The Colors of Education

The colors

of

GLOSARY

Different concepts for Evaluation & Assessment INTERVIEW

An expert talks about the importance and benefits of Interactive Models

INFOGRAPHIC

Grammar Traslation Method

Useful Websites

Useful Websites for Teachers with Students with Special Needs

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GLOSARY

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Assessment

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‘Is a general term for a broad range of processes that includes testing, measuring, and evaluation’ (Ouyang, 2019)

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Evaluation

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Evaluation refers to the process of judging the quality of student learning on the basis of established performance standards and assigning a value to represent that quality. Evaluation is based on assessment of learning that provides evidence of student achievement at strategic times throughout the grade/course, often at the end of a period of learning.

(Ministry of Education’s , 2010)

4 INFORMAL ASSESSMENT Are exercises or procedures specifically designed to tap into a storehouse of skills and knowledge.

They are systematic, planned sampling techniques constructed to give teacher and student an appraisal of student achievement.

(Brown, 2004) INFORMAL ASSESSMENT Assessments that are not planned in advance and are very spontaneous (Mertler, 2017)

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It is the process of examining a program, procedure, or product to estimate its function, effect, and worth. There are two main functions of program evaluation in education. The first is to inofrm the development and implementation of the program. The second is to estimate the outcomes and program effects (The SAGE Encyclopedia of Educational Research, Measurement, and Evaluation, 2018)

The Colors of Education

The end of course or program assessment of teaching and learning. Evaluation conducted after project completion for the benefit of some external audience or decision maker, though it may be done by either internal or external evaluators or a mixture. For reasons of credibility, it is much more likely to involve external evaluators than is a formative evaluation (Simonson & Seepersaud, 2019)

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Checklist

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Explicit Evaluation

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Concerned about summative decisions.

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Both teacher and learners are aware that assessment is taking place

A set of criteria, each of which is said to be met or not met by the response (s) made by students to assessment tasks

(Ketabi & Ketabi, 2014)

(Anderson, 2003)

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Implicit Evaluation

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Focused on formative decisions.

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Both teacher and students may be unaware that assessment is taking place (Ketabi & Ketabi, 2014)

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Rubric

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A scoring guide that enables scorers or raters to make reliable judgments about the quality of student responses made to extended response tasks. Rubrics include explicit criteria, an underlying continuum for each criterion, and verbal descriptions connoting differences in the quality of student responses (Anderson, 2003)

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Why it is important to integrate skills when teaching English?

It is simple, because students are human beings and we have to conceive them as integral beings. For that reason, the integration takes into consideration all the skills that they have and they can put into practice also the relationship among the skills.

Luis Carlos

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What does integration provide to the teachers?

Well, it provides to teachers a great deal of flexibility in creating interesting, motivating lessons. Teachers no longer have to deal with something monochromatic, they can see all the colors that education has and show them to students.

Why are there arguments that integration diminishes the importance of the rules of listening, speaking, reading, and writing? Rather than being forced to scramble through a course that is limited to one performance mode, students have the opportunity to diversify their efforts on a more meaningful task. Of course, such integration can still use a robust, principles-based approach to the unique and separate characteristics of each skill, but integrating them as one.

Teacher by profession. He holds a Bachelor's Degree in Teaching, in addition to 2 Master's Degrees in Evaluation. He was Minister of Education for 2 terms.

Which are the reason why courses weren't integrated before?

Firstable, it seemed logical to fashion a syllabus that dealt with, say, pronunciation of the phonemes of English, stress and intonation, oral structural patterns (carefully sequenced according to presumed grammatical difficulty).

As a second reason were the administrative considerations that it was easier to program separate courses in reading and speaking, and so on. Finally, there are certain specific purposes for which students are studying English that may best labeled by one of the four skills, especially at the high intermediate to advanced levels.

The Colors of Education

Can you tell us, what are each of the models based on?

Content-based instruction It is a curricula that is dictated more by the nature of the subject matter that by language forms and sequences.

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Theme-based instruction It provides an alternative to what would otherwise be traditional language classes by structuring a course around themes or topics.

Theme-based curricula can serve the multiple interests of students in a classroom and can offer a focus on content while still adhering to institutional needs for offering a language course per se.

Experimental Learning What experimental learning gives to students are concrete experiences through which they “discover” language principles (even if subconsciously) by trial and error, by processing feedback.

It is learner centered and includes the psychomotor aspect.

The Episode Hypothesis It is to present the language in an easily followed storyline, using sequence of sentences. And it goes well beyond simple “meaningful” learning.

Task-Based Teaching It is everything related to complete the task in terms of outcome.

The Colors of Education

In your opinion, which model is best suited to Costa Rican education?

There is no doubt that the best-suited model is content-based, since it is focused on practical objectives over a long period.

What does content-based instruction allow learners?

It allows learners to acquire knowledge and skills that transcend all the bits and pieces of language that may occupy hours and days of analyzing in a traditional language classroom.

What will be the benefits for a preschool or elementary school setting?

Remember that the program for preschool and elementary school are for a long period of time, in this way a complete integration of the language could be reached during this period of time. There is enough time to see the progress in the students' development of communication skills.

What are some challenges for language teachers in contentbased instruction model? Some challenges are: -Allowing the subject matter to control the selection and sequencing of language items means that you have to view your teaching from an entirely different perspective.

-You are first and foremost teaching geography or math or culture; secondarily you are teaching language. So you may have to become a double expert.

Is Costa Rica prepared for this integration model?

In my opinion, I think that Costa Rica has everything to do it and put it into practice, however if it is intended that students achieve a level of English according to their academic level and based on the Common European Framework, it should be proposed to expand more hours dedicated to this language.

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Role of the Student There is little student initiation and little student– student interaction.

The Colors of Education

ADVANTAGE It helps teacher much to clear the meaning of a word and sentence to the students easily by translating them in to the mother tongue.

DISADVANTAGE The students don't develop the power of thinking in the target language.

They become mentally lazy.

For Teachers with Students with Special Needs

1. Adapting for Autism Teachers can share and use resources, materials and tips for working with children with autism.

Find it at: www.adaptingforautism.com

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2. Aula p.t

3. Storyline Online

On this page we can find material according to the different Curricular Adaptations, in addition to uploading your material that may serve as support to another teacher.

Storyline Online is an excellent resource for children with learning disabilities like dyslexia. Students develop their literacy skills by following along with text as the literature comes alive.

Find it at: https://www.aulapt.org/

Find it at: https://storylineonline.net/

For Teachers with Students with Special Needs

4. Into the Book It provides engaging reading comprehension activities in English and Spanish. Elementary children with learning disabilities will benefit from dissecting books. Also, it includes important reading strategies like visualization and summarizing for teachers.

Find it at: https://reading.ecb.org/index.html

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5. Do2learn Do2learn provides thousands of free pages with social skills and behavioral regulation activities and guidance, learning songs and games, communication cards, academic material, and transition guides for employment and life skills.

Find it at: https://do2learn.com/

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6. Incredible Art Department It includes a diverse range of subjects and topics of interest to art educators, general area teachers, students, parents, artists, and homeschoolers the world over.

Find it at: https://www.incredibleart.org/

For Teachers with Students with Special Needs

7. FUSE It is a practical guide that builds understanding learning difficulties.

Find it at: http://fuse.education.vic.gov.au/Teacher

8. Scaffolded Math and Science There are math and science word walls and, vocabulary in a digital way, games and worksheets to teach students with moderate disabilities Find it at: https://www.scaffoldedmath.com/p/home.h tml

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9. SenTeacher It provides for teachers free resources for students with special needs.

Find it at: https://www.senteacher.org/

For Teachers with Students with Special Needs

10. Educating all Learners 

It includes specific guidance on how teachers can deliver lessons online to students in special education.

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Find it at: https://educatingalllearners.org/

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REFERENCES

Anderson, L. W. (2003). Classroom Assessment Enhancing the Quality of Teacher Decision Making. (L. Akers, Ed.) Mahwah, New Jersey, USA: LAWRENCE ERLBAUM ASSOCIATES, PUBLISHERS. Brown, D. H. (2004). Language assessment : principles and classroom practices. New York: Pearson.

Ketabi, S., & Ketabi, S. (2014, February). Classroom and Formative Assessment in Second/Foreign Language Teaching and Learning. Theory and Practice in Language Studies, 4(2), 435-440. doi:doi:10.4304/tpls.4.2.435-440 Mertler, C. A. (2017). Classroom Assessment A Practical Guide for Educators. New York, USA: Routledg.

Ministry of Education’s . (2010). GROWING SUCCESS. assessment, evaluation, and reporting in Ontario school, First edition, 168. Ontario, Canada: Queen’s Printer for Ontario. Retrieved from http://www.edu.gov.on.ca/eng/policyfunding/growSuccess.pdf Ouyang, R. (2019). Assessment in Education. Salem Press Encyclopedia of Health, 3.

Simonson, M., & Seepersaud, D. J. (2019). Distance Education Definition and Glossary of Terms (Fourth ed.). INFORMATION AGE PUBLISHING, INC. The SAGE Encyclopedia of Educational Research, Measurement, and Evaluation. (2018). doi:https://doi.org/10.4135/9781506326139

The Colors of Education