1. MY PORTFOLIO Introduccion al Diseño Curricular 6to Año Capacitador: Oscar Marino

2. THE CURRICULUM DESIGN Taking into account the learning objectives established by the curriculum design, we need to provide our students with the opportunities to use the language for meaningful aims, helping them to develop different skills, guiding them to apply useful strategies and teaching them to be active and autonomous learners.

3. It’s flexible different contexts Fundamental stages for creating a personalized Tool Kit  a shared CLIL vision If there is no tradition of CLIL in a school, the first challenge for pioneers is to bring together a group to share ideas and explore how CLIL might operate in their school.  Analysing and personalizing the CLIL context  Planning a unit Considering content Connecting content and cognition Communication – Defining language learning and using Developing cultural awareness and opportunities  Preparing the unit  Monitoring and evaluating CLIL in action  Next steps – Towards inquiry-based professional  learning communities “there is both the need and the opportunity for teachers to develop professional confidence and to ‘own’ their practice”

4. “To develop as CLIL professionals, to gain confidence, to explore the CLIL agenda, to take risks and move beyond the familiar, it is desirable that teachers belong to or build a professional learning community where everyone considers themselves as learners as well as teachers”. I chose this quotation because I think it is essential to work within a CLIL community, whose member share the same objectives and follow the same way to achieve them, helping to each other. It is fantastic to share experiencies with other teachers and to analyse our practice. We need to be open to suggestions in order to learn from our mistakes.

5. Test purpose How we perceive language tests depends partly upon our own experiences. The key feature of testing within a local mandate is that the testing should be ‘ecologically sensitive’, serving the local needs of teachers and learners. We cannot separate the actual practice of writing tests and assessments from our values. The effect of a test on teaching is termed washback. POSITIVE WASHBACK refers to expected test effects. For example, a test may encourage students to study more or may promote a connection between standards and instruction NEGATIVE WASHBACK refers to the unexpected, harmful consequences of a test. One way to ensure positive washback is through instructional planning that links teaching and testing.

8. Assessment OF, FOR and As Learning Assessment OF learning Assessment FOR learning Assessment AS learning purpose usually SUMMATIVE mostly done at the end of a task, unit of work etc. during the learning often more than once, rather than at the end. students are able to learn about themselves as learners and become aware of how they learn

10. Adapted from Anderson and Krathwohl (2000). A Taxonomy of Learning

11. WHY DID I CHOOSE IT? This chart is very important when selecting activities because we are able to take into account the different cognitive levels required to accomplish them. So, we can grade the tasks following the scaffolding principle.

12. LAGOMARSINO FLOUR MILLING PROCESS

13. CULTURE Multimedia Prsesentations *Products *Employees *History of the plant *Human Resources *Export CULTURE Multimedia Prsesentations *Products *Employees *History of the plant *Human Resources *Export CONTENT * The farming and farm timeline machinery *Wheat: from soil to ship *Video”The flour milling process” *Machinery *The History of Agro.machinery factories in Argentina *Advertisement - Leaflets CONTENT * The farming and farm timeline machinery *Wheat: from soil to ship *Video”The flour milling process” *Machinery *The History of Agro.machinery factories in Argentina *Advertisement - Leaflets COMMUNICATION CONGNITION *Describing processes *Identifying machinery *Visual rpresentation *Investigation *Analizing and Organizing ideas *Creating multimedia presentations, leaflets CONGNITION *Describing processes *Identifying machinery *Visual rpresentation *Investigation *Analizing and Organizing ideas *Creating multimedia presentations, leaflets LAGOMARSINO FLOUR MILLING PROCESS LAGOMARSINO FLOUR MILLING PROCESS Language of learning Language for learning Language through learning Key vocabulary Phrases Passive voice Connectors Lang. Of leaflets Key vocabulary Phrases Passive voice Connectors Lang. Of leaflets Reading strategies for differentes types of texts. Writing leaflets Reading strategies for differentes types of texts. Writing leaflets Dictionary skills Describing processes and parts Using feedback Dictionary skills Describing processes and parts Using feedback

14. ONE LIFE CAN MAKE THE DIFFERENCE IT´S UP TO US! Thanks for inspiring us!

15. This song is for those who inspire us today, who always lend a helping hand, show us the way..