Supervisión de Idioma Extranjero, Inglés DDEE "12" y "18": Material de las capacitaciones

Año 2020

Capacitación situada abril mayo 2020 a cargo de Escuela de Maestros

Judi Harris nos presenta el modelo TPACK para la integración de las TICs en las aulas anuncia que participará en el evento presencial de Santiago de Chile del Encuentro Internacional de Educación 2012-2013. 26 y 27 de julio de 2012. Judi explica en este vídeo los principios de su modelo.
conferencia Judy Harris

Video intervenido con fines pedagógicos en el marco de la supervisión del acompañamiento a la enseñanza. Conferencia de Dra. Mariana Maggio. UNC. Marzo, 2020

curso de Mariana Maggio

Información sobre la capacitación Trianual
Creación del perfil de alumno para la tutoría y presentación del portfolio
video tutorial

Trabajo Final

Capacitación Trianual 2017-2019. Idioma Extranjero - Inglés.

Portfolio 2019.

Requisitos: haber participado de las tres temáticas de la capacitación trianual (2017-2019) para docentes de inglés:

Tema A: Diseño de estrategias didácticas para conducir y mejorar el proceso de producción oral y escrita. Actividades lúdicas. Secuencia didáctica.

Tema B: Lectura para entender el significado: estrategias y actividades para construir y mejorar las habilidades lectoras. Actividades lúdicas. Secuencia didáctica.

Tema C: Estrategias y herramientas de evaluación. Distintos tipos de evaluación. Elaboración de rúbricas. Evaluación oral y escrita.

Y haber participado en los talleres de capacitación de Febrero 2017 donde el tema fue “Planificación”, Febrero 2018 “Aulas Heterogéneas” y/o Febrero 2019 “La Educación Inclusiva en el aula de lenguas extranjeras”.

Inscripción:

Distritos	Inscripción	Tutoría on line	Entrega
1º bimestre (distritos 9-10-14-15-16-17)	Mayo	1-30 de mayo	1-15 de junio
2º bimestre (distritos 11-12-18-8-3)	Julio	1-30 de julio	1-15 de agosto
3º bimestre (distritos 1-2-5-19-20)	Septiembre	1-30 de septiembre	1-15 de octubre
4º bimestre (distritos 4-6-7-13-21)	Noviembre	1-30 de noviembre	1-15 de diciembre

En esta instancia de evaluación y acreditación de los aprendizajes logrados en estas jornadas, se espera que el/la profesor/a que participó en ellas elija el tema de mayor interés y presente la producción realizada en esa instancia de capacitación. Asimismo, se requiere que reflexione críticamente sobre dicha producción teniendo en cuenta los aspectos teóricos y prácticos abordados.

Para ello, se solicita que desarrollen las consignas que se detallan a continuación:

1. Presentar las producciones realizadas en la capacitación del tema que le ha resultado de mayor interés (diseño de instrumentos de evaluación o formas de evaluación, una secuencia de actividades de comprensión lectora, un proyecto de lectura extensiva o una secuencia de actividades para favorecer la producción oral/escrita). También se podrá adjuntar algunas producciones de los alumnos si se considera pertinente.

2. Como parte de una reflexión y auto-evaluación de las producciones realizadas, deberá incluir un análisis teniendo en cuenta los siguientes aspectos:

● Adquisición de nuevo conocimiento (conocimiento con el que no contaba antes de la capacitación).

● Reformulación de saberes previos acerca de la temática.

● Resultados de la implementación en el aula. Fortalezas y debilidades. Análisis de algunas de las producciones de los alumnos.

● Encuadre de las producciones dentro de los aspectos teóricos abordados y los lineamientos establecidos en el Diseño Curricular.

Para la realización de este apartado cuenta con la bibliografía trabajada en los encuentros disponible en el campus: Diseño Curricular, Publicación Entre maestros 2018, “Handouts” de cada tema y bibliografía específica del área.

3. Dimensión Institucional.

Realizar un análisis de la articulación entre las producciones realizada y el Proyecto de la institución donde se desempeña.

Criterios de evaluación:

● Entrega en tiempo y forma.

● Presentación completa de toda la información solicitada en las consignas.

● Pertinencia de las estrategias de enseñanza seleccionadas.

● Adecuación de las actividades a la propuesta y al grado

● Profundidad y fundamentación en el análisis de las producciones.

● Identificación de elementos teóricos trabajados en los encuentros en las reflexiones sobre la práctica pedagógica.

● Referencia a los lineamientos establecidos en el Diseño Curricular.

● Articulación de la propuesta con el Proyecto Institucional en relación a la temática elegida.

Presentación

Se solicita seguir el siguiente formato:

Nombre:

Escuela y distrito:

Tema seleccionado:

Ciclo/grado:

Desarrollo de la Producción (punto 1):

Reflexión teórica (punto 2) Máximo una carilla

Dimensión institucional (punto 3) Máximo una carilla

Letra Arial 12 espaciado 1.5

Trabajo Final

Capacitación Trianual 2017-2019. Idioma Extranjero - Inglés.

Portfolio 2019.

Docente:

Escuela/Distrito:

Curso:

Cantidad de alumnos:

Carga horaria semanal del idioma extranjero:

Tema:

Objetivo/s:

Desarrollo de la Producción: (máximo 2 carillas)

Reflexión Teórica: (máximo 1 carilla)

Dimensión Institucional: (máximo 1 carilla)

Criterios de evaluación
	*Excelente*	*Satisfactorio*	*Requiere mejorar*
Entrega en tiempo y forma.
Pertinencia de las estrategias de enseñanza seleccionadas.
Profundidad y fundamentación en el análisis de las producciones.
Identificación de elementos teóricos y prácticos trabajados en los encuentros en las reflexiones sobre la práctica pedagógica.
Referencia a los lineamientos establecidos en el Diseño Curricular.
Articulación de la propuesta con el Proyecto Institucional en relación a la temática elegida.

Recursos digitales para la enseñanza de Lenguas Extranjeras. InTec

Internet segura y responable. EMI DE 12

Aprender con códigos.

Agregá tu código QR

Aprender con mapas.

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Capacitación 2017. Escuela de Maestros

Link al Handout Improving Oral Production

Link al Handout Reading for meaning part 1

Link al Handout Strategies and Assessment Tools Part 1

ESCUELA DE MAESTROS

TRAINING SESSIONS FEBRUARY 2017

DAY 1 DAY 2

Key issues from the Diseño Curricular (part A) Key issues from the Diseño Curricular (part B)

Principles of CLT CLT and implications for our practice

Focus on first cycle Focus on second cycle

Didactic sequence to practise new vocabulary Working with a text. Prediction techniques

Didactic sequence to practise new grammar/function Didactic sequence to practise a new structure

Follow-up tasks Follow-up tasks

DAY 1 - According to our Diseño Curricular (p.34)

“[…]esta propuesta curricular propicia la presentación, en la clase de lengua extranjera, de situaciones comunicativas que ofrezcan, para la comprensión, ejemplos de lengua de diferentes variedades y registros. Se desarrollará no sólo la oralidad –ámbito privilegiado en el enfoque comunicativo en su primera etapa- sino también la lectura y la escritura, es decir, los quehaceres vinculados con las prácticas de comprensión y producción: escuchar, leer, hablar y escribir. Esta decisión se asume desde una postura que considera que la lengua se concreta, se realiza en el uso, en las prácticas sociales, por lo cual la enseñanza y el aprendizaje de una lengua extranjera deben ofrecer, como punto de llegada ideal, la posibilidad de asumir el lugar de interlocutor en las prácticas de comprensión y producción.”

According to Richards (2006), these key principles define CLT.

★ real communication as the focus of language learning / focus on interaction

★ meaningful and purposeful tasks / communicative activities

★ contextualization / appealing input (authentic materials)

★ errors as part of the learning process

★ learner-centred work / group work / various roles for the teacher

★ integration of the four skills

Focus on first cycle - Sequence of activities (Happy House 2 pages 22/23)

Unit 3 from Happy House 2 introduces food vocabulary and the function of expressing likes and dislikes with the exponents ‘I like’ and ‘I don´t like’. After the initial presentation of the new items, we focus on the design of appropriate sequences.

TASK 1 – Vocabulary sequence

The activities below can be used in a sequence to practise recently introduced vocabulary. In groups, choose three or four and place them in a clear sequence. What order would you give them? Give reasons to justify your choice.

❖ Point to / Touch / Hold up

❖ Clap if correct. Show students a flashcard and say the word. If it is true, they clap their hands; if it is false, they stamp their feet.

❖ What’s missing? (realia/flashcards)

❖ Memo test (pictures and words)

❖ Matching (pictures and words)

❖ Identifying tasks: the teacher reads a text. Students listen and clap when they hear the new words.

❖ Memory game: show a visual for some seconds. Cover the visual. Students say what food items they remember.

❖ Clever parrots: show a flashcard and say the word. If it is correct, students repeat. If it is not correct, they don’t repeat.

❖ My fridge and my cupboard: students draw their own fridge and cupboard and place only one food item in them. Students show their work to the class.

❖ Write a word on your partner’s back.

❖ Silent dictation: you show one word for some seconds. They take a mental photo. After the allotted time, you take out the word and they try to write it down.

❖ Exit ticket/ Ticket to leave: before they leave, they have to say one word that they have learnt that day.

❖ Draw a fridge and a cupboard on the board. Give students flashcards of food items. They have to classify the food. Teacher asks: ‘What´s in the fridge/cupboard?’

❖ Lip reading: stick flashcards on the board. Choose one flashcard and mouth the word silently. Children read your lips and say the word.

❖ Odd one out.

TASK 2 – Sequence to practise a grammar point

Function to be introduced in unit 3: expressing likes/dislikes (I like/I don´t like).

Work in groups and think of different ways to present the function. Then, create a sequence to practise the grammar point by ordering three or four activities from the list below-from more controlled to less controlled.

v Role-play: Mum and child. Mum: Eat the broccoli. Daughter/Son: Yuk, I don’t like broccoli/ Yummie, I like broccoli.

v Flashcards showing different food items. Children come to the front and stick a happy or sad face next to the flaschcard according to their likes and dislikes.

v Chain game: You begin by saying, “I like… or I don’t like…” Children have to repeat what you say and add one more.

v Scrambled sentences. (with visuals or words).

v Pass the flashcard: Children stand or sit in a circle. Pass a flashcard showing one food item. Play some music. When the music stops, the child holding the flashcard has to say whether he likes that food or not.

v “I like bar chart” Draw a chart with all the food items you want to include. Give each child a piece of paper and ask them to write their names on it in large letters. Children will come to the front and say, “I like fish” and stick their name in the corresponding column. At the end of the activity, you will decide on the group´s favourite food.

v Tic tac toe.

v Make a mini book entitled ‘I like’ / ‘I don´t like’

v Make a collage with the food they like and they don’t like. Children cut out pictures from magazines and stick them on a piece of paper. They can work in pairs and then show and explain to their classmates what they like and what they don’t like.

According to our Diseño Curricular (p.35)

“ […] una forma gramatical compleja, si se la considera frecuente y necesaria para la comunicación, será introducida desde el nivel principiante para que el alumno cuente con mucho tiempo para familiarizarse con ella y pueda, en una etapa determinada de su aprendizaje sistematizarla. […] expresiones como “I was born” se presentan como fórmulas fijas, aclarando su significado pero sin desglosarlas en sus componentes gramaticales”.

The following stories and songs can be used as follow up material/activities.

● Story: Picky Nicky by Cathy East Dubowski (youtube)

● Story: The Hungry Snake (find pdf at www.eslkidstuff.com)

● I like broccoli. (Super Simple Songs from youtube) I Like Broccoli

TASK 3

After dealing with the different steps of a didactic sequence and taking into account what “Diseño Curricular” states, which of the following statements could best characterize our teaching practice?

● Classroom activities should be meaningful.

● CLT is only/mainly concerned with teaching speaking.

● Grammar is the ultimate goal.

● Contextualization should be applied in the presentation of language items as well as in the design of activities.

Regarding contextualization, let´s revisit our Diseño Curricular (page 26): ‘Desde la perspectiva asumida en este documento, queda descartada la práctica mecánica que se limita a la repetición de formas aisladas y frases descontextualizadas: éstas carecen de utilidad y llegan, inclusive, a oscurecer el sentido de lo que se quiere ilustrar’.

DAY 2

CLT key principles (Richards 2006) and the implications for our practice.

Task 1. Go over the principles and discuss what implications they have on our daily practice. Think of teachers´ actions to apply these principles in the classroom.

PRINCIPLES OF CLT IMPLICATIONS FOR TEACHING

Real communication as the focus of language learning

Focus on interaction

Meaningful and purposeful tasks / communicative activities

Contextualization / appealing input (authentic materials)

Errors as part of the learning process

Learner-centred work /group work / various roles for the teacher

Integration of the four skills

Focus on second cycle - (My English Trip 2 page 94 – the language focus is going to be presented using the text included below)

According to our Diseño Curricular (p. 42) Leer en lengua extranjera.

“Considerar que la comprensión del texto va más allá del conocimiento de las palabras que lo constituyen. Tener en cuenta que la comprensión del texto puede abordarse aun sin conocer todas las palabras que lo constituyen. Reconocer las pistas que cada texto pueda ofrecer para su comprensión.”

Thornbury (2008) states that “the first rule in using a text for the introduction of a new grammatical item is that the learners understand the text. So first we have to work on comprehension and then help the learners to notice the new grammar pattern and the function of this pattern and then lead them to work out the rules by induction.”

Having said this, we are going to start working with reading comprehension first.

a) Warm up: game-like activity to recycle vocabulary they already know that appears in the text.

b) Lead in: prediction techniques.

According to our Diseño Curricular (p.42), “[…]formular anticipaciones a partir de las pistas temáticas, lingüísticas, pragmáticas, discursivas y paratextuales que puedan reconocerse en el texto y confirmarlas con el grupo-clase.”

Examples of prediction strategies: Pictures / Title / First and last lines / Key words from the text /Predict topic / Predict words.

TASK 2

- Which of the prediction strategies listed above would you use for this text?

- 1^st Reading: check predictions. (Silent reading – whole text or parts)

- 2^nd Reading: True or False. (Other options: multiple choice – gap fill – frame to complete)

v Cateura is in Uruguay.

v Ada is 13 years old.

v She is a musician.

v Bebi is Ada’s friend.

- Noticing /Presentation/Isolation of exponents of the new item to be presented (3^rd person singular- Simple Present).

- Teacher elicits information from the children and writes students´ sentences on the board. (Teacher: What do we know about Bebi? And about Ada?)

Bebi plays in the orchestra.

He goes to university.

Ada plays the violin.

Ada goes to school in the morning.

- Teacher adds further examples to list (Let´s write about Ada too. See additions in the list above)

- Systematization (Guided discovery technique: to guide children hypothesize about the function/form the teacher may say: Look at the sentences, are we talking about the past, the future or actions that describe routines?).

- Teacher writes the function: ‘Expressing routines/ habits’. (Teacher: Look at the sentences again. Look at the action verbs: what do they have in common?) Teacher helps children see the difference between S and ES. (Teacher: notice that we use “s” for he and also for she when we talk about routines). Teacher writes the formula on the bb.

TASK 3

Here are some activities we can use to practise grammar. Work in groups and choose three or four to use in a sequence.

● Memory test: teacher prepares slips about well-known people´s routines/habits. There must be one slip per child. The children read their lines aloud. Then the teacher asks the children to put their slips face down and to remember what their slip says and what the slip of another friend says.

● Listening grid: (The teacher reads information and students complete a grid)

● Scrambled sentences /Physical Line up

● New Friend: Students choose a well-known person to them and they introduce him/her as their new friend. They give information about them.

● Guessing game: (guess the star/the student: the children give information about a famous star, the others have to guess)

● Find the fib: The children describe the daily routine of a friend but they include two lies. The rest has to guess which lines are not true

● Daily activities in a sequence: Tom goes to school / he gets up / he plays in the park / he has lunch, etc.

● Role play: Two friends talking about their super heroe´s routines or their favourite singer’s routines.

● A day in the spinner (You need a spinner with everyday actions. The children spin the wheel and when the wheel stops, the children use the visual to make a real sentence about somebody in the class or in their families).

● FOUR CORNERS: the teacher prepares four corners in the classroom: I’M NEARLY SURE / I’M NOT SURE

I DON’T KNOW / I’ M 100% SURE. The teacher prepares statements such as Messi lives or plays football in Barcelona / Our English teacher lives in …/ The president likes chicken / Our Spanish teacher comes to school…(by bus/ on foot/ by car), etc. When the info is read, the children move to one of the four corners. A simpler way to use this game is by using two classroom walls: one is the ‘That´s true’ wall and the other one is the ‘That is not true’ wall.

● Jump the line for TRUE-FALSE sentences. The teacher draws a line on the floor and then reads information about well-known people. If the info is correct, the children stay in their place. If the info is wrong, they jump to the other side of the line.

● A perfect/crazy/different day. Students describe actions in the day of somebody they know very well.

● The Name Game: students play a board game where they make true present simple sentences about their classmates. The students are divided into groups of four. Each group is given a copy of the game board, a dice and counters. Each player is also given five blank name cards. The players write their first name on each card. All the name cards are then shuffled together and placed in a pile face down on the table. Players take it in turns to roll the dice and move their counter along the board. When a player lands on a square, they take a name card from the top of the pile. If the card shows their own name, they put it back and miss a turn. If the card shows the name of a friend, the students should give a sentence about the friend´s routine. If the sentence is true and correct, the player stays on the square. If the sentence is not true, the player goes back to their previous square. The first player to reach the finish square wins the game.

Follow-up options that can take us beyond the classroom and help us to encourage real communication, social awareness and meaningful interaction.

Betty Backwards (from Backpack 3 http://www.pearsonlongman.com/ae/dod/little_books/Backpack3_littlebooks.pdf)

A day in the life of Count Dracula (http://www.eslprintables.com/reading_worksheets/literature/dracula/

CLIL: Nocturnal Animals https://www.youtube.com/watch?v=UW_oNQyKlJc

“[..]las lenguas extranjeras en la escuela ofrecen la posibilidad de instrumentar un trabajo de articulación enriquecedor con las demás áreas de conocimiento y arroja una luz muy particular sobre el estudio de la lengua materna. En ese sentido, constituye un instrumento de valor inestimable para reconocer –y en el caso de la Educación Básica, ir construyendo– el propio universo sociocultural.” (p.26)

FINAL REFLECTION

Most teachers develop their classroom skills fairly early in their teaching careers. Teachers entering the profession may find their initial teaching efforts stressful, but with experience they acquire a repertoire of teaching strategies that they draw on throughout their teaching. The particular configuration of strategies a teacher uses constitutes his or her “teaching style”. While a teacher’s style of teaching provides a means of coping with many of the routine demands of teaching, there is also a danger that it can hinder a teacher’s professional growth. How can teachers move beyond the level of automatic or routinised responses to classroom situations and achieve a higher level of awareness of how they teach, of the kinds of decisions they make as they teach, and of the value and consequences of particular instructional decisions? One way of doing this is through observing and reflecting on one’s own teaching, and using observation and reflection as a way of bringing about change. This approach to teaching can be described as “Reflective Teaching”. […]

A reflective approach to teaching involves changes in the way we usually perceive teaching and our role in the process of teaching. Teachers who explore their own teaching through critical reflection develop changes in attitudes and awareness which they believe can benefit their professional growth as teachers, as well as improve the kind of support they provide their students. Teachers engaged in reflective analysis report that it is a valuable tool for self-evaluation and professional growth. Reflective teaching suggests that experience alone is insufficient for professional growth, but that experience coupled with reflection can be a powerful impetus for teacher development.

(full article at https://www.tttjournal.co.uk/uploads/File/back_articles/Towards_Reflective_Teaching.pdf )

Final Task: recap on the work done in the session and share with a colleague a principle, a suggestion, an activity, an interesting comment that you would like to highlight.

La imagen puede contener: 1 persona, anteojos, lentes de sol y texto

“Good teaching lies in a willingness to attend and care for what happens in our students, ourselves and the space between us”. Laurent A. Daloz (20th century) US Educator. Effective Teaching and Mentoring (chapter 9)

IMPORTANT

All references and a copy of the handout will be uploaded onto the Escuela de Maestros Campus. A group will be specially created for these 2017 training sessions “Pensar la enseñanza, anticipar las prácticas”. Full details will be given to all teachers on day 1.

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Comunicamos nuestras áreas de experiencias.

Recursos digitales para la enseñanza de Lenguas Extranjeras. InTec

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Escuela de Maestros

Tercera Capacitación en Servicio año 2016: "Differentiated Instruction. Segunda parte"

Link al handout

Segunda Capacitación en Servicio año 2016: "Differentiated Instruction"

Link al handout

Primera Capacitación en Servicio año 2016: "Planning"

Link al handout
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Taller de Educación digital para Lenguas Extranjeras

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Capacitación en servicio de la Escuela de Maestros de 2015: "Trabajar con y sin un libro de texto"

Enlace al Documento 1

Link a las marionetas de dedo

Foto historia. funnybones

Enlace al Folleto 2

Enlace al Folleto 3

Enlace al Documento 4

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Taller de Historieta

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CePA 2014

ENTRENAMIENTO EN SERVICIO

Socializamos el Documento 3
El desarrollo de la habilidad del habla para Jóvenes - parte 1

Enlace al folleto

Socializamos el Documento 4
El desarrollo de la habilidad del habla para Jóvenes - parte 2

Enlace al folleto

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3º enc uentro de ca pacitación 2014

profesores:
En Este Espacio encontrarán los Videos que Deben Mirar Antes del Próximo Encuentro y Las Actividades correspondientes.
Tarea

-Cuidado Con el vídeo y pensar en no menos de dos actividades para fomentar el habla.
-llevar Las actividades del taller

1º ciclo