PEER REVIEW 3 TEMPLATEREADER: GLORIA MILENA CASTELLANOSAUTHOR: ADRIANA MILENA VARGASDATE: NOV 4TH/2010

HELLO ADRIS:AFTER REVIEWING YOUR WEBS I HAVE THE FOLLOWING COMMENTS AND SUGGESTIONS FOR YOU. HOPE THEY ARE USEFUL!MILLIE!

QUESTIONS FOR THE PEER REVIEWER AFTER REVIEWING STUDENT PORTFOLIO

1. After reviewing the portfolio, what recommendations do you have for the design and navigation of the website?

- I would suggest you to write at least a welcome message in the “home” section so that the reader can have a little idea of what is your portfolio about.

- I would also suggest you to choose one type of font and size so your “webs” looks uniform.

- Nice colors, nice layout. I liked them very much!

- Regarding the tasks, this is the order we are suppose to follow. See my comments in the sections you sent me through email please

2. I did a general overview in your portfolio taking into account language awareness, organization and other comments are included.

My Current Context (1.b)

I work in Provinma school, a private school located in the north of Bogota, Colombia. I work at the primary section, from pre-school to fourth grade.  Their English level is not so high, due to the fact that they only study four hour a week. Students do not have a language resource center to work on English. They only have an English book with an interactive cd rom. Not all student have internet at home what makes difficult to check assignments sent via Cyber- colegios ,which is a platform by which students receive assignments.

Students need to have a closer and real contact with the language to improve their English. Reason why directors are interested in implementing CLIL in pre’ school and first grade, teaching them science in English.My preferred approaches or methods are:Total physical response story telling. This method is ideal for yougers, since they can act, hear and see the vocabulary they are learning. The teacher tells a story using images, puppets or students actors. Students are encouraged to fill in words or act out gestures. This method could be useful when teaching vocabulary about animals that is one of the main topics in science in first grade.Natural approach This method consist on setting a context in the classroom for natural language acquisition to occur.  According to Krashen (1982) this environment reduces the affective factors that inhibit students’ second language acquisition.  (As cited by Haley & Austin, 2004,p.50)

 Resources

Haley, M. &. (2004). Content-based second language teaching and learning:an interactive approach. Boston: Pearson/Allyn and Bacon.

CLIL Background (2)

I believe you are missing this part: Write a “mini theoretical framework” (500-700 words not including titles, references, etc.) that discusses key developments and publications in CLIL – especially from the last 15-20 years.

CLIL Lesson Plan (3)

Good job in your lesson plan! I believe the lesson plan you have is appropriate to the students’ age and it seems to be fun. I went through it and it offers fun activities for students. The idea of the clips is very smart and motivating to learners; it is an unusual way to measure things! The scaffolding process you use is appropriate because it provides enough vocabulary for the students to come up with the final assignment.

Some things I suggest to improve

In the language learning Outcome:

You have: “At the end of the lesson students will be better able to compare objects”

How about this: “By the end of the lesson students will be able to use comparatives to talk about the size of various objects”

In the “instructional strategies” section in the lesson plan you are missing “Fostering creative and thinking skills” I believe the idea you were writing about scaffolding is not complete.

Evaluation & Assessment Action Plan (4)

I believe you are also missing this part Adri: Create an action plan that shows how you would survey the methods for evaluation and assessment used in your context from a CLIL-oriented perspective, and how you would implement CLIL-oriented improvements.

CLIL Gap Analysis (5)

CLIL PROGRAM MODEL GAP ANALYSISColegio ProvinmaIntensity: Primary: 4 hours per week. Secondary: 5 hours per week

ACurrent

(Describe the current model used for English instruction in your context. Refer to models in your reading to

How to Get There(from A to B)

(Describe suggestions for how your context can get from A to B. What might be needed in terms of resources, teacher training,

BFuture

(Describe where you would like to be in your context. What model would you like to see used for English instruction in your context?

describe what exists, to what degree, etc.)

etc. Again, refer to the information in your reading.)

Refer to models in your reading to describe the model.)

Currently at the school there is a Language- Driven program.

Since content is used to teach and learn L2

English Language learning is priority of the English classes.

Content learning may be incidental.

Language objectives are determined by L2 curriculum.

Students are evaluated on language skills and proficiency.

This also corresponds to Mohan’s model (1986) where l earning centers around the use of discoursal knowledge structures to convey content information (as Mentined in Stoller and Grabe, 1997).

In primary, English Classes focuses on learning vocabulary and basic grammar structures.

In secondary, English

The hours of English Classes should be increased (I agree).

The focus of the classes should not be only grammar and vocabulary but also communication.

Meaningful environments should be set up.

Others subjects could be taught in English. It could start from pre- school, teaching science in English. Taking into account not only the language but also the content. According to Genesee (1994,p.2) “second language instruction that isintegrated with instruction in academic or other content matter is a more effective approach to teaching second languages than methods that teach the second language in isolation”

It is necessary more material to motivate students: Videos, Cds, internet, computers and video beam.

Taking into account students needs and policies of the school the approach that the school will implement will be the proposed by McCloskey (1988) and others in elementary school contexts (e.g., Manning, Manning, & Long, 1994; Meinbach, Rothlein, & Fredericks, 1995; Roberts, 1993), combining language and content instruction. (as cited in Stoller and Grabe, 1997)

This approach focuses on units which integrates language skills and content information, it could be from science.

It main purpose is to use language to communicate and motivating content. The Science class will be taught in English but paying attention to the use of the language to communicate.

classes are focused on learning grammar rules and vocabulary. The main aim of the classes are to get the knowledge necessary to pass the ICFES exam successfully.

I think you are also missing the following:

Curriculum Summary (6) Conclusions (7) Peer Feedback (8) Bibliography (9)

QUESTIONS FOR YOU AFTER REVIEWING PEER FEEDBACK1. How helpful was the feedback given by your peer?2. Which of the recommendations given by your peer will you use

and why?3. Which of the recommendations given by your peer will you not

use and why?