Third session of the NEPBE in cycle 4

January 6, 2012

THIRD SESSION OF THE NEPBE PROFESSIONAL DEVELOPMENT WORKSHOP CYCLE 4 January, 4th 2012 Purpose: To reflect on how to evaluate and plan the third bimonthly with the English teachers of secondary with the NEPBE syllabus cycle 4. TIME Registration 30 2:00 Introduction of participants. Agenda and purpose of the workshop. Warm up. Planning. TOPIC ACTIVITY Registration of participants Introduction of the assessor Read the agenda for the session Ice breaking activity. MATERIALS Attendance list Attendance list Agenda PC Projector PRODUCTS

Attendance list.

1. Identify definitions, advantages and types of planning. 2. Elements of the lesson plan. 3. Design the lesson plans .(unit three in each grade). 4. Share and show their planning. BREAK Teachers will answer questions about assessment Definition of evaluation. Styles of evaluation. Strategies to assess with the NEPBE. Evaluation report. Complete the Bubble Map about Evaluation of Teaching Process according to the NEPBE. Evaluating the workshop.

Copy of planning. Material in Multimedia. Bond paper Markers Masking tape.

Samples of planning by teams.

15 30

BREAK

BREAK Copy of evaluation Material in Multimedia. Bond paper Markers Masking tape. Strategies to assess with the NEPBE. Complete the Bubble Map about Evaluation of Teaching Process according to the NEPBE.

Evaluation Looking back at the programme: Purposes. Evaluation. Habitual and ongoing activities.

15

Evaluation.

Evaluation format.

Purposes of the session

To share our experiences with the NEPBE. To discuss strategies to assess the students according with the NEPBE. To analyse and design planning for the third bimonthly.

Lesson Plan
current system
How do you plan your lesson? What do you include? What are your feelings about it?

Who is Lesson Plan for?

Its not only for the students or the administrators.

Its for You !!!

Lesson Plan
a) What do you wish to teach in the lesson? (Aim and Product) b) How will you teach it? (Method Instructions) c) What materials will you need to help you? (Resources) d) How will you check that students have learned? (Assessment) e) How will you check their performance (Assessment) f) What preparations will you do in case things dont go as planned?

Products / Learning Outcomes

What the learner will be able to do as a result of the lesson. Must be linked with the achievements and stages of the product. Expressed as : Learners will be able to apply what they have lived. One product for 12 classes.( Two products per unit).

Prior Knowledge
What students should already know?

What you should know about students?

Resources / Materials
Regular items e.g. Pens, Paper, Text Books
Special items for the lesson e.g. Posters, Charts, Worksheets, CD, realia etc.

Method / Instructions
(Classroom Teaching)

Teachers Activity.
Students Activities. Different Work for Different Abilities.

Method / Instructions
(Classroom Teaching) cont..

Warm Up Recap. Story, Song, Game. Photos, Posters, Objects, Visuals.

Can be to introduce new topic.

Light Hearted.
Introduction

Product, Purpose, social practices, environments, specific competencies.

Get students thinking about the new material.

Method / Instructions
(Classroom Teaching) cont..

Practice

Time set aside, to practice whats been taught.

Can be written or oral. Pre-prepared Worksheets. Individually / Pair Work / Group Work. Encourage to ask, if the students did not understood.

Homework
To reinforce current lesson. To check understanding of current lesson. To prepare for next lesson. Does not necessarily have to be written work.

Planning in the NEPBE

Complexity of the product 8 weeks to accomplish both products Distribution of time Student level 2 Social practices per unit lesson plan Specific competences include Environments Activities Materials Assessment Achievements and Stages of the products are linked.

Initial

Development

Closing (Final)

14

Answer the questions: What do we expect students to know, understand, and be able to do at the end of the unit? How does the assessment help teachers and students? What forms of self-assessment do you use in your classroom?

Activity
Design the lesson plans from the third unit in each grade in secondary. Use a planning format. (work in pairs). Expose your planning to the group.

How to successfully achieve the assessment and accreditation in the NEPBE?

Allocate specific time to make decisions and conclusions..

Have a clear purpose.

Continuously gather evidence authentic contexts.

Allocate specific times to analyze and assess the evidence gathered.

Assessment

Properly use various strategies to gather evidence

Adapting the evaluation process when needed..

Create a system for recording and managing information.

Adopt a collaborative approach to gathering evidence of learning.

Assessment
Identify interests, strengths and learning stages

Provide information on what they can do and share with other students..

Make decisions about how best to support the development.

Providing tools to improve teaching

Monitor development.

Strategies for collecting evidence of learning

Observation
Interview

Products

Information/evidences

The purpose of assessment is to help students identify what they have learned in a specific period and what needs to be reinforced. In addition, to help teachers revise and analyze their practice, so that they can re-consider, make decisions or innovations, and in general, improve the language teaching-learning process.

List of all the assessment you use in your English class. This might be assessment tasks, scoring schemes, checklists, rubrics, plans, observations, program, quizzes, anecdotal records, etc. or any other way you judged and recorded student learning.

Personal learning
plans

Use and management of data

Teachers as researchers

Teacher professional learning plans

Teacher, peer and self

Demonstration culminating tasks

assessment

for learning

Portfolio Reflection

Feedback

Tests quizzes
learning Observation - learning attributes, personal qualities of learning

Assessment

as learning

Assessing with the NEPBE in cycle 4

What should students be tested on? Text interpretation
(oral or written)

That is what students do with texts in order to interpret them (comprehension).

It is the appropriate use of language conventions.

Use of language
(regarding reflection on language)

Text production
(oral or written)

It is what ss do in order to produce texts.

Criteria for student evaluation

1. Criterion-referenced: how well a learner is performing in relation to a fixed criterion, based on an estimation of what is reasonable or desirable at a certain point in their development.
Norm-referenced: how well the learner is performing in relation to the group. Individual-referenced: how well the learner is performing in relation to his/her previous performance.

2.

3.

What?
1. 2. 3. Skills Listening Reading Speaking Writing Language Grammar Vocabulary Spelling Pronunciation

Assessing... Why?
To Do
To find out what students have learnt.

To Know

To find out what students can do.

Attitudes and Values

To Be

Achievement
Expected learning outcomes. They should be related to the purpose of each unit and they can be used as assessment criteria. Should be characterized by being: Global. Because it considers the students English language skills as a whole and does not isolate or break them down into fragments.
Ongoing. Because it not only considers the final product but also the work and performance students undertake throughout the development of the different stages of the communicative situation.

Assessment What do we typically assess?

General impressions of students (as learners/members of the class & as language users).
Whats easy to test. Whats easy to mark/record. Whats easy to teach. Language components. Language use. Language competencies. Learning skills. Language learning skills. General behavior & social skills.

Some ideas

Portfolios. Who decides on what & how?. Decision. Kind of portfolio: teacher decides the number of items to include in a portfolio. Products are the way to develop the specific competences. Performance criteria Teacher or both /Others Others /Others Student if any.

Evaluation
Exams (Units 1,2,3,4,5) 2% of each exam Total 10 % Daily work 5 % Notebook 1 %

Homework 2 % Portfolio 20% Projects 60%

Assessment

Rubrics A+

Listening

A B C D

Evaluation

By cycle

Speaking

Reading
Writing

Evaluation report

30

The Product
The vehicle through which the learning process is activated. It represents a communicative situation that should integrate the three types of `learning and it is important not to consider it as a result, but as a way to develop a specific competence.

Products for the First grade

Environment s Unit: 3 Environment: Literary and ludic. / Environment: Academic and educational. Product: Forecasts Establish which kind of descriptions are allowed and which are not to write the forecast. Choose a subject to write a current description: one-self, a classmate, the community, etc. (e.g., Maria is now in secondary school, in the future she will study, in a 15 year time she will be) Write the current description. Foretell the current description and write it in the future verb tense in order to write the forecast. Read the forecasts out loud and place them in a visible spot of the classroom. Product: Charts of human body systems. Select a system of the human body. Search and choose information of the selected human body system from various sources. Write notes to explain the components of the human body system and include them in a chart. Use graphic resources in the chart to link the components to the notes. Edit the notes of the chart to write the final version. Unit: 4 Environment: Familiar and community./ Environment: Literary and ludic. Product: Interview Select a leisure activity. Decide time, place, and length of the interview. Structure questions about likes and dislikes. Check that the questions are appropriate regarding the topic, the purpose and intended audience. Invite the person or classmates to be interviewed. Assign the roles of interviewer and interviewee. Practice the formulation of questions and their answers. Carry out the interview Product: Recital Select the songs. Understand content of songs. Locate key words in verses and chorus. Read lyrics along with the music. Listen to the song in order to follow rhythm. Intonate the song at the speed of music. Check intonation in English while singing. Determine place, date and audience for which the songs will be interpreted. Perform recital to the selected audience at the planned place and date. Unit : 5 Environment: Academic and educational/Environment: Familiar and community. Product: Exhibition about a Science topic Choose a scientific topic to present a graphic exhibition. Read texts and classify the information. Rewrite the classified information to make notes for the presentation. Produce posters with illustrations (photographs, maps, drawings, charts, etc.) to support the notes contents. Edit the notes and rewrite them on a card taking into account the font size so the content can be easily read. Decide the order in which every chart will be presented with its respective informative card. Display the exhibition to a selected audience in a previously agreed place. Product: Oral warnings Select a situation or event in which it is convenient to convey a warning to prevent a problem. Structure the sentences to convey warnings appropriate to the selected place. Organize sentences to state a warning. Create a notice with the warning. Practice the announcement of the notice. Publish the announcement.

Products

Products for the Second grade

Environments

Unit: 3 Environment: Literary and ludic./Environment: Academic and educational.

Unit: 4 Environment: Familiar and community./Environment: Literary and ludic.

Unit : 5 Environment: Academic and

educational./Environment: Familiar and community.

Products

Product: Hangman game

Determine number of teams, players, and turns of participation. Establish rules for the Hangman game using sentences. Propose and select, secretly within each team, a list of sentences with different rhythms, intonations, stress, and with/without contractions. Write the sentences. Revise that sentences comply with grammar, spelling, and punctuation conventions. Play Hangman. Read the sentences aloud at the end of each round to practice their rhythm, stress, and intonation.

Product: Autobiographical anecdote

Select some personal experiences. Write sentences to express the personal experiences. Check that sentences are understood when said and heard. Organize sentences into a text to put together the autobiographical anecdote. Practice the enunciation of autobiographical anecdotes. Establish turns of participation. Have a conversation about autobiographical anecdotes.

Product: Round table

Choose a Civic and Ethical topic to participate in a round table. Read texts from various sources. Contrast different personal points of view with information from the text. Write personal points of view. Edit personal points of view and make a clean version in a notebook or a card. Organize turns and times of participation. Decide the place and date the round table of each team will take place. Read the points of view to participate in the round table.

Product: Comparative chart

Select a cultural aspect to compare between an English-speaking country and Mexico. Consult different literary essays and other sources to get information about the selected cultural aspect. Choose information about the selected cultural aspect for both countries. Compare differences and similarities about the cultural aspect from the selected information. Rewrite the information to complete the comparative chart. Make a comparative chart and include the information. Check that writing is complete and complies with grammar, spelling, and punctuation conventions. Display the comparative chart in an exhibition.

Product: Poster with instructions to perform an everyday activity.

Select an everyday activity. Prepare instructions for the selected activity. Write the instructions. Check that instructions are understood when said and heard. Practice the enunciation of instructions. Display the poster on a visible place to use it whenever it is necessary to give and receive instructions.

Product: Poster about the operation of a machine or device

Choose a machine or device. Search and select information from various sources. Write explanations about its operation. Add illustrations to the explanations. Edit the explanations and write a clean copy on a poster. Ask for permission to display the posters in different places of the school.

Products for the third grade

Environments

Unit: 3 Environment: Literary and ludic./ Environment: Academic and educational.

Unit: 4 Environment: Familiar and

community. /Environment: Literary and ludic.

Unit : 5 /Environment: Academic and

educational.. /Environment: Familiar and community

Products

Product: Memory game

Make a memory game. Identify irregular verbs in past simple, present perfect, past perfect, and future perfect. Suggest and select sentences based on the chosen verbs. Write down irregular verbs on a set of cards and sentences on another set. Check that verbs and sentences comply with grammar, spelling, and punctuation conventions. Determine number of players in each team and their turns of participation. Establish rules for the memory game. Play the memory game. Read verbs and sentences aloud each time a pair is found.

Product: Select an unexpected situation.

Write sentences to describe an unexpected d situation. Check that sentences are understood when said and heard. Organize sentences into a text to put together a testimony. Practice the enunciation of testimonies. Establish turns of participation. Participate in an exchange of testimonies.

Product: Debate
Choose a topic of interest. Read texts from different sources. Take a personal stance regarding the information read. Write agreements or disagreements depending on the personal stance each one has adopted. Write a short text with the agreements and/or disagreements. Edit the text and make a clean version in a notebook or a sheet, card, etc. Decide the place and date for the debate of each team. Choose a moderator and define times and turns for presentation and reply. Present the agreements and/or disagreements in the debate, using the text to support participation. Product: Activity schedule Select the field trip destination. Set dates, time and activities. Write instructions for activities. Check that instructions are understood when said and heard. Organize the instructions to put together an activity schedule. Practice the enunciation of the schedule. Present the schedule.

Product: Performance of a short play

Select a short play for a young audience. Read the selected play aloud. Determine who will interpret leading, secondary, and/or incidental characters. Identify stage directions in each case. Determine date and time for the performance of each team. Rehearse the reading of dialogues. Have a general rehearsal. Perform the play on the previously chosen date and time.

Product: Report anthology of historical events

Choose a historical event. Read the texts and select the information. Choose a graphic resource to organize information. Write the report. Edit the report to create a final version. Agree on a design for the anthology. Create an index. Integrate the reports to the anthology and donate it to the school library.

EVALUATION OF THE TEACHING PROCESS

Complete the Bubble Map about Evaluation of Teaching Process according to the NEPBE.

ELEMENTS OF A UNIT

Lighter side Why do fireflies glow?

Because they eat light meals.

What does an invisible cat drink?

Evaporated milk.

THANK YOU FOR YOUR ATTENDANCE AND PARTICIPATION. See you in our next meeting!