KNOWLEDGE THAT I RECEIVED IN TESOL GU

1.- Student centered learning and motivation.

2.- Objetives – based teaching

3.- Task – based learning.

4.- Experiantial Educatión.

5.- Aithentic material and scaffolding for communicative competence.

6.- Cooperative learning.

7.- Authentic assessment

8.- Writing process projects.

COURSE OBJECTIVES.- This cpurse aims to provide English teacher with practical methodologies to maxime student learning in their English classes by the conclusion of the course teacher participants will be able to:

- Incorporate student interests and motivation into their teaching.- Developing and adapt authentic materials to meet student meet students needs and

course objectives.- Design students – centered lesson plans.- Incorporate integrated performance assessments into teaching.- Use cooperative learning in order to maximize students communication- Incorporate the writing process into teaching- Incorporate reading strategies into teaching

I: STUDENT- CENTERED LEARNING

Consist who build learn in the students and many activities have to be designed for to be made by students.

Relies on innate student motivation due to a number of factor personal responsibility: asses their own progress towards goals, students relate class topics to their lives, active participation, students produce knowledge rather than njjust receiving it topics relevant to their lives.

II: TASK – BASED LEARNING:

Task are activities where the target language is used by the learners for a communicative purpose (goal) in others words, in a task, learners have to use the language to interact with other people to get something done, to complete something:

Decidir que comprar para un cumpleaños.

Como preparar un alimento

Comprar 2 possibles objetos, cursos,

Brainstorming fact finding

Ranking ítems according to personal values or specified criteria

Comparing prices.

sharing experiences

creative task project, class journals, planning an event.

III: OBJECTIVES – BASED LEARNER-CENTERED INSTRUCTION

What knowledge and skills do I want my students to have? What evidence is needed to stablish that students have met the goal?

How will I know that students have met the goal?

WHAT do I nedd to do in the classromm to help students prepare for the assessment?

IV: AUTHENTIC MATERIALS AND SCAFFOLDING TO PROMOTE COMMUNICATIVE COMPETENCE

Evidence used to evaluate achievement of these goals also relies on communicative competence, class survey,patners interviews, language, experience approach, class research grids, games,puzzles, journalism, simulations-

- Learning goal: knowledge or skill- Evidence- Learning experiences- Materials in support of these goals and experiences

V: COOPERATIVE LEARNING

Is a powerful educational approach for helping and students attain content standars and develop the interpersonal skills needed for succeeding in a multicultural world, involve small, heterogeneous teams, usually of 4 or 5 members, working togheter towards a group task,

members should also engage in group processing activities in which they discuss the interpersonal skills that influence tneir effectiveness in working together (social skills should be taugh or rainforced)

. positive interdependence

. Individual accountability.

. equal participation

. simultaneous interaction.

SAMPLE KAGAN STRUCTURES

Timed pair share; 1 student talk for specific time the other listen

Numbered head together; put a number every student into a group, that student try to obtain the best result for the group in an oral exam.

MIX-N- MATCH, Los alumnos tratan de encontrar a su compañero emparejando según símbolos.

VI : AUTHENTIC ASSESSMENT

- Oral interview: personal background, activities Reading and interest.- Story or text retelling.- Writing samples (produce documents)- Project exhibitions, students make formal presentation.- Experiments, demonstrations- Constructed response items- Teacher observation- Portafolio.

VII: RUBRICS (MATRIZ DE EVALUATION)

A rubric is a scoring guide that seeks to evaluate a students performance base don the sum of a full range of criteria rather a single numerical score.

EJEMPLO DE MATRIZ DE EVALUACION EN EL AREA DE INGLES (COMPRENSION DE TEXTOS), puede ser adaptado a otras áreas para trabajar lecturas o manejo de información.

Identifica la información global o especifica de textos sencillos (lectura de anuncio)

INDICADOR O EVIDENCIA

El estudiante relata el contenido de la historia o lectura con apropiada secuencia incluyendo detalles y experiencias personales con nuevo vocabulario en una exposición.

Criterios a evaluar:

- Secuencia apropiada del contenido.- Detalles relevantes de la historia.- Personajes importantes.

Hace preguntas significativas.Inclusión de nuevo vocabulario.

http://youtu.be/-lQXmcg1JPo

EVALUANDO EL PRODUCTO DE UNA EVALUACION

CATEGORIAS 4. EXCELENTE 3. BUENO 2. COMENZANDO 1. INICIANDOPuede relatar la historia oralmente

Relata la lectura en secuencia apropiada usando bastantes detalles.

Relata la lectura en secuencia apropiada usando algunos detalles

Relata la historia oralmente puede tener 1 o 2 errores en la secuencia, usa algunos detalles.

Relata la historia con muchos errores en la secuencia usa pocos detalles.

Puede escribir un resumen de la historia.

Escribe 5 importantes detalles acerca de las partes relevantes de la historia.

Escribe 3 o 5 detalles importantes acerca de las partes importantes de la historia.

Escribe 2 o 3 detalles acerca de la historia que puedan no pertenecer a las partes relevantes de la historia.

Escribe pocos detalles relevantes sobre la historia

Puede relatar la historia a su experiencia personal

Puede relatar muchos eventos o personajes en la historia o experiencias personales.

Puede relatar pocos eventos o personajes en la historia o experiencias personales.

Puede relatar un evento o personaje en la historia o experiencias personales.

No puede hacer ninguna conexión con los eventos o personajes de la historia.

Puede formular preguntas de la historia

Puede hacer muchas preguntas significativas y bien formuladas referidas a la historia.

Puede hacer pocas preguntas significativas y bien formuladas referidas a la historia.

Puede hacer una pregunta significativa y bien formulada referidas a la historia.

No puede hacer ninguna pregunta sobre la lectura.

Puede entender y utilizar vocabulario de la lectura

Puede definir y usar muchos nuevos vocabulario de la historia

Puede definir y usar pocos nuevos vocabulario de la historia

Puede definir y usar 1 nuevo vocabulario de la historia

No puede usar ningún nuevo vocabulario de la lectura.