El enfoque AICLE: La planificación en EP

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1 El enfoque AICLE: La planificación en EP
Resolución Dictamen 9639 Puntaje 0,44 20hs reloj Proyecto 81/14 NC Destinatarios: Docentes de Inglés de Educación Primaria Dirección de Capacitación Provincia de Buenos Aires Capacitador ETR Oscar Marino 2015

2 Objetivos Reflexionar acerca de los múltiples factores que intervienen en la práctica docente en el contexto de la provincia de Buenos Aires. Desarrollar una actitud crítica de la actividad áulica, para favorecer el desarrollo profesional. Conocer los principios básicos del enfoque AICLE. Planificar secuencias a partir del enfoque AICLE adecuadas a los lineamientos del diseño curricular de la provincia de Buenos Aires. Desarrollar un sentido crítico sobre el grado de efectividad de distintos métodos, recursos y estrategias disponibles para el aula de primaria. Diseñar y elaborar una muestra de materiales didácticos a partir del enfoque AICLE. Diseñar estrategias de evaluación de proceso que se enmarquen dentro de lo prescripto en el diseño curricular vigente.

3 General framework of curricular policies
(Levels and modalities of Buenos Aires Province Educational System) Initial Education (4, 5) Primary Education (6,7,8,9,10,11) Curriculum Design for PE General framework for PE 1st cycle 1st, 2nd and 3rd year 2nd cycle 4th, 5th and 6th year Areas Language Practices Maths Social Science Natural Science PE Art English Teaching English in the 2nd Cycle Contents Didactic orientation Reflection space Assessment Bibliography Secondary Education (12,13,14,15,16,17) Tertiary Education Technical Training Teaching training Permanent development University

4 Read “Teaching English in the second cycle” in the Curriculum Design for Primary Education of Buenos Aires Province and find the answers to this questionnaire. The rationale of teaching EFL in PE Where is English present in our society? Which is the main aim of teaching EFL in PE? Explain the intercultural aspect of learning a foreign language and the contribution of the subject to the development of children.

5 Purposes Choose a purpose related to EP and one specific purpose of the subject and describe them.

6 Contents Explain this concept map.

7 Language practices and linguistic units
Contexts Can you suggest different topics related to the contexts proposed by the CD? Tasks Choose some tasks and classify them according to the four communicative skills. Language practices and linguistic units Choose some language practices from the list and associate the necessary linguistic units to carry out those practices. Three topics (Associate them with the correspondent context) My family and my home Human activities Changes in nature    Look at the examples of possible sequences of linguistic items, tasks and languages practices to carry out during the second cycle, choose a context, a topic and design a simple lesson plan/sequence for your class. “Can do” descriptors What are “Can do” descriptors?

8 General orientations Evaluation Bibliography

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11 Complete the first two columns of the KWL chart about CLIL
What I Know What I Want to know What I Learned

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13 According to your opinion, which model resembles how our students are exposed to English in EP in our jurisdiction? What could be the advantages and disadvantages of the other models in our schools?

14 Think about your school, Is the CLIL methodology applied
Think about your school, Is the CLIL methodology applied? If so, which model? During your daily classroom activities, Are the 4 Cs of CLIL considered? If so, describe briefly how. If your answer is negative describe how you would include them. Share this activity with your mates. How would you describe the CLIL methodology to those colleagues who are not acquainted with this?

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17 Too many things perhaps?

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19 In pairs or groups let´s read CLIL – how to do it

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