podcasting for choosing a healthy diet

UNIVERSIDAD NACIONAL AUTÓNOMA DE MÉXICOCENTRO DE LENGUAS EXTRANJERAS

DIPLOMADO ALADSalas Sánchez Alejandra

Constructive alignment

Constructive alignment is a form of education based on results, which focuses on teaching, learning and evaluating at classroom level. All the good teachers are concerned about learning outcomes achieved by their students, but in the constructive alignment we deal with all the teachers, not just the good ones, to design their teaching in order to achieve these results. Very often teachers focus on what they are doing, not necessarily on what their students are learning. Coincidentally, I used to use the term "objective", but now I prefer "expected learning outcome" because it expresses exactly what students should be able to do after teaching them and who could not do before. "Objective" refers more to what the teacher points to make.

How does education help to students to achieve our expected learning outcomes? Teaching about these results? No, in a class the student simply listens and takes notes, with varying understanding levels: we can do it better. In education constructively aligned students run the verb that appears set out when it makes the result. Let's say that an expected learning outcome is the student to use a principle applied to a given situation. The point is not to give a class on how to implement this principle, the point is, precisely, do students to the application by themselves: for example, might require them to perform a case study. As Thomas Shuell said in 1986: "what the student does is actually more important in determining what has been learned than what the teacher does."

How do we know how well the student has done the application? Making them take an written examination on the application? No, seeing how well they have applied the principle in the study case, perhaps in a different situation. A "review" is just a form of assessment and not the most appropriate to assess high-level results. Frequently, the most important results are about how behave in different ways, make decisions based on information, while tests evaluate more easily how well the students remember what they said was or what you have read, not how the topic can be used to equip their behavior information.

So that, this project was developed for guiding students to construct their own learning process about how to use comparatives in a communicative way and to develop as expected outcome not only a conversation but a podcast.



LESSON PLAN

Objective: At the end of this unit the student will be able to understand oral and written texts related to the next topics: life styles related to a healthy diet. And he will be able to communicate orally and in a written way by using a coherent and cohesive dialogue.

Sub-objective: How to have a communicative everyday oral or written interaction in which, the student explains about food amounts, to make comparisons about quantity in a communicative situation among friends, coworkers or classmates.

GENERIC COMPETENCES TO DEMONSTRATE

BLOOM’S

COGNITIVE

LEVEL

GENERIC COMPETEN

CEATTRIBUTE ACTIVITY

Self determine and takes care of himself

Knows and values himself and deals with problems and challenges, taking into account the pursued objectives

http://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-2527.php

Application

development of the dialogue Application

Choose and practice healthy life styles Comparisons in a dialogue

Application

expresses and communicates

Listens, interprets and issued relevant messages in different contexts through the use of appropriate meanings, codes and tools

development of the dialogue

Application

Develops innovations and proposes solutions from established methods

Flowchart model for dialogueApplication

Works collaboratively

Participates and collaborates effectively in diverse teams

elaboration and development of the dialogue and podcast

Application

Learns autonomously

Learns by initiative and their own interest over the life

http://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-2527.phphttp://www.englishexercises.org/

Application

http://www.englishexercises.org/makeagame/viewgame.asp?id=9324#






makeagame/viewgame.asp?id=9324#http://prezi.com/wiafmgoiud34/edit/#148_13415665http://slideshare.net/alesalas96/how-to-install-audacity?utm_source=ss

Participate responsibly in society

Maintains a respectful attitude towards multiculturalism and diversity of beliefs, values, ideas and social practices

Looking at their partners’ podcast

Application

Thinks critically and thoughtfully

Sustains a personal stance on issues of interest and general relevance, considering other views in a critical and reflective way

Giving feedback

Evaluation

http://slideshare.net/alesalas96/how-to-install-audacity?utm_source=ss



http://prezi.com/wiafmgoiud34/edit/#148_13415665







LESSON PLAN

Teacher's Name: Alejandra Salas Sanchez

Number of students: 27

Level: A2

Objective: At the end of this unit the student will be able to understand oral and written texts related to the next topics: life styles related to a healthy diet. And he will be able to communicate orally and in a written way by using a coherent and cohesive dialogue.

Sub-objective: How to have a communicative everyday oral or written interaction in which, the student explains about food amounts, to make comparisons about quantity in a communicative situation among friends, coworkers or classmates.

Previous Knowledge:

Present perfect

Different uses of the apostrophe ‘s

Modals should, had better, ought to

Direct and indirect objects

phrasal verbs

countable and non countable nouns

How much/ how many

too/ enough

Goals:

Comparatives more/fewer/less

Afirmative and interrogative forms

Material and Equipment: laptops, internet, projector, projector

Organization: individual, team and class as a whole



Procedure:

STAGE ACTIVITY MATERIAL/

CLASS

ARRANGEMENT

1. Students will reinforce their previous knowledge about the use of “more, less, fewer” to express comparisons through the link: http://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-2527.php

Unscamble the sentences

class as a whole

projector Lap top Internet

2. Teacher will elicit the differences among more/ less/ fewer

Whiteboard markers

3. Students will answer the interactive exercise designed by the teacher: http://www.englishexercises.org/makeagame/viewgame.asp?id=9324#a which is checked automatically

Fill in the blanks

class as a whole


4. Students and teacher will socialize and feedback the answers to the exercise

class as a whole


5. In teams students will make comparisons about the nutrition labels they brought to the class.

nutrition labels

pieces of cards

Markers teams of

four6. Some teams will present their

comparisons class as a

whole






7. Students will feedback their partners and the teacher will clarify any doubt about the topic

Plenaria

8. Students will start developing their podcasts by watching to the tutorial in: http://prezi.com/wiafmgoiud34/edit/#148_13415665

class as a whole


9. Students will prepare their typescripts in teams

teams

10. At home students will follow the tutorial to install and use audacity to podcast and have some practice…http://slideshare.net/alesalas96/how-to-install-audacity?utm_source=ss

teams

11. Teacher must check the students were able to install and use audacity or clarify any questions

teams projector Lap top Internet

12. Students will record their podcasts at home and share them by using a yahoo group

computer internet

13. Students and teacher must give feedback to their classmates’ podcasts

computer internet

14. Students will publish their impressions and feelings about podcasting





CONSTRUCTIVE ALIGNMENT

OBJECTIVE COMPETITION

GENERIC

ATTRIBUTE COMPETITION

DISCIPLINE

SKILLS LEARNING ACTIVITY PRODUC

T

How to have a communicative everyday oral or written interaction in which, the student explains about food amounts, to make comparisons about quantity in a communicative situation amon

expresses and communicates

Listens, interprets and issued relevant messages in different contexts through the use of appropriate meanings, codes and tools

Expresses ideas and concepts in written in a clear, coherent and creative form..

Listens to co-workers

nterprets the received message

Gives a coherent response


grade from the page

Develops innovations and proposes solutions from established methods

Makes simple texts in a foreign language for different communicative purposes.

Recognizes the features of the language

Implements the functions in a consistent manner


Image from the page

written comparisons

spoken comparisonspodcast


Participates and collaborates effectivel

Is responsible for develo

written comparisons

spoken comparisons

podcast

Dialogue Oral



g friends, coworkers or classmates.

y in diverse

ping produc

dialogue

Handles the communication and information technologies for information processing, interprets and expresses ideas

Uses the Internet browser

Implements the management of the computer


portfolio


audacity

podcast

Learns autonomously

Learns by initiative and their own interest over the life

Applies their English language knowledge for the solving of the activity



http://prezi.com/wiafmgoiud34/edit/#148_13415665http://slideshare.net/alesalas96/how-to-install-audacity?utm_source=ss

podcast

Expresses and communicates

Listens, interprets and issued relevant messages in different contexts through the use of appropriate

Expresses ideas and concepts in written in a clear, coherent and creative form.

Listens to classmates

nterprets the received message

Practise the dialogue

Dialogue in pairs (heading)

podcast













meanings, codes and tools

Emits coherent



Makes simple texts in a foreign language for different communicative purposes.

Recognizes the features of the language

Implements the functions in a consistent manner


(portfolio)

written comparisonspodcast

podcast


participates and collaborates effectively in diverse teams

Is responsible for developing products

interactive pages

podcast

Thinks critically and thoughtfully

Sustains a personal stance on issues of interest and general relevance, considering other views in a critical and

Listen to co-workers

Interprets the received message

Gives coherent response

He

Socialization of comparisons feedback



reflective way

argues their position

Working collaboratively

Participates and collaborates effectively in diverse teams

Is responsible for the position of the team

Expresses his views on the activity

Participate responsibly in society

Maintains a respectful attitude towards multiculturalism and diversity of beliefs, values, ideas and social practices

Listens to his classmates

Interprets the received message

Gives coherent answers

Argues their position





NAME: ____________________________________________________________

OBJECTIVE: TO REVIEW THE FUNCTION OF MAKE COMPARISONS

Use the next score:

FUNCTIONExcelent(3 ptos.)

Enough(2 ptos.)

Regular(1 pto)

Non enough(0)

score

To express 5 comparisons

Expressed a coherent and cohesive dialogue grammatically correct

Expressed a coherent and cohesive dialogue with some grammatical mistakes

Expressed a dialogue with some grammatical mistakes or not cohesive

Expressed just some sentences

Load the podcast

uploaded it on time

Uploaded it late

didn’t uploaded it

The podcast has music

It has music that reinforces the idea students want to show

it has music but it isn’t related to the topic

it has no music

The podcast has a slogan

the podcast has a slogan that keeps the listener’s attention

The podcast has a slogan but it isn’t very motivating for the listener

It has no slogan

It’s a conversation among four people

It’s a conversation among four people

It’s a conversation among three people

It’s a conversation between two people

It’s not a conversation

Develops innovations and purpose solutions by using known

Developed innovations and purposed solutions

Didn’t develop innovations but purposed

Developed innovations but didn’t purpose solutions

didn’t present



methods solutions

Expresses ideas and concepts in a clear way in a spoken way

Expresses ideas and concepts in a clear way in a spoken way

Expresses ideas and concepts but they weren’t very clear enough

Expresses ideas and concepts but they weren’t understandable

didn’t present

Participate and collaborate in an active way

Participate and collaborate in the team work

Sometimes he participated and collaborated in the team work

He participated and collaborated in the team work very rarely

didn’t participate

TOTALMaximun value: 24 pts.



R E A D Y ? S O L E T ’ S S TA R T A N D E N J O Y I T !

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Hello! Before you start recording your podcast please have into account this guidelines:

Make sure you have:

A typescript for your dialogue

A four members conversation

Selected a music to reinforce your ideas and keep your listener’s attention

Written a slogan to make it interesting and attention catching

Installed audacity on your computer

Read the rubric for your project

PODCAST GUIDELINES FOR STUDENTS



INTERACTIVE ACTIVITIES TO DEVELOP



