2. Análisis de Necesidades
Herbolich
Apuntar a las Necesidades Necesidades de Aprendizaje
Objetivo Subjetivo ¿Cómo vamos a llegar desde el punto
Necesidades HW, CW, Destino de partida hasta nuestro destino ?
texto, IBO 1. Nuevo para el aprendiz
Carencias Social Skills Punto de 2. Relacionado con el aprendiz
Study habits partida 3. Nuevo léxico
Motivation 4. ¿Va a operar?
5. Divertido
?
¿Qué 6. Evaluaciones amigables
queremos?
3. ¿Que necesita mejorar?
• Habilidades: LSRW
• Metas de Aprendizaje
– Producto
– Proceso
– Progreso vs Crecimiento
• Plan Instruccional
• Adaptaciones
• Efectividad de Evaluaciones
• Monitorear and adjustar
4. Estilos de Aprendizaje
• Aprendiz innovador
• Aprendiz dinámico
• Aprendiz analítico
• Aprendiz de sentido
común
5. Comprensible
Input/Output
Stephen Krashen
Input
• Escuchar y comprender
mensajes un nivel superior
• Educadores proveen material
que se construye sobre el
conocimiento previo del
aprendiz
• ¿Será que aprendemos
Japones solo por estar en
clase?
Output
• Practicar el lenguaje a nivel de competencia
6. 1º BGE
Listening Speaking Reading Writing
Students identify
Students name
objects or images, letters and
Students
answer questions numbers, and Students write
demonstrate about objects, read isolated letters,
comprehension describe the use of
letters and numbers, and
of simple nouns the objects and
discuss what is simple words simple words
and adjectives. happening in a aloud.
picture
7. Autonomy
(Guia Portage)
Social process Active role on
Solve problems
(construction of learning
by themselves
knowledge) process
10. “Logros mínimos 2º Básico”
READING & COMPREHENSION GRAMMAR/ WRITING LISTENING/SPEAKING PHONICS
Read with fair fluency, intonation. Capitalize I. Follow simple instructions Identify
Stop in punctuation. Use of correct punctuation mark Understand classroom commands beginning
Locate information to answer at the end of statements and Identify picture by listening. and ending
multiple choice questions. questions. Answer yes/no questions spontaneously sounds.
Identify true or false statements Capitalize beginning of a sentence. Use single words or single phrases to Identify
about the story. Identify naming words (nouns), answer informative questions. clusters and
Answer questions about author, describing words (adjectives) and Use useful phrases in the classroom diagraphs.
illustrator, characters, setting and actions (verbs). spontaneously. (Ask about classroom Identify
problem. Order sentences. routines in English) vowel
Answer yes/no questions Write sentences to describe likes Describe ongoing actions by looking at a sounds.
Give short answers to wh- and dislikes, abilities or to describe picture or situation.
questions.. physical appearance. Describe pictures using simple
Gets meaning of vocabulary from Write sentences to describe structures
context. location. Answer yes/no and informative
Write short sentences about daily questions about pictures.
routines.
11. Language Acquisition vs
Language Learning
Teacher LL Student LA
• Grammar rules • Oral “natural” communication
for teachers – Stages
proficiency – Classroom talk
• Not – Teacher talk
communicative – Play talk
• Direct • Pre-reading
instruction • Vocabulary
• Talk about • Pre-Writing
knowledge vs • Grammar at this age students are
communication unaware of rules
12. Understanding by Design
Wiggins
Etapa 1 Etapa 2 Etapa 3
Resultados deseados Evidencias Evaluativas Plan de Aprendizaje
1. ¿Cuáles son las metas y 1. ¿Con qué conocimientos y 1. ¿Qué
contenidos transferibles habilidades se va el aprendiz? actividades,
que lograremos? 2. ¿Cuáles son los desempeños experiencias y
2. ¿Qué deberían entender y productos que revelarán lecciones
los aprendices? las evidencias de llevarán a lograr
3. ¿Cuáles son las los resultados
comprensión?
preguntas esenciales deseados y éxito
3. ¿Qué otras evidencias serán
que van a explorar y en las
recogidas para reflexionar
saber los aprendices? evaluaciones?
acerca de otros resultados
deseados?
13. Pre-School TESOL Standards
• Goal 1, Standard 1
– To use English to communicate in social settings: Students will use
English to participate in social interactions
• Goal 2, Standard 1
– To use English to achieve academically in all content areas: Students
will use English to interact in the classroom
• Goal 3, Standard 2
– To use English in socially and culturally appropriate ways: Students will
use nonverbal communication appropriate to audience, purpose, and
setting
• Goal 3, Standard 3
– To use English in socially and culturally appropriate ways: Students will
use appropriate learning strategies to extend their sociolinguistic and
socio-cultural competence
14. Kagan Cooperative Learning
• Instructional strategies
• Engages students
– Positive interdependence,
working together
– Individual accountability,
performance
– Equal or equitable
participation, responsibilities
– Simultaneaous interaction,
production
• Learns
– Contents
– Social skills
16. Reflections
• Teachers recognize
aspects of education
• Learning process
• Prepare reports
• Organize events
• Classes as real as
possible
• Being alert and focused
17. Common European
Framework A1
• Can understand and use familiar everyday expressions
and very basic phrases aimed at the satisfaction of needs
of a concrete type.
• Can introduce him/herself and others and can ask and
answer questions about personal details such as where
he/she lives, people he/she knows and things he/she has.
• Can interact in a simple way provided the other person
talks slowly and clearly and is prepared to help.
18. Common European
Framework A2
• Can understand sentences and frequently used expressions
related to areas of most immediate relevance (e.g. very basic
personal and family information, shopping, local geography,
employment).
• Can communicate in simple and routine tasks requiring a
simple and direct exchange of information on familiar and
routine matters.
• Can describe in simple terms aspects of his/her background,
immediate environment and matters in areas of immediate
need.
19. Language Acquisition
• Guía Portage
– Age apppropriateness
– Classroom talk
– Teacher Talk
– Play Talk
– Learning by playing
– Life Skills
• Schedules
– Classwork
• Language: Art, Creativity,
Music
• Homework
– Limited to reviewing
– Studying for lessons
20. Cognitive Science
Language Acquisition
• Modularity
– Do children learn language using a "mental organ," some of whose principles of
organization are not shared with other cognitive systems such as perception, motor
control, and reasoning (Chomsky, 1975, 1991; Fodor, 1983)?
– Or is language acquisition just another problem to be solved by general intelligence, in
this case, the problem of how to communicate with other humans over the auditory
channel (Putnam, 1971; Bates, 1989)?
• Human Uniqueness combinatorial rule system
• Language and Thought Language acquisition, then, would be learning to
think, not just learning to talk. Cognitive psychology has shown that
people think not just in words but in images
• Learning and Innateness The mind consisted of sensory-motor abilities
plus a few simple laws of learning governing gradual changes in an
organism's behavioral repertoire.
21. FINLAND
• First among
– OECD
• Organization for Economic Cooperation and Development
– PISA
• Program for International Student Assessment
– International test for 15 year olds in language, math and science
• A model of modern
– Equity
– Quality
– Partipation
22. Círculos de Calidad
Staff Director
• Proactivity • Training
• Involvement – TOEFL iBT
– CEF
• Communication
– Reflections
• Ludic Activities
– Methodologies
