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Once I´ve presented my Didactic Programme I am going to move on to the defence of the Didactic Unit chosen. Before to start with the expostion I would like to clarify that I have a lot of material that I want to show you, but I don’t want to overwhelm you as you have to follow my speech and see the resources, therefore I will show all the materials and I will let you one copy here just in case you can to check something. In the same way, it is important before beginning the development of the unit, to name the 3 main agents, and the coordination established between them, in order to develop a successful teaching and learning of the formative unit. In first place TEACHERS, considering the relevance of working following the principles of globality and interdisciplinarity, considering the areas of Art and craft, which will help us to celebrate English typical days as Easter or Halloween and will encourage our students to participate in the Malak museum, the Natural Science, which give us the scope to work in the school garden of the center. and Spanish Language to develop verbal and non-verbal means of communication (stress, rhythm and intonation patterns, as well as physical movement and gestures), being very useful when dealing with the theatre play performances. In fact, thanks to this arrangement we will have enough time to carry out the different projects that, in no way, could be done on our own. In second place STUDENTS. Similarly, we shouldn´t forget that we will start from a Student´s Centred Approach, Then, as it is explained in the Didactic Programme, each group of students will be in charge of a specific didactic Unit, leading them to decide some of the activities and to develop the explanation of what is going to happen in each lesson. Of course, all of it will be accomplished regarding our role as guiders and facilitators of the teaching and learning process, monitoring their learning and enabling multidirectional communication in order to promote dialogue and debate within the classroom. We shall remember that within our classroom of 26 students, 3 of them present specific needs of educational support, which are the late entry students, our gifted students, and the student hospitalised, as well four students with pending subjects, all of them requiring educational reinforcement and support within the classroom. To sum up, we could consider that with our 3 ACNEAEs we have started exactly form the same curricular activities as the rest of the students through non-meaningful curricular adaptations. In this regard, we will never minimize the interested on some area of our gifted students, as every interest worked in an open way can be of great relevance to enlarge the contents worked in the class, always encouraging her to use all her abilities Within our late entry student and our hospitalized students, we have tried to make them feel as integrated as possible within the classroom, maintaining a close relationship with her peers, in the case of the hospitalized student, thanks to the implementation of the ICT´s, considering the help of the hospital and homecare teacher, and encouraging the late entry student to participate as much as possible in the class. However, the key to success regarding the attention to diversity lays in that not only we have managed to adapt to the needs of our ACNEAEs, but we have also been able to enrich the entire group-class with their contributions, remembering that diversity includes all students, enriching the entire educational community. Therefore, all of them will not just receiving my support as a teacher, but also counting with the help of other support teachers, the Assistant language, as well as the partners in the group-class and, above all, with the help of their families as the backbones of the educative system Therefore we must consider the importance of maintaining an active collaboration with the FAMILIES, the third main agent of the process, keeping them informed and aware of the activities, tasks and projects that will be carried out along the 9 sessions. To do this, we will send an e-mail to the families at the beginning of each DU, as well as proposing activities in which they must be involved as the Challenge of its unit, keeping an active use of Google classroom in order to inform them. Once this is clear I will proceed to start with the defence of the Formative Unit 9. We are all in the same boat. This Didactic unit is located within the 2nd term (March 18th to April 6th), corresponding to the 2nd evaluation. The reason I´ve introduced this Formative Unit into my Didactic Programme is due to the center of interest (the means of transport), in relation to the historical situation in which the expedition of Elcano is, which correspond to the escape of Cabo Verde, as they were discovered not to be Portuguese as they paid with nail and 13 members of the crew were captured, then, Elcano ask for information about discrete means of transport in order to come back to Cabo Verde to save their tribulation. Once we know the context of the unit let to develop the different curricular elements. At this point I present you the teacher´s booklet for this unit, which includes the different elements integrated in the didactic unit, being a way to develop the previous tables establishes in the didactic programme, becoming an instrument of reference for the teacher. Beginning with the curricular elements, The general objectives that will be worked along the current FU correspond: To know and appreciate the values and norms of coexistence; To develop individual and teamwork habits; To acquire skills for the prevention and resolution of conflicts; or To acquire, in at least one foreign language, the basic communicative competence among others In regard to these general stage objectives, and in order to concrete them within our FU under the needs of our group-class, we have considered the following didactic objectives, - To ask and answer about means of transport, To write future plans, Know the History of St Patrick Day. Regarding the contents, following the concretion stablished by my centers in relation to Annex I of Decree 198/2014, from block one we develop contents as - Comprehension of varied oral messages and reproduction of vocabulary in communicative situations or- Recognised courtesy formulas. From block2: - Expressing personal opinion or Making and answering questions about transports. From block 3: - Silent reading, develop comprehension and block four: - Write a letter Regarding the Common contents of the four blocks, we will develop those related with the topic: means of transport by using the structure of future, the imperative form and the expressions of quantity, comparing the /O:/ and /D/ (short and long) as a phonetical aspect to work in the unit. Further than the previous curricular contents, we will also consider along the different activities, the transversal elements, based on the guidelines set out on the Article 10 form RD 126/2014: - Working on Education in values, specifically in the value of being polite in public transport - through the use of the different ICT resources as the interactive board, tablets, etcetera for the development of discovery learning. - Encouraging reading habits through texts as Elcano letter, the comic of the unit, or the on-board diary of the crew - And finally, developing entrepreneurship spirit by leading the students make choices, and propose activities along the learning process Moving on to the evaluation criteria and learning standards, as you can observe on this table, for this unit the evaluation criteria among others wil be: 1.1. To identify the general meaning in brief and simple oral texts, 2.4 To discriminate basic sound, stress, rhythm and intonation patterns or the 4.2 Applies basic orthographic patterns to write words or short phrases commonly used when speaking. Thus, I considered necessary to establish the relation between the evaluation criteria, its concretion in learning standards, objectives, competences and instrument of evaluation. What is really important in this document is the inclusion of the CURRICULAR AND COMPETENCE CONTENT INDICATORS: The idea is to unified the terms objectives, contents and evaluation criteria in a single term called “indicator”, constituting the concretion of these 3 curricular elements (as they are so general that need to be concreted if we really pretend to adjust them regarding the characteristics, needs and centres of interest of my students) As we can see, the first seven indicators refer to the contents of the unit (vocabulary, syntax, phonology, etc), whereas the next ones have to do with the key competences (As education does not just consist of knowledge, but some skills and attitudes, like cooperation, living together, coexistence, democracy and respect, among others, also need to be worked on and assessed through the unit).