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Neus Lorenzo
Neus Lorenzo
Seminari d’intercanvi: Centres amb projectes PILE
ST a Barcelona Comarques
Sessió 2
Neus Lorenzo
Neus Lorenzo
• Conèixer l’entorn col·laboratiu.
• Descriure els factors de consolidació d’un projecte.
• Anomenar les fases del cicle de millora de les organitzacions.
• Relacionar els aspectes que ha de contemplar el Projecte Lingüístic de Centre especialment en relació a les llengües estrangeres.
OBJECTIUS DE LA SESSIÓ
Neus Lorenzo
Neus Lorenzo
ESPAI COL·LABORATIU
Neus Lorenzo
Neus Lorenzo
Què ens mou a iniciar un projecte?
Neus Lorenzo
Neus Lorenzo
Ref: http://comunitatlinguisticasbd.blogspot.com/2010/05/treballant-classe.html
Què ajuda a mantenir l’interès?
Neus Lorenzo
Neus Lorenzo
Què ens ajuda a fer-lo sostenible?
Neus Lorenzo
Neus Lorenzo
Definint l’escola del futur
Al que està al costat de l’estació i de l’ajuntament
A l‘escola que és un referent del barri, on l’alumnat participa en accions de l’entorn, i col·labora amb la universitat en un projecte ambiental liderat per la
una ONG internacional.
A l’escola en la què fan plàstica en anglès i teatre extraescolar en francès.
Al centre on el professorat es coordina per definir línees d’actuació clares, i coherents amb les necessitats educatives de l’alumnat per millorar els resultats.
Exemples de criteris de selecció de centre
Característiques amb visió de futur, que promouen la qualitat i l’impacte educatiu en la capacitació de l’alumnat al llarg de la vida.
Factors curricularsLocalització i context
Factors organitzatius rellevants i significatius.
Neus Lorenzo
Neus Lorenzo
Ref: Adaptat de JJ Saavedra: http://goo.gl/pEF84 “Cultura, aprendizaje y cambio”
OrganitzacióOrganitzaciópromotorapromotoradel canvidel canvi
Visió de canvi: acció en xarxaImpacte social de l’acció organitzada
Universitats/
Universitats/
ens culturals
ens culturals
i i empresarials
empresarials
Equips directiu
Equips directiu
Claustre
ClaustreComunitat
Comunitat
educativa
educativaAMPA, famílies
AMPA, famílies
alumnat alumnat
Administracions
Administracions
Serveis
Serveis Educatius
EducatiusInspeccioó
Inspeccioó
Neus Lorenzo
Neus Lorenzo
EL CICLE DE MILLORA
Ref: Adaptat de W. Edwards Deming
Neus Lorenzo
Neus Lorenzo
El cicle de la millora en projectes escolars
Ref: W. Edwards Deming
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Neus Lorenzo
1. Revisar els objectius, les accions per aconseguir-los, la temporització, etc. i adaptar-los a la situació actual, tenint com a referència l’avaluació al final del primer any.
TASCA 2.1
Neus Lorenzo
Neus Lorenzo
Estratègies per a l’AICLE CRP Garraf
ST a Barcelona Comarques
Curs 2013-14
Neus Lorenzo
Neus Lorenzo
• Name the 4/5Cs approach.
• Describe the first 2 Cs.
• Analise an activity from this perspective.
OBJECTIVES
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Neus Lorenzo
Communication
Content CognitionCulture
CLIL
Ref: Adaptat de Do Coyle
ContextCommunity
(to communicate, to interact)
(to know-concepts,facts-, To know how to do -procedures-)
(to think)
(to know how to be, to participate)
4/5 Cs FRAMEWORK
COMPETENCES
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Neus Lorenzo
…with the objective of promoting learning strategies and problem solving, creative curiosity, cognitive growth, active participation, social engagement, active citizenship, enterpreneurship...
Ref: Adaptat de Neus Lorenzo http://ow.ly/f7qDP
CLIL : Content and Language Integrated Learning
CLIL is a dual-focused educational approach in which an additional language is used for the learning and teaching of content and language with the objective of promoting both content and language mastery to predefined levels.
Ref: Maljers, Marsh, Wolff, Genesee, FrigolsMartín, Mehisto, (2010). http://tiny.cc/51k1dw
Neus Lorenzo
Neus Lorenzo
WHAT WHAT
WHY WHY
WHENWHEN
HOW LONG HOW LONG HOW HOW
According to the levelAccording to the levelcurriculum curriculum contentcontent
Takes longerTakes longer
AppropriateAppropriate
Learning by doingLearning by doingSubject methodologySubject methodology
CONTENT
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Neus Lorenzo
• Effectiveness and challenge• Critical thinking.• Inquiry based learning.
- Which tasks will I develop to encourage higher order thinking?
- Which thinking skills will we concentrate on which are appropriate for the content?
• Thinking skills: Bloom’s taxonomy
COGNITION
Neus Lorenzo
Neus Lorenzo
Putting information together in an innovative way.
Making judgements based on a set of guidelines.
Breaking the concept into parts and understand how each part is related to one another.
Use the knowledge gained in new ways.
Making sense of what you have learned.
Recalling relevant knowledge from long term memory.
Ref http://www.learningandteaching.info/learning/bloomtax.htm
Bloom’s taxonomy
Low Order Thinking - LOT
High Order Thinking - HOT
Neus Lorenzo
Neus Lorenzo
Putting information together in an innovative way.
Making judgements based on a set of guidelines.
Breaking the concept into parts and understand how each part is related to one another.
Use the knowledge gained in new ways.
Making sense of what you have learned.
Recalling relevant knowledge from long term memory.
Ref http://www.learningandteaching.info/learning/bloomtax.htm
Bloom’s taxonomy
Low Order Thinking - LOT
High Order Thinking - HOT
Neus Lorenzo
Neus Lorenzo
COMMUNICATION
Language is a conduit for communication and for learning.
Meaningful and contextualised use of language.Effective communication and interaction.“Learning to use language and using language to
learn”
• Language of learning (linked to the content)
• Language for learning (linked to tasks completion)
• Language through learning (emerging during the learning process)
Neus Lorenzo
Neus Lorenzo
Adapted from http://www.mcc.cc.ms.us/techprep/lessons.htm
Which of these two scales would give you a more detailed map of the territory? Justify your answer.
1_________ 25.000
1____________ 100.000
Language for learning:Classroom language• Now it’s your turn…• We can look it up on...• What’s the meaning of...
Language for leaning:Interaction language• I agree / I don’t agee...• In my group, we think that…• We need to agree on how...
Language of learning:• scale, legend• Physical & Political map• numerator, denominator
Language of learning:• If scale is at one to one, then...• We can see… we cannot see• There are more details than in…
Communication
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Neus Lorenzo
And... Or...And... Or...Such as...Such as...
First... Second...First... Second...TO DESCRIBETO DESCRIBE
Because...Because...In order to...In order to...Whenever...Whenever...
As we can see at...As we can see at...So it happens when...So it happens when...
Therefore...Therefore...
TO JUSTIFYTO JUSTIFY
TO GIVE EVIDENCETO GIVE EVIDENCE
TO EXPLAINTO EXPLAIN
When... then When... then If... then....If... then....
Despite /Despite of...Despite /Despite of...
Ref: Adaptat de Neus Santmartí
Language of science
Neus Lorenzo
Neus Lorenzo
CULTURE / CONTEXT / COMMUNITY
• Explicit reference via the other 3Cs to cultural opportunities which would not have existed in a mother tongue setting.
• Intercultural attitudes.• Knowledge and respect of self and others.• Critical cultural awareness.• Cultural involvement and social activism.
Neus Lorenzo
Neus Lorenzo
Image Ref: http://blocs.xtec.cat/clilpractiques1/files/2009/03/clil-times-10.jpg
Neus Lorenzo
Neus Lorenzo
1. Define the content and the learning outcomes (objectius) of your activity.
Remember: Learning outcomes should be written following this sentence:
At the end of the unit, students should be able to...
En finalitzar la unitat, els alumnes haurien de ser capaços de...
TASCA CLIL: 2