21 programming efl lesson plans

21 Programming in English: contents, objectives, methodology and assessment Programming in English Language Area: lesson plans ● Criteria for sequencing and temporization of contents and objectives ● Selection of methodology to be used in learning and assessment activities

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- Berritzeguneak (2016): Unitate didaktikoak egitea eta ebaluatzea hezkuntza-esparru berrian, Eusko Jaurlaritza.

- Heziberri 2020 Pedagogical Framework: Decree 236/2015, of 22nd December, which establishes and rules the Educational Framework for the BAC, Eusko Jaurlaritza.

- DUNN, O. (1982): Developing English with Young Learners, MacMillan, London.

Introduction Topic specifically related to the current pedagogical framework in the Basque Autonomous Community (BAC) ●

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Heziberri 2020 Pedagogical Framework –

First project: the pedagogical framework

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Second project: curricular decrees for the BAC

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Third project: steps for a Basque Law of Education.

Based on LOMCE (Ley Orgánica de Mejora de la Calidad Educativa), Spanish Law of Education.

Berritzegunea: Unitate didaktikoak egitea eta ebaluatzea hezkuntza-esparru berrian.

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Lesson plans, within didactic units, should be coherent to the curricular decrees and their annexes.

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Lesson plans, withing didactic units, should be coherent to the objectives, contents and criteria on the didactic program and the School's Curricular Project.

21.1. Programming in the English lesson plans ●

Structure included in the lesson plan (Berritzegunea)

INITIAL STAGE

DEVELOPME NT STAGE

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Introducing the theme

Integration situation Related competences

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Introducing the unit

Agreeing on what to learn and what for, through students-teacher interaction

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Initial Assessment

Assessment criteria introduced Prior knowledge awareness

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APPLICATIO N STAGE

Including new learning contents Aplying and binding contents

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Activities for achieving new knoledge and experiences

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Creating hypothesis on the problem Reflecting on and expressing the problem solving process

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Structuring the contents

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Reorganizing contents

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Formative assessment

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Learning to learn

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Applying and communicating the learning results

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Summative assessment

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Activities for contents integration and interpretation Exposition

Related to assessment criteria Hetero and self-assessment

GENERALIZING and TRANSFERRING Using the acquired content in similar situations.

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Elements included in the lesson plan: –

Problem-situation/ integration – situation ●

Title, subject, grade adapted

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Context and problem

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Purpose and task

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Didactic objectives: ● ● ●

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related to cross curricular and disciplinary competences coherent to the disciplinary objectives coherent to the assessment criteria and achievement indicators related to the contents of Heziberri 2020

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Contents?

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Instructions: activities / resources

(time, space, group

distribution, methodology) –

Assessment (criteria, tools and achievement indicators)

Example based on my program (subject and grade

and methodology

already specified)

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Title: Timing:

Resources:

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Didactic objectives and specific objectives (related to activities)

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Contents (concepts, procedures, attitudes)

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Assessment criteria and achievement indicators

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Attention to diversity measures: reinforcement and extension

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Competences related to the unit.

21.2. Criteria for sequencing and temporization of contents and objectives â—?

Keep in mind: sequencing contents and objectives Prior knowledge is the starting point

Language in use: communication

Didactic aims should be linked to competences

Meaningful learning

Student-centered

Didactic aims and contents should be related

Students' attitude towards learning should be positive

Special attention to communicative needs

Integration of 3 type of contents

Motivation for linking pre-knoledge and new knowledge

Contents that are close must be the input

Input before output

Previous cognitive structures will be modified

Procedures as the main content

Use of non-linguistic elements for comprehension

21.3. Selection of methodology to be used in learning and assessment activities ●

Evaluation of achievement as the key for reflection on the objectives of the curriculum. It is an integral part of the teaching-learning process.

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More humanistic approach: in primary, development of the communication skills, social skills and critical thinking are the aim Through contextualized and motivating language practice opportunities, with comprehensible input (Krashen) and authentic performance tasks (games, storytelling, songs, role-plays...)

New forms of assessment, mainly performance-based and portfolios. ●

PBL –

21.3.1. ASSESSMENT IN COMPETENCES APPROACH (HEZIBERRI 2020) ●

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The aim of the assessment (important: coherence): –

Initial: diagnosis of the departing point of the learning process.

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Formative: information on the progress of the learning process.

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Summative: numerical conclusion of the process.

Assessment contents: all related to the key-competences, based on the resolution of integration situations.

Assessment criteria and achievement indicators: –

Of contents: to assess about the resources acquired for integration situation resolution

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Of competences: following the integration situations families.

21.3.2. ASSESSMENT METHODS ●

NON-VERBAL ASSESSMENT STRATEGIES At early stages: physical demonstration and pictorial products (pointing, acting out, circling, choosing, marking...)

Later stages: produce and manipulate drawings.

Tools: –

Oral performance: interviews, oral reports, role plays, describing, explaining, retelling, summarizing... lead by questions by the teacher and visual aids.

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Role play: motivating, cooperation.

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Other: observation and personal interviews.

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ASSESSMENT OF ORAL AND WRITTEN OUTPUT –

Dialogue journals: interactive correspondence between teacher and student. Informal and free expression, with no correction worries.

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Audio and video: recording meaninful activities such as role plays, dramatisations, interviews... good also for self-assessment

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Writing assignments: storytelling -> listening and writing their own

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Traditional testing

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Portfolios: purposeful collection of student work to tell the story of his/her effort, progress and achievement. ●

An opportunity for reflecting on their own learning process.

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Recognizing learning paces and styles

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Active role on collecting and assessing their work

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May include: recordings of oral products, writing samples, art work, interview notes, anecdotal records, assessment checklist (teacher's, peer, self), tests and quizzes

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Self-assessment –

KWL charts: what I Know, what I Wonder, what I Learned.

Awareness of students' background knowledge and interests –

Content area logs: What I understood / what I did not understand. Using metacognitive strategies

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Reading logs: recording students' written responses on books, stories... for registering appreciation and encourage to think critically.

21.4. Methodological principles in Heziberri 2020 ●

Methodological principles for all subjects and competences –

Approaches that promote inclusive education, so that the wellfare and educative success of every student is guaranteed.

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Pedagogy based on competences: ● ●

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Problem solving, with an integrated use of available resources The aim is no longer transferring information and knowledge, but acquiring these key competences.

Attitudes, concepts and procedures should be the axis for competence acquisition

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Authentic and meaningful situation-problems proposing

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Students' active role and participation in problem solving

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Teacher's guidance and monitoring role.

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Pedagogical theories gathered in Heziberri 2020 All theories have an application field in the comptenteces approach.

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(Socio) Constructivism: processes related to metacognition and self-regulation in learning. Based on: ● ● ●

Socialization Constructing upon prior knowledge Interaction

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Cultural and social dimension. (participation)

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Learning based on the context. (not only school application)

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Methodological matters ...

On the disciplinary competence: language and literature communication –

Inclusive approach

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Use of the language as means of communcation.

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Classroom as the spot for communicative opportunities in interaction

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Positive attitudes to languages and other language speakers

On the cross curricular competences –

Verbal, non-verbal and digital communication: communication capability

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Learning to learn ant to think: as the base of intelectual procedures

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Initiative and entrepreneurship: as tool for the integration situations

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Social and civic competence: as tool for socialization

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Learning to be: as tool for emotional regulation.