martes, 18 de diciembre de 2012

Week 10 – Rubrics / Assessment for learning

                   “A scoring tool that lists the criteria or 'what counts’ for a piece of work."                                                                                                     Heidi Goodrich

Rubrics are a powerful communication tool and when shared among constituents it communicates in concrete and observable terms what we value most. Providing a means to clarify our vision of excellence and convey it to our students. It also provides a rationale for assigning grades to subjectively scored assessments.
Sharing the rubric with students is vital—and only fair—if we expect them to do their best possible work.
The advantages of using rubrics for the teachers are that they:
1. Allow evaluation and assessment to be more objective and consistent
2. Help focus on clarifying his/her criteria in specific terms
3. Provide useful feedback regarding the effectiveness of the instruction
4. Provide benchmarks against which to measure and document progress
For Students, they:
1. Help them to define "quality“
2. Promote student awareness of the criteria to use in assessing peer performance
3. Help students judge and revise their own work before handing in their assignments
4. Clearly show the student how their work will be evaluated and what is expected

*Describes levels of performance for each criterion to assess student performance on each of them.

*Assigns a level of performance by assessing performance across multiple criteria as a whole.
*Does not list separate levels of performance for each criterion.

Here is the link where you can find some interesting ones:

jueves, 13 de diciembre de 2012


Do Coyle is an expert on CLIL (Content and Language Integrated Learning) and defines it as “an umbrella term to talk about a methodology which uses a foreign language as a tool in the learning of a non-language subject in which both language and the subject have a joint role”
CLIL for me is using an L2 (non-native language, in this situation we will use English) to transmit knowledge to our students in a subject not related to language class and offer them the opportunity to learn English at the same time.
The idea of CLIL goes beyond learning new vocabulary in a foreign language. It is not an additional subject teaching and nor is it used in a less important learning unit.
Some teachers try to apply this in schools teaching a random subject in English, they put the learning of their students at risk, as some may not have a high enough level of the language to follow the instructions and they will lose important pieces of their information. It is important then, that the teacher first knows the students well in order to assist them during the whole process and to be able to offer a really useful scaffolding to make use of this methodology a great success.
Before starting, the teacher must be aware of the difficulty of the creation of these kinds of units. Have a look at this extract of the first activity in our CLIL project:
The teacher will arrive after the lunch break and will say “Oh my God! I’m starving, I’ve completely forgotten about having lunch today, so I’ve thought that it would be amazing if we could prepare a nice dish in class”. Then the teacher will include: “I love Indian food, my favourite dish is Chicken Tikka Massala”.
Now that we have introduced the structure to the class, we will ask for their favourite dishes:
“What’s your favourite dish?”  we expect the children to answer “I love...” or “My favourite dish is...” depending on if they want to use scaffolding or directly answer the question.
“Where do you usually eat it?” if they say “in a restaurant” we will ask “what kind of restaurant do you go to?” and if they say “at home” we will ask “who prepares it at home?”
Once we have this answer we will ask for the ingredients of each dish. The teacher will write on left side of the blackboard “INGREDIENTS”. The teacher will have to take into account that we will need to separate the blackboard in three big columns. Under the ingredients the teacher will write the words the students say. We expect the students to know some words in English but not all of them. If they say a word in Spanish or Catalan, ex: “arroz” we will say “Oh, rice, of course we need to write down rice” or something similar that will give them the name in English.”

It is titled “Experimental cooking” and integrates the teaching of mathematics and English language, and this is just the introduction of the subject. Hopefully I can edit this once we finish the Unit and show you it entirely.

jueves, 6 de diciembre de 2012

Week 8 – Multiple Intelligences

Today I was looking for information to show you all in my blog and I ended up taking a MI test, well, sometimes it happens so here are my results:

The scores for my eight intelligences:

(max. 5.00)
Also, they say: “Just because these five are not in your top three doesn’t mean you’re not strong in them. If your average score for any intelligence is above three, you’re probably using that intelligence quite often to help you learn. Take a look at the Practice section to see how to engage all your intelligences.”

Now, if you are interested, you can take the test to know how smart you are:

Gardner used biological as well as cultural research to formulate a list of eight intelligences. This theory states that all eight intelligences are needed to productively function in society. Teachers should therefore think of all intelligences as equally important. They should recognize and teach to a broader range of skills and talents. Another implication of this theory is that they should structure the presentation of material
in a style which engages most or all of the intelligences. Though everyone is born possessing the eight intelligences, students come into the classrooms with different sets of developed intelligences. This means that every learner has a different learning style. This theory therefore provides a theoretical
foundation for recognizing the different abilities and talents of students.