workshops

Workshops

SUBSECRETARÍA DE EDUCACIÓN

DIRECCION PROVINCIAL DE PROYECTOS ESPECIALES

DIRECCIÓN DE FORMACIÓN CONTINUA             

TÍTULO DEL PROYECTO: Progresión y secuenciación de contenidos en inglés EP

FORMATO DE CAPACITACIÓN: Curso intensivo de 3 encuentros

LOCALIZACIÓN: Provincia de Buenos Aires

MODALIDAD: Presencial

RESPONSABLES: María del Pilar Martínez, Dirección de Formación Continua

AREA: Lengua Extranjera (Inglés)

Nivel: EP 

Fecha: Febrero 2014 

First meeting:

       The teacher Dabove, Claudia introduced herself and asked us to do the same, then she asked about our experience in the classroom and if we worked in Primary or Secondary school. Then she asked in which way we planned our sequences for Primary schools. After listening to the partners, the teacher mentioned the bibliography that we were going to use during the course. It was about the different manners of planning sequences for Primary schools. The available strategies were 1) Elaboration theory (context expertise sequencing and task expertise sequencing); 2) Posner and Strike theory (learning-related sequencing, world-related sequencing, concept-related sequencing) and 3) Gagne learning hierarchy theory based on nine instructional events and corresponding cognitive processes. We had to read the different theories and then discuss them in groups to choose the best of them for planning sequences. 

Second meeting:

In this meeting we exposed the reflections that we did about the different theories. Each group gave their opinion and the reasons of their election. After listening to the groups, the teacher told us that we had to make a sequence for a primary course following the procedure of Gagne learning hierarchy. Gagne suggests that learning tasks for intellectual skills can be organized in a hierarchy according to complexity. This theory stipulates that there are several different types or levels of learning. The significance of these classifications is that each different type requires different types of instruction. In addition, the theory outlines nine instructional events:

(1) gaining attention (reception)

(2) informing learners of the objective (expectancy)

(3) stimulating recall of prior learning (retrieval)

(4) presenting the stimulus (selective perception)

(5) providing learning guidance (semantic encoding)

(6) eliciting performance (responding)

(7) providing feedback (reinforcement)

(8) assessing performance (retrieval)

(9) enhancing retention and transfer (generalization).

That sequence would be the test to approve the course so we had to think on a sequence and carry all the necessary material to make it in the next meeting.   

Third meeting

All the partners brought materials to make their sequences and we did the sequence individually.

The following example illustrates a teaching sequence corresponding to the nine instructional

events for the objective, Recognize an equilateral triangle:

1. Gain attention - show variety of computer generated triangles

2. Identify objective - pose question: "What is an equilateral triangle?"

3. Recall prior learning - review definitions of triangles

4. Present stimulus - give definition of equilateral triangle

5. Guide learning- show example of how to create equilateral

6. Elicit performance - ask students to create 5 different examples

7. Provide feedback - check all examples as correct/incorrect

8. Assess performance- provide scores and remediation

9. Enhance retention/transfer - show pictures of objects and ask students to identify equilaterals.