LOMLOE - Madrid

Ley Orgánica por la que se modifica la Ley Orgánica de Educación (3/2020)

LOMLOE

6. Methodology

1. Context

2. Main Changes

7. Activities & Learning Situations

3. Objectives

8. Evaluation

4. Leaver profile and competencies

9. Differentiation

10. Units

5. Contents and Basic Knowledge

11. Presentation

Index

1. Introduction
2. Context
1. Legal Context
2. School Context
1. Leaver Profile
2. Objectives
3. Basic knowledge and Blocks of Content
4. Specific Competences
5. Key Competencesc
6. Methodology
7. Differentiation
8. Evaluation
1. Assessment vs. Evaluation
2. Evaluation Criteria
3. Operational Descriptors
4. Instruments of Evaluation
5. Pending Subjects and Retakes

1. SDGs
2. Extracurricular Activities
3. Bibliography
4. Annexes

Context

• Organic Law 2/2006, passed on 3rd May (LOE)
• Organic Law 3/2020, passed on 29th December, which modifies the Organic Law 2/2006.
• Royal Decree 217/2022, passed on 29th March, which established the general ordering and minimum teachings for Compulsory Secondary Education
• Royal Decree 243/2022, passed on 5th April, which establishes the ordering and minimum teachings for A-Levels.
• Royal Decree 984/2021, passed on November 16, which regulates evaluation and promotion in Primary Education, as well as evaluation, promotion and qualification in Compulsory Secondary Education, A-Levels and Vocational Training.

State Legal context

Context

• Decree 65/2022, passed on 22nd July, which establishes the general ordering and minimum teachings for Compulsory Secondary Education in the Region of Madrid.
• Decree 29/2022, passed on 18th May, of the Governing Council, which regulates certain aspects of evaluation, promotion and qualification in Compulsory Secondary Education, A-Levels and Vocational Training, as well as in the teaching of adults that lead to obtaining the titles of Graduate in Compulsory Secondary Education and A-Levels.
• Order 927/2018, passed on 26th March, of the Ministry of Education and Research, which modifies Order 2398/2016, passed on 22th July, of the Ministry of Education, Youth and Sports of the Region of Madrid, which regulates certain aspects of organization, operation and evaluation in Compulsory Secondary Education.

Regional Legal Context

Context

Regional Legal Context (CLM)

Context

Same as in LOMCE

• Go from general (neighbourhood) to specific (your group)
• city's facilities
• socio-economic background
• families attitude towards learning
• school's facilities
• school's treatment of EFL
• # students (boys, girls, foreign ss.)
• overall learning style
• overall CEFR level of English
• differentiation & inclusion
• adolescence (mood swings, peers' relationship)

School and Group's Context

Subject areas ('materias') will no longer be classified in 'troncales', 'específicas' and 'de libre configuración'.

Assessable Learning Standards disappear

The curriculum ought to focus on developing competences

'Diseño Universal de Aprendizaje' (DUA)

New organisational, methodological and curricular measures will be adopted to guarantee children's rights.

Inclusive education is now a fundamental principle.

Main Changes

Final certificates disappear

Minimum teachings will be conveyed by the National Government as 50% of the scholar schedule in bilingual regions and 60% in bilingual regions

A personalised teaching which is focused on a competencial curriculum to achieve a significant learning and school success.

Children's rights

Gender equality through coeducation

Aim:

Reinforce the educational system's equality and its inclusive capacity, whose backbone is a thorough education

Main Focuses

The development of the Digital Competence

A Cross-Curricular approach

Sustainable development

'PMAR' remains in 2nd year throughout the 2022/23 year course

'Diversificación curricular' in 3rd & 4th year

A diagnostic evaluation of competences in 2nd year

Main Changes in CSE

A guidance counseling at the end of 2nd & 4th year

'Diver' and 'FPB' certifies CSE

1st through 3rd year CSE:- limited # of subjects in 1st and 2nd year - 1 arts subject in every year - 1 digital & 1 monografic project optional subject

4 'modalidades':-Science & Technology - Humanities & Social Sciences - Arts - General

Main Changes in A-Levels

It is organised in 'materias comunes', 'materias de modalidad' and 'materias optativas'.

'PMAR' remains in 2nd year throughout the 2022/23 year course

'Diversificación curricular' in 3rd & 4th yea

Main Changes in CSE

1st through 3rd year CSE:- limited # of subjects in 1st and 2nd year - 1 arts subject in every year - 1 digital & 1 monografic project optional subject

Objectives

Abstraction Levels

Great educational ends

• Achievements that students are expected to have reached at the end of the stage and whose achievement is linked to the acquisition of key competencies and specific competencies
• The objectives of CSE mentions that learning a foreign language is one of the general objectives of CSE ('CSE will contribute to the development of skills in students which allow them to adequately understand and express themselves in one or more foreign languages.' R.D. 217/2022)
• General objectives for CSE are connected with the key competencies which ss. will have to use in all areas.

General objectives

E.g. to achieve a comprehensive education

Objectives:

Convey the general objectives for this stage and link them to key competences!

Specific objectives

E.g. to learn studying habits

Operational objectives

E.g. to convey habits

E.g. to properly create affirmative sentences using the present simple tense

The Leaver Profile and Competencies

• The starting point for drawing on the curriculum
• It specifies the principles and purposes of the educational system
• The tool in which the principles and goals of the Spanish education system for that period are specified.
• It identifies and defines, in connection with the challenges of the 21st Century, the Key Competences that students are expected to have developed by completing this phase of their training itinerary.
• The challenges included in the UNESCO's Key Drivers of Curricula Change in the 21st Century have also been incorporated, as well as the Sustainable Development Goals of the 2030 Agenda by the General Assembly of the United Natios in September 2015.

The Leaver Profile

The link between key competencies and the challenges of the 21st Century

The Leaver Profile and Competencies

• A combination of knowledges, capacities and attitudes fit for a context (CEFR, 2007.)
• Those that people need for a convenient personal realization and development, and for an active citizenship, social inclusion and obtaining a job.
• Thus, not only do teachers' ought to teach decontextualised disciplinary context but also, define and present situations when students can build, modify and reformulate knowledge, attitudes and skills. Learners are to experience the relationship between experience and knowing.

Key Competencies

The Leaver Profile and Competencies

Linguistic

Plurilingual

STEM

Digital

• Performances that are considered essential so that students can progress with guarantees of success in their training itinerary, and face the main global and local challenges and challenges (LOMLOE, Art. 2)
• The key competences are included in the Leaver Profile of students.
• Knowledge + skills + attitudes

Key Competencies

Citizenship

Personal, Social and Learning to learn

Cultural and artistic

Initiative and entrepreneurship

The Leaver Profile and Competencies

Linguistic

Plurilingual

STEM

Digital

Key Competencies

Citizenship

Personal, Social and Learning to learn

Cultural and artistic

Initiative and entrepreneurship

The Leaver Profile and Competencies

The Leaver Profile and Competencies

Linguistic comprehension

Specific Competencies

Linguistic production

Interaction

Mediation

• Performances that students must be able to perform in activities or learning situations whose approach requires the basic knowledge of every area or field.
• The specific competences constitute a connection element between the student's Leaver Profile and the basic knowledge of the areas, and the evaluation criteria.

Plurilingualism

Cultural competence

The Leaver Profile and Competencies

Linguistic comprehension

Specific Competencies

Linguistic production

Interaction

Mediation

• Performances that students must be able to perform in activities or learning situations whose approach requires the basic knowledge of every area or field.
• The specific competences constitute a connection element between the student's Leaver Profile and the basic knowledge of the areas, and the evaluation criteria.

Plurilingualism

Cultural competence

The Leaver Profile and Competencies

Define all the competencies and provide examples from your units of work

Attach a chart linking the blocks of content to key Competencies

Plurilingualism

The Leaver Profile and Competencies

Operational Descriptors

• Can-do descriptors for each of these competencies which describe what students should be able to do at the end of secondary education (Appendix I, R.D.)
• E.g. D.C. -> "Do detailed searches on the Internet attending to validity, quality..." -> A stronger focus on researching, selecting and using information when setting up research projects.
• Regarding the applied dimension of the key competencies, a set of operational descriptors has been defined for each of them.
• The operational descriptors of the key competencies constitute, together with the objectives of the stage, the referential framework from which the specific competences of each area, field or subject are specified. This link between operational descriptors and specific competences means that, from the evaluation of the latter, it is possible to infer the degree of acquisition of the key competences defined in the Leaver Profile and, therefore, the achievement of the competences and objectives set for the stage.
• Given that competencies are necessarily acquired sequentially and progressively, the operative descriptors that guide the level of performance expected upon completion of CSE are also included in the Profile, thus favoring and making explicit the continuity, coherence and cohesion between the two stages that make up compulsory education.

A close link between operational descriptors and Key Competences. E.g. D.C.1; C.L.C.4; etc.

The Leaver Profile and Competencies

Operational Descriptors

Attach a chart linking operational descriptors and specific competencies

The Leaver Profile and Competencies

Operational Descriptors

Attach a chart linking operational descriptors and specific competencies

Contents and Basic Knowledge

Specific Competences

All in all

1. Define according to legal document
2. List blocks of content
1. Briefly define each one (from the legal doc)
2. list and translate basic knowledge within each block
3. Link to key competences through operational descriptors
4. Link to specific knowledge (not in the law, it's your understanding!)
5. Conclude and link to the next section

Key Competences

All in all

1. Define according to legal document
2. List
1. Briefly define each one (from the legal doc)
2. Provide example from your learning situations
3. Conclude and link to the next section

Blocks of Content

Convey the contents / basic knowledges established for your course in the format of A.1; A.2; B.1., etc.

Attach a chart linking the blocks of content to key Competencies

Contents

All in all

1. Define according to legal document
2. List blocks of content
1. Briefly define each one (from the legal doc)
2. list and translate basic knowledge within each block
3. Link to key competences through operational descriptors
4. Link to specific knowledge (not in the law, it's your understanding!)
5. Conclude and link to the next section

Methodology

1. Eclectic approach and authors
2. Motivation
3. Activities
4. Layout
5. Classroom management
6. Classroom routines
7. Materials
8. Projects
9. Extracurricular activities

Methodology

Methodology

Methodology

• The set of strategies, procedures and actions organized and planned by teachers, consciously and reflectively, in order to enable student learning and the achievement of objectives.

• It is crucial to work with innovative and inclusive methodologies.

Active methodologies

Communicative approach Flipped Classroom UDL Collaborative Method Gamification TBLT PPP Project-based

Communicative approach

Projects based learning model

Collaborative learning model

Significant learning model

Competencial model

Methodology

Methodology

Methodology's link to other curricular elements

• Be coherent with the objectives set
• Adapted to students
• Adapted to contents
• Adapted to context and school

Activities & Learning Situations

Learning experiences, a procedure used in the classroom to facilitate knowledge in students (Cooper, 1999.)

• Warm-up
• Review
• TALO, TAVI, TASP (John and Davies)
• Pre-, While-, Post-
• Reinforcement and expansion
• Extracurricular

Types of Activities

Activities & Learning Situations

• Situations and activities that involve the deployment by students of actions associated with key competencies and specific competencies and that contribute to their acquisition and development.

• Learning situations represent an effective tool to integrate the curricular elements of the different subjects or fields through significant and relevant tasks and activities to solve problems creatively and cooperatively, reinforcing self-esteem, autonomy, critical thinking and responsibility (Annex III, R.D. 217/2022.)

Learning Situations

A content approach

A competencial approach

Activities & Learning Situations

An adequate contextualisation of a learning situation: 1. children's rights 2. gender equality 3. a cross-curricular approach 4. a sustainable development

How to properly introduce your unit of work: 1. Sum the unit up (basic knowledges) 2. Justify its importance within the curriculum 3. Mention competencies and cross-curricular elements

Activities & Learning Situations

Linking the leaver profile to basic knowledge/contents will facilitate the formulation of the learning situation

Linking the leaver profile to the specific competences, which will determine the subject's contribution to a student's competencial development

Evaluation

• Systematic and organized process by which information is obtained on the degree of achievement of the proposed objectives.
• The difference between what was planned and achieved is analyzed and assessed and a judgment is issued on the latter and decisions are taken so to improve the teaching practice.
• The references that indicate the expected degrees of acquisition in students, the situations or activities to which the specific competences of each area refer at a certain moment of their learning process (D. 65/2022)

Evaluation

D. 29/2022

Evaluation

1. Evaluation vs. Assessment
2. Types of Evaluation
3. Evaluation Criteria
4. Instruments of Evaluation
5. Marking Criteria

Evaluation

Evaluation criteria work as the referent to evaluate learning. The question has never been whether the exam could be worth a 70% but rather, whether 70% of the criteria can be assessed in an exam

Evaluation

• Evaluation Criteria: Referents that indicate the degrees of acquisition expected of students in the situations or activities to which the specific competences of each area refer at a given moment in their learning process (D. 29/2022.)
• The teaching staff will evaluate students' learning using: diverse and flexible evaluation instruments adapted to the different learning situations.
• In addition to the learning of the students, the teaching staff will evaluate the teaching processes and their own teaching practice -> self-evaluation

Evaluation in CSE

Evaluation must be: 1. continuous 2. individualized 3. formative 4. competencial 5. inclusive

Evaluation

Evaluation

Evaluation

Evaluation

Evaluation

come up with a task that shows what they know...

how students can demonstrate what they know

The design of tasks, activities or exercises

Evidence of learning

Evaluation

ought to allow to obtain

Instruments of evaluation

guide

Evaluation criteria

guide

to what degree they know

what do they have to know?

An instrument of evaluation will give us detailed information both about the degree of acquisition and the achievement of the evaluation criteria associated with the evidence

come up with a task that shows what they know...

how students can demonstrate what they know

The design of tasks, activities or exercises

Evidence of learning

Evaluation

Evaluation criteria work as the referent to evaluate learning. The question has never been whether the exam could be worth a 70% but rather, whether 70% of the criteria can be assessed in an exam

ought to allow to obtain

Instruments of evaluation

guide

Evaluation criteria

guide

Evaluation criteria seen as tasks and projects that bring the curriculum into life

to what degree they know

what do they have to know?

Evaluation

A content approach

A competencial approach

Questionnaire Rubric Instrument

Answering open questions A research project Evidence

Evaluation

Linking the leaver profile to basic knowledge/contents will facilitate the formulation of the learning situation

Linking the leaver profile to the specific competences, which will determine the subject's contribution to a student's competencial development

Evaluation

Evaluation

Differentiation

Principles

Remember to talk about...

Normalization Participation Inclusion Educational compensation Gender equality Equal chances Organisation flexibility Equity

Measures Planning Learning barriers Evaluation and promotion Personal resources Materials

Differentiation

E.g. awareness campaigns, resource endowment, SAAE...

E.g. heterogeneous groups, guidance counselor, PT, AL, PTSC, ATE, signs language interpreter...

E.g. DUA, room arrangement, mentoring, teacher meetings...

E.g. Individual working plan

E.g. Evaluation arrangements, curricular flexibilisation, ACS

Differentiation

Evaluación psicopedagógica

Plan de trabajo

Informe psicopedagógico

Dictamen de escolarización

Conclusiones

informe técnico

Differentiation

Learning Situations

Dos

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Your nameGroup & subject Situation's title The need/justification Final product Number of Sessions Sequencing & term Objectives Basic knowledge/Blocks of Content Methods Sessions' structure Key competences Specific competences Differentiation Agenda 2030 Evaluation criteria Marking criteria Operational descriptors

Don'ts

Active methodologies

Obsolete legislationThe text book as the only resource Lies or misconceptions Copy-pasting from other SDs Taking the board for granted Mixing marking criteria and evaluation criteria Grading instruments of evaluation

Communicative approach Flipped Classroom DUA Collaborative Method Gamification TBLT PPP Project-based

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Title Learning outcome: Materials: Classroom arrangement: Groupings: Explanation: Differentiation: ACNEAE: Slow-learner: High-achiever Evaluation: Instrument of evaluation: Evaluation criteria: Operational descriptor: Methodology

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Products

1. Comprehension (Listening & Reading) Goal: Understanding oral or written texts. Products: • Listening: ◦ Answer comprehension questions about a podcast or interview. ◦ Summarize or outline the main points of a video (e.g., TED Talk). • Reading: ◦ Create a graphic organizer (mind map, flowchart) summarizing a reading. ◦ Prepare a short book or article review. ◦ Solve comprehension quizzes based on authentic materials like menus, brochures, or articles. 2. Production (Speaking & Writing) Goal: Creating clear and structured oral or written messages. Products: • Speaking: ◦ Oral presentations on a chosen topic (e.g., My dream job). ◦ Video tutorials (e.g., How to bake a cake in English). • Writing: ◦ Essays or opinion articles (e.g., Is social media good for students?). ◦ Creative writing (stories, poems, or diary entries). ◦ Mock formal emails or letters (e.g., Letter to the editor).

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Learning Situations

Products

3. Interaction (Oral & Written) Goal: Participating in meaningful exchanges in various contexts. Products: • Oral Interaction: ◦ Role-plays (e.g., booking a hotel room, job interview). ◦ Debate or roundtable discussion on current topics (e.g., Climate change solutions). ◦ Mock interviews (student as interviewer or guest). • Written Interaction: ◦ Collaborative online discussions (e.g., using Padlet or Google Docs). ◦ Writing and responding to blog posts or forum entries. ◦ Drafting and replying to emails (formal and informal). 4. Mediation Goal: Explaining or interpreting information to facilitate communication. Products: • Oral Mediation: ◦ Explain the key points of a complex text (e.g., summarizing a news article for peers). ◦ Translate or paraphrase information for classmates. ◦ Act as a “cultural mediator” in a role-play (e.g., explaining a Spanish festival to an English tourist). • Written Mediation: ◦ Write simplified summaries of challenging articles for younger audiences. ◦ Create an infographic explaining a difficult concept (e.g., steps to apply for a visa). ◦ Annotate a text with definitions or explanations for key terms.

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Learning Situations

Products

5. Linguistic Repertoire Goal: Expanding vocabulary, grammar, and language structures. Products: • Create a personal vocabulary notebook (digital or physical) with categorized phrases and expressions. • Design a grammar cheat sheet or visual aid for peers. • Write and record a skit or dialogue using targeted language structures (e.g., phrasal verbs, conditionals). • Generate a quiz on vocabulary or grammar topics for classmates. • Create a language challenge video (e.g., using 10 idioms in a story). 6. Cultural Knowledge and Awareness Goal: Recognizing cultural references and differences in language use. Products: • Cultural Comparison Projects: ◦ Presentations comparing traditions (e.g., Christmas in Spain vs. the UK). ◦ Research reports on historical events or figures. • Cultural Guides: ◦ Create a guide for English-speaking tourists visiting Spain (e.g., How to order tapas). ◦ Plan a virtual cultural exchange event with another class. • Creative Products: ◦ Design posters about festivals, music, or traditions from English-speaking countries. ◦ Write a fictional blog post as a tourist visiting an English-speaking country.

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Model #8

Activities & Learning Situations

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Presentation

Your nameGroup Situation's title The need Final product Number of Sessions Sequencing Objectives Basic knowledge/Blocks of Content Methods Sessions' structure Key competences Specific competences Differentiation Agenda 2030 Evaluation criteria Marking criteria Operational descriptors

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Work out on:

Believe in your abilities Practice, practice, practice Use real contexts Believe in what you're saying Don't ad-lib Use a handout Quotes and gigs Use the blackboard Be different Beware of timing Emphasise Don't use acronyms Don't be informal Structure clearly

Introduction / Conclusion Methodology / DUA Differentiation Motivational activities Evaluation

Stand out in:

Non-verbal communication

Use your hands properlyUse the blackboard Look at all the board Move around Seem natural Clothing Use/bring something the board your remember

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The board's queries

Seem gratefulSmile Don't freak out and believe in yourself when facing a question ('I'm glad you're asking me this...') Don't admit you've forgotten something See their questions as an opportunity to earn checks Collect your belongings

On D-Day:

Don't rushDon't talk politics Be polite & smile Eat well Be positive Don't talk any new pill Arrage all docs beforehand Ask for permission Don't forget your outline!

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And remember... be coherent!