Pre-School Analysis

English AreaPre-School

2012

Assessment System

• Pre-Assessment • LSRW

• Observations while students work on activities and solve problems with peers.

• Observer takes notes and records student´s performance on how language is used to communicate.

• Two domains of language• Comprehension (listening and pre-

reading) • Production (speaking and pre-

writing). • Language Performance vs

proficiency• Language Acquisition

Adjustments

• CEF• Needs Analysis

– Target – Learning

• TESOL Standards • Comprehensible Input LR Output SW• Cognitive Science Language Acquisition

Language Acquisition vs Language Learning

Teacher LL• Grammar rules

for teachers proficiency

• Not communicative

• Direct instruction

• Talk about knowledge vs communication

Student LA• Oral “natural” communication

– Classroom talk– Teacher talk– Play talk

• Pre-reading• Vocabulary• Pre-Writing• Grammar at this age students are

unaware of rules

Cognitive Science Language Acquisition

• Modularity – "mental organ,” (Chomsky, 1975,

1991; Fodor, 1983)

• Human Uniqueness– Combinatorial rule system

• Language and Thought – Learning to think. Cognitive

psychology has shown that people think not just in words but in images.

• Learning and Innateness – The sensorimotor abilities– Laws of learning organism's

behavioral repertoire.

Finland’s success school reform

• T-L system• Well designed and

connected• Well-prepared teachers• High quality curriculum• Materials and

assessments• The system as a whole

learn and improve.

Strategies• Systematic methods• Autonomy• Thinking curriculum• Core principles:

– Resources for those who need them most

– High standards and support for special needs

– Qualified teachers– Evaluation of education

Learners

• Task- based learners• Phantom learner• Social learner• Dependent learner• Isolated learner

Competencia de interacción

• Conocer la etiqueta de la interacción de la clase.

• Conocer las reglas para los trabajos individuales y colaborativos

• Conocer cuando preguntar y contestar una pregunta

• Conocer cómo y cuándo recibir asistencia o retroalimentación al completar una actividad

• Conocer las reglas apropiadas para presentar su conocimiento

Reflexión

• Metodología– Whole Language– Communicative Approach

• Calificaciones vs Aprendizaje• Motores fríos• Leche con chocolate

Tips

• Preguntemos– ¿Cómo fue la explicación?– ¿Qué pasó?– ¿Cómo lo harías tu?

• Afirmaciones– “Quiero que …” – “Es importante que …”