Académique Documents
Professionnel Documents
Culture Documents
UNIT 4
omarti@edu.uji.es
WHAT IS PLANNING?
What elements do architects manage during the planning phase? Do architects help during the building process? Are architects still present after the planning phase?
How would you describe a lesson plan in the everyday routine work of service teachers?
Does it consist of brief informal NOTES or of a long formal detailed DOCUMENT which follows a prescribed format?
According to Farrell (2002: 27): Planning can be regarded as a process of TRANSFORMATION during which the teacher creates ideas for a lesson based on understanding of learners NEEDS, problems, and interests, and on the content of the lesson itself (Farrell, 2002: 27).
INTERNAL reasons. Teachers (especially pre-service) feel more confident because thinking about the lesson in advance helps (Richards, 1998):
a) to learn the SUBJECT MATTER better b) to provide a STRUCTURE for the lesson c) to provide a MAP for the teacher to follow
d) to provide a RECORD of what has been taught in order to assess the learning process.
e) to enable lessons to run more smoothly as problems and difficulties can be anticipated before they happen (CLASSROOM MANAGEMENT)
From MACRO TO MICROPLANNING: An actual lesson plan is the end point of many other stages of planning that culminate in a daily lesson (Jensen, 2001)
In the Valencian Community it is ruled by Ordre 45/2011, de 8 de juny, de la Conselleria dEducaci per la qual es regula lESTRUCTURA bsica de les programacions didctiques en lensenyana bsica (see this decree in AV)
ELEMENTS OF A SYLLABUS
INTRODUCTION
Justification Context NEEDS ANALYSIS
OBJECTIVES
General objectives of Primary Education Specific objectives of a given Area of Knowledge (e.g. Arts) or of a Subject
**
CLIL methodology
ELEMENTS OF A SYLLABUS
ASSESSMENT
a) assessment criteria b) assessment tools c) types of evaluation d) marking criteria e) reinforcement and extension activities f) assessment of the teachinglearning PROCESS
ATTENTION TO DIVERSITY
ENHANCING READING
USE OF ICT RESOURCES SUPPLEMENTARY ACTIVITIES
KEY COMPETENCES*
The EU defines key competence as a combination of SKILLS, KNOWLEDGE and ATTITUDES which are adequate to the context.
Key competences are those which everyone needs for PERSONAL performance and development, as well as for ACTIVE CITIZENSHIP, SOCIAL INCLUSION and EMPLOYMENT. In our educational system, there are eight key competences students should possess when they finish their obligatory education:
Mathematical knowledge
LINGUISTIC COMMUNICATION
LEARNING TO LEARN
2.- Didactic units of any other non-linguistic area of knowledge or subject in the school curriculum IN which the language of teaching/learning is:
English (CLIL) BEWARE! As English is a foreign language in our school contexts we need to pay MORE attention to communication issues in these didactic units. For example, we need to provide students with COMPREHENSIBLE INPUT while teaching the content matter at the same time.
Catalan Castilian
METHODOLOGY:
Yingers alternative model Tylers rational-linear model (1980) (1946) i. problem conception i. specify objective (s) ii. select activities integration of teachers iii. organize activities goals, knowledge and EXPERIENCE iv. specify evaluation methods ii. problem formulated and solution achieved BUT, according to Taylor ii. implementing the plan along with (1970) teachers do not its evaluation follow these four steps when focusing on learners BEWARE! In Yingers model, each planning event is influenced by what went on before needs.
and by what may happen in the future