TASK MAES EVA Mª C.C.

main pedagogical guidelines identified

Article 6 from the Royal Decree 217/2022

1st Pedagogical Guideline

→PEDAGOGICAL PROPOSALS ATTENDING TO DIVERSITY →Taking into account different learning PACES →foster the ability to work individually and TEAMWORK

2ndpedagogical GUIDELINE

PERSONALIZED OFFER BY AREAS FOR STUDENTS WHO NEED IT AND WHOSE PROGRESS COULD BE BENEFITED FROM

3rd Pedagogical Guideline

→ATTENTION TO ADQUISITION AND DEVELOPMENT OF ESTABLISHED COMPETENCES IN THE OUTPUT PROFILE→foSTER ORAL & WRITTEN EXPRESSION AND MATH →tiME TO READ

Integrate...

• studied competences
• significant and relevant projects
• collaborative problem resolution
• self-esteem, autonomy, reflexion and responsability

...during the class

4thpedagogical GUIDELINE

5th PEDAGOGICAL GUIDELINE

• EVERY SUBJECT WILL COVER:

READING COMPEHENSION - ORAL & WRITTEN EXPRESSIONaudiovisual COMMUNICATION - digital COMPETENCE social & COMPANY UNTERTAKING - CRITICAL & SCIENTIFIC THINKING EMOTIONAL EDUCATION & IN VALUES - GENDER EQUALITY - CREATIVITY

• TRANSVERSALLY: health & affective-sexual education, aesthetic training, education for sustainability and responsible consumption, mutual respect and cooperation among equals

6th PEDAGOGICAL GUIDELINE

→OFICCIAL LANGUAGES AS A SUPPORT DURING FOREIGN LANGUAGES LEARNING →PRIORITIZE ORAL COMPREHENSION, EXPRESSION & INTERACTION

7TH PEDAGOGICAL GUIDELINE

→DURING THE FIRST YEARS OF AN STAGE, QUALIFIED TEACHERS CAN TEACH MORE THAN ONE SUBJECT TO THE SAME GROUP

8TH PEDAGOGICAL GUIDELINE

→ESSENTIAL: -PERSONAL TUTORSHIP -EDUCATIVE, PSYCHOPEDAGOGIC AND PROFESSIONAL ORIENTATION

9TH PEDAGOGICAL GUIDELINE

→look for specific solutions to...

• Special education needs students
• students with integration problems
• High-skilled students
• disabled students

my 10 fundamental methodological guidelines

decalogue

from the document “Methodology”

1.

dECALOGUE

1. provide learners with the information, practice and much of the experience needed to meet their communication needs in the second language

2.

dECALOGUE

2. incorporate English as the basic communication tool in the classroom

3.

dECALOGUE

3. give clear instructions regarding the task the students must perform/do and the language they should use

4.

dECALOGUE

4. vary and carefully plan the tasks, activities and learning situations, to cater for the variety of interests, learning styles and abilities of our students

5.

dECALOGUE

5. always provide models

6.

dECALOGUE

6. take their previous knowledge as a solid basis for building new meanings

7.

dECALOGUE

7. make it easier for students to work independently, help them to make decisions according to their own needs and offer them strategies for more effective learning

8.

dECALOGUE

8. change pairs and groups regularly and mix students with different learning styles and paces

9.

dECALOGUE

9. teach learners about the second language culture

10

dECALOGUE

10. treat errors as something natural and logical which is inextricably linked to the learning process

COLLABORATIVELEARNING FEATURES

SdA (Learning Situation):"Keep your profile high"

Involves students working together on activities, in a group small enough to ensure that everyone participates.

1ST activity ‘’What’s a CV?’’ in turns, the students will give their ideas about the components of a CV.

Pairs, groups or teams of mixed attainment to work in competition with each other in order to drive more effective collaboration.

2ND activity, ‘’Understanding a CV’’ the teacher will put an example of CV, and studentS must read it aloud. After, as a whole group, they’ll have to choose the correct answer of some answers, as well as PUT some items under its correct headline.

Peer tutoring as a type of collaborative learning.

8th activity, ‘’The moment of truth’’ the students will choose a partner and select, as a starting point, one of the CVs they have made before. Also, with everything they noted before, they’ll have to prepare a job interview that must contain 10 key questions. They’ll have to write the answers to the questions, too.

Students in the group may work on separate tasks contributing to a common overall outcome, or work together on a shared task.

9th activity, ‘’You’re hired’’ STUDENTS watch a video of a job interview. Then, in pairs THEY must prepare a similar video, putting into practice the acquired contents during the previous activities.

TASK DESIGN AND IMPLEMENTATION

collaborative learning: conclusions

advantages

disadvantages

• Listening & Communication Skills: students express their views and discuss ideas regarding tasks, timelines and objectives. • Conflict Resolution Skills: when students encounter differences in opinions, they learn how to handle those disagreements in a constructive manner.

• Introverts Struggle: Introverted students often prefer to pause, carefully reflect and internally process information.
• Group Work Skills Training Required: Students cannot simply be thrown into groups and expected to work well together. Teachers need to teach positive interdependence, how to deal with people with different learning styles, and how to be inclusive of all voices.
• Assessment Inequities: some students may believe others have been lazy, while at other times students feel that others in the group are bringing their grades down.

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