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What are the standards? How can we reach them?

"Without standards in education, it is difficult for any nation to have a clear perception of where they are, where they want to go and how far they are from achieving the expected goals".
by

Pilar Bravo

on 22 April 2010

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Transcript of What are the standards? How can we reach them?

What are the standards? How can we reach them? What I want to know... Reflection Standards in Education Historical Background Why Standards in the Area of Foreign Languages? Structure of the Standards Theoretical Foundations of the Standards Communicative Competence Practical Exercise Approaches to Writing Pedagogy: The Controlled-to-free Approach Approaches to Writing Pedagogy: The Free-Writing Approach Approaches to Writing Pedagogy: The Communicative Approach Approaches to Writing Pedagogy: The Process-Writing Approach Stages of the writing process Practical Exercise:
Read some statements about the philosophy underlying the standards (guidelines accompanying and supporting the standards) and identify the approach(es) reflected there. Teachers' Beliefs and Knowledge What's next? What writing competences are our students expected to reach?

What writing competences do our students actually have?
How can we help our students meet the standards? What are standards in education?
Why standards in education?
What do you know about our standards or curricular guidelines?
Standards in education are clear and public criteria for the educational community to know what abilities and knowledge students are expected to develop or acquire at the end of a training period.

Standards state what students should know and be able to do with what they know in order to exercise active citizenship, be successful at work matters and at achieving personal goals.
They promote quality and equity. Late 1990’s: Curricular guidelines (CG)
2001:No standards = no clear goals to achieve (ICEEEC)
2002: Standards for language, mathematics and sciences
2006: Standards for foreign languages based on CG and CEF
To cope better with today’s globalized world
Facilitating job opportunities
Facilitating access to and production of knowledge
Facilitating communication
Creating cultural awareness
Communicative Competence A learner’s knowledge and ability to use language to communicate successfully.
Identify the type of competence in each one of the descriptors you will see.
1950’s and 1960’s
Oral approach Audio-lingual method
“Grammatical manipulation” of sentences
Focus: form rather than meaningful communication
Reinforcement for oral habits
1960’s
Free composition to develop fluency
Creative expression of ideas
Focus: Content, fluency and audience
Highly motivating for students
Strongly rejected by structuralists

Mid-sixties
Focus: Organization
Imitation of patterns of organization
Analysis of paragraph structure: Parts and options for development
Hinders creativity, thought and expression
1970’s
Real communication: Audience, language, purpose and situation
Real exchanges
1980’s
Focus: The process rather than the product
Reflection brings about meaningful learning

Familiarity with the standards

Only 30% of the teachers are familiar with these standards.

Importance of the standards

Attention given to competences
Importance given to writing as a means of scientific and intellectual production
Their main objective: training citizens to become more critical
Importance given to communication strategies
What's writing? 1. Communication 2. A Skill 3. A process 4. A means of acquiring and producing knowledge 5. An act of reflection Key Aspects of good writing Language Coherence and cohesion Following instructions Clarity Creativity Evidence of a process Evidence of reading and research Focus of instruction Use of connectors and punctuation
Strategies: brainstorming, listing and mapping ideas, outlining, summarizing, using of the dictionary
Different types of texts and their structure
Peer correction
Steps for the writing process
Paragraph writing
Information sources
Spelling and verb conjugation
Collect and analyze students’ written production.
Analyze students’ needs.
Propose changes for the writing syllabus and for the teaching of writing in general.
THANKS! Approaches to Writing Pedagogy: The Paragraph-Pattern Approach pbravo@colombobogota.edu.co I can write different types of texts taking into account my possible readership. I can fill out formats with personal information appropriately. I can check the spelling of the words I write the most often. Practical Exercise

Identify the grades for each set of standards of competences in writing
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