ADMINISTRACIN FEDERAL DE SERVICIOS EDUCATIVOS EN EL D. F. COORDINACIN DE INGLS EN EL D. F.

National English Program in Basic Education (NEPBE)

PROFESSIONAL DEVELOPMENT WORKSHOP

September, 2011.

Coordinacin de Ingls en el D. F. Professional Development Workshop

DIRECTORY

DR. LUIS IGNACIO SNCHEZ GMEZ

ADMINISTRADOR FEDERAL DE SERVICIOS EDUCATIVOS EN EL D. F.

JENNY TABOADA COBLENTZ

COORDINADORA DE INGLS EN EL D. F.

MADE BY: ARMANDO VELZQUEZ ZAMORA

PATRICIA M. CHVEZ INIESTRA PAVEL C. BECIEZ ROMERO

Coordinacin de Ingls en el D. F. Professional Development Workshop

PURPOSES OF THE WORKSHOP

Performance: 1: To identify, verbalize and classify the curricular foundations of the NEPBE.

Performance 2: To relate the curricular foundations of the NEPBE to the planning and assessment processes to be able to make appropriate decisions in terms of the subject: Second Language: English.

Performance 3: To design a product out of a social practice and revise its elements.

Performance 4: To revise the academic foundations of assessment and contrast them to the traditional way of assessing Ss performance.

Performance 5: To get familiar with different assessment instruments which integrate the curricular elements and goals and which are coherent with the subject approach and the focus of the NEPBE.

Coordinacin de Ingls en el D. F. Professional Development Workshop

CONTENTS
PART 1. CURRICULAR ELEMENTS ICE- BREAKING ACTIVITIES. Elephants, giraffes, crocodiles (5 min) ACTIVITY 1. The Suitcase. (5 min). ACTIVITY 2. NEPBE Questions and answers on previous experience (10 min) ACTIVITY 3. Elements of the Curricular Structure. (10 min) ACTIVITY 4. Completion of graphic organizer on Curricular Elements (5 min) ACTIVITY 5. Social Practice- definitions and what it entails.(5 min) ACTIVITY 6. A significant learning experience. Share and relate (15 min) ACTIVITY 7. A Classified Advertisement. Design, make and share (25 min) ACTIVITY 8. Closing NEPBE Curricula. True/ false/ not sure with TPR (5 min)

PART 2. PLANNING AND ASSESSMENT ACTIVITY 9. Planning and Assessment Questions and answers (10 min) ACTIVITY 10. Assessment - Reflection on participants own experiences (5 min) ACTIVITY 11. Venn Diagram - Compare and contrast new and old ways of assessing (10 min) ACTIVITY 12. Assessment for Learning - Questions and answers (10 min) ACTIVITY 13. Characteristics of assessment according to NEPBE. (5 min) ACTIVITY 14. Sampling of Assessment Instruments: What to use, What for (30 min) ACTIVITY 15. Why Assess NOT Evaluate (10 min) ACTIVITY 16. Open-ended comments on the main elements of todays workshop (5 min)

Coordinacin de Ingls en el D. F. Professional Development Workshop

PART 1. CURRICULAR ELEMENTS

ICE-BREAKING ACTIVITY. ELEPHANTS, GIRAFFES, CROCODILES. The facilitator gives instructions for the formation of the above-mentioned animals using the number of participants needed to achieve the animals shape. ACTIVITY 1 THE SUITCASE On the piece of luggage write everything you are bringing with you to this workshop. For example, years of experience, your qualities and strengths as a teacher, fears, challenges, accomplishments, how much you know about the NEPBE, etc. ACTIVITY 2. RELEVANT EXPERIENCE FROM TEACHING PRACTICE Answer the following questions based on your previous experience with NEPBE. How do my students learn? How do I teach? What sort of challenges has the new program presented to my practice as a teacher? Which elements of the NEPBE are not clear for me yet?

Share with the whole group, the most significant answers from your team emphasizing the relationship to the development of competencies and learning centered teaching. ACTIVITY 3. ELEMENTS OF THE CURRICULAR STRUCTURE Paraphrase the elements of the curricular structure and be ready to share them . Learning environments: Achievements: ___________________________________________________________ ___________________________________________________________

Social practices of the language___________________________________________________________ Communicative situation: Product: Academic and Educational: Communicative Competency: Familiar and community: Doing with the language: Literary and ludic: Being through the language: Specific competencies Knowing about the language: ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________

Coordinacin de Ingls en el D. F. Professional Development Workshop

ACTIVITY 4. ELEMENTS OF THE CURRICULAR STRUCTURE. COMPLETE THE CHART. With the concepts from the previous activity, complete the chart and share it. (Annex 1) ACTIVITY 5 SOCIAL PRACTICE DEFINITIONS AND WHAT IT ENTAILS. Match the definitions on the right to their corresponding terms on the left by writing the number inside the brackets. () () () () () () ()

1. ENVIRONMENT

Chickens and hens, numbers, animals, etc.

2. SPECIFIC COMPETENCY

Situation where the language occurs naturally Evidence of the work done, combination of types of learning made evident. Expected reactions to the different stages of the lessons. Abilities, knowledge and attitudes articulated for more significant learning, Actions to carry out the language

3.DOING WITH THE LANGUAGE

4. KNOWLEDGE

5. ATTITUDE

6. PRODUCT

7. TEAM FORMATION

Syntactic, semantic and lexical elements of the language

ACTIVITY 6. CLARIFY THE MOST SIGNIFICANT ELEMENTS OF A GOOD LEARNING EXPERIENCE AND RELEVANCE THROUGH THE FOLLOWING ACTIVITY. Individually, think about something you have really learned well and answer the following questions: What sort of motives did I have to learn it? ___________________________________________________________________________________ How did I learn it? ___________________________________________________________________________________ How did I realize that I had learned it? ___________________________________________________________________________________

Relate the curricular elements seen in previous charts to your significant learning experiences drawing your attention to the products obtained in each case.

Coordinacin de Ingls en el D. F. Professional Development Workshop

ACTIVITY 7. DESIGN, MAKE AND SHARE YOUR OWN CLASSIFIED AD. Step 1. Read the lesson plan provided on pages 15 and 16 (Annex 2) thoroughly. Step 2. Design your own classified ad following the stages of the product in the lesson plan. Step 3. Bring along your ad to be shared in the workshop. Step 4. Analyze, synthesize, comment and expose your ads to the group.

ACTIVITY 8. Closing NEPBE Curricula. True/false/not sure with TPR Read the following statements and write down T, F, NS on the space provided. Abilities, knowledge and attitudes of language are not always necessary while communicating since they are used separately. _____

The products should be exhibited only to show what students were able to do in teams. _____

Basic language skills (listening, speaking, reading and writing) are the components that constitute social practices of the language. _____

Attitudes, abilities and knowledge are the components which constitute the social practices of the language. _____

Social practices of the language vary according to the situational context in which they take place. _____

It is not possible to participate in social practices of the language without previously mastering the formal aspects of the language. _____

The achievements are always evident at the very end of the social practice. _____

The achievements specifically refer to linguistic skills. _____

The being through the language refers to values and attitudes. ______

The stages to develop a product should be followed in one session. _____

BREAK (15 min)

Coordinacin de Ingls en el D. F. Professional Development Workshop

PART 2. PLANNING AND ASSESSMENT

Activity 9. PLANNING AND ASSESSMENT. Answer the following questions: 1. What is lesson planning ? ____________________________________________________

______________________________________________________________________________

2. What elements should you consider when planning a lesson for NEPBE?

______________

______________________________________________________________________________

3. What is the relationship among planning, achieving and assessing?

____________________

______________________________________________________________________________ 4. What instruments do you use to assess your students learning?

____________________

______________________________________________________________________________

5. How important are ORDER and SEQUENCING in the planning?

____________________

______________________________________________________________________________

6. Why is it important to be constantly measuring your students learning? ____________________ ______________________________________________________________________________

7. What type of activities should be kept in mind when planning a lesson for NEPBE?____________ ______________________________________________________________________________

8. What is assessment for ?

____________________________________________________

______________________________________________________________________________

9. How are assessment criteria decided? ______________________________________________ ______________________________________________________________________________

10. Whats the difference between assessment and evaluation ?

___________________________

______________________________________________________________________________

Coordinacin de Ingls en el D. F. Professional Development Workshop

ACTIVITY 10. Answer the following questions and share your information. 1. When you were a child, how was your work or learning process assessed (evaluated) at school? ______________________________________________________________________________ ______________________________________________________________________________

2. What sort of aspects did the teachers focus on? ______________________________________________________________________________ ______________________________________________________________________________

3. Do you think your teachers assessed their own work and teaching practice during the school year when you were in Primary school? ______________________________________________________________________________ ______________________________________________________________________________

4. Do you use some of the same methods of assessment that your teachers used? _____________________________________________________________________________ ______________________________________________________________________________

ACTIVITY 11. Venn Diagram. Complete the Venn Diagram to represent the following aspects Old elements of assessment, New elements of assessment and common elements between the two.

Old elements /characteristics of assessment

Common elements /characteristics of assessment

New elements /characteristics of assessment

Coordinacin de Ingls en el D. F. Professional Development Workshop

ACTIVITY 12 ACUERDO 592. Principios pedaggicos que sustentan el Plan de Estudios 2011: 1.7 Evaluar para Aprender.

ACUERDO 592 1.7 Evaluar para aprender El docente es el encargado de la evaluacin de los aprendizajes de los alumnos y quien realiza el seguimiento, crea oportunidades de aprendizaje y hace modificaciones en su prctica para que stos logren los aprendizajes establecidos en el Plan y los Programas de Estudio. La evaluacin de los aprendizajes es el proceso que permite obtener evidencias, elaborar juicios y brindar retroalimentacin sobre los logros de aprendizaje de los alumnos a lo largo de su formacin; por tanto, es parte constitutiva de la enseanza y del aprendizaje. Desde este enfoque se sugiere obtener evidencias y brindar retroalimentacin a los alumnos a lo largo de su formacin, ya que la que reciban sobre su aprendizaje, les permitir participar en el mejoramiento de su desempeo y ampliar sus posibilidades de aprender. Para que cumpla sus propsitos, requiere comprender cmo potenciar los logros y cmo enfrentar las dificultades. Por ello, el docente habr de explicitar a los estudiantes formas en que pueden superar sus dificultades. En este sentido, una calificacin o una descripcin sin propuestas de mejora resultan insuficientes e inapropiadas para mejorar su desempeo. Para alcanzar este planteamiento de evaluacin, es necesario identificar las estrategias y los instrumentos adecuados para el nivel de desarrollo y aprendizaje de los estudiantes. Algunos instrumentos que debern usarse para la obtencin de evidencias son:
Rbrica o matriz de verificacin. Listas de cotejo o control. Registro anecdtico o anecdotario. Observacin directa. Producciones escritas y grficas. Proyectos colectivos de bsqueda de informacin, identificacin de problemticas y formulacin de alternativas de solucin. Esquemas y mapas conceptuales. Registros y cuadros de actitudes observadas en los estudiantes en actividades colectivas. Portafolios y carpetas de los trabajos. Pruebas escritas u orales.

EDUCACION BSICA. PLAN DE ESTUDIO 2011., pp. 35. Preguntas. 1. Cul es la propuesta de evaluacin del Plan de Estudios 2011? 2. Cules son los instrumentos de evaluacin propuestos por El Plan de Estudios 2011? 1.7 Assessment for learning The teachers are responsible for the assessment of the student s learning, the students follow up, and for creating learning opportunities and make changes to their practice so that the latter achieve the learning stipulated in the Plan and the syllabi. The assessment of learning is the process that makes it possible to obtain evidence, make judgments and offer feed-back to students on their learning achievements throughout their formative stage; therefore, it is an integral part of the teaching and learning processes.

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Coordinacin de Ingls en el D. F. Professional Development Workshop

From this viewpoint, it is advisable to obtain pieces of evidence and offer feedback to students throughout their formation, since this information on their own learning will equip them with tools to actively participate in the improvement of their performance and will expand their learning possibilities. The students need to have full comprehension of the ways in which they can reach full potential of their achievements and overcome their difficulties. Thus, the teacher should describe and explain to students the ways in which they can achieve these. In this sense, a mark or a description without proposals for improvement will turn out to be insufficient and inappropriate to improve their performance. To suit this purpose, it is necessary to identify the strategies and instruments that are adequate to reach the desired level of development and learning of the students. Some instruments worth using for gathering pieces of evidence are.
Rubrics or check-matrixes Checkpoint or control lists Written record of anecdotes Self-assessment / peer assessment Checklist Direct observation Written and graphic productions Collective projects for information searching; problem identification and alternative solutions formulation Diagrams and concept maps Records of students attitudes observed in groups activities Portfolios and work binders Written or oral evaluations / tests / exams

Questions:

1. What is the proposed assessment of The 2011 Study Plan? 2. What are the assessment tools proposed by the 2011 Study Plan?

ACTIVITY 13 Relate the features of the assessment on the left to their definitions on the right 1. GLOBAL ( ) Because it is a continuous process of uninterrupted gathering of evidence and qualitative data on the students performance, that is, the strong and weak points, so that positive and effective feedback among students and between them and the teacher is guaranteed. Because it considers the students foreign language skills as a whole and does not isolate or break them down into fragments.

2.

CONTINUOUS

3.

FORMATIVE

Because it takes into consideration work and performance done throughout development of the stages and phases of the communicative situation, not only the final product.

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Coordinacin de Ingls en el D. F. Professional Development Workshop

ACTIVITY 14. Share the assessment instruments you brought along paying special attention to what they are particulary good for.

ASSESSMENT INSTRUMENTS

WHAT IS IT GOOD FOR?

ACTIVITY 15. Why assess NOT evaluate. Discuss the differences. ASSESSMENT Process through which information is complied via different activities in order to have a follow-up of the learning thus maintaining optimal levels of quality in the field of education. It is carried out through an assortment of activities which require a variety of techniques and instruments to appreciate and give value to the quality of students performance. EVALUATION Systematic process through which we fiinally judge and value the studentsachievements while at the same time we determine the level or grade of effectiveness in obtaining the teaching objectives. It is mainly based on goals, objectives and standards established in the teaching-learning syllabus.

ACTIVITY 16. Open-ended comments on the main elements of todays workshop ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________

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Coordinacin de Ingls en el D. F. Professional Development Workshop

BIBLIOGRAPHY National English Program in Basic Education. State Subject. Additional Language: English. Curricular Foundations. Preschool, Elementary school, and Secondary school. Piloting Stage (English version). Educacin Bsica. Secundaria. Espaol. Programas de estudio 2006. Mxico, 2006. Educacin Bsica. Plan de Estudios 2011.pp 35. Mxico, 2011. www.sepdf.gob.mx/ programa de Ingls.

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Coordinacin de Ingls en el D. F. Professional Development Workshop

ANNEX 1

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Coordinacin de Ingls en el D. F. Professional Development Workshop

ANNEX 2

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Coordinacin de Ingls en el D. F. Professional Development Workshop

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