
Comparing Contrasting
Classifying
1 Brainstorming Web
3 Double Cell Diagram
6 Hierarchy Diagram
Sequencing
Causal
Decision Making
7 Research Cycle Cluster Diagram Webbing 2 Concept Map
4 Venn
Concept Mapping
4 Venn Expanded
9 KWHL
10 Question Matrix
5 Comparison Matrix
Matrix 8 Time line (or Linear String) Flow Chart
8 Expanded Time line
Charo Reyes – EMI 2019 (English as a Medium of Instruction) SESSION 1 ‐ Scaffolding
1 BRAIN STORMING WEB Webbing Strategies (Guiding your students): Work from a central idea, concept, topic or question, gathering and linking thoughts in text and/or pictures. Expand thoughts from the center like branches on a web. When one branch stops or an idea doesn't fit create a new branch. Expand web branches and links. Explore any associations that come to mind. Use paper and pencil, text or free sketch. Connect thoughts with relational links. Use sticky notes as an effective alternative. Free associate a different idea on each note, regroup the sticky notes into categories, then construct a web on butcher paper. Use different colored sticky notes to denote headings or categories that emerge from the brainstorm. Develop links on the paper -- text or sketches can be added at any time. Software programs have significant advantages over paper and pencil. They encourage building, creating and inventing -- yet keep the web legible. Webs become unwieldy as they grow. Software program manage growth. Group guidelines: Use a strategy called 'Think, Pair, Share'. Work from individual association to sharing with a partner, then collaborating as a group to develop the web.
Figure 1 ‐ https://ecdn.teacherspayteachers.com/thumbitem/Brainstorming‐Web‐1392590‐ 1500873426/original‐1392590‐1.jpg
Figure 2‐ http://thoughtfullearning.com/inquireHSbook/pg32
Examples:
Figure 3 ‐ https://www.researchgate.net/
Charo Reyes – EMI 2019 (English as a Medium of Instruction) SESSION 1 ‐ Scaffolding
2 CONCEPT MAP A powerful teaching tool that helps students visualize the existing relationships amongst multiple ideas. Traditionally, this diagram has a descending hierarchy and consists of one main box placed at the top of the structure with several lines of subordinated boxes below. All the boxes are connected with arrows, and contain brief information specifying a particular concept. There are also linking phrases which are used to determine the different types of relationships. To build an effective descriptive concept map, you should first study the domain of knowledge that is familiar to your students; otherwise the rendered diagram may end up completely useless. Create a certain context, taking a particular problem, phenomenon, etc. which will serve as the underlying theme behind the whole map. Then, construct a focus question that is meant to outline the problem. As a rule, fifty percent of your time should be spent making a good focus question, as it is possibly the most crucial point in the making of an effective descriptive concept map. Figure 4
Uses:
Develop an understanding of a body of knowledge. Explore new information and relationships. Access prior knowledge. Gather new knowledge and information. Share knowledge and information generated. Design structures or processes such as written documents, constructions, web sites, web search, multimedia presentations. Problem solve options.
Critical Questions:
What is the central word, concept, research question or problem around which to build the map? What are the concepts, items, descriptive words or telling questions that you can associate with the concept, topic, research question or problem?
Charo Reyes – EMI 2019 (English as a Medium of Instruction) SESSION 1 ‐ Scaffolding
3 DOUBLE CELL DIAGRAMS As a visual teaching technique, a double cell diagram is very effective. Along with comparison matrices and Venn diagrams, double cell diagrams are used to developing the power of logical thinking. Since the characteristics of two objects are relative, they can only be fully explored if they are effectively compared. With the help of specific questions, a double cell diagram induces students to recall prior knowledge and generate new ideas related to the compared items. Once the teacher decides to employ a double cell diagram as an educational method, he/she should take into account several important points. The degree of sophistication of the double cell diagram should depend on the age and mental agility of the students being taught. Critical Questions: What items do you want to compare? What characteristics do the items have in common? What are not in common? How are the items similar and different?
Figure 5 ‐ https://gillambiology.weebly.com/ch‐10‐11‐cell‐division.html
Charo Reyes – EMI 2019 (English as a Medium of Instruction) SESSION 1 ‐ Scaffolding
4 VENN & VENN EXPANDED DIAGRAMS Venn diagrams are useful when comparing two or three items, ideas, etc. Simple Venn diagrams are used, in which no more than two curves intersect at a common point. Shared characteristics are listed in the overlapping section allowing for easy identification of which characteristics are shared and which aren't. Critical Questions: What items do you want to compare? What characteristics do the items have in common (intersecting portions)? How are the items similar and different (nonintersecting portion) based on the characteristics? Examples:
Figure 7 ‐ https://www.edrawsoft.com/template‐customer‐ satisfaction‐venn.php
Customer satisfaction Figure 6 ‐ https://www.edrawsoft.com/templates/images/comparison‐venn‐diagram.png
Charo Reyes – EMI 2019 (English as a Medium of Instruction) SESSION 1 ‐ Scaffolding
5 COMPARISON MATRIX A comparison matrix serves to determine the basic characteristics of an object. Using the aggregation method, a comparison matrix outlines the most typical features of an item without drawing a conclusion directly, but by simplifying the process of analysis. Used as tools for educational purposes, comparison matrices are effective visual aids, featuring a simple and exact structure. Students can make in-depth comparisons, confronting multiple objects and their aspects all at once. Consequently, the use of this visual teaching method contributes to the development of analytical skills among students. It is important to make sure that all compared items are known to the Figure 9 ‐ http://comprehensionhart.weebly.com/uploads/5/4/5/2/54523579/6972875.png?1435256352 students. If students haven't worked with comparison matrices before, the structure of the matrix should be as unsophisticated as possible. You can always add more characteristics for multifaceted comparison. Once students have gotten well acquainted with the items and attained basic knowledge about them, you can introduce another comparison matrix with more items. Examples:
Figure 8 ‐ http://www.simages.org/lithium‐phosphate‐chemical‐formula/
Figure 10 ‐ https://pubs.rsc.org/image/article/2015/gc/c4gc01062k/c4gc01062k‐c1_hi‐res.gif
Charo Reyes – EMI 2019 (English as a Medium of Instruction) SESSION 1 ‐ Scaffolding 6 HIERARCHY MAPS Topics and attributes are linked by subordinate relationships. Uses: Group items (things, people, places, events, ideas, etc.) into categories. Critical Questions: What items do we want to put together or classify? Top tier. How can we put them into groups that are alike? Second tier. Develop a rule to describe the group as to why they are alike. Are there any items that do not belong? If so create another group. (third tier) Repeat process until all items are classified. Suggestions: Initially students can either free associate items then begin to group or start with one major item and add links. Using tiers or rows helps the student to visualize classifying and breaking items into categories. Figure 11 ‐ https://www.leeds.ac.uk/edu
7 RESEARCH CLUSTER DIAGRAM
Figure 12 ‐ http://www.graphic.org/clust
Research question is linked by criterion and telling questions. Develop criterion and telling questions for investigations.
Charo Reyes – EMI 2019 (English as a Medium of Instruction) SESSION 1 ‐ Scaffolding Critical Questions:
Figure 13 ‐ https://www.sketchbubble.com
What is the research question or problem? What are the criterion against which I will weigh the decision? What are the telling questions that will focus the search for information? How will I gather the information?
8 Time line (or Linear String) & Expanded Time line Events are linked by time. Describe a sequence of events, stages, phases, life cycles, actions and outcomes. Critical Questions: What is the name of the event, procedure or human figure that will be described? What are the stages, steps, phases or events? How do the stages, steps, phases or events relate to one another? What is the final outcome?
Figure 14 ‐ http://thesnohomishtimes.com/11‐time‐line/fifteen‐phase‐creative‐timeline‐slide‐2/
Figure 15 ‐ https://www.visme.co/templates/infographics/launch‐an‐online‐store‐timeline‐1425279098/
Charo Reyes – EMI 2019 (English as a Medium of Instruction) SESSION 1 ‐ Scaffolding 9 KWHL chart Matrix for planning and gathering initial information. Uses: Accessing prior information on a topic or theme, identifying primary and secondary resources to access, developing a plan for accessing resources, identifying attributes and characteristics to research. A similar version can be used for active thinking during reading. Critical Questions:
What do we already know? What do we want to find out? How are we going to find out? What primary and secondary resources can we access? What attributes or characteristic should we focus on?
10 Question Matrix
Figure 16
A question matrix is a tool designed with the purpose of introducing us to a hierarchy to questioning. Designed similar to Bloom’s taxonomy or Higher Order Thinking (HOT) questions. Matrices can be used for just about anything. From problem-solving, to argument deconstruction, providing/recording feedback during interviews or investigations or in determining a student’s comprehension of a concept.
Figure 17 ‐ https://i.pinimg.com/originals/46/46/b6/4646b63c0849dd10836e10e8b21c6c80.png
Charo Reyes – EMI 2019 (English as a Medium of Instruction) SESSION 1 ‐ Scaffolding
Figure 18 ‐ https://i.pinimg.com/originals/5a/64/14/5a64146275beb78b125113baa2731699.jpg
Handout 5 - Session 1 Charo Reyes – EMI 2019 (Scaffolding)
TEXT TYPES FOR ACADEMIC PURPOSES
A text is a piece of writing that you read, listen to or create. They differ and are characterized by purpose, structure and language features. Typical text types are: Descriptive Although, some of them are more likely to be used for academic purposes than others. Narrative An expository text is intended to identify and characterize experiences, facts, situations, and Dialogic Expositive actions in either abstract or real elements. Expository texts are meant to explain, inform or Argumentative describe and they are the most frequently used to write structures. Expository structures can be Instructional classified into four main categories: Non‐continuous Description, where the author describes the characteristic, features, attributes, etc. of a topic Hypertext Poetic and gives examples. Comparison/contrast/relation: the author explains how two or more objects, events, experiences, are alike and/or different or somehow related. Cause‐effect explanation: the author presents ideas, events or facts as causes and the resulting effect(s) in time. Problem‐solution presentation: the author describes a problem and gives one or more solutions to the problem. These non‐fictional texts have a specific role to inform or to teach the readers. They can come in various formats, depending of the area of expertise in which they are used:
Business: reports, letters, executive summaries. Journalism: essays, news reports, press releases, sports news. Technical communication: user guides, technical reports or standards. Academic and scientific communication: textbooks, student guides, scientific reports, scientific journal articles, encyclopedia articles. General reference works: encyclopedia articles, on‐line, multi‐domain informative texts, such as the Wikipedia articles.
A narrative text entertains, instructs or informs readers by telling a story. Narrative texts deal with imaginary or real world and can be fictional (fairy tales, novels, science fiction, horror or adventure stories, fables, myths, legends, etc.) and non‐ fictional (articles, newspaper reports, historical writings). Argumentative texts aim is to change the readers’ beliefs. They often mention positive as well as negative qualities or characteristics of something/someone, or try to persuade their readers that an object, product, idea is in some way better than others. Instructional texts present a procedure or sequence: the author lists different activities in their chronological order or enumerates items in a numerical order, in order to complete some kind of process. They can be found in laboratory procedures, prospectus, instructions booklets, etc. Non‐continuous texts are those in which information and meaning can be extracted from text (organized in paragraphs, etc.) and non‐textual features, such as tables, charts, graphs, graphic elements, etc.) You should note that few texts are purely one type: expository or argumentative texts can contain narration or evaluative elements.
Charo Reyes – EMI 2019 (Scaffolding) The text types referred to here are general categories aimed at understanding the nature of each one. For writing purposes, specific writing conventions and formats should be followed (book, article, letter, report, essay, etc.).
Charo Reyes – EMI 2019 (Scaffolding)
Charo Reyes – EMI 2019 (Scaffolding)
Handout 6 - Session 1
TIPOS DE PRODUCTOS Y MODOS DE COMUNICAR LO APRENDIDO. Una buena planificación de un propuesta debe contemplar los resultados o productos que se espera obtener. Los productos son construcciones, presentaciones o exposiciones realizadas durante el proceso, o al final del proyecto y que pueden ser elaborados empleando recursos, técnicas y lenguajes diversos. Si bien no es posible identificar por adelantado todos los productos que resultarán del proyecto, es necesario dedicar un tiempo para decidir colectivamente qué podrían presentar, construir, diseñar, realizar, recrear, interpretar o exponer los alumnos y alumnas. Tipos de productos
Ejemplos
Informe o memoria
Búsqueda de información o investigación histórica, científica, recopilación documental, elaboración de un dossier,
Ensayos
Carta al Director, columna abierta para periódicos o publicaciones, crítica cinematográfica o de libros, artículos para wikipedia, artículos para la publicación en revistas,
Diseños
Diseño de productos, diseño de objetos tecnológicos, diseño para el hogar, planos para edificaciones, alternativas de transporte, páginas de Internet, bitácoras,
Construcciones
Modelos, máquinas, maquetas, instrumentos, aparatos, huerto escolar, cancha de juegos o deportes,
Teatro, coreografía, canto, poesía, pintura, composición musical, Expresión, creación o interpretación, concierto, mural, collage, guión para película, alfarería, representación escultura, redacción de historias, lectura dramatizada, recreación artística artística, Periódico escolar, itinerarios ecológicos, históricos o literarios, comunicado de interés público, álbum histórico, guión radiofónico o Publicaciones televisivo, manual de animación o dibujo animado, vídeo, diario impresas o multimedia fotográficos, documental, presentación multimedia, libro digital, una traducción a otros idiomas, Exposiciones
Quiosco informativo, museo, exhibición de productos, objetos, trabajos o actividades,
Organización de actos Jornadas culturales o deportivas, planificación de visitas o excursiones, celebraciones, exhibiciones, eventos, campeonatos, concursos, fiestas, colectivos jornadas conmemorativas,
Extraído del Gobierno del Principado de Asturias (Consejería de Educación y Ciencia)
1
Los buenos productos deben cumplir los siguientes criterios:
En su desarrollo, elaboración, exposición o presentación los alumnos deben poner en práctica diversos aprendizajes. Su conclusión efectiva, de acuerdo con las especificaciones planteadas previamente, obligan al alumnado a integrar distintos conocimientos, habilidades y actitudes y a aplicarlos de forma práctica. Los resultados del proyecto deben relacionarse con situaciones y contextos reales y preferentemente ser productos auténticos que tengan sentido también fuera del aula. Los productos deben ser relevantes, significativos e interesantes para los alumnos y alumnas. La presentación y exposición de los productos o la comunicación de resultados a las demás personas obliga al alumnado a utilizar diversos lenguajes y estrategias específicas relacionadas con cada lenguaje teniendo en cuenta a la audiencia: lenguaje escrito para buscar y rehacer la información, oral para transmitir a los compañeros y compañeras el contenido del trabajo, plástico y artístico para elaborar creaciones, mímico o gestual, icónico o simbólico, plástico, visual, de los medios de comunicación, musical, matemático, etc.
Modos de comunicar lo aprendido
Ejemplos
Presentaciones
Exposición de una investigación o de sus conclusiones, presentación multimedia, conferencia, debate, portfolio, informe monográfico, mural, página web, blog o bitácora, ...
Exhibición de destrezas
Realización de procesos propios del trabajo científico, realización de tareas en un taller, construcciones, habilidades deportivas específicas, enseñar como monitores a otros estudiantes,
Danza interpretativa, canto, parodia, representación de escenas o Representaciones artísticas personajes, locución teatral, programa de radio o televisión, o creativas teatro, doblaje, traducción, lectura expresiva o dramatizada, recreaciones artísticas,
Simulaciones
Juicio simulado, reconstrucción de eventos históricos, juego de rol,
Extraído del Gobierno del Principado de Asturias (Consejería de Educación y Ciencia)
2
Handout 7 (bis) - Session 1 Charo Reyes – Coordinadora Pedagógica PLC Granada Esta obra está sujeta a la licencia Reconocimiento‐NoComercial‐CompartirIgual 4.0 Internacional de Creative Commons. Para ver una copia de esta licencia, visite http://creativecommons.org/licenses/by‐nc‐sa/4.0/.
Nombre de alumno/s que realiza/n la tarea: ………………………………………. ……………………………………..… ……………………………………………. ……………………………..…………… Nombre de alumno/s que evalúa/n: ….………………………..……….…. ……………………………………….. …………………………………….…….. …………….……………………………. Categoría
Excelente 4 puntos
Bueno 3 puntos
Aceptable 2 puntos
Mejorable 1 punto
Total
VOZ
La voz es clara y se entiende perfectamente en toda la sala Se pronuncian con corrección todas las palabras y expresiones, técnicas, específicas y básicas.
La voz es clara, aunque a veces no se entienden todas las palabras.
La voz es generalmente clara pero a veces se pierde el hilo de la presentación.
La voz no resulta clara y es difícil entender lo que se dice.
Hay dificultad en la pronunciación de ciertas palabras técnicas, pero no en las de uso básico.
Hay dificultades en la pronunciación de palabras tanto técnicas como de uso cotidiano.
Se hacen pausas que están acompasadas con el contenido para separar bloques y dar paso a preguntas o a otro hablante. Se escucha perfectamente la voz del hablante, en todos los lugares de la sala.
Se hacen pausas dependiendo del contenido, pero no siempre que es necesario.
Se hacen algunas pausas, pero no siempre que es necesario.
Se oye bien al hablante, aunque a veces no proyecta correctamente la voz para ser oído en toda la sala.
Se escucha la voz, pero a ratos se pierde intensidad en el volumen. Se autocorrige.
Se entona el texto de manera adecuada, adaptando cada parte a la intención o el contenido. Se modula la voz y se ofrece un texto variado. El hablante mira directamente a la audiencia. Dirige su mirada a personas diversas buscando su atención.
Se entona el texto de forma variada, expresando distintas intenciones o contenidos, aunque a veces no se escoge la entonación adecuada. Dirige su mirada al público, pero no a todos. Busca su atención.
El texto resulta algo monótono por falta de entonación apropiada en algunas ocasiones, aunque se puede seguir la intención del hablante.
Hay dificultades e interferencias de la lengua materna. Apenas se entienden las palabras más técnicas. Se cometen errores en palabras de uso cotidiano. No se respetan las pausas necesarias para presentar el contenido. El texto se presenta en forma de bloque. El volumen en el que se habla resulta insuficiente para ser entendido por la audiencia. No se usa la entonación como recurso para dar viveza al texto. Este resulta muy monótono.
Hace gestos en referencia a la presentación digital. Usa las manos y el cuerpo para aclarar lo que explica. Se muestra seguro y relajado.
Hace gestos en referencia a la presentación digital. Usa manos y cuerpo para aclarar lo que explica, pero a veces se muestra inseguro.
No existen incorreciones gramaticales.
No existen incorreciones gramaticales en el lenguaje usado aprendido en clase. Vocabulario bien escogido, aunque faltan algunos términos técnicos relevantes. Usa conectores esenciales que dan cohesión al texto.
Claridad
Pronunciación
Pausas
Volumen
Entonación POSTURA
Mirada
Gestos LENGUAJE
Corrección gramatical Vocabulario Conectores
Vocabulario rico y bien escogido de acuerdo con el contenido de la presentación Usa conectores para enlazar ideas y dar cohesión al texto.
El hablante dirige su mirada al público, pero se centra en algunas personas concretas, para sentirse seguro. A veces da la espalda a la audiencia. Hace referencia a la presentación digital. Usa las manos, pero su postura es algo estática y muestra nerviosismo.
Existen algunos errores gramaticales que no dificultan la comprensión del texto. Vocabulario de uso básico, aunque bien usado. Usa solo algunos conectores básicos para cohesionar el texto.
No dirige la mirada a la audiencia, muestra inseguridad y suele dar la espalda al público.
No hace referencia a la presentación digital, se muestra nervioso y poco relajado y hace gestos que indican nerviosismo (tics, mira al suelo, etc.) Hay bastantes errores que dificultan la comprensión del texto.
Uso de vocabulario demasiado básico para la tarea.
No usa suficientes conectores. El texto resulta simple y las ideas poco estructuradas.
CONTENIDO
Estructura
Adecuación
Relevancia
Referencias/ejemplos INTERACCIÓN
Turnos de palabra
Preguntas
Cortesía MATERIALES COMPLEMENTARIOS
Presentaciones Digitales Esquemas/material fotocopiado
TRABAJO EN GRUPO
Participación
Consenso
Se respeta el modelo de estructura para este tipo de texto, con todas las partes que requiere: introducción, cuerpo, conclusión. El texto se adecua perfectamente al tema. Dando información suficiente de cada una de las partes. Toda la información recogida en el texto es relevante para explicar el tema tratado. Hay referencias a fuentes de información y ejemplos en todas las partes relevantes del contenido. Se respetan los turnos de palabra en las presentaciones grupales y en la interacción con el público. Se establece un turno de preguntas al final de la intervención y se concede tiempo suficiente para responderlas por turnos. Se inicia y termina la presentación usando fórmulas de cortesía para saludar, introducir y despedir. De manera personalizada de acuerdo con el tipo de audiencia. Se usa soporte gráfico proyectado como guion de la presentación.
Se entrega a la audiencia material complementario de trabajo y de referencia, fotocopiado relevante para la tarea. Todos los miembros del grupo participan de manera activa, solidaria y cooperativa, durante periodos similares de tiempo. Las decisiones sobre presentación y contenido se toman de manera consensuada.
Comentarios: Lo más destacable de la presentación fue … Lo menos positivo fue ……
Se respeta la estructura de este tipo de texto, pero algunas partes no están del todo desarrolladas.
Modelo de texto básico, no muy desarrollado.
Texto en un solo bloque, sin partes diferenciadas.
El texto se adecua al tema, pero algunas partes parecen no estar bien conectadas con el resto.
El texto es acorde con el tema, aunque hay secciones inconexas o que resultan de relleno.
No hay una adaptación clara al tema escogido. El texto es confuso.
La mayor parte de la información recogida en el texto es relevante para entender el tema.
Hay varias partes del texto que no resultan muy relevantes para entender el tema.
Hay ejemplos y referencias para la mayoría de las partes del contenido, pero no todas.
Hay algunos ejemplos y referencias.
La información que se aporta es en su mayor parte NO relevante y carece de validez para explicar el tema tratado. No se usan ejemplos o referencias para ilustrar el contenido del texto.
Se respetan los turnos de palabra en las PPT en grupo y las intervenciones del público, pero no siempre. Se establece un turno de preguntas al final de la intervención, pero no se establece tiempo ni turnos de respuesta. Se inicia y termina la presentación usando fórmulas de cortesía para saludar, introducir y despedir.
Se respetan en general los turnos de palabra, pero a veces se interrumpe a otros en mitad de su intervención. Se establece un turno de preguntas, pero no se da la posibilidad a la audiencia de concluir.
No se respetan los turnos de palabra, se interrumpe continuamente a los otros tratando de hablar por encima de ellos. No se establecen turnos de preguntas.
Falta alguno de los saludos de cortesía para iniciar o terminar la presentación.
No se usan fórmulas de cortesía para iniciar, presentar, o terminar la presentación.
Se usa una presentación digital proyectada como guion, pero a veces se leen partes de la misma a la audiencia. Se entrega material complementario de trabajo que facilita la tarea, pero no de referencia. Se reparten las tareas, aunque no de forma equitativa. Todos participan.
Se usa soporte gráfico proyectado como guion de la presentación que se lee a la audiencia.
No se usa presentación digital o soporte grafico alguno.
El material complementario entregado aporta información y recursos extra, que no son necesarios durante la sesión. Algunos miembros tienen el protagonismo en la presentación. Otros quedan relegados a papeles menores. Todos los miembros del grupo participan, aunque se nota el liderazgo de algunos y otros se muestran algo pasivos.
No se entrega material complementario alguno.
No participan todos los miembros del grupo.
La presentación se hace de forma inconexa y disgregada en partes individuales puestas juntas.
Todos los miembros del grupo participan de las decisiones, aunque se nota el liderazgo de algunos sobre otros.
Handout 7 - Session 1 EVALUACIÓN DE EXPOSICIONES ORALES M.ª Pilar Núñez Delgado ORADOR/A:______________________________________________________________________________ TEMA:____________________________________________________________________________________ EVALUADOR/A:___________________________________________________________________________ Mucho
Bastante
Poco
CONTENIDO La manera de presentar el tema al auditorio ha sido atractiva La selección y ordenación de las ideas ha sido correcta Se han usado ejemplos y datos para facilitar la comprensión Se han usado recursos para llamar la atención del auditorio (preguntas, cambios de tono, humor, anécdotas, etc.) Se han destacado claramente los aspectos importantes La extensión y cantidad de contenidos ha sido apropiada El tiempo empleado ha resultado adecuado LENGUAJE El lenguaje ha sido correcto y claro La expresión ha sido fluida La articulación y la entonación han sido claras y variadas El volumen ha sido adecuado La velocidad ha sido adecuada Los gestos y la postura corporal han sido adecuados Ha mirado al auditorio El uso de apoyos gráficos ha sido equilibrado OTROS ASPECTOS Ha memorizado el texto Ha mirado/leído el guión Se ha notado que estaba nervioso El auditorio ha estado pendiente Se ha invitado al auditorio a hacer preguntas LO MEJOR HA SIDO: A)_________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ B)__________________________________________________________________________________ __________________________________________________________________________________________ _________________________________________________________________________________________ TIENE QUE MEJORAR SOBRE TODO: A)_________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ B)__________________________________________________________________________________ __________________________________________________________________________________________ _________________________________________________________________________________________ OBSERVACIONES:____________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ CALIFICACIÓN NUMÉRICA 1
Nada
AUTOEVALUACIÓN DE EXPOSICIONES ORALES 1.
Me he sentido nervioso/tranquilo/tenso
2.
4.
Mi estado de ánimo ¿ha variado a lo largo de la exposición? Mi expresión ha sido fluida/he necesitado mirar mis notas/ he leído todo el tiempo He hablado de pie, sentado, apoyado en la mesa
5.
He controlado el ritmo y la velocidad
6.
Los oyentes estaban atentos/distraídos
7.
¿Ha influido la actitud de los oyentes en mi exposición? ¿El esquema que había preparado me ha sido útil? ¿He dicho todo lo que había previsto/he olvidado fragmentos/he olvidado cosas importantes?
3.
8. 9.
10. He tenido lapsus (olvidos, errores) 11. ¿He improvisado? 12. ¿He gesticulado y me he movido de forma adecuada? 13. ¿He sido consciente de lo que no estaba haciendo bien? 14. He sido capaz de mejorar sobe la marcha los aspectos que no estaban saliendo bien (movimientos, tono de voz, etc.) 15. Otras observaciones
16. Lo que creo que he hecho mejor ha sido…
17. Lo que creo que he hecho peor ha sido…
2
Handout 8 - Session 1
SYA4930 Scaffolded Assignment This scaffolded assignment incorporates the use of a debate format over the course of seven days. Students first watch documentaries to familiarize themselves with the topic, and as the days progress the complexities of the assignments increase.
View the assignment example. WST3371 Scaffolded Assignment In the first two parts of this scaffolded assignment, students spend time analyzing a company. The culminating activity tasks students with answering a series of questions based on which college graduates they would recruit and hire for their firm.
Scaffolding Assignments Example Presentation Project 1 Working alone, create a presentation on a civilization of your choice (from the sign up list) in 7 PowerPoint slides. The objective of the assignment is for you to spend a bit more time getting to know a particular civilization—where it is, when it occurred, what the major features were, what life was like, and what connections it had to other civilizations. Include things like time period, location, features of state level organization, connections to other polities, subsistence practices, and environmental characteristics, etc. Limit the text you put in the slides, but use the notes feature in PowerPoint to include information that is relevant to the presentation. Write the notes as if you were presenting this information to the class orally. You may use any of the lecture materials, textbook information, or additional readings as resources for your presentation. Please do not use additional resources unless they have been approved by your instructor (minimum 5 days in advance of the due date). Also, do not rely on internet resources such as Wikipedia for information. Be sure to use good quality images to convey your points. When selecting images online, be sure to check that the image actually pertains to the civilization you are discussing. You must include the links of the images you use at the end of your presentation, a simple list will do.
Requirements: • •
• • • •
You must have 7 slides, no more, no less. For each slide you must have between 100 and 250 words in the notes section of the PowerPoint detailing the major points and lessons of each slide. Think of it as crib notes of what you were to say to the class if you were giving the presentation orally. You may use either bullet points or complete sentences. Either way, the point of each slide must be clear. You must have an opening and summary slide, leaving 5 slides for solid content. Each slide can have no more than 50 words, or 4 lines of text. This does not include the text in the notes section. You must communicate the basic knowledge of the featured civilization in a clear and coherent manner. You must include the following information: dates, location, features of state level society, environment, important innovations, and connections to other polities. You can provide additional information as well, as long as it pertains to the civilization and is credible information provided from course materials.
The presentation must be aesthetically pleasing. Meaning clear images, no harsh colors, no hard to read fonts, etc.
Peer Review of Presentation Project 1 After you have submitted your Presentation Project 1, you will be assigned to peer review the presentations of two of your fellow classmates. If you are not sure how to find your peer reviews, review the Canvas Guides in the Resources section below. You are evaluating your peers' work based on the rubric attached to Presentation Project 1. Please remember to be respectful and grade with your full attention. Grading assignments are automatically
generated by Canvas. This Peer Review is worth 20 points towards your final grade (10 points for each review). See rubric below.
Presentation Project 2 Working in groups you are to create a PowerPoint presentation comparing and contrasting two civilizations. Your groups will be automatically generated. The objective of the assignment is to better understand the development of civilizations using a method well known to anthropologists: comparison. Each group will have their own discussion board to converse about and provide information for the project. This discussion board will be checked by your instructors to ensure participation by all students. You will be creating the PowerPoint presentation collaboratively as well. See instructions below. For Project 1 you presented information on a civilization of your choosing. The group you are assigned to for Project 2 includes fellow students (about 4-5) who also presented their finds on that same civilization (if you presented on Egypt, so did they). Additionally, you are joined by 5-6 other students who presented on another civilization (say for instance Ancient Greece). As a group, you are to create a 7 slide PowerPoint that compares and contrasts your two civilizations (Egypt v. Greece). Again, compare things like time period and location, features of political and economic organization, social categories and features, the role of religion and art, technological innovations, connections to other polities, subsistence practices, and environmental characteristics, etc. You may use your research from your first project as a starting point. Work as a group from the beginning, you might find that your fellow students wrote about something you did not or that you highlighted something that others overlooked. Work together to determine the most significant points to make in your presentation. This is not simply a combination of PowerPoint slides. The slide content must focus on the similarities and differences between the two civilizations.
As always limit the text you put in the slides, but use the notes feature in PowerPoint to include information that is relevant to the presentation. Write the notes as if you were presenting this information to the class orally. You may use any of the lecture materials, textbook information, or additional readings as resources for your presentation. Please do not use additional resources unless they have been approved by your instructor (minimum 5 days in advance of the due date). Also, do not rely on internet resources such as Wikipedia for information. Be sure to use good quality images to convey your points. When selecting images online, be sure to check that the image actually pertains to the civilization you are discussing. You must include the links of the images you use at the end of your presentation, a simple list will do (this can also be a separate document).
Requirements: •
•
• •
The group leader will be automatically generated by Canvas. This person must create the collaborative PowerPoint document and add all fellow students in the group. They are also responsible for submitting the final project in Canvas. You must compare and contrast the two civilizations in a clear and coherent manner. This is not to be a series of slides of two different civilizations. Each content slide must contain comparative points of each civilization. You must have 7 slides, no more, no less. You must have an opening and summary slide, leaving 5 slides for solid content. For each slide you must have between 100 and 250 words in the notes section of the PowerPoint detailing the major points and lessons of each slide. Think of it as crib notes of what you were to say to the class if you were giving the presentation orally. You may use either bullet points or complete sentences. Either way, the point of each slide must be clear.
• • •
Each slide can have no more than 50 words, or 4 lines of text. This does not include the text in the notes section. You must include the following: dates, locations, political, economic, social, technological, environmental and religious details pertaining to the two civilizations. The presentation must be aesthetically pleasing. Meaning clear images, no harsh colors, no hard to read fonts, etc.
Peer Reviews of Presentation Project 2 After you and your group have submitted your Presentation Project 2, you will be assigned to peer review the presentations of two other groups. If you are not sure how to find your peer reviews, review the Canvas Guides in the Resources section below. You are evaluating your peers' work based on the rubric attached to Presentation Project 2. Please remember to be respectful and grade with your full attention. Grading assignments are manually generated within Canvas, and I will send out an announcement once they are generated. This Peer Review is worth 20 points towards your final grade (10 points for each review). See rubric below.
Presentation Project 3 Working alone, you are to create a PowerPoint presentation that encompasses both Project 1 and Project 2 with an additional component: a section on where your ancient civilization is today. The objective of the assignment is to understand how the world we live in today is a product of our past. Your final PowerPoint presentation will be 17 slides long, encompassing 5 slides on your ancient civilization (Project 1), 5 slides of comparison to another civilization (Project 2), 5 slides reporting on where your civilization is today, plus 2 slides for introduction & summary. For the final third you are to research the region of your civilization today. How has the region been affected by the existence of your civilization? Do descendants of that civilizations still live there today? How have they changed? How have politics, religion, society, language, settlement pattern, technology, economics, subsistence, and the environment changed in the region? You might perhaps have to investigate how other groups were affected by your civilization, its presence, its collapse. Look into the current events of the region. What are the most recent news stories focused on in that region? Does archaeology have a role to play in understanding the current political, social, economic, or environmental issues? Are there archaeological remains still present from the ancient civilization? How are they cared for? What do they mean to people today as opposed to the past? These are just a few suggestions from a long list of ways you could focus your project. Remember you must focus on current events and recent history, only going back the last few years. Pay attention to the transition from topic to topic in your presentation, flow is important if you wish to convey ideas clearly.
As always limit the text you put in the slides, but use the notes feature in PowerPoint to include information that is relevant to the presentation. Write the notes as if you were presenting this information to the class orally. You may use any of the lecture materials, textbook information, or additional readings as resources for your presentation. You will need to get any additional resources approved by your instructor (minimum 5 days in advance of the due date). Do not rely on internet resources such as Wikipedia, blogs, or personal websites for information. You may use news articles, research websites, scholarly articles, and books. A useful resource is Google Scholar (if you are connected to UF it will allow you free access to many resources). Be sure to use good quality images to convey your points. When selecting images online, be sure to check that the image actually pertains to the civilization you are discussing. You must include the links of the images you
use at the end of your presentation, a simple list will do (this can also be a separate document). This project will be graded by your instructors.
Requirements: •
• • •
• •
You must incorporate Project 1 and Project 2 information into your final PowerPoint. You may reorganize information, add new information, etc. Make sure that the sections flow together well as if this were one cohesive presentation. You must have 17 slides, no more, no less. You must have an opening and summary slide. The third portion presentation must focus on the region of your civilization today. You may include information regarding its collapse in the section relating to Project 1 For each slide you must have between 100 and 250 words in the notes section of the PowerPoint detailing the major points and lessons of each slide. Think of it as crib notes of what you were to say to the class if you were giving the presentation orally. You may use either bullet points or complete sentences. Either way, the point of each slide must be clear. Each slide can have no more than 50 words, or 4 lines of text. This does not include the text in the notes section. The presentation must be aesthetically pleasing. Meaning clear images, no harsh colors, no hard to read fonts, etc.