Transcript Portfolio - CIIE-R10

PORTFOLIO
Introducción al Diseño Curricular de
6º año – Inglés
Andrea Salvo
Objetivos de aprendizaje para 6to año
• De acuerdo con el presente diseño curricular se espera que los alumnos logren:
• Comprender textos orales y escritos con los contenidos propuestos para el año
utilizando estrategias específicas en función de las necesidades de información y
comunicación
• Producir textos escritos y orales con propósitos comunicativos aplicados a una
situación relacionada con el contenido propio de materias relacionadas con su
especialidad y propuestos para el año.
• Reconocer y producir el vocabulario propio de las materias especificas de los distintos
tipos de escuela y modalidad.
• Desarrollar estrategias de la lengua extranjera que faciliten el acceso al conocimiento,
desarrollo personal y de comunicación en el mundo actual.
• Ganar autoestima y confianza en sí mismos y aprendan a trabajar con independencia
debido a la naturaleza interactiva y cooperativa del trabajo que AICLE supone.
Bloom`s Taxonomy of Learning Domains
Adapted from Anderson and Krathwohl (2000). A Taxonomy of Learning
The Four Cs
Content
Communication
Cognition
Culture
Algunos de los principios básicos de enseñanza de la puesta en marcha del enfoque de
AICLE que proponemos en el presente diseño curricular son los siguientes:
La enseñanza deberá combinar los siguientes elementos:
Contenido: que permita progresar en el conocimiento, las destrezas y la comprensión
de los temas específicos de una o varias materias determinadas
Comunicación: el uso de la lengua para aprender mientras se aprende a usar la lengua
misma
Cognición: que implica el desarrollo de las destrezas cognitivas que enlazan la
formación de conceptos (abstractos y concretos), los conocimientos y la lengua
Cultura: que permite la exposición a perspectivas variadas y a conocimientos
compartidos que nos hagan más conscientes de el otro y de uno mismo.
La enseñanza centrada en el alumno deberá promover su compromiso con la tarea de
aprender en cooperación con el docente negociando los temas y tareas, utilizando
ejemplos y situaciones reales, realizando trabajo por proyectos, etc.
La enseñanza deberá ser flexible atendiendo a los distintos estilos de aprendizaje y
facilitadora de la comprensión y producción del contenido que sirve como contexto
de aprendizaje.
La enseñanza estará orientada a promover el aprendizaje interactivo y autónomo a
través del trabajo en pares y grupal, actividades que involucren la negociación de
significados y desarrollen el trabajo de investigación.
Global Goal:
 To build conscience.
 To reflect about nowadays diseases.
Unit Title:
Nutrition, Bulimy and Anorexy
Methods to deal
with them today
Nutrition,
Bulimy and
anorexy today
Presentation to
the school
community
What is
anorexy?
Specialists`
talks
Places where
to treat them
Key voc .
and
phrases
Gerund
and
infinitive
Symptoms
Consequences
Culture
Present, past and
future tenses
What is
bulimy?
Content
What to do
The Nutritional Pyramid
Relative
pronouns
Language of
learning
Connectors
cause and
effect
Nutrition,
Bulimy and
Anorexy
Understand cause
and effect
Visual material/
representation
Investigation
Cognition
Discuss solutions
Communication
Surveys
Brochures
Discuss life
experiences
Language
through learning
Reading strategies
for different types of
texts (visual, oral,
written)
Dictionary
Definitions
use
Asking/ answering questions
Describe pictures/
feelings
Reflecting on
Language
for learning
adolescents`view
Campaing against
them
videos
Spots
Blogs
Assessment FOR learning
Designed to give teachers information to modify teaching and learning
activities. Teachers can used this information to streamline and target
instruction and resources and to provide feedback to students to help them
advance their learning.
Assessment AS learning
A process for developing and supporting metacognition for students. It
occurs when students monitor their own learning and use the feedback from
this monitoring to make adjustments, adaptations and changes in what they
understand.
Assessment OF learning
Summative in nature and used to confirm what students know and can do
and to demonstrate whether they have achieved the curriculum outcomes.
Washback
Tests can have positive and negative effects, or washback. Positive
Washback refers to expected test effects. For example, a test may
encourage students to study more or may promote a connection between
standards and instruction. Negative Washback refers to the unexpected,
harmful consequences of a test. For example, instruction may focus too
heavily on test preparation at the expense of other activities.
One way to ensure positive washback is through instructional planning
that links teaching and testing. By selecting a test that reflects your
instructional and program goals, you can more closely line testing with
instruction.
Construct
Constructs are the abilities of the learner that we believe underlie their test
performance, but which we cannot directly observe. These being
“concepts”, and we can identify them because they are usually abstract
nouns. The oldest construct in education is propbably “intelligence”.
When we abstract from what we observe and create labels we are essentially
building a basic theory to explain observable phenomena.
The important thing is deciding what qualities you want students to have and
how you will assess them against those qualities.
Digital or E-Portfolios
Student e-portfolio were born out of print-based portfolios (from the mid-1980s)
in mainly art, English, and communication studies …
Digital portfolios are selective and purposeful collections of student work,
records of learning, growth over time (Barrett, 2000), and they change on the
part of the student. They are multimedia representations of learning
achievements. They may include:
text
photographs
illustrations
diagrams
spreadsheets
Publisher and Powerpoint presentations
digital images
videos
music and sounds
voice recordings
links to useful and interesting websites
NUTRITION
BULIMY
ANOREXY
Definitions
•Anorexy:
People suffering from anorexy, don’t want to mantain their normal weight
because they are affraid of gaining weight and becoming
obese, and they are worried about their body.
•Bulimy:
People suffering from eating excesively and after they vomitate or use
laxatives and diuretics. Sometimes they submit themselves to very
restricted diets which modify their character and behaviour.
Symptoms
•
Anorexy
• Don’t want to keep their
weight.
• Vomitate.
• Start eating less and less.
• Can’t concentrate on their
studies.
• Lose their menstruation.
• People feel cold, lose their
hair...
• Etc...
Bulimy
• Eating with out control.
• Feeling that it’s impossible to
stop eating.
• Fasting to compensate for
previous over eating.
• Inducing vomits that are
denied.
• Abusing of laxatives and
diuretics.
• Problems with teeth.
• Changes of humor and
depression.
Treatment
Anorexy:
• The best treatment is a group
therapy.
• Talking about the problem.
• The help of the family.
• And the more important is
adquiring the right eating
attitude.
Bulimy:
• The best treatment is group or
individual therapy.
• Acquiring the right eating
attitude.
• There is a pharmacological
treatment.
• The most effective are
antidepressants.
TELL ME WHAT YOU
THINK
Watch them and reflect
• http://www.youtube.com/watch?v=qFbYW6bNViw
• http://www.youtube.com/watch?v=AmJLiuxTfsQ&feature=related
• http://www.youtube.com/watch?v=wjwZhEnSWvg&feature=related
• http://almadormida.blogspot.com.ar/2007/05/una-cucharada-cadacomida-la-anorexia-y.html
The Nutritional Pyramid
A Fear of Food
A History of Eating Disorders
In the late 1800s, the curtain was about to rise on modern conceptions of anxiety.
Victorians were beginning to get a glimpse of a new world, a world characterized by
radical transformations, such as the telegraph, new theories of evolution and religion,
telephones, light bulbs, elevators, and new forms of transportation. Such
transformations seemed to produce a special kind of fear, a fear that we might call
today general anxiety. Among burgeoning attention to the study of “mental states,”
such as William James’ seminal work Principles of Psychology and Freud’s theory of
the unconscious mind, Victorian doctors increasingly noted a rise in a previously
obscure disorder called “hysteria.”
Hysteria, from the Greek hysterikos (“of the womb”) was mainly associated with
women and was indeed thought to be caused by a dysfunction of the uterus (Stacey
2002). The symptoms, mostly exhibited by women, were physical, but they also
seemed to be linked to psychological factors and emotional distress. Increasingly,
hysteria was seen as a type of social illness that was directly related to the needs and
style of the era. In fact, soon after the turn of the century, cases of hysteria declined
as social transformations were established, including significant changes in the status
of women (Gordon 2000). Yet, in the second half of the twentieth century, a different
and more serious type of “anxiety” burst into public view: eating disorders. Though
several ancient texts seem to describe many modern eating disorders, these disorders
began to occur with alarming frequency in the late 1960s.
Eating Disorders Statistics
General:
• Almost 50% of people with eating disorders meet the criteria for depression.1
• Only 1 in 10 men and women with eating disorders receive treatment. Only 35%
of people that receive treatment for eating disorders get treatment at a specialized
facility for eating disorders.
• Up to 24 million people of all ages and genders suffer from an eating disorder
(anorexia, bulimia and binge eating disorder) in the U.S.
• Eating disorders have the highest mortality rate of any mental illness.
Students:
• 91% of women surveyed on a college campus had attempted to control their
weight through dieting. 22% dieted “often” or “always.”
• 86% report onset of eating disorder by age 20; 43% report onset between ages
of 16 and 20.
• Anorexia is the third most common chronic illness among adolescents.
• 95% of those who have eating disorders are between the ages of 12 and 25.
• 25% of college-aged women engage in bingeing and purging as a weightmanagement technique.
• The mortality rate associated with anorexia nervosa is 12 times higher than the
death rate associated with all causes of death for females 15-24 years old.
• Over one-half of teenage girls and nearly one-third of teenage boys use
unhealthy weight control behaviors such as skipping meals, fasting, smoking
cigarettes, vomiting, and taking laxatives.
• In a survey of 185 female students on a college campus, 58% felt pressure to be a
certain weight, and of the 83% that dieted for weight loss, 44% were of normal weight.
Mortality Rates:
Although eating disorders have the highest mortality rate of any mental disorder, the
mortality rates reported on those who suffer from eating disorders can vary
considerably between studies and sources. Part of the reason why there is a large
variance in the reported number of deaths caused by eating disorders is because those
who suffer from an eating disorder may ultimately die of heart failure, organ failure,
malnutrition or suicide. Often, the medical complications of death are reported instead
of the eating disorder that compromised a person’s health.
According to a study done by colleagues at the American Journal of Psychiatry (2009),
crude mortality rates were:
• 4% for anorexia nervosa
• 3.9% for bulimia nervosa
• 5.2% for eating disorder not otherwise specified
Why You Need Calcium
By Shereen Jegtvig, About.com GuideJuly 23, 2012
My BioHeadlinesForumRSS
Calcium is needed for strong bones and teeth, but that's not all. It's also important
for normal blood clotting, and for healthy muscle and nervous system function. Most
adults need around 1,000 mg to 1,200 mg every day (and teenagers need more). You
can get enough calcium from the foods you eat.
Dairy products are well-known as a source of calcium, but you don't need to consume
dairy foods if you can't tolerate them or even if you just don't want to consume them.
You can get plenty of calcium from other foods like legumes, green leafy vegetables,
nuts, seeds and bony fish (like canned salmon), or you can take calcium supplements.
Vitamin D is essential as well. If you don't get enough sun exposure (up to 30 minutes
twice each week), then you might want to consider taking vitamin D supplements.
Why? Because vitamin D helps your body absorb calcium.
More About Calcium and Vitamin D
http://www.youtube.com/watch?v=tc20-M-9aTE