E-portfolio Introducción al diseño curricular 6to año - CIIE-R10

Capacitador: Oscar Marino
Alumna: Micaela Antico
1st meeting
 We started our first meeting sharing our previous
knowledge about assessment
What I know
What I want to
according to the
curricular design for
6th year
What I learnt
Learning objectives 6th year
We started to analize the curriculum design…
According to what we read we shot down the following
-Comprender textos orales y escritos con los contenidos propuestos para el año
utilizando estrategias específicas en función de las necesidades de información y
-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 específicas e 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.
Purposes of assessment
 Assessment FOR learning: formative
 Assessment AS learning: metacognition
 Assessment OF learning: summative
2nd meeting
 Curriculum design: “ASSESSMENT”
Assessment principles in CLIL:
-Clear learning objectives
-Mixture of formal and informal assessment
-Learners should know assessment measures and success
-Language assessed for a real purpose
-Sts have to take responsibility for their own assessment
Curriculum design
The CLIL toolkit
 This was the starting point for planning a unit…
A new concept: “Washback”
 It refers to the extent to which the introduction and
use of a test influences language teachers and learners
to do things that they would not otherwise do that
promote or inhibit language learning.
Alderson and Wall(1993) washback
 We planned the assessment section of the CLIL unit.
-what tchs teach
-how tchs teach
-what learners learn
-how learners learn
-the rate and sequence of teaching
-the rate and sequence of learning
-attitudes to the content, methods, etc of teaching and learning
3rd meeting
 CONSTRUCTS: definition and what they imply
They are the abilities of the learners that we believe
underlie their test performance, but which we cannot
directly observe.
We had to analyse a text chosen for our project and write
the constructs
4th meeting
 We shared and talked about our plannings…
Digital portfolio
From Wikipedia
 An electronic portfolio, also known as an e-portfolio or
digital portfolio, is a collection of electronic evidence
assembled and managed by a user, usually on the Web. Such
electronic evidence may include inputted text, electronic files,
images, multimedia, blog entries, and hyperlinks. E-portfolios
are both demonstrations of the user's abilities and platforms for
self-expression, and, if they are online, they can be maintained
dynamically over time. Some e-portfolio applications permit
varying degrees of audience access, so the same portfolio might
be used for multiple purposes.
Create Your Own Electronic
2000, Helen C. Barrett, Ph.D.
 Stage 1: Defining the Portfolio Goals and Context
 Stage 2: The Working Portfolio-examples of your
work or experiences.
 Stage 3: The Reflective Portfolio-Write general
reflective statements.
 Stage 4: The Connected Portfolio- Organize the
digital artifacts.
 Stage 5: The Presentation Portfolio- record and
Last reflections….
What I learnt
-New concepts referring to assessment
-The curriculum design for 6th year deeply analised.
-How to plan a unit according to the CLIL approach.
-Digital portfolios in education

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