Introducción al Diseño Curricular de 6º año – Inglés Andrea Salvo PORTFOLIO

Objetivos de aprendizaje para 6to año De acuerdo con el presente diseño curricular se espera que los alumnos logren: Comprender textos orales y escritos con los contenidos propuestos para el año utilizando estrategias específicas en función de las necesidades de información y comunicación Producir textos escritos y orales con propósitos comunicativos aplicados a una situación relacionada con el contenido propio de materias relacionadas con su especialidad y propuestos para el año. Reconocer y producir el vocabulario propio de las materias especificas de los distintos tipos de escuela y modalidad. Desarrollar estrategias de la lengua extranjera que faciliten el acceso al conocimiento, desarrollo personal y de comunicación en el mundo actual. Ganar autoestima y confianza en sí mismos y aprendan a trabajar con independencia debido a la naturaleza interactiva y cooperativa del trabajo que AICLE supone.

Bloom`s Taxonomy of Learning Domains Adapted from Anderson and Krathwohl (2000). A Taxonomy of Learning

The Four Cs Content Communication Cognition Culture

Algunos de los principios básicos de enseñanza de la puesta en marcha del enfoque de AICLE que proponemos en el presente diseño curricular son los siguientes: La enseñanza deberá combinar los siguientes elementos: Contenido: que permita progresar en el conocimiento, las destrezas y la comprensión de los temas específicos de una o varias materias determinadas Comunicación: el uso de la lengua para aprender mientras se aprende a usar la lengua misma Cognición: que implica el desarrollo de las destrezas cognitivas que enlazan la formación de conceptos (abstractos y concretos), los conocimientos y la lengua Cultura: que permite la exposición a perspectivas variadas y a conocimientos compartidos que nos hagan más conscientes de el otro y de uno mismo.

La enseñanza centrada en el alumno deberá promover su compromiso con la tarea de aprender en cooperación con el docente negociando los temas y tareas, utilizando ejemplos y situaciones reales, realizando trabajo por proyectos, etc. La enseñanza deberá ser flexible atendiendo a los distintos estilos de aprendizaje y facilitadora de la comprensión y producción del contenido que sirve como contexto de aprendizaje. La enseñanza estará orientada a promover el aprendizaje interactivo y autónomo a través del trabajo en pares y grupal, actividades que involucren la negociación de significados y desarrollen el trabajo de investigación.

Global Goal: To build conscience. To reflect about nowadays diseases. Unit Title: Nutrition, Bulimy and Anorexy

Content What is anorexy? Symptoms Cognition Understand cause and effect Campaing against them Communication Language of learning Relative pronouns Connectors cause and effect Language for learning Asking/ answering questions Brochures Reading strategies for different types of texts (visual, oral, written) Language through learning Discuss life experiences Dictionary use videos Spots Blogs Definitions Describe pictures/ feelings Culture Places where to treat them Methods to deal with them today Nutrition, Bulimy and anorexy today Specialists` talks Presentation to the school community What is bulimy? Consequences What to do Visual material/ representation Investigation Discuss solutions Reflecting on adolescents`view Surveys Gerund and infinitive Key voc. and phrases Present, past and future tenses The Nutritional Pyramid

Assessment FOR learning Designed to give teachers information to modify teaching and learning activities. Teachers can used this information to streamline and target instruction and resources and to provide feedback to students to help them advance their learning. Assessment AS learning A process for developing and supporting metacognition for students. It occurs when students monitor their own learning and use the feedback from this monitoring to make adjustments, adaptations and changes in what they understand. Assessment OF learning Summative in nature and used to confirm what students know and can do and to demonstrate whether they have achieved the curriculum outcomes.

Washback Tests can have positive and negative effects, or 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. For example, instruction may focus too heavily on test preparation at the expense of other activities. One way to ensure positive washback is through instructional planning that links teaching and testing. By selecting a test that reflects your instructional and program goals, you can more closely line testing with instruction.

Construct Constructs are the abilities of the learner that we believe underlie their test performance, but which we cannot directly observe. These being “concepts”, and we can identify them because they are usually abstract nouns. The oldest construct in education is propbably “intelligence”. When we abstract from what we observe and create labels we are essentially building a basic theory to explain observable phenomena. The important thing is deciding what qualities you want students to have and how you will assess them against those qualities.

Digital or E-Portfolios Student e-portfolio were born out of print-based portfolios (from the mid-1980s) in mainly art, English, and communication studies … Digital portfolios are selective and purposeful collections of student work, records of learning, growth over time (Barrett, 2000), and they change on the part of the student. They are multimedia representations of learning achievements. They may include: text photographs illustrations diagrams spreadsheets Publisher and Powerpoint presentations digital images videos music and sounds voice recordings links to useful and interesting websites

NUTRITION BULIMY ANOREXY

Definitions Anorexy: People suffering from anorexy, don’t want to mantain their normal weight because they are affraid of gaining weight and becoming obese, and they are worried about their body. Bulimy: People suffering from eating excesively and after they vomitate or use laxatives and diuretics. Sometimes they submit themselves to very restricted diets which modify their character and behaviour.

Symptoms Anorexy Don’t want to keep their weight. Vomitate. Start eating less and less. Can’t concentrate on their studies. Lose their menstruation. People feel cold, lose their hair... Etc... Bulimy Eating with out control. Feeling that it’s impossible to stop eating. Fasting to compensate for previous over eating. Inducing vomits that are denied. Abusing of laxatives and diuretics. Problems with teeth. Changes of humor and depression.

Treatment Anorexy: The best treatment is a group therapy. Talking about the problem. The help of the family. And the more important is adquiring the right eating attitude.

Bulimy: The best treatment is group or individual therapy. Acquiring the right eating attitude. There is a pharmacological treatment. The most effective are antidepressants.

TELL ME WHAT YOU THINK

Watch them and reflect comida-la-anorexia-y.html comida-la-anorexia-y.html

The Nutritional Pyramid

A Fear of Food A History of Eating Disorders In the late 1800s, the curtain was about to rise on modern conceptions of anxiety. Victorians were beginning to get a glimpse of a new world, a world characterized by radical transformations, such as the telegraph, new theories of evolution and religion, telephones, light bulbs, elevators, and new forms of transportation. Such transformations seemed to produce a special kind of fear, a fear that we might call today general anxiety. Among burgeoning attention to the study of “mental states,” such as William James’ seminal work Principles of Psychology and Freud’s theory of the unconscious mind, Victorian doctors increasingly noted a rise in a previously obscure disorder called “hysteria.” Hysteria, from the Greek hysterikos (“of the womb”) was mainly associated with women and was indeed thought to be caused by a dysfunction of the uterus (Stacey 2002). The symptoms, mostly exhibited by women, were physical, but they also seemed to be linked to psychological factors and emotional distress. Increasingly, hysteria was seen as a type of social illness that was directly related to the needs and style of the era. In fact, soon after the turn of the century, cases of hysteria declined as social transformations were established, including significant changes in the status of women (Gordon 2000). Yet, in the second half of the twentieth century, a different and more serious type of “anxiety” burst into public view: eating disorders. Though several ancient texts seem to describe many modern eating disorders, these disorders began to occur with alarming frequency in the late 1960s.

Eating Disorders Statistics General: Almost 50% of people with eating disorders meet the criteria for depression.1 Only 1 in 10 men and women with eating disorders receive treatment. Only 35% of people that receive treatment for eating disorders get treatment at a specialized facility for eating disorders. Up to 24 million people of all ages and genders suffer from an eating disorder (anorexia, bulimia and binge eating disorder) in the U.S. Eating disorders have the highest mortality rate of any mental illness. Students: 91% of women surveyed on a college campus had attempted to control their weight through dieting. 22% dieted “often” or “always.” 86% report onset of eating disorder by age 20; 43% report onset between ages of 16 and 20. Anorexia is the third most common chronic illness among adolescents. 95% of those who have eating disorders are between the ages of 12 and % of college-aged women engage in bingeing and purging as a weight- management technique. The mortality rate associated with anorexia nervosa is 12 times higher than the death rate associated with all causes of death for females years old. Over one-half of teenage girls and nearly one-third of teenage boys use unhealthy weight control behaviors such as skipping meals, fasting, smoking cigarettes, vomiting, and taking laxatives.

In a survey of 185 female students on a college campus, 58% felt pressure to be a certain weight, and of the 83% that dieted for weight loss, 44% were of normal weight. Mortality Rates: Although eating disorders have the highest mortality rate of any mental disorder, the mortality rates reported on those who suffer from eating disorders can vary considerably between studies and sources. Part of the reason why there is a large variance in the reported number of deaths caused by eating disorders is because those who suffer from an eating disorder may ultimately die of heart failure, organ failure, malnutrition or suicide. Often, the medical complications of death are reported instead of the eating disorder that compromised a person’s health. According to a study done by colleagues at the American Journal of Psychiatry (2009), crude mortality rates were: 4% for anorexia nervosa 3.9% for bulimia nervosa 5.2% for eating disorder not otherwise specified

Why You Need Calcium By Shereen Jegtvig, About.com GuideJuly 23, 2012 My BioHeadlinesForumRSS Calcium is needed for strong bones and teeth, but that's not all. It's also important for normal blood clotting, and for healthy muscle and nervous system function. Most adults need around 1,000 mg to 1,200 mg every day (and teenagers need more). You can get enough calcium from the foods you eat. Dairy products are well-known as a source of calcium, but you don't need to consume dairy foods if you can't tolerate them or even if you just don't want to consume them. You can get plenty of calcium from other foods like legumes, green leafy vegetables, nuts, seeds and bony fish (like canned salmon), or you can take calcium supplements. Vitamin D is essential as well. If you don't get enough sun exposure (up to 30 minutes twice each week), then you might want to consider taking vitamin D supplements. Why? Because vitamin D helps your body absorb calcium. More About Calcium and Vitamin D