communicative competence in the classroom

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COMMUNICATIVE COMPETENCE IN THE CLASSROOM

CULTURAL BACKGROUND AND SHARED EXPERIENCES AS A BASIS FOR COMMUNICATION

By Susana Siso, Laura Arnedo, Julio Moreno, Paquita Sorolla, Araceli Ruiz

Fraga, November 2010

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GENERAL EXHIBITION IN THE HIGH SCHOOL

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INTRODUCTION

• A common methodology has been used to achieve the objectives of this didactic sequence.

• There are two main questions to be answered before getting started:

1. Which is the FUNCTIONAL objective?

2. Which is the LEARNING objective?

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INTRODUCTION

Which is the FUNCTIONAL objective?The Halloween project is viewed as an excuse to encourage the communicative competence.

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INTRODUCTION

Which is the LEARNING objective?• High level group

– Oral speech: Halloween traditions in the student’s home country

• Lower level group– Basic vocabulary– Cultural differences and similarities– Written essay

• Special needs group– Basic writing and spelling– Recognise author and characters– Improve pronunciation

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SCHEDULE AND TIMING

CLASSROOM TIME

• Higher Level: 7 sessions of 50 minutes

• Lower Level: 3 session of 50 minutes

• Special Needs: 2 session of 50 minutes

HOMEWORK TIME

• Extra time is required outside the classroom to finalise and prepare activities depending on level and personal progress.

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GROUPS

• Higher Level: 3rd ESO course + 1st Diversification (15-16 years of age)

• Lower Level: 1st ESO course (12-13 years of age)

• Special Needs: 1st ESO course (12-14 years of age)

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MATERIALS AND RESOURCES

• Higher Level: Poster DIN A-3 paper • Lower Level: Original Soundtrack CD • Special Needs: Printed materials

• Common materials & resources– PowerPoint presentation– Cardboard, pens, glue, etc.– Library dictionaries– Internet access from the Library

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MATERIALS AND RESOURCES

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MATERIALS AND RESOURCES

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MATERIALS AND RESOURCES

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MATERIALS AND RESOURCES

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MATERIALS AND RESOURCES

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MATERIALS AND RESOURCES

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PEDAGOGICAL SCAFFOLDING

• Step 1: General Identification – Higher Level: Textual Type – Lower Level:

Bram Stoker’s Dracula Original Soundtrack: brainstormingHalloween PowerPoint presentation

– Special Needs: Questions about the Halloween topicHalloween PowerPoint presentation

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SAMPLES FROM POWERPOINT

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PEDAGOGICAL SCAFFOLDING

• Step 2: Search and Identification – Higher Level: Previous knowledge, Q&A,

contextualisation, family research… – Lower Level: work in pairs: puzzle, text, email

and spelling activity.– Special Needs: spelling and pronunciation.

Finding new words for animals and disgusting things to make a potion.

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PEDAGOGICAL SCAFFOLDING

• Step 3: Analysis Group Session – Higher Level: common review of written

essays – Lower Level: group correction of common

mistakes and internalisation of the learning process. Agreement on poster theme by group

– Special Needs: sharing vocabulary with the group benefiting from each other’s findings.

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PEDAGOGICAL SCAFFOLDING

• Step 4: Creativity – Higher Level: implementation of written

experience into a visual representation – Lower Level: sharing their experiences with

each other according to their own level. – Special Needs: filling the materials with the

words they have learned during the sessions with the correct spelling.

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PEDAGOGICAL SCAFFOLDING

• Step 5/6: Autocorrection & Sharing with Peers– Higher Level: learning from each other’s mistakes

and being able to speak about Halloween in different locations.

– Lower Level: sharing each group’s materials with the classroom and analysis of each student’s individual effort within the group.

– Special Needs: marking other student’s spelling and reflecting on how much one can learn from other student’s individual work.

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Higher Level: Student´s samplesDrafts: Finished Work:

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Higher Level: Student´s samplesDrafts: Finished Work:

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Higher Level: Student´s samplesDrafts: Finished Work:

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Orals about halloween: Higher level

The teacher

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Lower level: Student´s Samples

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Special needs: Student´s Samples

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CONCLUSIONS

• Motivating students through shared experiences

• Using previous knowledge and sharing with others

• Team work: helping each other, correcting each other and using the experience to correct oneself

• Evaluation criteria: shared with the pupils to make them participate

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CONCLUSIONS

• This approach allows each level to work according to their own capacity and limitations

• The use of audio visual materials and team work reaches every type of pupil (auditive type, visual type and kinesthesic type) helping all of them engage with the project

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CONCLUSIONS

• This methodology has allowed the students families involvement in their curricular activities

• This methodology has also allowed us a cross-departmental exchange, especially with the Library.

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Bibliography – webgraphy

• Addison Charlotte, Field Pamela, Challenge, Burlington Books, Cyprus,2006.

• El discurso indagador de Olga Esteve.http://www.xtec.cat/~ilopez15/materials/practicareflexiva/eldiscursoindagador.pdf

• http://www.teachitprimary.co.uk

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Kirsahir, November 2010