What are the skills that a XXI student needs to have?

1. THE ESO SYLLABUS FOR THE
XXI CENTURY LEARNER
Montse Irun
mirun@dal.udl.cat

2. COMPETENCES IN FOREIGN LANGUAGES
• Which are the key
competences all
citizens should have?
• Which are the key
competences in a
foreign language?

3. XXI CENTURY CHALLENGE
Global
Economy
Democracy Internet (ICT)
Neuroscience

4. KNOWLEDGE CHANGES AND
UPDATES
Newspaper
12/2/2016

5. KNOWLEDGE IS UNIVERSAL AND
EASY TO ACCESS

6. LIFE-LONG LEARNING

7. WHAT DO TEENAGERS TODAY NEED
TO BECOME FULL CITIZENS IN 20
YEARS’ TIME?

8. SO, WHY ARE WE TEACHING?
To repeat a set number
of contents?
To use the contents to
understand the world and to help
them go on learning?anar = to
go anar= to
go

9. TEACHING WITH THE CENTRE
ON LEARNING

10. TEACHING WITH THE CENTRE
ON LEARNING

11. TEACHING WITH THE CENTRE
ON LEARNING

12. WE NEED TO CHANGE AND UPDATE
• Relevant knowledge
• Classroom methodologies and strategies
• Teachers’ team work
Education should
give people
Knowledge
on the world
Strategies to
understand it
Tools to
improve it

13. Competence

14. Procedure
Capacity
Skill
Strategy Concept
Attitude
Competence

15. A Key Competence is the ability to integrate
knowledge, skills and attitudes in a practical
way to solve problems and react appropriately
in a variety of contexts and situations.

16. “S'entén per competència la capacitat
d'utilitzar els coneixements i habilitats, de
manera transversal i interactiva, en contextos
i situacions que requereixen la intervenció de
coneixements vinculats a diferents sabers,
cosa que implica la comprensió, la reflexió i
el discerniment tenint en compte la dimensió
social de cada situació.” Art 8.1
Es demostra en l’acció,
en situacions realsEs fonamenta en
diferents tipus de
sabers
Posa en joc sabers de
moltes disciplines alhora
Implica un pensament estratègic:
comprendre, analitzar, decidir,
aplicar esquemes d’acció,valorar
Implica
col·laborar amb
altres en
contextos socials

17. HOW WE LEARN TO BE
COMPETENT
Through the active participation in projects, tasks and real
situations that set a problem or a question to solve. A
problem that has an emotional implication. A real situation
that implies a process of analysis to decide which are the
most effective procedures and which are the best
strategies and skills and knowledge to carry them out.
And this takes place in a social context where
understanding and collaboration with others is a must.

19. SYLLABUS: FOR OR AGAINST?
Is it important to
have a syllabus?
What for?

20. PLANNING
• Planning is taking
decisions in the team to
achieve some objectives,
carrying them out,
assessing them and
taking new decisions to
reinforce what worked
and to improve what did
not work.

29. W H A T I F W E D O N O T H A V E B E N C H M A R K S

30. W H A T I F A C T I V I T I E S D O N O T M A T C H T H E O B J E C T I V E S

31. B E N C H M A R K S D O N O T A L I G N W I T H T H E G O A L

32. A C T I V I T I E S T H A T A R E F U N B U T N O T P U R P O S E F U L

33. UNIT PLANNING? SYLLABUS
DESIGN?

34. COMPETENCE-BASED ACTIVITIES
• Which are the
characteristics of a
competence-based
activity?

35. Essencial elements

36. DAR SENTI DO a l o que hacemos
htt p:// www.fl ickr.com/photos/cayusa/2194119780
Functionality of the learning tasks.

37. Autonomy to
take decisions

38. Meaningful and
permanent

39. Integration of knowledge

42. COMPETENCIES IN ENGLISH.
GOING INTO DETAIL
Read the information about the competence(/s) you are
going to prioritise in your teaching unit and fill in the chart
with the following information:
• - Domain it corresponds to
• - Competence number and definition
• - A verb or phrase which summarises / describes the
meaning of the competence
• - Useful tips to work and develop the competence
• - Abilities which can be used to apply the competence in
class (Bloom’s taxonomy)
• - Activities which may help us boost competency-based
learning

43. HOW DO WE LINK COMPETENCE-
BASED ACTIVITIES TO THE
CURRÍCULUM?

44. Competències bàsiques
de l’àmbit prioritàries
Continguts
Tal com es presenten al
currículum
(relacionats amb els CC i
els continguts
dels àmbits tranversals.)
Indicadors d’avaluació
Al currículum les competències
están graduades a final d’etapa.
Per avaluar el grau d’assoliment de
cada competència en activitats o
seqüències didàctiques , s’utilitzen
indicadors.
Criteris d’avaluació
Selecció dels criteris del curs
proposats al
currículum
C2. Planificar i
produir textos orals
de tipologia diversa
adequats a la
situació
comunicativa
1. Produir de manera entenedora
textos orals breus i senzills de
gèneres diversos -a partir d’una
planificació́ prèvia- amb un
repertori lèxic elemental i
quotidià, referits a fets i
coneixements familiars i
habituals.
2. Produir de manera entenedora i
suficientment correcta textos
orals senzills de gèneres
diversos amb suport general i
un repertori lèxic bàsic, referits
a experiències viscudes i
properes: personals i
acadèmiques.
3. Produir de manera fluida textos
orals ben estructurats de
gèneres diversos, amb un
repertori lèxic variat i una
morfosintaxi de relativa
complexitat, referits a fets i
coneixements diversos
relacionats amb diversos camps
d’interès.
Parlar en públic, mitjançant
discursos breus relacionats amb
l'àmbit escolar/ acadèmic i social,
que tenen com a finalitat exposar
i argumentar especialment, en
situacions semiformals o
informals, de manera individual o
en grup, aplicant estratègies de
planificació,
textualització i revisió.
CC3
CC9
CC11
CC13

46. OUR FINAL TASK
● Learning unit
syllabus.
● Student’s learning
activities
●Teacher’s guide
(optional)
●Present and peer
assess the learning
units

47. TASK ON MOODLE®
• One member of each group is in charge of entering
Moodle and writing a short post with the information
below:
• - Group members
• - Provisional title
• - Description
• - Learning objectives
• - Dimension/s and Core Competencies to be developed in
the unit.
Do not forget to add a link to your drive folder!