Dosier - Tema 4 - 28/11/17 and 12/12/17

I think I can speak for most of my group when I say that the class activities in Tema 4 were a bit of a wake up call when it comes to our knowledge of curriculum design.  After a general presentation of the course, our first activity was to decide which of the themes of the course were most important for us. The options were:

·      Tema 4. O deseño curricular: o currículo; elementos do currículo; as competencias no currículo; graos de concreción curricular; as linguas estranxeiras no currículo da ESO e do Bacharelato; as linguas estranxeiras no currículo da FP; as linguas estranxeiras no currículo das ensinanzas de réxime especial.

·      Tema 5. As programacións didácticas vixentes: na ESO, Bacharelato , FP e EOI (LOMCE e LOE); estrutura das programacións.

·      Tema 6. Seccións bilingües e plurilingües. Metodoloxía CLIL/AICLE. Os proxectos lingüísticos de centro (PLC): principios metodolóxicos; a andamiaxe; razóns para empregala; deseño curricular integrado CLIL; o PLC.

·      Temas 7 e 8 (Prof. Rosa Alonso): Metodoloxías en Europa e o mundo

We were almost unanimous in choosing Tema 6.  In the context of language learning, the possibilities that CLIL/AICLE offers are boundless.  It allows the teacher to lift language learning away from dusty textbooks, endless vocabulary lists and grammar tables and allows the students to learn the language through other content.  The discussion was conducted through the pyramid technique.  First, in pairs we decided amongst ourselves which was the most important and why. We then shared our ideas with another pair and decided again.  Finally, in groups of 8/9 we made our final decision.  We then shared with the whole class for feedback. In this case we almost all agreed but the technique would be useful in any discussion in a language classroom, especially if there are differences of opinion.  Were the students to disagree they would be forced to use language to try and convince their partner/group to come around to their point of view.  The advantage of the pyramid technique is that it allows students to organise their opinions and express them with their partner before sharing with a group.  This takes away some of the reticence and fear that can come from putting a student on the spot to talk about a topic and give his opinion. 

Our next activity was to answer three questions on curriculum design in small groups.  The questions were:

Que é o currículo?

Elementos do curriculo

As Competencias

The activity functioned as a diagnostic self-evaluation and it certainly worked.  It helped us to remember what we had learnt in a previous module and to also identify the gaps in our knowledge.

But the real challenge was still to come; using a program called Kahoot really brought home to us what we still need to learn regarding curriculum design.  The questions were tricky but by using Kahoot it brought an element of fun to what otherwise might be a dry topic.  I will certainly take advantage of Kahoot in the future, as it seems to me a very useful tool to use with students and can be adapted to different types of questions that you might wish to test students on. 

The final activity was a collaborative activity using Google Docs.  In groups of four we were assigned questions that we then had to find the answers to.  The great thing about using Google Docs is that students can contribute and edit in real time and help each other.  The teacher can also comment and give pointers on where the students are going wrong and guide them in the right direction.  It is also important to stress that the activity shouldn’t be a cut and paste affair, students need to use their judgement and be concise in their answers and redact parts that aren’t relevant.  The final product then means that all students have access to all the questions answered by their peers.

All in all this was a very productive session, we were taught new techniques to use in the classroom by actually using them ourselves and it got us thinking again about the importance of curriculum design and all the elements related to it. 

The following session, we finished off reviewing each groups’ work on Google Docs and commented on their findings.  We talked a bit more in depth about evaluation.  Especially interesting was formative assessment, there is a lot of research that shows the positive effects that formative assessment can have on students learning experience, but sadly it doesn’t materialise in the classroom as much as it should do.  I suppose, for many teachers, the idea that a form of assessment doesn’t necessarily need to have anything to do with a final mark is still an alien concept.  From my point of view a positive aspect of formative assessment is that it refocuses students attention onto the intrinsic value of what they are doing rather than on the extrinsic value of marks and grade.  It is key to the idea of autonomous learning, allows the student to take responsibility for their work and provides qualitative information through which they can see what they are doing well at and what they can improve rather than a quantitative grades.  

We then talked about the objective that all students should finish the Bachillerato with a B2 level in a foreign language; this led us onto an interesting diversion onto the concept of the different levels in the CEFR.  Gonzalo commented that Brian North proposes levels D, E, and F as an extension of the current A-C system.  Someone in the band D1 might be an interpreter or translator, in band D2 they might be genuinely bilingual and E would denominate a well-educated native speaker.  I have to say I found this very interesting and have always wondered at the possibilities beyond a C2 qualification.  Until I taught this level I always assumed that a C2 level would denote a native-like level, but this is not always the case, nor does it need to be.  A C2 level is a fantastic level to achieve in a language but it seems to me that there is a bigger world out there beyond it. 

We then went on to talk about evaluation of teachers.  Some of my classmates were shocked at the idea of class observation but for me it is a key part in the development of teachers, as long as it is done well.  Peer observation can be an enriching process both for the observed and the observer.  By stimulating an atmosphere of constructive criticism and best practice sharing, teachers can learn from each other and it can be a thoroughly enriching experience.  Problems arise when the observation becomes too high-stake and becomes a stressful experience for teachers.  This is unfortunately what has been happening recently in England - teachers live in fear of the OFSTED (Office for Standards in Education) inspector and his or her evaluation of the school based on observations of lessons.  This culture of fear, compounded with strain on funding, is pushing many teachers out of the profession. 

To finish off this session we had a pyramid discussion and a round of Kahoot to start us off on Tema 5.  More of that in the next dossier…