PORTFOLIO MARIA PAULA ISNALDI TEACHER: OSCAR MARINO PORTFOLIO MARIA PAULA ISNALDI TEACHER: OSCAR MARINO INTRODUCCION AL DISEÑO CURRICULAR 6º AÑO

FIRST MEETING

We started the meeting speaking about assessment. We filled in these two columns. WHAT I KNOWWHAT I WANT TO KNOW There are many ways in which we can evaluate our students. It can be formal assessment like tests, practical works, etc. or informal assessment connected to the performance of the tasks, peer work, role playing, etc. I’d like to know what is more important in CLIL methology whether to assess contents or skills and how to be fair when you have to give a passing mark since projects and CLIL tasks make a lot of emphasis on proccesses.

ASSESMENT FOR/AS/OF LEARNING We also read and analyzed theory about Assessment for Learning which is designed to give teachers information to modify and differentiate teaching and learning activities (Formative Assessment). Assessment As Learning which is a proccess of developing and supporting metacognition for students (Self- Assessment) and Assessment Of Learning which is used to confirm what students know and can do, if they have achieved the curriculum outcomes (Summative Assessment)

Five Basic Questions We also analyzed the 5 Basic Questions that teachers must bear in mind in every step of the process of assessment  WHY AM I ASSESSING?  WHAT AM I ASSESSING?  WHAT ASSESSMENT METHOD SHOULD I USE?  HOW CAN I ENSURE QUALITY IN THIS ASSESSMENT PROCESS?  HOW CAN I USE THE INFORMATION FROM THIS ASSESSMENT? We also analyzed the 5 Basic Questions that teachers must bear in mind in every step of the process of assessment  WHY AM I ASSESSING?  WHAT AM I ASSESSING?  WHAT ASSESSMENT METHOD SHOULD I USE?  HOW CAN I ENSURE QUALITY IN THIS ASSESSMENT PROCESS?  HOW CAN I USE THE INFORMATION FROM THIS ASSESSMENT?

MY REFLECTION ON THE MEETING From the materials worked during the meeting and the ones I read at home from Fulcher I can conclude that as teachers we have different reasons for testing (achievement, diagnosis, placement, proficiency) and our role is to promote the development of independent learners through assessment since we sould model and teach the skills of self-assessment, guide students to develop internal feedback and self-monitoring, provide regular and challenging activities to practice and create a safe environment for students to take chances I also found it very useful the following classification of assessment FORMAL ASSESSMENT - DIAGNOSTIC TESTS - ACHIEVEMENT TESTS ALTERNATIVE, INFORMAL - PORTFOLIOS OR AUTHENTIC ASSESSMENT - PERFORMANCE ASSESSMENT - SELF ASSESSMENT/PEER-ASSESSMENT - TEACHER-STUDENT CONFERENCE From the materials worked during the meeting and the ones I read at home from Fulcher I can conclude that as teachers we have different reasons for testing (achievement, diagnosis, placement, proficiency) and our role is to promote the development of independent learners through assessment since we sould model and teach the skills of self-assessment, guide students to develop internal feedback and self-monitoring, provide regular and challenging activities to practice and create a safe environment for students to take chances I also found it very useful the following classification of assessment FORMAL ASSESSMENT - DIAGNOSTIC TESTS - ACHIEVEMENT TESTS ALTERNATIVE, INFORMAL - PORTFOLIOS OR AUTHENTIC ASSESSMENT - PERFORMANCE ASSESSMENT - SELF ASSESSMENT/PEER-ASSESSMENT - TEACHER-STUDENT CONFERENCE

SECOND MEETING

We talked about a text called “Take a last look” since our homework was to work with it and find the 5 basic questions of assessment. We exchanged our reflections. We also analyzed “objetivos de aprendizaje para 6º año from Diseño Curricular, which I summarized with these key words.  Comprender textos orales y escritos  Producir textos orales y escritos  Reconocer y producir vocabulario tècnico y especìfico  Desarrollar estrategias de acceso a informaciòn  Ganar autoestima y confianza We talked about a text called “Take a last look” since our homework was to work with it and find the 5 basic questions of assessment. We exchanged our reflections. We also analyzed “objetivos de aprendizaje para 6º año from Diseño Curricular, which I summarized with these key words.  Comprender textos orales y escritos  Producir textos orales y escritos  Reconocer y producir vocabulario tècnico y especìfico  Desarrollar estrategias de acceso a informaciòn  Ganar autoestima y confianza

CLIL METHODOLOGY In this meeting we made revision of CLIL methology which is always enriching as we reinforced concepts previously learnt. Working with CLIL is real challenge so it`s a good idea to start small. We also highlighted the assessment principles in CLIL which suggest that we should o Include a mixture of formal and informal assessment o Let our students familiarize with assessment measures and criteria. o Assess language for a real purpose and in real context o Let students think and give them “wait time” o Encourage students to take responsibility of their own assessment. In this meeting we made revision of CLIL methology which is always enriching as we reinforced concepts previously learnt. Working with CLIL is real challenge so it`s a good idea to start small. We also highlighted the assessment principles in CLIL which suggest that we should o Include a mixture of formal and informal assessment o Let our students familiarize with assessment measures and criteria. o Assess language for a real purpose and in real context o Let students think and give them “wait time” o Encourage students to take responsibility of their own assessment.

THIRD MEETING

CLIL TOOLKIT We worked with the toolkit at home. We were supposed to criticize 3 projects following the toolkit and we had to plan a unit following it. I worked with Amelia and Stella and we designed three different projects under the same thread “The importance of work within the historical and social contexts” and I prepared the unit “Globalization and Jobs”. We made the projects following the toolkit which I found really worth using. It’s great how you can organize your units successfully connecting the 4 Cs as CLIL methology states. All the theory into practice ! We shared all in the meeting. We worked with the toolkit at home. We were supposed to criticize 3 projects following the toolkit and we had to plan a unit following it. I worked with Amelia and Stella and we designed three different projects under the same thread “The importance of work within the historical and social contexts” and I prepared the unit “Globalization and Jobs”. We made the projects following the toolkit which I found really worth using. It’s great how you can organize your units successfully connecting the 4 Cs as CLIL methology states. All the theory into practice ! We shared all in the meeting.

CLIL TOOLKIT To develop the mind map we followed the 4 steps described in Stage We considered CONTENT. 2. We connected content and COGNITION selecting the thinking skills, problem solving and creativity (we used Bloom’s revised Taxonomy) 3. COMMUNICATION: We included the language tryptich (language FOR, OF, AS learning) In language of learning we included the language needed to access new knowledge and understanding. In language for learning we included the language needed to carry out the planned activities. In language as learning we included the language that would emerge involving the use of dicionaries and the teacher support. 4. We designed tasks to developing CULTURE awareness and opportunities to understand others. To develop the mind map we followed the 4 steps described in Stage We considered CONTENT. 2. We connected content and COGNITION selecting the thinking skills, problem solving and creativity (we used Bloom’s revised Taxonomy) 3. COMMUNICATION: We included the language tryptich (language FOR, OF, AS learning) In language of learning we included the language needed to access new knowledge and understanding. In language for learning we included the language needed to carry out the planned activities. In language as learning we included the language that would emerge involving the use of dicionaries and the teacher support. 4. We designed tasks to developing CULTURE awareness and opportunities to understand others.

My mind map

INTRODUCTION TO PORTFOLIOS We started working with the notion of portfolios so that we could start creating ours at home. We learnt that they provide evidence of someone’s knowledge, skills and or dispositions.

SUMMATIVE TASK

PORTFOLIOS  From what I read at home I can say that Portfolios constitute a collection of reflective writing and associated evidence which represent a move towards learner-centred, self-directed, peer- to-peer and autonomous learning  They can motivate students to learn because they have the power to make connections between theory and practice.  I also learnt that e-portfolios are multimedia representations of learning achievements and they may include texts, photographs, illustrations, diagrams, spreadsheets, power point presentations, digital images, videos, music and sounds, voice recordings, links to useful and interesting websites  From what I read at home I can say that Portfolios constitute a collection of reflective writing and associated evidence which represent a move towards learner-centred, self-directed, peer- to-peer and autonomous learning  They can motivate students to learn because they have the power to make connections between theory and practice.  I also learnt that e-portfolios are multimedia representations of learning achievements and they may include texts, photographs, illustrations, diagrams, spreadsheets, power point presentations, digital images, videos, music and sounds, voice recordings, links to useful and interesting websites

MY REFLECTION ON PORTFOLIOS A great advantage of Portfolios is that they give information to students, parents, teachers and members of the community about what they have learnt or are able to do. I think portfolios are a perfect tool to see our students’ improvement, they can be proud of their work and can also see their evolution and progress to the final product. A great advantage of Portfolios is that they give information to students, parents, teachers and members of the community about what they have learnt or are able to do. I think portfolios are a perfect tool to see our students’ improvement, they can be proud of their work and can also see their evolution and progress to the final product.

WASHBACK o As homework we had to read the material and analyze what this term is. o I could learn that tests have effects on classrooms. If the test was well designed it has positive practical effects. WASHBACK refers to the extent to which the introduction and use of a test influences language teachers and learners to do things that they would not otherwise do that promote or inhibit language learning. o There are washback hypotheses saying that a test can influence WHAT TEACHERS teach, HOW TEACHERS teach, WHAT LEARNERS learn, HOW LEARNERS learn, the RATE and SEQUENCING of teaching and learning, ATTITUDES to the content, method, etc. of teaching and learning. o To detect washback we should analyze teacher-prepared lesson plans, teacher-prepared activities, selected texbooks and other resources. We can meet teachers’ teaching goals checking if the materials are deliberately developed to teach the skills that learners think the test measures. o Our role as teachers is to plan a curriculum that enables the acquisition of the tested abilities. We should also bear in mind that no single assessment can measure everything in a set of content standards.

CONSTRUCTS

LAST BUT NOT LEAST I developed the teaching sequence for some classes from my unit “Globalization and Jobs” The mind map created following the Toolkit was a fantastic help to clearly know where to go I developed the teaching sequence for some classes from my unit “Globalization and Jobs” The mind map created following the Toolkit was a fantastic help to clearly know where to go

TEXT USED IN THE TEACHING SEQUENCE PROJECTS.docx PROJECTS.docx

CONCLUSION I can say that I found the course very interesting since I’ve learnt new concepts that I can immediately apply in my everyday practice. The two most appealing new concepts were in my opinion the use of the CLIL Toolkit to plan and the use of Portfolios for assessment. Now I can fill in the third column from the first meeting WHAT I LEARNT New concepts of theory and practice related to -Assessment for/of/as learning -Using CLIL TOOLKIT -Portfolio Assessment -Different options of informal assessment -Washback effects - Constructs

THANK YOU SEE YOU SOON !!