It parent director conference june 26
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Pre-School Analysis
English AreaPre-School
2012
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Assessment System
• Pre-Assessment • LSRW
• Observations while students work on activities and solve problems with peers.
• Observer takes notes and records student´s performance on how language is used to communicate.
• Two domains of language• Comprehension (listening and pre-
reading) • Production (speaking and pre-
writing). • Language Performance vs
proficiency• Language Acquisition
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Adjustments
• CEF• Needs Analysis
– Target – Learning
• TESOL Standards • Comprehensible Input LR Output SW• Cognitive Science Language Acquisition
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Language Acquisition vs Language Learning
Teacher LL• Grammar rules
for teachers proficiency
• Not communicative
• Direct instruction
• Talk about knowledge vs communication
Student LA• Oral “natural” communication
– Classroom talk– Teacher talk– Play talk
• Pre-reading• Vocabulary• Pre-Writing• Grammar at this age students are
unaware of rules
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Cognitive Science Language Acquisition
• Modularity – "mental organ,” (Chomsky, 1975,
1991; Fodor, 1983)
• Human Uniqueness– Combinatorial rule system
• Language and Thought – Learning to think. Cognitive
psychology has shown that people think not just in words but in images.
• Learning and Innateness – The sensorimotor abilities– Laws of learning organism's
behavioral repertoire.
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Finland’s success school reform
• T-L system• Well designed and
connected• Well-prepared teachers• High quality curriculum• Materials and
assessments• The system as a whole
learn and improve.
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Strategies• Systematic methods• Autonomy• Thinking curriculum• Core principles:
– Resources for those who need them most
– High standards and support for special needs
– Qualified teachers– Evaluation of education
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Learners
• Task- based learners• Phantom learner• Social learner• Dependent learner• Isolated learner
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Competencia de interacción
• Conocer la etiqueta de la interacción de la clase.
• Conocer las reglas para los trabajos individuales y colaborativos
• Conocer cuando preguntar y contestar una pregunta
• Conocer cómo y cuándo recibir asistencia o retroalimentación al completar una actividad
• Conocer las reglas apropiadas para presentar su conocimiento
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Reflexión
• Metodología– Whole Language– Communicative Approach
• Calificaciones vs Aprendizaje• Motores fríos• Leche con chocolate
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Tips
• Preguntemos– ¿Cómo fue la explicación?– ¿Qué pasó?– ¿Cómo lo harías tu?
• Afirmaciones– “Quiero que …” – “Es importante que …”
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