Ceta Xiii 20 de Abril 2012

8/10/2019 Ceta Xiii 20 de Abril 2012

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BASIC COMPETENCES

IN BILINGUAL DIVERSITYSOME STRATEGIES TO TACKLE CLIL

IN FORTHCOMING INSTITUTION-WIDE PROGRAMMES

XIII JORNADAS CETA Trinidad Jerez

20 ABRIL 2012 IES SANTA ROSA DE LIMA


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VIDEO PEANUTS

Teachers should firsttake into

account every student and then

the whole group. A teacherspeaking onlyto the group does

not cater for different learning

styles.El Curriculum Bimodal

http://peremarques.blogspot.com
http://localhost/var/www/apps/conversion/tmp/scratch_6/PPT%201%20EXTRA/charlie%20brown%20teacher.mp4http://peremarques.blogspot.com/2011/09/que-es-el-curriculum-bimodal-i.htmlhttp://peremarques.blogspot.com/http://peremarques.blogspot.com/http://peremarques.blogspot.com/2011/09/que-es-el-curriculum-bimodal-i.htmlhttp://peremarques.blogspot.com/2011/09/que-es-el-curriculum-bimodal-i.htmlhttp://peremarques.blogspot.com/2011/09/que-es-el-curriculum-bimodal-i.htmlhttp://peremarques.blogspot.com/2011/09/que-es-el-curriculum-bimodal-i.htmlhttp://localhost/var/www/apps/conversion/tmp/scratch_6/MATERIALES%201%C2%AA%20FERIA%20DE%20PLURILINGUISMO/taller%20DOCS/Quien%20ense%C3%B1a%20sin%20emancipar%20embrutece.docxhttp://localhost/var/www/apps/conversion/tmp/scratch_6/PPT%201%20EXTRA/charlie%20brown%20teacher.mp4


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SOME REFLECTIONSON INTELLIGENCEAND DIVERSITY




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Are students so diverse?

Different orequal students? DIVERSITY EQUALITY

According to rules, educationshould be inclusive INTEGRATION MAINSTREAMING www.library.linedandunlined.com

Attention to diversity is tangled with the methodology applied byteachers

The role of the teacher: Jacques RanciresIGNORANT TEACHER THEORY

The role of the teacher should be restr icted to keepstu den ts attention . A ll intell ig ences are alike

Students learn and discover meanings

according to their abilities


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Are there multiple intelligences?

Howard Gardner s 8 Multiple Intelligences

Spatial Musical

Linguistic Interpersonal

Logical-mathematical IntrapersonalBodily-kinesthetic Naturalistic

8 Basic Competences proposed by the European Union and supported by theOrganic Law 2/2006, May 3rd.

Key competences are all interdependent, and the emphasis in each case is oncritical thinking, creativity, initiative, problem solving, risk assessment, decisiontaking and constructive management of feelings.

EMOTIONAL COMPETENCE: 9th competence in Castilla la Mancha
http://enlaescuela.aprenderapensar.net/2010/05/13/una-novena-competencia-la-competencia-emocional/http://enlaescuela.aprenderapensar.net/2010/05/13/una-novena-competencia-la-competencia-emocional/http://enlaescuela.aprenderapensar.net/2010/05/13/una-novena-competencia-la-competencia-emocional/http://enlaescuela.aprenderapensar.net/2010/05/13/una-novena-competencia-la-competencia-emocional/http://enlaescuela.aprenderapensar.net/2010/05/13/una-novena-competencia-la-competencia-emocional/


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Guy Claxton ( University of Bristol)

Students who are more confident of their own learningability learn faster and learn better. They concentratemore, think harder and find learning more enjoyable.They do better in their tests and external examinations.

And they are easier and more satisfying to teach.IQ bears no relat ion to being real-l i fe smart

www.buildinglearningpower.co.uk/
http://www.buildinglearningpower.co.uk/


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Ken Robinson ( University of Warwick)

He champions a radical rethink of school systems, to cultivatecreativity and acknowledge multiple types of intelligence.

Creativity in educat ion is as important as literacy

All Our Futures: Creativity, Culture, and Education

www.sirkenrobinson.com/skr


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BIMODAL CURRICULUM DEVELOPMENT

Pre Marqus ( UAB )

http://peremarques.blogspot.com/http://peremarques.blogspot.com/http://peremarques.blogspot.com/http://peremarques.blogspot.com/http://peremarques.blogspot.com/http://peremarques.blogspot.com/http://peremarques.blogspot.com/http://peremarques.blogspot.com/http://peremarques.blogspot.com/http://peremarques.blogspot.com/http://peremarques.blogspot.com/http://peremarques.blogspot.com/


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Enhanced memory or Personal on-line memory

The auxiliary memory is apersonal environment incyberspace (it can be a website,a blog, a wiki ...)where each o f

us s tore in an order ly mannerresources we think can behelpful:

Notes, documents, photographsand other multimedia resources.

Links (websites, blogs, videos ...)

and contacts (e-mail, networks ...) Internet Tools


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Personal and Social Skills

http://peremarques.blogspot.com/http://peremarques.blogspot.com/http://peremarques.blogspot.com/http://peremarques.blogspot.com/http://peremarques.blogspot.com/http://peremarques.blogspot.com/http://peremarques.blogspot.com/http://peremarques.blogspot.com/http://peremarques.blogspot.com/http://peremarques.blogspot.com/http://peremarques.blogspot.com/http://peremarques.blogspot.com/


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ATTENTION TODIVERSITY IN

INSTITUTION-WIDEBILINGUAL

PROGRAMMES




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ORDER 25th Ju ly 2008

by m eans o f wh ich at tent ion to divers i ty is regulated for s tudents of

Basic Educat ion at pub l ic schoo ls in And aluc ia.

Flexible grouping.

Group splitting in instrumental subjects.

Ordinary group support with anotherteacher.

Flexible timetable model.

Subject grouping into fields ofknowledge.

Programming of activities for freedisposition hoursin the 1st and 2nd

years of Compulsory SecondaryEducation.

Offering optative subjects akin to the

school organisation principles.

Grouping optative subjects in the 4thyear.

ARTICLE 6 ARTICLE 7
http://localhost/var/www/apps/conversion/tmp/scratch_6/RESEARCH/NORMATIVA/Orden%2025-7-2008%20Atencion%20Diversidad.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_6/PPT%201%20EXTRA/agrupamientos%20flexibles.pptxhttp://localhost/var/www/apps/conversion/tmp/scratch_6/PPT%201%20EXTRA/TALLER%20DE%20INGL%C3%89S.pptxhttp://localhost/var/www/apps/conversion/tmp/scratch_6/PPT%201%20EXTRA/TALLER%20DE%20INGL%C3%89S.pptxhttp://localhost/var/www/apps/conversion/tmp/scratch_6/PPT%201%20EXTRA/agrupamientos%20flexibles.pptxhttp://localhost/var/www/apps/conversion/tmp/scratch_6/PPT%201%20EXTRA/agrupamientos%20flexibles.pptxhttp://localhost/var/www/apps/conversion/tmp/scratch_6/PPT%201%20EXTRA/agrupamientos%20flexibles.pptxhttp://localhost/var/www/apps/conversion/tmp/scratch_6/RESEARCH/NORMATIVA/Orden%2025-7-2008%20Atencion%20Diversidad.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_6/RESEARCH/NORMATIVA/Orden%2025-7-2008%20Atencion%20Diversidad.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_6/RESEARCH/NORMATIVA/Orden%2025-7-2008%20Atencion%20Diversidad.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_6/RESEARCH/NORMATIVA/Orden%2025-7-2008%20Atencion%20Diversidad.pdf


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CONTENT: Lesson paceIt is a challenge for non-linguistic subject

teachers to minimize the impact that lack oflinguistic knowledge may cause in their own

subjects .

METHODOLOGY: Multiple Intelligencesand ICTs usages

Interesting for visual and kinetic learners:IWBs

EVALUATION: Competence Indicators

Instrumental competenceslinguistic anddigital - favour learning in a context of

diversity.

ORDEN 28th Jun e 2011

by m eans o f which bi l ingu al stud ies are regulated at schoo ls in Andalucia.
http://localhost/var/www/apps/conversion/tmp/scratch_6/RESEARCH/NORMATIVA/ORDENBILINGUISMO28JUNIO2011.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_6/RESEARCH/NORMATIVA/ORDENBILINGUISMO28JUNIO2011.pdf


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Plurilingualism Promotion

Plan (2005)

Common EuropeanFramework of Reference

CONTENTS FOR DIVERSITY


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Plurilingualism Promotion Plan (2005)

The role of the teacher will be modified by:

Linguistic comparativestudy.

Anticipationof certain gramatical contents.

Introduction of techniques and procedures

from other non-linguistic subjects ( NLSs).

CONSEJERA DE EDUCACIN, 2005:59


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Common European Framework of Reference

The levels of linguistic competence displayed in the CEFR influenceand determine the objectives settled in Secondary Education.

Basic ( A1 y A2 ) Independent ( B1 y B2 ) Competent ( C1 y C2 )

Benefits in terms of diversity:

Students strive from and up to the next level.

Their blurred limits are natural and manageable.

Tasks can be graded accordingly.

It is a challenge for non-linguistic subject teachers to minimize theimpact that lack of linguistic knowledge may cause in their ownsubjects .
http://localhost/var/www/apps/conversion/tmp/scratch_6/PPT%201%20EXTRA/taller%20DOCS/Global%20Scale%20of%20the%20Common%20European%20Framework%20of%20Reference%20for%20Languages.docxhttp://localhost/var/www/apps/conversion/tmp/scratch_6/PPT%201%20EXTRA/taller%20DOCS/Global%20Scale%20of%20the%20Common%20European%20Framework%20of%20Reference%20for%20Languages.docx


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What is Sheltered

Instruction?

Collaborative Learning

METHODOLOGY FOR DIVERSITY


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What is Sheltered Instruction?

A means for making grade-level academic content(e.g., science, social studies, math) more accessibleforEnglish language learners (ELLs) while at the same timepromoting their English language development. Preparation Building Background

Comprehensible Input

Strategies

Interaction

Practice & Application

Lesson Delivery

Review & Assessment


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Teaching and learning strategy in whichstudents work in small groups structuredto achieve common objectives.

Every member of the group achieveshis/her objective as long as the rest of the

members of the group also does so.

It proves emotional intelligence.

Collaborative Learning


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Evaluating competence-

based tasks

Portfolio

EVALUATION FOR DIVERSITY


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Evaluating competence-based tasks

Alfonso Rodrguez

IES SANTA ROSA DE LIMA


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Portfolio

Students are active participants of their own learning process. Through their own self-evaluation, they reflect upon what they

are able to do.

OAPEE / ePortfolio Europeo de las Lenguaswww.coe.int/portfolio

UFEFUL FOR

Supporting the development of learner autonomy,

plurilingualism and intercultural awareness and competence. Allowing users to record their language learning

achievements and their experience of learning and usinglanguages.
https://www.oapee.es/e-pel/http://www.coe.int/portfoliohttp://www.coe.int/portfoliohttps://www.oapee.es/e-pel/https://www.oapee.es/e-pel/https://www.oapee.es/e-pel/https://www.oapee.es/e-pel/


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SHARING STRATEGIESTO TACKLE DIVERSITYWITHIN THE BILINGUALSCHOOL PROGRAMME




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Testing weak points

Content repetition

Supporting activities

Pacing up or down

Focusing on aspects of the five skills

Book sequencingRepeating explanations

Guidance and tutorial action

Flexible grouping

Reinforcing slow learners acquisition of contents

TEN STRATEGIES TO CATER FOR DIVERSITY IN BILINGUAL

GROUPS


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XIII JORNADAS CETA TrinidadJerez

20 ABRIL 2012 IES SANTA ROSADE LIMA

1. PLANS AND

PROGRAMMES2. INTEGRATEDCURRICULUM

3. MULTIPLE LEVEL TESTS4. PEER-TEACHING5. IWB

6. BLOGS7. WIKIS


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1. PLANS Y PROGRAMMES

MULTILATERAL COMENIUS SCHOOL ASSOCIATION Crdoba meeting in Nov 2011

COEDUCATION

Blog CONVIVIR EN IGUALDAD

PROFUNDIZA "Proyecto Globo Sonda LIMASAT

RESEARCH PROJECT Contribucin de la PDI a la adquisicin de las Competencias

Lingstica y Digital en el rea de Ciencias, Matemticas e Ingls( PIV-086/11)
http://www.flickr.com/photos/70875071@N07/sets/72157628235776981/show/http://convivirenigualdad.blogspot.com/http://www.juntadeandalucia.es/educacion/portal/com/bin/Delegaciones/Cordoba/ORDENACION_EDUCATIVA/Publicaciones/profundiza25112011/1322225924394_profundiza11-12.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_6/PPT%201%20EXTRA/RESOLUCI%C3%93N%206%20DE%20JULIO.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_6/PPT%201%20EXTRA/RESOLUCI%C3%93N%206%20DE%20JULIO.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_6/PPT%201%20EXTRA/RESOLUCI%C3%93N%206%20DE%20JULIO.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_6/PPT%201%20EXTRA/RESOLUCI%C3%93N%206%20DE%20JULIO.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_6/PPT%201%20EXTRA/RESOLUCI%C3%93N%206%20DE%20JULIO.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_6/PPT%201%20EXTRA/RESOLUCI%C3%93N%206%20DE%20JULIO.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_6/PPT%201%20EXTRA/RESOLUCI%C3%93N%206%20DE%20JULIO.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_6/PPT%201%20EXTRA/RESOLUCI%C3%93N%206%20DE%20JULIO.pdfhttp://www.juntadeandalucia.es/educacion/portal/com/bin/Delegaciones/Cordoba/ORDENACION_EDUCATIVA/Publicaciones/profundiza25112011/1322225924394_profundiza11-12.pdfhttp://convivirenigualdad.blogspot.com/http://www.flickr.com/photos/70875071@N07/sets/72157628235776981/show/


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COMENIUS MULTILATERAL SCHOOL ASSOCIATION2011-2013

SENSTUDENTS

ACTIVECOLLABORATION

TO PREPARETHE VISIT OFASSOCIATED

PARTNERS
http://localhost/var/www/apps/conversion/tmp/scratch_6/PPT%201%20EXTRA/Lunch%20Comenius.xlshttp://localhost/var/www/apps/conversion/tmp/scratch_6/PPT%201%20EXTRA/Lunch%20Comenius.xlshttp://localhost/var/www/apps/conversion/tmp/scratch_6/PPT%201%20EXTRA/Lunch%20Comenius.xlshttp://localhost/var/www/apps/conversion/tmp/scratch_6/PPT%201%20EXTRA/Lunch%20Comenius.xlshttp://localhost/var/www/apps/conversion/tmp/scratch_6/PPT%201%20EXTRA/Lunch%20Comenius.xlshttp://localhost/var/www/apps/conversion/tmp/scratch_6/PPT%201%20EXTRA/Lunch%20Comenius.xlshttp://localhost/var/www/apps/conversion/tmp/scratch_6/PPT%201%20EXTRA/Lunch%20Comenius.xls


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IWB RESEARCH PROJECT

TASK 1

MATHS-ENGLISH

21stDecember

2011

Oral

presentationson IWB


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2. INTEGRATED CURRICULUM

Languages Integrated Curriculum

L1 Spanish

L2 Spanish

L3 French

CLIL SEQUENCES 1 ESOScience, Maths, P.E.

2 ESO Science, Maths, P.E, Tecnology. 3 ESOScience, Maths, P.E, Tecnology and History.
http://localhost/var/www/apps/conversion/tmp/scratch_6/PPT%201%20EXTRA/1%C2%BA%20ESO.docxhttp://localhost/var/www/apps/conversion/tmp/scratch_6/PPT%201%20EXTRA/2%C2%BA%20ESO.docxhttp://localhost/var/www/apps/conversion/tmp/scratch_6/PPT%201%20EXTRA/3%C2%BA%20ESO.docxhttp://localhost/var/www/apps/conversion/tmp/scratch_6/PPT%201%20EXTRA/3%C2%BA%20ESO.docxhttp://localhost/var/www/apps/conversion/tmp/scratch_6/PPT%201%20EXTRA/2%C2%BA%20ESO.docxhttp://localhost/var/www/apps/conversion/tmp/scratch_6/PPT%201%20EXTRA/1%C2%BA%20ESO.docx


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Basic competences in CLIL tasks


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CLIL lessons in English


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3. MULTI-LEVELLED TESTS

Ed.McMillan

VOICES

Standard

Extra

Ed.McMillan

INTERFACE

Basic Standard ExtraEd.Burlington

PASSPORT

Level 1 Level 2 Level 3

2 ESO1 ESO

4 ESO
http://localhost/var/www/apps/conversion/tmp/scratch_6/PPT%201%20EXTRA/taller%20DOCS/CEP%2012%20ENERO%20TESTS%20VOICES/trf2_en_yr_stnd.dochttp://localhost/var/www/apps/conversion/tmp/scratch_6/PPT%201%20EXTRA/taller%20DOCS/CEP%2012%20ENERO%20TESTS%20VOICES/trf2_en_yr_xtr.dochttp://localhost/var/www/apps/conversion/tmp/scratch_6/PPT%201%20EXTRA/taller%20DOCS/CEP%2012%20DE%20ENERO%20TESTS%20INTERFACE/interface_1_test_U9_basic.dochttp://localhost/var/www/apps/conversion/tmp/scratch_6/PPT%201%20EXTRA/taller%20DOCS/CEP%2012%20DE%20ENERO%20TESTS%20INTERFACE/interface_1_test_U9_standard.dochttp://localhost/var/www/apps/conversion/tmp/scratch_6/PPT%201%20EXTRA/taller%20DOCS/CEP%2012%20DE%20ENERO%20TESTS%20INTERFACE/interface_1_test_U9_extra.dochttp://localhost/var/www/apps/conversion/tmp/scratch_6/PPT%201%20EXTRA/taller%20DOCS/CEP%2012%20DE%20ENERO%20TESTS%20BURLINGTON/Pass%204%20FE1%20lvl%201.dochttp://localhost/var/www/apps/conversion/tmp/scratch_6/PPT%201%20EXTRA/taller%20DOCS/CEP%2012%20DE%20ENERO%20TESTS%20BURLINGTON/Pass%204%20FE1%20lvl%202.dochttp://localhost/var/www/apps/conversion/tmp/scratch_6/PPT%201%20EXTRA/taller%20DOCS/CEP%2012%20DE%20ENERO%20TESTS%20BURLINGTON/Pass%204%20FE1%20lvl%203.dochttp://localhost/var/www/apps/conversion/tmp/scratch_6/PPT%201%20EXTRA/taller%20DOCS/CEP%2012%20DE%20ENERO%20TESTS%20BURLINGTON/Pass%204%20FE1%20lvl%203.dochttp://localhost/var/www/apps/conversion/tmp/scratch_6/PPT%201%20EXTRA/taller%20DOCS/CEP%2012%20DE%20ENERO%20TESTS%20BURLINGTON/Pass%204%20FE1%20lvl%203.dochttp://localhost/var/www/apps/conversion/tmp/scratch_6/PPT%201%20EXTRA/taller%20DOCS/CEP%2012%20DE%20ENERO%20TESTS%20BURLINGTON/Pass%204%20FE1%20lvl%203.dochttp://localhost/var/www/apps/conversion/tmp/scratch_6/PPT%201%20EXTRA/taller%20DOCS/CEP%2012%20DE%20ENERO%20TESTS%20BURLINGTON/Pass%204%20FE1%20lvl%202.dochttp://localhost/var/www/apps/conversion/tmp/scratch_6/PPT%201%20EXTRA/taller%20DOCS/CEP%2012%20DE%20ENERO%20TESTS%20BURLINGTON/Pass%204%20FE1%20lvl%202.dochttp://localhost/var/www/apps/conversion/tmp/scratch_6/PPT%201%20EXTRA/taller%20DOCS/CEP%2012%20DE%20ENERO%20TESTS%20BURLINGTON/Pass%204%20FE1%20lvl%202.dochttp://localhost/var/www/apps/conversion/tmp/scratch_6/PPT%201%20EXTRA/taller%20DOCS/CEP%2012%20DE%20ENERO%20TESTS%20BURLINGTON/Pass%204%20FE1%20lvl%201.dochttp://localhost/var/www/apps/conversion/tmp/scratch_6/PPT%201%20EXTRA/taller%20DOCS/CEP%2012%20DE%20ENERO%20TESTS%20BURLINGTON/Pass%204%20FE1%20lvl%201.dochttp://localhost/var/www/apps/conversion/tmp/scratch_6/PPT%201%20EXTRA/taller%20DOCS/CEP%2012%20DE%20ENERO%20TESTS%20BURLINGTON/Pass%204%20FE1%20lvl%201.dochttp://localhost/var/www/apps/conversion/tmp/scratch_6/PPT%201%20EXTRA/taller%20DOCS/CEP%2012%20DE%20ENERO%20TESTS%20INTERFACE/interface_1_test_U9_extra.dochttp://localhost/var/www/apps/conversion/tmp/scratch_6/PPT%201%20EXTRA/taller%20DOCS/CEP%2012%20DE%20ENERO%20TESTS%20INTERFACE/interface_1_test_U9_standard.dochttp://localhost/var/www/apps/conversion/tmp/scratch_6/PPT%201%20EXTRA/taller%20DOCS/CEP%2012%20DE%20ENERO%20TESTS%20INTERFACE/interface_1_test_U9_basic.dochttp://localhost/var/www/apps/conversion/tmp/scratch_6/PPT%201%20EXTRA/taller%20DOCS/CEP%2012%20ENERO%20TESTS%20VOICES/trf2_en_yr_xtr.dochttp://localhost/var/www/apps/conversion/tmp/scratch_6/PPT%201%20EXTRA/taller%20DOCS/CEP%2012%20ENERO%20TESTS%20VOICES/trf2_en_yr_stnd.doc


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SKILLS


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WRITING

Standard Extra


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Non-Linguistic Subjects Tests

Exposure and

production. L1 and L2.

Degrees of help forstudents in 1st and2nd year.

Types of activities.

SCIENCE

MATHS TECHNOLOGY

P.E

Test criteria Some examples
http://localhost/var/www/apps/conversion/tmp/scratch_6/ex%C3%A1menes%20ANLs/enviar%20a%20ANA/EX%C3%81MEN%20CCNN%20BILINGUE%20IES%20Santa%20Rosa%20de%20Lima.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_6/ex%C3%A1menes%20ANLs/enviar%20a%20ANA/EX%C3%81MEN%20MATEM%C3%81TICAS%20BILING%C3%9CE%20IES%20Santa%20Rosa%20de%20Lima.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_6/ex%C3%A1menes%20ANLs/enviar%20a%20ANA/EX%C3%81MEN%20TECNOLOG%C3%8DA%20BILING%C3%BCE%20IES%20Santa%20Rosa%20de%20Lima.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_6/ex%C3%A1menes%20ANLs/PE/CLASSROOM%20DIARY.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_6/ex%C3%A1menes%20ANLs/PE/CLASSROOM%20DIARY.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_6/ex%C3%A1menes%20ANLs/enviar%20a%20ANA/EX%C3%81MEN%20TECNOLOG%C3%8DA%20BILING%C3%BCE%20IES%20Santa%20Rosa%20de%20Lima.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_6/ex%C3%A1menes%20ANLs/enviar%20a%20ANA/EX%C3%81MEN%20MATEM%C3%81TICAS%20BILING%C3%9CE%20IES%20Santa%20Rosa%20de%20Lima.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_6/ex%C3%A1menes%20ANLs/enviar%20a%20ANA/EX%C3%81MEN%20CCNN%20BILINGUE%20IES%20Santa%20Rosa%20de%20Lima.pdf


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4. PEER-TEACHING

GROUPINGS

In pairs

In rows

ICT shared knowledgeOn-line

programmes

usage
http://4eso2011-12iessantarosadelima.wikispaces.com/


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Prezi

It is a web-basedprogram that allows

you to think non-

linear.It allows you to

incorporate not onlytext and pictures,

but videos andother presentation

objects.
http://prezi.com/http://prezi.com/


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Glogster EDU

It is the leadingglobal

education

platform for thecreative

expression ofknowledge

and skillsinthe classroomand beyond.


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5. IWBs

Multimodality: the IWBs capacity to harness awider range of multimodal resources in order tofacilitate pupil learning.

Pace: its capacity to increase the pace andefficiency of classroom delivery and thereforebest use of teacher time.

Interaction: its capacity to enhance interactivewhole class teaching.


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Its Teachers MAGAZINE

IWBFORMAT

AVAILABLE

CURRENT

ISSUESCEFR

LEVELS

MICRO-TASKS

SKILLS

CULTURE
http://www.its-teachers.com/http://www.its-teachers.com/http://www.its-teachers.com/http://www.its-teachers.com/http://www.its-teachers.com/


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Didactic unit European Day of Languages

D.U+WIKI

III IWBCongress

4,5 Nov 2011

Madrid

www.pizarratic .com
http://www.plumayarroba.com/publicaciones/unidadesIIIcongreso.htmhttp://www.plumayarroba.com/publicaciones/unidadesIIIcongreso.htmhttp://www.plumayarroba.com/publicaciones/unidadesIIIcongreso.htmhttp://www.plumayarroba.com/publicaciones/unidadesIIIcongreso.htmhttp://www.plumayarroba.com/publicaciones/unidadesIIIcongreso.htmhttp://www.plumayarroba.com/publicaciones/unidadesIIIcongreso.htmhttp://www.plumayarroba.com/publicaciones/unidadesIIIcongreso.htmhttp://www.plumayarroba.com/publicaciones/unidadesIIIcongreso.htmhttp://www.plumayarroba.com/publicaciones/unidadesIIIcongreso.htm


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Creating Learning Objects using Author Programmes

CUADERNIA

EXE-LEARNING

NEOBOOK

MALTED

EDILIM

CONSTRUCTOR


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IWB resource banks

SMART

&

PROMETHEAN

www.smartexchange.com

www.prometheanplanet.com
http://exchange.smarttech.com/http://www.prometheanplanet.com/http://exchange.smarttech.com/http://www.prometheanplanet.com/http://exchange.smarttech.com/http://exchange.smarttech.com/


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CAIT Model : Sensibilisation Emotional Intelligence


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6. BLOGS

L2 and Non-Linguistic Blogs Maths Technology English

Post tasks to carry out project-based learning tasks withstudents.

Post prompts for writing. Provide examples ofclasswork, vocabulary activities, or

grammar games.
http://imancera.blogspot.com.es/http://bilingualiessantarosa.blogspot.com.es/http://bilingualiessantarosa.blogspot.com.es/http://imancera.blogspot.com.es/


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CLIL

Connectingcurrent

exhibitions

i.e ROME inCrdoba

( La Caixa )and Module

5 CLIL


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Films

FILMREVIEWS

OFFICIALTRAILER

OFFICIALWEBS


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Civic and Cultural Celebrations

14THFEBRUARY

VALENTINESDAY

8TH MARCH

INTERNATIO

NALWOMENSDAY


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7. WIKIS

Collaborative tool: Peer-evaluation

Portfolio: Task storage

Motivation: Learner autonomy


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SCHOOL BILINGUAL PROGRAMME WIKI

TEACHERS

IN THEPROGRAMME

UPDATE

RELEVANTINFORMATIONREGARDING

THEIRSUBJECTSAND THE

EVOLUTIONOF THE

PROGRAMMEEVERY

ACADEMICYEAR
http://2eso2011-12bilingualiessantarosadelima.wikispaces.com/http://2eso2011-12bilingualiessantarosadelima.wikispaces.com/http://2eso2011-12bilingualiessantarosadelima.wikispaces.com/http://2eso2011-12bilingualiessantarosadelima.wikispaces.com/


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WIKI-PORTFOLIO 2 ESO

Linked to theBlog

CLILLESSONS

GRADEDREADER

IWBRESOURCE

S

MYPORTFOLIO

OPERACINXITO
http://2eso2011-12bilingualiessantarosadelima.wikispaces.com/http://2eso2011-12bilingualiessantarosadelima.wikispaces.com/http://2eso2011-12bilingualiessantarosadelima.wikispaces.com/http://2eso2011-12bilingualiessantarosadelima.wikispaces.com/


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PENPAL Project

SPALDING

UK

CRDOBA

SPAIN


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PHOTONOVEL PROJECT

ARTS

EL CLUB DE

LAS IDEAS

NOVEMBER

2011


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OTHER USEFULRESOURCES TO

CATER FORDIVERSITY




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Studentspresentations: DIGITAL TALES WORKSHOP

CULTURALWEEK

WORKSHOP

1 ESO

ObjectivesOutline

Different paces

Differentpresentation

tools

Linguistic anddigital

competence atwork

BLOG+WIKI+IWBStudents explore the cultural relevance of theFairy Tales. They will be required to examine

modern and traditional interpretations.http://talesworkshop.wikispaces.com
http://bilingualiessantarosa.blogspot.com.es/2012/04/tales-workshop.htmlhttp://talesworkshop.wikispaces.com/http://talesworkshop.wikispaces.com/http://talesworkshop.wikispaces.com/http://bilingualiessantarosa.blogspot.com.es/2012/04/tales-workshop.html


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On-line learning tasks

SOMEEXAMPLES
http://www.operacionexito.com/http://www.euro-scola.com/http://www.andaluciasemueveconeuropa.com/


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E-learning school network

Moodle allows for the development of courses from a social perspective as it isconsidered a common learning point, emphazising collaborative work through a series ofactivities:

Chat (real time chat)Forums (web debates)Glossary (accorded vocabulary)Wiki (collaborative web)Workshop (peer-evaluation)

Moodle


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Personalisation

Evaluation criteria

Basic competences

Every day notes

Students can access the information

Parents can access the information

PDA


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Alberca F ( 2011 ): Todos los nios pueden ser Einstein Un mtodo eficaz para motivar la


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Alberca, F ( 2011 ): Todos los nios pueden ser Einstein. Un mtodo eficaz para motivar lainteligencia. Ed.Toromtico.

Baker,C (2006): Foundations of Bilingual Education and Bilingualism. Clevedon. MultilingualMattera Ltd.

Byalistok, E (2005): Consequences of Bilingualism for Cognitive Development.New York. OxfordUniversity Press,

Caballero,M.G (2008): Las competencias bilinges como objetivo. Experienciasdocentes.CAUCE. Revista Internacional de Filologa y su Didctica, n 31.

CONSEJERA DE EDUCACIN (2005): Plan del Fomento del Plurilingsmo.Una poltica

lingstica para la sociedad andaluza. Sevilla

Corredera, R.M ( 2005):Atencin a la Diversidad en el Aula de Ingls en la EOI.Aldadis.net.Larevista de educacin.N5.

Daz, H ( 2005 ):Propuesta de estrategias de atencin a la diversidad para la enseanza dealemn en una escuela oficial de idiomas. Aldadis.net.La revista de educacin.N5

Gardner, H. (1983): Frames of mind: the theory of multiple intelligences.New York: Basic Books.

Marsh, D (2000): Using languages to learn and learning to use languages.( Eds) D.Marsh-G.Lang. Finland.University of Jyvskyl.

Palomera, R et ali. ( 2008): La inteligencia emocional como una competencia bsica en laformacin inicial de los docentes: algunas evidencias. Education & Psychology I+D+i and

Ceta Xiii 20 de Abril 2012

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Transcript of Ceta Xiii 20 de Abril 2012