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CUERPO DE PROFESORES DE ENSEANZA SECUNDARIA Y CUERPO DE MAESTROS

INGLS

GUIA DEFENSA PROGRAMACIN DIDCTICA PRIMARIA/SECUNDARIA Foreign Language Area: English

Mara Dolores Molina Muoz www.preparandote.com

Gua Defensa Programacin Didctica

BIENVENIDA ! MODO DE USO ! L NDICE DE CONTENIDOS ! ACTITUD ANTE EL TRIBUNAL! COMENZAMOS: Presentacin e introduccin ! RESUMEN DE LOS PUNTOS PRINCIPALES !
CONTEXTO! METODOLOGA ! ATENCIN A LA DIVERSIDAD! COMPETENCIAS BSICAS Y TEMAS COMUNES! OBJETIVOS! CONTENIDOS! EVALUACIN ! ACTIVIDADES COMPLEMENTARIAS! RECURSOS Y MATERIALES DIDCTICOS! UNIDADES DIDCTICAS! CONCLUSIN! BIBLIOGRAFA! DESPEDIDA!

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DOCUMENTO EJEMPLO !

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Gua Defensa Programacin Didctica

BIENVENIDA
! En primer lugar me gustara darte las gracias por haber adquirido la Gua de Defensa de Programacin Didctica de preparndote. Esta gua ha sido elaborada teniendo en cuenta todos los aspectos necesarios (tanto bsicos como extras) a la hora de realizar una defensa de programacin didctica. ! La presente gua tiene la funcin de ayudarte a realizar tu programacin sin ayuda

de nadie, ya que los materiales adicionales en el Pack de Preparacin de preparndote son el complemento esencial para poder trabajar de forma autnoma.

MODO DE USO
! A partir de ahora puedes seguir los pasos que te muestro para elaborar tu defensa. Para ello, ser necesario que ya tengas elaborada tu programacin, y a partir de ella podrs elaborar una defensa que logre captar la atencin del tribunal. Si sigues los pasos tal y como estn explicados te ser bastante sencillo. No obstante, puedes aadir informacin si as lo deseas, en caso de que quieras ampliar algn punto por tu cuenta. Esta gua didctica ha sido diseada para la creacin de programaciones en la especialidad de lengua extranjera, pero puede ser fcilmente adaptable a cualquier otra programacin.

NOTA: En el caso de las programaciones para el rea de Lengua Extranjera, la programacin tendr que ser realizada en el idioma para el que se programa.

Gua Defensa Programacin Didctica L NDICE DE CONTENIDOS


! Esta gua es especialmente til si has realizado la programacin siguiendo la gua de preparndote. Si has realizado la programacin por tu cuenta siguiendo otro ndice de contenidos, tienes la opcin de variarlo o adaptar la gua a tu programacin.

ACTITUD ANTE EL TRIBUNAL


! Lo primero a tener en cuenta es la actitud ante el tribunal. Debemos mostrarnos seguros y relajados (en la medida de lo posible) y no realizar excesivos gestos para no poner nervioso al tribunal.

COMENZAMOS: Presentacin e introduccin


! Comenzaremos por saludar al tribunal y presentarnos, para luego continuar con una breve presentacin de la introduccin de nuestra programacin. En este punto no es aconsejable extenderse mucho, ya que el tribunal sabe de sobra qu es una programacin y porqu programamos, pero s hay que captar la atencin del mismo desde el comienzo, por lo que se aconseja indicar que el diseo de nuestra programacin cuenta con ms puntos de los incluidos en la convocatoria para obtener una programacin ms completa y que hemos incluido puntos a destacar como El Proyecto TIC o el Plan de Lectura. Ejemplo: Good morning. My name is __________and I would like to start by saying that the didactic planning that I have designed is a useful and necessary tool in the learning-teaching process, as I have organized and sequenced all the work for the current course.

Gua Defensa Programacin Didctica


Before explaining every point, I would like to say that I have decided to include more parts of those that are mandatory in the announcement, with the purpose of getting a more complete didactic planning in which each one of the parts is going to condition the others.

RESUMEN DE LOS PUNTOS PRINCIPALES


! A continuacin vamos a realizar un breve resumen de los puntos de los que vamos a hablar. En este momento podemos aprovechar para escribir el ndice de contenidos en la pizarra o dar una copia del ndice en papel al tribunal. Otras opciones es realizar la presentacin en formato PowerPoint of Keynote para que el tribunal vaya viendo los puntos de los se va a hablar y le resulte ms sencillo seguir la exposicin.

CONTEXTO
A quin va dirigida nuestra programacin? Caractersticas del grupo para el que vamos a programar? Cmo es el centro para el que hemos programado?

Breve descripcin del grupo y del centro educativo, as como de la legislacin que hemos utilizado para realizar nuestra programacin.

To start, the main part would be to put into context my didactic planning, to whom it is addressed, so the didactic planning that I am presenting here is addressed to students of ... The school in which this didactic planning is developed is....

The programme I am introducing here follows the legal dispositions established by ....

METODOLOGA Este apartado lo tenemos dividido en Metodologa general y especca. Os aconsejamos que hagis un resumen muy breve de la metodologa general, ya que es muy terica y lo que el tribunal quiere or es vuestra prctica docente, por lo que es

Gua Defensa Programacin Didctica


aconsejable que hagis hincapi en la metodologa especca y mostris los aspectos que consideris ms destacables, como la introduccin de las TIC el tipo de actividades que vais a realizar.

ATENCIN A LA DIVERSIDAD En este punto sucede algo similar, hay que hablar de la legislacin referente a la atencin a la diversidad, ya sea citando la LOE o el curriculum de nuestra comunidad. No obstante, es mucho ms importe que resaltemos con qu tipo de alumnado vamos a trabajar y qu actividades vamos a realizar para cubrir la atencin a la diversidad. COMPETENCIAS BSICAS Y TEMAS COMUNES Una vez decidido cmo vamos ensear (considerando todas las distintas capacidades) tenemos que empezar a establecer unas bases de lo que nuestros alumnos tienen que alcanzar, y es aqu donde entran las Competencias Bsicas. Se aconseja nombrar ejemplos de competencias bsicas que sern trabajadas en las distintas unidades y con qu tipo de actividades. No vale con incluir solo el listado de competencias bsicas, porque el tribunal ya lo conoce de sobra. Incluid un par de ejemplos de actividades en las que se trabajarn distintas competencias bsicas y dejad claro que todas las competencias sern trabajadas en la medida de lo posible a lo largo de las unidades.! OBJETIVOS ! Una vez decididas las competencias bsicas, vamos a establecer los objetivos, estos vienen denidos en la legislacin vigente. Para mayor efectividad de nuestra exposicin, os recomendamos hacer referencia a los objetivos espefcos creados para la clase. Antes, un breve resumen de los objetivos de etapa y de rea es recomendable, pero sin nombrar los objetivos tal cual, sino reformulndolos para mostrar qu aspectos se van a trabajar en clase.
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En lugar de nombrar los objetivos uno por uno, es mejor decir que los objetivos van a cubrir todos los aspectos necesarios de listening, speaking, reading, writing, etc... CONTENIDOS ! Una vez que hemos establecidos los Objetivos, vamos a necesitar unos Contenidos, los cuales vienen reejados en el currculum, adems, realizaremos una secuenciacin de dichos objetivos. Aqu es recomendable nombrar los bloques de contenidos sin entrar en ellos directamente, solo indicando brevemente qu se trata en cada bloque, para luego pasar a explicar cmo vamos secuencia dichos contenidos a lo largo del curso.

EVALUACIN ! El siguiente punto lgico va a ser la Evaluacin, empezando por los Criterios de Evaluacin, los Tipos de Evaluacin que vamos a hacer y las Herramientas que vamos a utilizar. Igualmente, pasar brevemente por los criterios y centrarnos en las herramientas que vamos a utilizar, dando ejemplos siempre que sea posible.! ACTIVIDADES COMPLEMENTARIAS ! Tras haber visto los puntos fundamentales de nuestra programacin, ahora vamos a introducir otros aspectos que tambin son de gran importancia, y para ello vamos a empezar con las Actividades complementarias, teniendo en cuenta las que se realizan dentro y fuera del centro, as como durante el horario escolar o fuera del mismo. Os recomendamos nombrar las actividades y explicar si es posible cmo se van a realizar, dando ejemplos. RECURSOS Y MATERIALES DIDCTICOS ! Tambin es importante hablar de los Recursos didcticos y los materiales necesarios para llevar a cabo nuestra programacin.

Gua Defensa Programacin Didctica


Si hablamos de los recursos, sera ms que interesante que si nombris algn recurso TIC expliquis cmo lo vais a utilizar y en qu unidades.

UNIDADES DIDCTICAS ! En este apartado lo que tenemos son las tablas resumen. Vamos a explicar qu informacin se muestra en las tablas, indicando que incluimos objetivos, contenidos, etc. Adems, vamos a coger una tabla a modo de ejemplo para que el tribunal pueda ver qu informacin hay en ella.

CONCLUSIN ! Para cerrar de manera completa nuestra programacin, es necesario ofrecer una Conclusin de lo que hemos pretendido con ella, de lo que esperamos que nuestros alumnos puedan lograr gracias al trabajo con esta programacin.

BIBLIOGRAFA ! Finalmente, hay que incluir la Bibliografa que hemos utilizado para realizar la programacin. En este ltimo punto lo que vamos a hacer es indicar los apartados en los que hemos dividido la bibliografa y ejemplos de cada apartado. Si el tiempo nos lo permite, indicar en qu unidad se ha utilizado alguno de los recursos bibliogrcos sera ms que recomendable.

DESPEDIDA Como es normal, hay que informar al tribunal de que hemos terminado la exposicin y dar las gracias al tribunal por la atencin prestada. PEQUEOS CONSEJOS:

Gua Defensa Programacin Didctica


* Dar todos los ejemplos posibles, tenemos que mostrar nuestra programacin de la manera ms prctica, y no dando datos tericos interminables. * Mirar al tribunal en todo momento, para que as podamos captar su atencin. * No tocarse el pelo, anillos, pulseras, o hacer gestos que puedan delatarnos de nuestro estado nervioso. * Confiar en nuestro trabajo. MUCHA SUERTE:)

Gua Defensa Programacin Didctica DOCUMENTO EJEMPLO


Before&explaining&my&teaching&programme,&I&would&like&to&say&that&I&have&decided&to& include&more&parts&of&those&that&are&mandatory&in&the&announcement,&with&the& purpose&of&getting&a&more&complete&didactic&planning,&and&with&the&intention&of& gathering&all&the&aspects&of&a&teaching&course.& First& of& all& I& am& going& to& offer& an& introduction,& in& this& introduction& I& talk& about&the&basis&of&teaching&English&as&a&Second&Language,&also&I&will&explain& the& four& levels& of& curricular& development& and& the& legislative& foundations& of& this& syllabus,& then,& I& will& talk& about& the& context.& After& this,& I& will& talk& about& the&methodology&that&am&following,&parting&from&the&general&principles&and& getting& closer& to& the& most& characteristic& features& of& my& teaching& in& the& classroom.&&Then,&I&will&talk&about&attention&to&diversity,&common&curricular& elements,& objectives,& contents,& and& evaluation.& Later,& I& will& explain& the& complementary&activities,&materials&and&didactic&resources,&summary&tables& of& the& didactic& units,& to& end& with& a& conclusion& the& bibliography& that& I& have& used. To begin with my syllabus, it is necessary to say that the fact of being a member of EC implies the necessity of having a command in foreign languages in order to make communication among the different members of the community easier. The European council establishes a Common European Framework of Reference for Languages putting forward what language learners have to learn in order to use a language for communication and what knowledge and skills they have to develop so as to be able to act effectively. My aim in this document is to design a syllabus for the first year course of Bachillerato, the third level of definition of the Curricular Design. The first level, CORE CURRICULAR DESIGN (DCB), is statutory for schools and designed by the Educational authorities. Nowadays, the LOE 2/2006 (Educational Organic Law) regulates all the different structures of Education. Thus, the Bachilleratos syllabus designs is framed on the Organic Law 2/2006 of the 3rd May of Education (LOE) and developed by the Royal Decree 1467/2007 of 2nd November (BOE 6TH November) by which the Structure in Bachillerato is established and the Minimum teachings are fixed . Subsequently, it is further developed by the Decree 85/2008 of 17th June, by which the curriculum that corresponds to Bachillerato in Castilla la Mancha is developed. (DOCM 20/06/2008). On a second level of definition, in the SCHOOL CURRICULAR PROJECT (P.C.C.)

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The fourth level includes all the SYLLABUS ADAPTATION FOR STUDENTS WITH SPECIAL NEEDS and modifications based on ATTENTION TO DIVERSITY. Now that I have established the legislative and curricular development foundations, I would like to talk about the context of the centre. This syllabus has been designed for students in the 1st year of Bachillerato. The high-school is located in a rural area placed at approximately 30 km from the main city. The sociocultural level in this village is medium / low, something that will influence on the characteristics of the students. The main source of income for many families in this village is agriculture; although and due to the proximity of the main ticity, many inhabitants are professionally linked to this capital. We must also consider that there is an increasing number of immigrants in the area in general, reason why the attention to diversity must be carefully developed to cope to such a varied amount of needs. Now that the context has been defined, it is necessary to talk about the methodology, in this case, I will provide students with communicative situations that connect with their previous knowledge by designing activities that allow establishing connections between previously acquired knowledge and the new input (the so called pre-teaching activities or warm ups). The activities I have designed fulfil different purposes. There are evaluation activities (initial, formative and summative), motivating activities (to attract students or to show them the practical application of what they have learnt); learning activities (intended to teach); feed-back (to help students to reach the other students level) and follow-up activities (to expand further the acquired knowledge). I have provided a wide range of activities to cater for diversity. All these activities aim to develop the four skills: listening, writing, reading and speaking, together with the topic and contents of each unit. Some examples are: multimedia-based activities, filling in charts or gaps, board games, odd word out, jumbled sentences, role plays, class discussions, oral presentations, dramatic activities, quizzes, simulations, games, discussions, essays, projects, crosswords, preparing surveys, writing different text types, WebquestsThese are just some instances but Ill mention them more specifically within each unit. The main space will normally be the classroom and the computer laboratory, but some activities will require others, such as the auditorium. In the classroom, desks may be arranged for different purposes: desks in rows, in groups, in a U shape, of specific arrangement depending on games, crosscurricular topics, etc. An alternative space to the school will be the State-run Language School in a visit. In general, all the units of work are planned to last two-weeks; extra time is left to do other activities, as evaluations and feed-back and follow-up activities in case it is necessary. Within these two weeks, I have planned the activities for the units distinguishing five stages: warm-up, presentation, practice or accuracy practice, free-production and feedback. Within each session of 50
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minutes there will be a review of previous knowledge, introduction and practice of new knowledge and a final review (including the Reading Club session), except for session 6 (devoted to the Computer lab activities) and session 7 (reserved for the examination). Finally, I need to mention the fact that I have given more importance to Speaking, as the main aim of language is communication and I want my students to use the language as much as possible in class. When talking about attention to diversity, this comes regulated in the Organic Act of Education 2/2006 of May 3rd, (LOE), in its Title II Equity in Education, and its subtitle Pupils with specific necessities of educative support, it distinguishes three groups: a) Students with special educational needs b) High ability students c) Late entries into the education system Considering these groups, I will try to adjust different types of tasks and activities to match different learning styles. There are four modalities of activities to suit to different learning styles: - Visual: Use many visuals in the classroom. For example, wall displays posters, flash cards, graphic organizers etc. - Auditory: Use audio files and videos, storytelling, songs, jazz chants, memorization and drills and allow learners to work in pairs and small groups regularly. - Kinesthetic: Use physical activities, competitions, board games, role plays etc. and combine activities which require students to sit quietly with activities that allow them to move around and be active. - Tactile: Use board and card games, demonstrations, projects, roleplays etc. and use while-listening and reading activities. For example, ask students to fill in a table while listening to a talk, or to label a diagram while reading. Other measures are:

! To start from students previously acquired knowledge related to this and other areas through an initial evaluation and using warm ups as a bridge between their previously acquired knowledge and the new contents. ! To anticipate the linguistic and non-linguistic needs for the final task ! To adapt the tasks to the different levels and abilities of the group by means of graded activities. ! In mixed-ability classes, we can pay attention to diversity by means of pair and group work. Varying the way students work in the class will help meet the variety of levels in the class. ! Extra work and homework
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! Error correction: In a mixed level class, there are different expectations of the language the different students produce. ! Students who didnt reach the objective in 4th of CSE will also have very useful activities for these students because they are graded activities which provide the weaker students with help. Now, I would like to talk about the common curricular elements, these are linked to the education in values and fomenting reading aspects. The official curriculum recognises the importance of promoting the development of new attitudes and values. It should be flexible enough to reflect the new training needs which are characteristic of a plural society and in constant change. Therefore, it contains a set of teachings that integrated into the program of the subjects itself, cross it or impregnate it. They receive the generic denomination of common or cross teachings. The LOE, in its article 24.7, establishes that without damage of the specific educational treatment in some of the stage subjects, the reading comprehension, the oral and written expression, the audiovisual communication, the information technology and communication and the education in values will be worked in all subjects. These topics have an important value not only for the personal and integral development of the pupils, but also for a project of a society which is freer and more peaceful and respectful towards people and also towards nature itself, which forms the surrounding environment of human society. Now, it is the moment to establish the aims that our students have to teach, first I am going to talk about the general aims of Post-Compulsory Secondary Education. The have been defined in Decree 85/2008 of 17th June, and some of them are: he general aims of the Post-Compulsory Secondary Education (Bachillerato) are the following: a. Exercising democratic citizenship from a global perspective, and acquire a responsible civic awareness inspired by the values of the Spanish Constitution and human rights, encouraging responsibility in building a just and equitable society and promotes sustainability. b. Strengthen personal and social maturity that allows them to act responsibly and autonomously and develop their critical thinking, and anticipate and resolve conflicts peacefully personal, family and social. c. Effectively promote equal rights and opportunities between men and women, critically analyze and assess existing inequalities and promote real equality and non-discrimination against people with disabilities. With regards to the objectives of the Foreign Language Area, some of them are: 1. Orally express themselves and interact spontaneously, understandable and respectful, with fluency and accuracy, using appropriate strategies to situations of communication. 2. Understand global and specific information of oral texts and follow the plot of current issues in common communicative contexts issued and the media.
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3. Write various types of texts in a clear and well structured in a style appropriate to the readers for whom they are directed and communicative intent. In addiction to these general and official objectives, Ive included three additional goals I consider highly relevant when learning a Foreign Language, apart from the linguistic abilities. This personal adaptation is materialised in the following: 1. To develop a positive attitude towards learning the foreign language 2. To foster personality development 3. To Use of ICT as a key resource of learning Now that we have the objectives, we need some contents, and they have been divided into four main blocks which are:

Block 1. Listening, speaking and talking: Block 2. Reading and writing Block 3. Knowledge of language: Block 4. Socio-cultural and intercultural awareness. These general contents for the 1st Course of Post-Compulsory Secondary Education have been concreted in 15 teaching units which have been distributed along the course. Very related to contents we have interdisciplinary, by this way, in the Second Language Area: English, an interdisciplinary relationship is established with other areas of the Curriculum, for this I have designed a connection table in which you can see that some areas have a very close and constant connection with English, such as Spanish Language and Citizen Education. Now that objectives and contents have been established, we need to set evaluation, first, we have the evaluation criteria defined by Decree 85/2008 of 17th June, some of them are: 1. Express themselves fluently and with appropriate pronunciation and intonation in narratives, arguments, debates and exhibitions previously prepared, using communication strategies necessary. 2. Understand the main idea of oral messages, issued in communicative situations face to face or by the media on familiar topics, current or general related to their studies and interests, or cultural aspects associated with the foreign language, provided they are clearly articulated in standard language and speech development is provided with explicit markers. 3. Write clear and detailed texts for different purposes with the formal correctness, cohesion, coherence and proper registration. Evaluating means measuring the progress of students. To achieve this we will develop continuous assessment, which consists on three different types of
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evaluation: - Initial evaluation At the beginning of all units, I may issue a task (brainstorm or warm-up) to assess the students' knowledge about the topic and/or the level of language required. - With formative evaluation the teaching-learning process itself and not only the end product will be subject to evaluation i.e., activities, methodology, materials that are used in the class. I will mainly do this by using observation and note taking. - Summative evaluation is done at the end of the process and determines if the objectives have been fulfilled. If some students have not accomplished the aims of the unit we can devote some time to remedial tasks. The students who have achieved the aims can work meanwhile on follow-up tasks to expand the topic or contents of the unit. The assessment will be carried out by means of tests which will be as objective as possible: tests, class exercises, effort, attitudes, etc. The main purpose of such tests will be assessing the learners comprehensive progress in the language and, consequently, in the use of the four skills. From this we can infer that the tests, both written and oral, will be based on the students work throughout the whole school year, both in the classroom and at home. wont be any extraordinary tests in June except for some exceptional cases. The tests will be divided into the following parts corresponding, likewise, to the four skills: Reading comprehension test. Listening comprehension test. Speaking and writing tests. An objective test including grammar, vocabulary and phonetics.

The above mentioned parts, as well as the students work throughout the term, will be given the following values: Reading Writing Grammar and Phonetics Vocabulary Listening Speaking Students work 15% 20% 20% 15% 15% 10% 5%

The students who have not passed in June will have an extra test in September, including grammar, vocabulary and phonetics, a listening and reading comprehension test and a writing. They will also have to pass a test about the reading books mentioned above. There wont be any oral tests. Now, I would like to explain the complementary activities that I am going to carry out: - Complementary Activities: These take place during school timetable and they have been design to complement the curriculum. Students will

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participate in British and American festivities such us Halloween, Bonfire Night, Aprils Fool Day, and Thanksgiving. Extra Curricular Activities: These activities can take place in the centre or out the centre. They are design to reinforce values and attitudes in students. In these case students will take place in Comenius Project, thanks to this project they will have opportunity of spend a week in Great Britain, studying in a British high school. They will also participate in trips to watch movies and plays in English.

With regards to the reading plan, I have chosen two mandatory gradedbooks, Dracula, and Thirty Nine Steps. These books will be worked in class during the Reading Club, that will take place in the sixth session of every unit. Evaluation for this activities will be done by observation and note-taking. Also, at the end of each book, there will be a formal assessment activity that will consist on a comprehension questionnaire for Dracula and a story-writing for The Thirty Nine Steps. When considering ICT implementation in the classroom, I have designed a teaching planning in which the ICT will be implemented through three different ways: 1. Every lesson: Every lesson includes a session that takes places in the computer lab, where the students will participate in different activities and exercises. The structure of a session in the computer lab includes activities about the vocabulary, grammar, phonetics and spelling taught in class, also, there will a test about the topic of interest 2. ICT Project: The students will have to create a blog. 3. Twitter: Social networks are a very up-to-date topic in young people lives. The most popular are Facebook, Tuenti and Twitter. A Twitter account has been created (http://twitter.com/englishclasslog) that will inform them aboutblog updates, classroom news, and any other interesting issues. Now, its the moment to talk about materials, they are varied. I have done this to fit every students needs, interests and learning styles. For example linguistic students need materials such as books, stories or diaries. To continue, the units of work have been designed taking into account the needs, level and interests of the students. As well as dealing with the specific contents of the area, they also deal with educational values and basic competences. All of them have been elaborated following the objectives, contents and evaluation criteria defined in the current curriculum for PostCompulsory Education in Madrid. In order to show a close and fast view to the units I have designed 15 summary tables that show: aims, contents, basic competences, attention to diversity, and evaluation.

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To conclude, I would like to say that Being a teacher is a lasting job, as Eugene P. Bertin said: Teaching is leaving a vestige of one self in the development of another. And surely the student is a bank where you can deposit your most precious treasures. Therefore, the aim I have tried to achieve is to create in every single student the interest and skill needed to become communicatively competent in the foreign language. In order to do this, I have taken into account the current curriculum for Post Compulsory Secondary Education in Castilla-La Mancha, but adapting it to a specific educative centre and group of students. Therefore, each unit contains the objectives, contents and evaluation instruments and techniques established in the curriculum but adapted to a specific unit, a group of students and their needs. To finish, I have included the bibliography that it has been used to prepare this teaching planning, and it has been divided into legislation, online dictionaries, reference books, graded books, and webpages.

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