Evaluación Curso C1

Primera Evaluación: las notas (anotaciones) de “Apto” y “No Apto” que se registrarían en Séneca al final de llamada “primera evaluación” (diciembre) informarían sobre trabajos realizados, no sobre consecución de un determinado nivel.

No consideramos aquí conveniente realizar pruebas de nivel al alumnado adulto a los pocos meses de haber iniciado un curso por motivos pedagógicos, a saber, porque los “exámenes” perjudican gravemente el desarrollo de rutinas cotidianas de aprendizaje permanente, el amor a aprender, la curiosidad por explorar y descubrir mundos propios y ajenos y la confianza a la hora de compartir públicamente en clase; generan estrés y resucitan traumas escolares antiguos.

Segunda Evaluación: las notas de “Apto” y “No Apto” para Séneca de marzo seguirían la misma pauta, aunque en primavera se realizara el Taller de entrenamiento en formatos empleados en las pruebas de certificación e inevitablemente el alumnado observara los resultados obtenidos en los ejercicios como pruebas de nivel. No lo serían, en realidad, aunque recoger esa información sería un dato más. Y no lo serían porque el objetivo fundamental del Taller PTEC es testar las técnicas y estrategias naturales y académicas que se estuviera aprendiendo a aplicar a la realización de “exámenes”.
Sin embargo, ante la realidad de absentismo que tanto perjudica la enseñanza pública gratuita, y que se explica por la complejidad de la vida adulta así como por la cultura examen (así al menos se comprende y por ello se justifica en esta programación de innovación educativa), podría ocurrir que no se dispusiera de suficientes trabajos, por lo que hubiera que realizar algún ejercicio para disponer de información. 

Por lo tanto, que en la “segunda evaluación” de marzo las “notas de Séneca” pasaran a ser información sobre si el nivel logrado es “Apto” o “no Apto” o bien, indicadores de que cada estudiante continua o no continua realizando los trabajos mínimos requeridos para el aprendizaje debería quedar a criterio de la tutora o tutor del grupo.

Tercera Evaluación. Aquí se producen dos casos, ya que el nivel consta de dos cursos:

  • Curso de No Certificación: para el caso del C1.1, donde es preciso determinar si procede la promoción de la persona que aprende al curso C1.2.

Estudiantes que promocionarían por Evaluación Continua: en el mes de abril se celebran, a criterio de la profesora o profesor en consulta con quienes vayan a realizarlas allí donde sea posible, las pruebas de nivel oportunas para confirmar todo el grupo en E.C. su nivel, o para que lo hagan personas cuyo nivel parezca que podría no ser suficiente como para poder seguir un curso de C1.2 en el futuro, o bien que se no disponga de suficiente información adecuada para valorarlo por la naturaleza de los trabajos presentados.

Casos especiales: Evaluación continua empieza en el primer trimestre. Sin embargo, ocurre en ocasiones que por cuestiones de cuidado a terceras personas, parto, viajes de trabajo, presentado documento justificativo, estudiantes que siguen el curso por Evaluación Continua llegan a no poder haber realizado algún oral en clase, o les falta algún trabajo. Estas personas podrían “recuperar” el “No Apto” que puedan haber tenido en esa fase en alguna destreza (no más de dos) realizando la prueba de nivel de abril, para reengancharse así a la promoción por Evaluación Continua.

En el mes de mayo las personas que promocionan por Evaluación Continua realizarán las presentaciones llamadas “Celebración del Conocimiento“: orales y presentación de portfolios de trabajos, para mostrar lo que la Evaluación Continua ya ido diciendo, que la persona ha ido progresando adecuadamente a lo largo del curso. Se realizarán asimismo, sesiones de diálogo o confirmación con cada estudiante, en torno al tema de la promoción o no promoción, incluyendo la posibilidad de planes de refuerzo de verano. Esta sesión puede ser pública en el aula o bien organizarse dando hora para atención individualizada.

Evaluación del Profesorado. A fin del curso, el alumnado ofrecerá a su profesora o profesor una evaluación de su trabajo para que pueda conocer su opinión y análisis como estudiantes de su curso. Dicho texto será elaborado por la persona docente del grupo, que podrá consultar el ejemplo del anexo, cualquier otro modelo o incluso elaborarlo teniendo en cuenta las propuestas de su alumnado.

Esta evaluación no impide que durante el curso se hayan realizado otras, por ejemplo, como las encuestas que proporcionan los blogs cuando la persona docente precisa información sobre su trabajo.

Estudiantes que no promocionan por Evaluación Continua: estas personas, hayan asistido a clase o no, y tengan o no alguna destreza con “Apto” por Evaluación Continua, si desean tener opción a promocionar, necesitan realizar la prueba final de junio, que determinará su nota final y su promoción. (En septiembre se pueden recuperar las partes suspensas.) Por razones pedagógicas profesionales, queda a criterio de la profesora o profesor si la persona con “Apto” en menos de tres destrezas conserva esos aptos o debe presentarse también a esas partes en junio (y/o septiembre).

  • Curso de Certificación: para el caso del C1.2, donde la única nota que determina la certificación es la de la llamada “tercera evaluación” de Séneca, la única que procede de una prueba de certificación, las “notas” introducidas en Séneca para el “primer” y “segundo trimestre” serían, como explicamos para el C1.1, anotaciones sobre si la persona sigue el curso en el plan de Evaluación Continua, es decir, realizando al menos los trabajos mínimos requeridos en todas las destrezas. Por lo tanto, la propuesta aquí es la misma para primera y segunda evaluación y para la tercera, también, aunque únicamente con ejercicios de “Celebración del Conocimiento” o bien intensivo de entrenamiento en formato examen, a criterio la persona docente tras consideración de preferencias del grupo.

News, about teachers & Eval Cont

Dear students,

As you know I’m on a sick leave and Albert is your new substitute teacher. We are in touch and I’ m really happy and relieved he is in charge now. I hope you all enjoy your time together. About how long this will be, unfortunately, I can’t tell. The doctor decides that. So we all need to be flexible and make the most of anything and everything! But here’s an idea that might help us all, about Eval. Cont.: as you know, E.C. in our course is not about passing or failing exams but about getting ticks for work done and shared or handed in. You always need to use our feedback for overcoming mistakes and other improvements, by using your LoM, and this is why the teacher gives you your checked work back and keeps a copy. We will see later on how many ticks you need to pass your 5 subjects evaluated in the term, but I would like to consider flexibility with people more or less attending class or following the course to compensate the fact that you had no teacher for a month, and that always has all sorts of onsequences. We might then require ticks as explained in my notes on Eval Cont for a month or two. So work hard and joyfully, learn as much as you can, and we’ll talk about this later on.

Make a list of who handed in which writings to me, and the orals you shared and were ready to share (pending). And then keep a record of your work with Alberto. He & I also have our notes on this.

Thanks, Alberto, for all! 😍👐🏾🤸🏽‍♀️👍

Big hug to all!

Blog for C1.1s!

Dear C1.1s!

I was impressed when I got your 17 email addresses. Thanks, Mel! Thanks, dear all! ❤

I thought that was well worth a blog of your own, so that’s what I have just created. It’s here: https://20192020c11studentsblog.school.blog/ And this is the banner I did for you. But you can create more banners, of course! Can you explain the items? 😀 Enjoy!

News & About Migraines

Dear students,

Today I sent the info I got from my GP about my sick leave. He’s given me another two weeks. I hope it’s the last but I’m not sure… 😥

I do hope you get a substitute teacher, but as you already know, if you browse this blog or read the C1 Resorce Pack, you’ll get plenty of ideas & materials to use your English every day, which is a must in the life of an advanced independent & resorceful lifelong learner! 😍

I do miss being healthy and being in class with you all, for all the good things we share in that special space! 🥰

I’ll try to upload more materials or answer questions if no teacher is sent. If a techer is sent, please tell this person I’m more than willing to assist him or her in any way. Do help her/him, too, sharing your work & ideas!

I’m sending you all my best wishes!

😚

READING: ABOUT MIGRAINES

https://www.medicalnewstoday.com/articles/148373.php

About my migraine: I got my first migraine when I was 7. The pain sped up my small skull as I squatted to pick my comic book. I fainted. It was the only time in my life I’ve fainted! I never had that kind of pain again in my life. But later on we all guessed it could have been my first migraine! I was told I was given a shot that day. When I woke up I was very hungry!, gobbled up a very long French bread sandwich, and was back to normal!

Last year I was really happy. After my menopause I just had to take my migraine meds once every two months or a bit more often, and consequently suffered no pain — it was controlled and kind of dying out!

The neurologist has now confirmed two important pieces of information. One is that my migraine is genetic. The other, that it’s becoming chronic relates to the fact that my sleep routine was broken. I think stress can also claim its toll. I’ll be requesting protection in terms of working shifts, because we have very positive legislation. Let’s hope for the best!

Evaluación Continua (EC) for C1’1s

Dear all,

We never got the chance to have our session on questions about this, so I don’t know how you’re doing. Do post on this here, if you like. In case it’s of use, here is a proposal. Until we meet again, and while there is no substitute teacher (if there is, you can tell her/him about this plan, too), here is what you can work on:

October. The Ngozi Adichie Project

Skills involved: Listening / Reading / Speaking / Writing / Mediation

Find the talk here (listening) + get a copy of the printed essay (it’s just about 6 euros and you won’t regret it!)

Watch the TED Talk by Chimamanda Ngozi Adichie, We Should All Be Feminists, 20 minutes, a must watch to develop a feminist intelligence! Watch it several times till you get used to Nigerian accent (you will!) and so you can take notes. Don’t read the transcript or the printed essay (or not at the same time) until you have watched it enough times so you can give your ear a chance to learn to listen! Then you can combine both.

After all your listening and reading work, consider highlighting/underlining (reading) and note-taking (listening):

  • questions of useful language to improve your wordings in English (how you explain things, for instance) and
  • your favorite quotes and passages: the question of ideas that can help you think better, more kindly, being less unfair to others. Try to see if you can relate Ngozi’s examples or anecdotes to your own experience, too.

You can also do some research on Ngozi’s bio and work.

What to hand in so I can learn about your work:

Reading. Listening. Writing. You need to hand in a text on how you worked on this project (in one single piece of paper, with relevant info on the top right-hand corner of page 1!) Extension: from half a page to two pages. Format: a log, a diary, a report with sections, a comic, you name it!

Writing. A personal commentary on a quote or passage you choose to comment (about 200 words, without counting the quote or passage, which you need to cite with the page number or minute in the video and preferably copy for me to read without having to look for it)

Speaking. What to share in class: A 3-4 minute presentation on Ngozi and this work of hers. If you can’t share it in class, record it in an mp3 file, but don’t record it until you have practiced it and remember NEVER PRACTICE SPEAKING EXERCISES WITH NARRATIVES, JUST WITH OUTLINES, because if you practice with a narrative you won’t be practicing speaking, just reading aloud, which is a different kind of exercise (a good exercise, yes, but called “Reading Aloud”, not “Speaking”! 😀 )

I’m giving you the outline, to help:

  • Ngozi: bio
  • [WSABF – form: the talk & the essay] – skippable
  • content: Summary or Retelling (Mediation)
  • My personal opinion (what I learned)

As an example, here is what I prepared to do my own OP and other written work:


Can you do all the other things we were meant to be doing? Of course!

  • Watch the Friends TV Series (episodes 1-3 season 1 at least) and jot down UL to share later in class, so we can put together a podcast episode, too! Yes!
  • Read the C1 Resource Pack, so you can learn about our methodology! YES YES YES!!!
  • Keep a listening log and a reading log? Yes!

For C1.2s on December Teamwork Project & Proposal of Oral Mediation Task for October

As I think that my proposal on the Employability project did not go down well, I’ve designed the following Writing Workshop on Jazz, by Toni Morrison to work on in November so that you can share your teamwork projects in December. Please, have a quick look asap so you can bring this issue up in class this week! ❤
Check this out: https://englishspeakingwomenwriters.wordpress.com/learn-about-women-writers-learn-to-write-beginnings-endings/ (first download)
And we can come back to the world of employment after the winter holidays.

As you well know, I get nervous when I see people don’t find the time to work on their orals at home, particularly to overcome fossilized mistakes under the level, so supposing you are not into preparing your individual OPs on your summer or any other topic of your choice, my proposal is you work on this challenging 4-minute talk by taking notes so we can create its transcript (please, don’t cheat, we’ll work together in class, too). This talk uses vocabulary for many of the topics you are required to speak about in certificate tests, and includes the crosscurricular subject of Education for Equality: Federica bianco on How we use astrophysics to study earthbound problems. Furthermore, it’s about science and technology, and creative human minds!

For C1.2s – Important

For C1.2s not coming to class: I would like to ask you, to please let me know if you will. If you are taking a year off (because you know you can take this course again 2 more times) please, let me know so I can cross you out for practical purposes this year. Here are the initials (family names first): CMMA, JMMJ, QRMI, VLJJ, VMRE, LMR.

About Tutorías: my time for you is on Tuesday after our lesson, so we need to see who’s coming. I’d like to talk to (Just mentioning names of people who’ve come so far): JBA, MJMT, RSA, RCM, VPMI, FLML.

News & Blog Updates: C1.1 Diary

Dear all,

These days I’m also working on the editing of the Celebration of Learning Orals C1.1s shared last year in class in May. These will be published on our Departament’s YouTube Channel, EFL Learners Speaking English, so you can all watch them.

I’m having trouble with the video converter, because it was free, but now it’s not, so I need to find a new one. Any ideas? Thanks!

I just updated the C1.1 Diary, but we need to talk, because I would like to have different students posting the lesson diary. If we are from 15 to 32, I’m sure you won’t be burdened with this task, because each one will only get to do it once or a few times in the year! Please, let me know what you think.

Blog Update – Novel

I forgot to mention that I have included the link to the C1.2 novel on the page above called “Reading”, so everybody buys the same copy. ❤