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Fundamentos II - Coggle Diagram

- - - - Active learning (SS help set outcomes / SS evaluate progress / cooperative work / T is facilitator)
      - Scaffolding (buildind on existing knowledge / learning styles / fostering creative and critical thinking / challenge SS to go forward
      - Authenticity (SS lang help / SS interests / context / current materials)
      - Cooperation (with other T / parents / local community and authorities)
      - Safe and enriching learning environment (routine / lang and content / SS confidence / authentic learning material / SS lang awareness)
      - Multiple focus (content / learning / subjects / projects )
      - TYPICAL LESSON PLAN
        
        Peer comparison of results and plan or recommendations building
        
        Questions to entire class for Critical thinking
        
        Indivildual reading of a short text / information
        
        Present one group´s outcome and ask others to contest or add
        
        What SS already know / want to learn
        
        Review outcomes / decide if they were achieved
        
        Discuss outcomes with SS
        
        Warm - up discussion related to the topic
      - T´s considerations
        
        HOW TO PRESENT CONTENT (new or familiar content / suitable level / digital or paper materials)
        
        WHICH TASKS TO INCLUDE AND IN WHICH ORDER (right cognitive demand for age / single - pair - group work / progressively demanding tasks / communicative tasks)
        
        HOW TO SUPPORT LANGUAGE INPUT AND LEARNER OUTPUT (additional support for less able SS / extension tasks for more able learners)
        
        HOW TO ASSESS CONTENT AND LAGUAGE LEARNING (formative assessment / progress evidence / summative assessment)
        
        learning outcomes must be
        
        ACHIEVABLE OVER SEVERAL LESSONS
        
        SIMPLE OR MORE COMPLEX
        
        SUBJECT CONTENT / LANGUAGE
        
        LEARNING SKILLS / LEARNER´S ATTITUDE TOWARDS LEARNING
    - - Communicative proficiency rather than mastery of structures
      - Hymes = language + appropriatenes to context
      - communication / task / meaningfulness / fluency
      - Acquisition / Learning
      - Activities
        
        Interaction (functional communication activities)
        
        Negotiation of meaning
        
        Information sharing
        
        PRE - COMMUNICATIVE : New teaching points through dialogs / Controlled practice of grammatical patterns
        
        COMMUNICATIVE ACTIVITIES : contextalized functional activities / social interaction activities)
      - Teacher role : faccilitate communication process / act as a participant
  - - - TASK BASED APPROACH
        
        CHARACTERISTICS
        
        Natural context of language use
        
        Free of language control
        
        Communicative approach
        
        Enjoyable and motivating
        
        Pair or group work
        
        TYPES OF TASKS
        
        Opinion - gap
        
        Information - gap
        
        Reasoning - gap
        
        STAGES
        
        Language focus (specific features of the text / constructive feedback)
        
        Task (SS do the task / T monitor / SS report results to the class)
        
        Pre - task (intro to topic and task)
    - - student - centered
      - teacher - centered
- - - - content
      - sensory
        
        Visual
        
        Kinaesthetic
        
        Auditory
- - - - Common communicative activities
        
        Picture difference tasks
        
        Group planning tasks
        
        Ranking tasks
        
        Pyramid discussion
        
        Board games
        
        Puzzles and problems
        
        Role play
        
        Real play
        
        Simulation
      - ACCURACY / FLUENCY
      - Keys
        
        FRAME
        
        TIME
        
        INTERRUPTION
        
        SPECIFIC PROBLEMS
        
        ROLE CARDS
        
        EYE CONTACT / CLEAR HEARING / REASONABLE DISTANCE
      - NO CORRECTION ON THE SPOT FOR FLUENCY ACTIVITIES / SCAFFOLDING
    - - Audience
      - Setting
      - Purpose
      - Response
    - - Do the task
      - Feedback
      - Add / correct / revise
      - Rehearse speaking
      - Redo the task
      - Plan speaking
      - Set the task
  - - - Guided writing
      - Process writing
      - Doing exercises
      - Unguided writing
      - Copying
    - - Topic
      - Task
      - Brainstorm
      - Fast - write
      - Ideas
      - Requirements (style , information , layout..)
      - Models
      - Plan
      - Feedback
      - Draft
      - Edit
      - Final text
      - Readers
    - - Spelling
      - Layout
      - Punctuation
      - Language
      - Ortography
- - - - Introduction
      - First simple task
      - More difficult task
      - Demanding task (interpretation of a longer piece of speech)
    - - TOP - DOWN: Gist first
      - BOTTOM - UP: Details first
    - - Jigsaw listening
      - The gallery
      - News headlines
      - Home recording
      - Live listening
      - Guess Stars
- - - - L1 interference (sound / grammar)
      - Developmental errors (overgeneralisation)
  - - - Communicative (FLUENCY)
        
        No T interruption for correcting
        
        ECHOING
        
        GESTURES
        
        REPEATING
        
        HINTS
        
        REFORMULATION
      - Non - communicative (ACCURACY)
        
        immediate correction
        
        RECORDING MISTAKES
        
        AFTER THE EVENT
        
        GENTLE CORRECTION
    - - Correcting (symbols)
      - Training SS (have them correct)
      - Responding (how successful the text is and how it could be improved
      - Involving SS (feedback each other)
- - - - Replicate real life interaction
      - Create a ´level playing field´
    - - Cloze procedures
      - Tranformation and paraphrase
      - Sentence re-ordering
      - Multiple - choice