La literatura en clase de lengua extranjera: ¿una presencia incómoda?

La literatura en clase de lengua extranjera: ¿una presencia incómoda?

There you can read an article (in Spanish) in which you can reflex about how useful can be to use the literature in the English classes.

Publicado en Classroom reflections | Deja un comentario

Learning assessment:

Through  this Mind Map we help you to understand different ways assessment, the benefits that they provide in our pupils, etc.Imagen 

Minientrada | Publicado el de | Deja un comentario

Assessment for learning

We are currently working a lot with assessment for learning, which is an on going and formative way of assessment. One thing that is important is to not confuse it with assessment OF or AS learning. I thought this chart might help us all to get a clerare view and a better understanding regarding the differences.

 

Assessment for learning Assessment as learning Assessment of learning
Assessment for learning is ongoing, diagnostic, and formative. It is for ongoing planning. It is not used for grading and Report Cards. Assessment as learning actively involves students. It is ongoing, and it involves self and peer assessment. It provides students with the opportunity to use the feedback to improve learning. Allows time for sel Assessment of learning occurs at end of year or at key stages. It is summative. It is for grading and Report cards.
  • diagnostic and formative
  • teacher assessment, student self-assessment, and/or student peer assessment
  • criterion-referenced – criteria based on prescribed learning outcomes identified in the provincial curriculum, reflecting performance in relation to a specific learning task
  • involves both teacher and student in a process of continual reflection and review about progress
  • teachers adjust their plans and engage in corrective teaching in response to formative assessment
  • self-assessment
  • the development of self-assessment skills
  • peer-assessment
  • the development of peer-assessment skills
  • provides students with information on their own achievement and prompts them to consider how they can continue to improve their learning
  • student-determined criteria based on previous learning and personal learning goals
  • students use assessment information to make adaptations to their learning process and to develop new understandings
  • provides the opportunity to respond to assessment feedback to improve a project.
  • summative
  • teacher assessment
  • may be either criterion-referenced (based on prescribed learning outcomes) or norm-referenced (comparing student achievement to that of others)
  • information on student performance can be shared with parents/guardians, school and district staff, and other education professionals (e.g., for the purposes of curriculum development)
  • used to make judgments about students’ performance in relation to provincial standards
  • used for grading and Report Cards
Publicado en Classroom reflections | Deja un comentario

Multiple intelligences

During the last couple of lessons we have been working with the Multiple Intelligence theory, developed by Howard Gardner. It is a theory that proposes that there are several versions of intelligences and that different children will learn by activating different intelligences. I strongly feel that this is a theory that we as future teachers need to consider and apply in our future profession, since we always will have our students best in intrest. For those of you who are not familiar with this theory click on the link;)

Publicado en Classroom reflections | Deja un comentario

Stories and Storytelling

Well, today we have seen in class a new methodology of teaching English in the classroom, and we want to share it with you since we have found a very interesting and innovative method and this will help us in our teaching.

In this method, the teacher tells a story to students whereby students learn the English language.

Through this methodology, we develop the creativity and imagination of children. Reading, listening and responding stories develop communication. In addition through the stories to learn language we provide scaffolding, build vocabulary for children, we provide them with stimulus, etc.

When we use this methodology in classroom it’s important to remember that we need to give sense,repetitions, making gestures, making sounds,etc, when we are telling the story because it’s important for our students and their learning. In addition we have to instill in our students the idea that it`s not necessary understand all word, but it’s important understand the context.

Below you can see an example in the following video:

Publicado en Classroom reflections | Deja un comentario

Funny Resources

British Council’s Resources:

http://learnenglishkids.britishcouncil.org/en/speak/the-funfair

http://learnenglishkids.britishcouncil.org/en/play-with-friends/quiz-zoos

http://learnenglishkids.britishcouncil.org/en/short-stories/eric-the-engine

In this website children can play funny games, can listen different news, etc.

http://www.whatsyournews.com/

Publicado en Extra material | Deja un comentario

Spain in the EU

We’ve said that languages are not right taught (as usual) in Spanish classes, but, why do we say that? Can we prove it?  On the following lines, we’re going to explain the differences between the Spanish language teaching and the Swedish one.

SPAIN

SWEDEN

Publicado en Classroom reflections | 2 comentarios