domingo, 10 de junio de 2012
Position Paper
NAMES: SANDRA
LILIANA RODRIGUEZ OCAMPO
MARIA CILENA CUELLAR PEÑA
TASK, CONTENT AND
PROJEC BASED
We as teachers should
look for the best strategies and activities in our classroom in order to create
meaningful class for our students. Working with project based is an effective
method by which using tasks into the classroom, students
can give solution to a problem that affects animals,
people or environment. Students can investigate, explore and
reflect on the situation with the teacher´s
help as facilitator of the project, this method allows that
through content students to obtain knowledge and the
teacher can assess to students through rubrics. “Project work has been described
by a number of language educators, including Carter and Tomas (1986),
Ferragattti and Carminati (1984), Fried-Booth (1982, 1986) Haines (1989),
Legutke (1984-1985), Legutke and Thiel (1983) Papandreou (1994), Sheppard and
Stoller (1995) and Ward (1988). Although each of these educators has approached
project work from a different perspective, project work, in its various
configurations, shares the following features:
1.
Project work focuses on content learning rather
than on specific language targets. Real-world subject matter and topics of
interest to students can become central to projects.
2.
Project work is students centered, though the
teacher plays a major role in offering support and guidance throughout the
process.
3.
Project work is cooperative rather than
competitive. Students can work on their own, in small groups, or as a class to
complete a project, sharing resources, ideas and expertise along the way.
4.
Project work leads to the authentic integration
of skills and processing of information from varied sources, mirroring
real-life tasks.
5.
Project work culminates in and end product
(e.g., an oral presentation, a poster session, a bulletin-board display, a
report, or a stage performance) that can be shared with others, giving the
project a real purpose. The value of the
project, however, lies not just in the final product but in the process of
working toward the end point. Thus, project work has both a process and product
orientation, and provides students with opportunities to focus on fluency and
accuracy at different project-work stages.
6.
Project work is potentially motivating,
stimulating, empowering, and challenging. It usually results in building
student confidence, self-esteem, and autonomy as well as improving student´s
language skills, content learning, and cognitive abilities.
According with our
experience about of project based with children in 5th grade, we can
argument that working with project based is a motivating way for students learn
about a real situation which affects them. For example students can work in a
project adapted a problematic in the city such as drugs or if there is a
contaminated river, students will try to clean and protect it. Teacher using pre-task can explains new words
or key words to students in order to prepare them for develop the tasks in an
effective way. Students can count with the teacher´s support in order to help
them with the project, but students should develop their own ideas and looking
the right information about of their projects.
In conclusion, when a
new project is planed is important a negotiation between teachers and students,
they can work in meaningful project according with a real context that they
live, students can work in project relational with environment, art, culture,
education, social problems, festivities and any others important aspects that
affect their society; the most important in the project is that students
learning and the same time they are aware with the situation in their
community.
References
Richards JC &
Renandya, W (2002) Methodology in Language Teaching: An anthology of Current Practice. USA.
Cambridge University.
Morsund, David (2002) Project-based learning: Using
Information Technology, 2nd edition, ISTE. ISBN 1-56484-196-0
Last class in the school
UNIVERSIDAD DE LA AMAZONIA
MICROTEACHING
MARIA CILENA CUELLAR
SANDRA LILIANA RODRIGUEZ OCAMPO
SCHOOL: Ciudadela Siglo XXI
AIM: How students use the language for expressing
different animals GRADE: 5 3
KEY STRUCTURE: dog, cat, bird, hamster, horse, cow,
fish, pig, rabbit, chicken.
KEY PHONOLOGY: Pronunciation and intonation DATE:
23-05-12
|
LESSON
|
TIMING
|
SKILL
|
PROCEDURES
|
TEACHING
AIDS
|
REFLECTION
|
|
|
TEACHERS
|
STUDENTS
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|||||
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STARTING
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15
minutes
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LISTENING
SPEAKING
|
Teacher asks
students about how was their experience in the project
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Students answer how
they feel during the project and show their poster.
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board
|
|
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PRESENTATION
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10 minutes
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LISTENING
SPEAKING
READING
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Teacher remembers
students the pronunciation of the sentences that they had written in their
posters.
|
Students read the
sentences in their poster
|
|
|
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PRACTICE
|
50
Minutes
|
SPEAKING
LISTENING
|
Teacher and
students put the poster in the board.
|
Students make a short
presentation about their project
|
|
|
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RECYCLING
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15
minutes
|
SPEAKING
LISTENING
|
Teacher makes a
rubric about the project realized for students.
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Then they describe
the pet’s necessity.
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|
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Second Class
UNIVERSIDAD DE LA AMAZONIA
MICROTEACHING
MARIA CILENA CUELLAR
SANDRA LILIANA RODRIGUEZ OCAMPO
SCHOOL:
Ciudadela Siglo XXI
AIM: students make a poster about pets GRADE: 5 3
KEY STRUCTURE: dog, cat, bird, hamster, horse, cow,
fish, pig, rabbit, chicken.
KEY PHONOLOGY: Pronunciation and intonation DATE: 16-05-12
|
LESSON
|
TIMING
|
SKILL
|
PROCEDURES
|
TEACHING
AIDS
|
REFLECTION
|
|
|
TEACHERS
|
STUDENTS
|
|||||
|
STARTING
|
15
minutes
|
LISTENING
|
Teacher asks
students the animal´s name learnt in the last class.
|
Students answer
what animals they learnt the last class in English and it meaning in Spanish.
|
board
|
|
|
PRESENTATION
|
30
minutes
|
LISTENING
WRITING
|
Teacher shows
students the song old MacDonald had a farm.
Teacher explains
students how make a poster for them make their own poster about their
pets
|
Students sing the
song.
Students start
to make a drawing about their pet
|
Colors
Marker
Cardboard
|
|
|
PRACTICE
|
25
minutes
|
LISTENING
WRITING
|
Teacher
supports students in their poster, students should make some sentences about
their pets
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Students make their
drawing and then they make sentences about their pets.
|
|
|
|
RECYCLING
|
20
minutes
|
WRITING
SPEAKING
LISTENING
|
Teacher
asks students about how to care pet, then teacher teaches students about
pet´s caring and explains that it needs love too.
|
.
Students
speak about how to care pets.
|
|
|
Lesson plan 1
UNIVERSIDAD
DE LA AMAZONIA
CIUDADELA
SIGLO XXI
SANDRA
LILIANA RODRIGUEZ OCAMPO
MARIA
CILENA CUELLAR PEÑA
SCHOOL:
Ciudadela Siglo XXI
AIM: How students use the language for expressing
different animals GRADE: 5 3
KEY STRUCTURE: dog, cat, bird, hamster, horse, cow,
fish, pig, rabbit, chicken.
KEY PHONOLOGY: Pronunciation and intonation DATE:
09-05-12
|
LESSON
|
TIMING
|
SKILL
|
PROCEDURES
|
TEACHING
AIDS
|
REFLECTION
|
|
|
TEACHERS
|
STUDENTS
|
|||||
|
STARTING
|
15
minutes
|
LISTENING
SPEAKING
|
Teacher
starts lesson asking to students what are their favorite animals and if they have pets, then teacher write
in the board the student`s pet
|
Students
mention their kind of pets.
|
Board
|
Students
liked the song and they enjoyed it. Students learnt about the pets and they
wrote sentences describing pets.
|
|
PRESENTATION
|
15
minutes
|
WRITING
LISTENING
SPEAKING
|
Teacher teaches students the writing and
pronunciation of animals; teacher shows flashcards to students for them to
identify each one.
|
Students pay attention of the topic and
pronunciation of each animal. Then they write in their notebook.
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Flashcard
Board
|
|
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PRACTICE
|
15
minutes
|
WRITING
SPEAKING
|
Teacher gives students flashcards for they choose
the writing of the animals of the flashcard what they have and put in the
board.
|
Students choose the writing for their flashcard and
put in the board the animal and it
writing
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Board
Flashcard
|
|
|
RECYCLING
|
20
minutes
|
LISTENING
SPEAKING
|
Teacher shows a video and students identify what of
the animals taught in class are mentioned in the video.
Teacher
divides the students in two group and
makes questions about what is the name of animals that teacher shows in each flashcard,
|
Students pay attention to the video and identify animals
in the video
Students identify animals in the flashcard and the
correct pronunciation
|
Video
Computer
Flashcard
|
|
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FINISHING
|
25
minutes
|
READING
SPEAKING
|
Teacher gives a short reading to students for
completing empty spaces, then teacher explains the meaning and pronunciation
|
Students complete the empty spaces and read the
text.
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