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Mesa de comunicación: Reaching the IGCSE standards in the literacy classroom

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Subido el 14 de enero de 2011 por EducaMadrid

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Mesa de comunicación "Reaching the IGCSE standards in the literacy classroom" por D.Hernán Jaén, celebrado en el I Congreso Internacional sobre Bilingüismo en Centros Educativos el 14 de junio de 2010 dirigido a profesores de primaria, secundaria y universidades, a investigadores y responsables políticos interesados en la educación bilingüe y en metodología AICOLE (Aprendizaje Integrado de Contenidos y Lengua)

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I want to tell you this afternoon about the biggest challenge that I've had as a comprehensive 00:00:00
school teacher, and that's training fourth-year students to take IGCSE tests. 00:00:21
Now what the heck is IGCSE, right? 00:00:29
Well, IGCSE stands for International General Certificate for Secondary Education, and these 00:00:33
international exams are taken through Cambridge University, and they are the international 00:00:41
equivalent to the UK GCSEs, right? 00:00:50
That is to say, El Graduado Escolar in Spain, okay, right? 00:00:55
And well, as Judith has said, I work at Villavallecas, which is one of the ten pioneer comprehensive 00:01:00
schools, which followed a Ministry of Education on British Council model, so we are bilingual 00:01:10
before being bilingual, right, okay. 00:01:19
And two years ago, in our case two years ago, when the first form of students got to fourth-year, 00:01:23
the Ministry of Education on the British Council had a meeting with us and told us, your students 00:01:34
should take these exams, okay. 00:01:39
There are two options in English. 00:01:43
English as a second language, and English as a first language. 00:01:45
At first, we didn't have many doubts about it. 00:01:49
It was like, okay, they are literacy students, they are familiar with the literacy approach, 00:01:52
so they are going to do better at first language English tests, okay. 00:01:58
But then there was some debate, because some of my colleagues went like, okay, yes, but 00:02:04
you know, the Spanish labour market has not heard of IGCSEs, you know. 00:02:09
They are aware of the first certificates. 00:02:17
They are aware of the advanced certificate. 00:02:20
They know about the proficiency certificate. 00:02:24
They also know about other tests like TOIC, the Test of English for International Commerce, 00:02:26
okay, but they don't know about IGCSEs. 00:02:32
Unfortunately, that's true, but on the other hand, we felt that, you know, if they passed 00:02:35
their IGCSEs, our students, you know, then it would be like, okay, they've had a bilingual 00:02:42
education and this clearly proves it, because they've got the two graduados, the Spanish 00:02:47
one and the British one, okay. 00:02:52
So that was the reason why we finally went for it, and it compensated us. 00:02:54
It's been a lot of hard work, but it's also very rewarding, because of the intellectual 00:03:01
salary, both for teachers and students, and if I can start using the PowerPoint presentation, 00:03:07
then it will be better, but unfortunately, something's gone wrong, okay. 00:03:15
Oh, there we are, my man. 00:03:23
All right, good. 00:03:27
That's it, all right, okay. 00:03:30
So as I said, that's what IGCSE means, International General Certificate of Secondary Education. 00:03:33
It's aimed at students aged 14 to 16. 00:03:41
It's recognised by universities and institutes of higher education around the world, and 00:03:44
well, as I said, it's the equivalent in standard to the UK GCSE examinations, okay. 00:03:49
Besides, if they get good grades, you know, well, that's taken into account when it comes 00:03:56
to access to universities and colleges around the world. 00:04:02
Okay, I've already explained this, so, well, I've already told you why it was a bit of 00:04:07
a difficult choice at first for us. 00:04:19
We had those doubts about English as a first language and English as a second language. 00:04:21
Then I'm telling you, it's a challenge for both teachers and students. 00:04:28
Why? 00:04:32
Because the level is really high, okay. 00:04:33
I'll show you some examples, and you'll soon understand, okay, right, right. 00:04:35
Let me show you this exercise about descriptive verb usage, okay, and you'll see what I mean, 00:04:44
especially temp teachers. 00:04:52
Are there any temp teachers here? 00:04:53
Those who are going to take your posiciones in a few days' time? 00:04:56
No? 00:04:59
All right. 00:05:00
Oh, yeah, good. 00:05:01
Brave girl. 00:05:02
Okay, right. 00:05:03
Well, yeah. 00:05:04
Interinos, yeah, temporary. 00:05:05
So, well, oh, dear. 00:05:06
Oh, dear. 00:05:07
Well, it was an exercise about descriptive verb usage, so that's one of the main things 00:05:08
that they have to do in fourth year. 00:05:31
They have to make the transition from general vocabulary to more specific vocabulary, okay. 00:05:33
So, instead of saying things like, she came into the room, no, they have to, like, okay, 00:05:39
she breathed into the room, or maybe she padded into the room because, you know, she was, 00:05:45
she had her slippers on, okay, right, or maybe she sashayed into the room, as the Americans 00:05:53
would say, you know, right. 00:06:02
So, they have to make this transition, okay, and they also have to make the transition 00:06:05
from general comprehension to subtle comprehension, okay. 00:06:12
Let me tell you what I mean by subtle comprehension, okay, right. 00:06:18
I'm going to give you a silly little example by Ray Davis, Britain's great lost poet laureate. 00:06:23
He really should be made poet laureate, okay. 00:06:31
It's from a silly old song from 1966, but I love it, because with just two verses, Ray 00:06:34
Davis is telling a complete tale, okay. 00:06:41
This is a song about two sisters, and one of them is very jealous of the other, and 00:06:45
it went like, sorry if my rendition is bad, it's like, Sibylla looked into her mirror, 00:06:50
Priscilla looked into the washing machine. 00:06:56
Okay, so, in an English as a second language, the question would be, profe, washing machine 00:06:59
means lavadora, right, but in a literacy session, the question is, okay, so, what information 00:07:07
is Ray Davis giving us by using the mirror and the washing machine, and at first, it's 00:07:16
quite hard for them, but after a little time, you know, it dawns on them, okay, Sibylla 00:07:25
looks at herself in the mirror, because maybe she's getting dressed for a party, and she's 00:07:32
putting make-up on her face, okay, right, so, the mirror is like, okay, her spare time 00:07:37
is for herself, but Priscilla sees her reflection in the washing machine, her spare time does 00:07:44
not belong to her anymore, it belongs to the family, it belongs to her family, okay, 00:07:53
and that's like, okay, great, see, and just two verses, with two verses, Ray Davis has 00:08:01
given us an awful lot of information, so, that is really one of the main targets in 00:08:09
Fall of the Year, making this transition from what is evident to what is not so evident. 00:08:17
Oh, it's back, okay, well, just to give you an idea, you see, we used to do this kind 00:08:25
of exercises when we were getting trained for our opposiciones, you know, it's like, 00:08:33
okay, we were told, okay, try to tell me as many verbs as you can remember for kissing, 00:08:38
or for smiling, or for laughing, or for eating, okay, and it was like, oh, God, oh, there's 00:08:45
munch, okay, okay, and you feel peckish, you nibble, and, you know, so, believe me, when 00:08:52
I tell you that the level that our students are expected to come up with is very, very 00:09:02
close to the one our secondary education teacher must have. The main differences between 00:09:11
our opposiciones and the IGCSE tests is that the questions are aimed at teenagers, of course, 00:09:20
whereas the questions in an opposiciones are aimed at adults, but that's more or less just 00:09:27
about it, because the passages they get, they use descriptive vocabulary, descriptive verbs, 00:09:33
advanced words, okay, right, and the questions aim at subtle comprehension, okay, right, 00:09:39
let's see if I can use a presentation, okay, right, with a little luck, okay, yeah, where's 00:09:46
the mouse, yeah, good, now, let us take a look at some of the reading skills they need to master, 00:09:59
okay, right, and they have to learn how to read for meaning, okay, right, this is one of my 00:10:09
favourite exercises that I do with them when I take them to the computer lab, okay, let's see if 00:10:22
I can, good, yeah, here it is, well, no, it's not working, oh, God, what isn't working, aha, well, here it is, 00:10:30
the link won't work, yeah, but we've got internet, aha, yeah, well, anyway, now, this is another, 00:10:45
this is another, well, it's not really working, it's a shame, you know, actually, that's for 00:11:00
writing, not for reading, and I wanted to tell you about reading strategies, but obviously there's 00:11:08
something wrong with my presentation, I don't know, well, anyway, we always tell them about 00:11:13
minding the gap on making a list, when they have to work with non-fiction texts, they have to mind 00:11:25
the gap, that is, think of the genre, think of the audience, and think of the purpose, okay, right, like, 00:11:34
if you're working with an article, who is it directing, and the purpose, what does it want you to do, 00:11:40
okay, and then make a list, that's, think of the language, think of the information, think of the 00:11:49
style, and think of the term, okay, right, so, if you have to answer questions in an ITCSE test about a 00:11:56
newspaper article, you have to remember these two rules of thumb, I mean, these two rules of thumb, 00:12:04
okay, right, then, when it comes to fiction, we always tell them, okay, think of the three R's, okay, 00:12:09
reading, rare reading, and reflecting on a story, okay, you read for general comprehension, but then 00:12:21
you reread for subtle comprehension, okay, right, and finally, you have to reflect on the story as 00:12:30
well, okay, and then, we also tell them about layers of meaning, okay, so, when they have to 00:12:37
analyze a passage, if they have to, if I find a lot of words with lots of different connotations, I always 00:12:46
tell them, peel the onion, okay, because some of those words are very rich in connotations, and 00:12:57
they might say something totally different, okay, there might be irony there, it might be, you know, 00:13:04
maybe the writer is trying to express hatred or fear, okay, right, but sometimes, if it is a poem, 00:13:14
then maybe the underlying meaning is very unified, you know, and coherent, so then, I tell them to use 00:13:27
the iceberg approach, okay, right, okay, the literal meaning is apparently obvious, but it won't get you 00:13:34
any grades, you have to think of the biggest part of the iceberg, which is below the surface, okay, 00:13:42
right, and those are basically the techniques that they have to master when it comes to reading 00:13:50
exercises, so, you see, it's not ordinary reading comprehension, it's going one step beyond that, 00:13:57
okay, right, now, I'll try to move on to writing, okay, well, when it comes to writing, we always give them 00:14:02
some advice on fiction and non-fiction, of course, when it comes to fiction, I love Lenny Henry's 00:14:17
Four Steps to Storywriting, anyone knows good old Lenny Henry, the BBC comic actor, okay, well, 00:14:25
the first stage for Lenny Henry is doing exactly this, folding a sheet, okay, and folding it again, 00:14:32
and now, we've got four boxes, one for the protagonist, one for the setting, one for the villain, or maybe the 00:14:45
problem that the protagonist has, and then, a fourth one we keep for a random element that might make 00:14:54
our story a bit more realistic, that's the first stage, the second stage to story writing is just 00:15:01
when you think of the beginning, the middle, and the end of your story, and you shuffle and reshuffle 00:15:08
ideas around, because maybe you might want to start your story in a different way than you originally thought, 00:15:14
okay, right, and then, the third stage, that's when you, let me tell you, that's when you write your 00:15:22
first draft, now, this is something that they never get used to, you know, we keep telling our students 00:15:37
write a draft, and then redraft, and then redraft, and check your work, that's the best way to avoid 00:15:44
rubbish mistakes, and at the same time, you make your stories better, okay, so, and finally, once 00:15:52
they've written the first draft, that's the time to edit and tweak your story, maybe you can twist 00:15:58
the end a little, to make it more interesting, okay, you want to add some final impact, okay, so those are 00:16:07
some of the techniques that we teach our students when it comes to writing stories, okay, and they 00:16:17
have to write stories, you know, in these tests, like, they have what they call guided writing 00:16:24
exercises, sometimes it's a composition, sometimes it's an article, but sometimes it's, okay, here, 00:16:33
we're giving you a passage from a story, you have to continue the story for a little while, 00:16:40
okay, right, then, another thing is, this is, this is great, you know, if only it worked, of course, 00:16:45
I wish it worked, this is the Story Starter Truth Machine, and I really recommend this website, 00:16:56
okay, that's if inspiration refuses to strike, okay, now, it's a real truth machine, and it, 00:17:03
you know, it's got the genre about that, so, you've got several buttons, like, one is horror, 00:17:11
science, romance, okay, real life, and then, you make different combinations, and when you 00:17:19
finally get the combination that you like, you press the home button, and you get the beginning 00:17:28
of a story, like, okay, your protagonist is going to be, you know, a man from the future, whatever, 00:17:33
okay, right, and then, the setting, okay, I don't know, Germany after the Second World War, whatever, 00:17:40
okay, right, and you get ideas to start writing a little story, okay, right, as for non-fiction, 00:17:49
we always revisit the hamburger model, okay, 00:18:02
well, we can't say it, it got stuck here in this slide, so, 00:18:08
okay, you must have heard of the hamburger model, how many of you have heard of the hamburger model, 00:18:11
okay, well, but, yeah, you have, okay, right, well, this is good for both helping them with 00:18:22
their exams, and their writing skills, but also their speaking skills, because it can be applied 00:18:29
to presentations, and it really is important, because that's a nice way to practice the 00:18:35
connectors, one of the main problems that we have with students is that they tend to write in very 00:18:45
large chunks, you know, there are no periods, as they say in America, no full stops, no columns, 00:18:51
no semicolons, just a massive paragraph, and it's comma, comma, comma, comma, comma, comma, comma, 00:18:59
which makes it awfully hard to understand, and of course, you know, Cambridge examiners 00:19:05
probably go crazy after reading a couple of those, you know, 00:19:11
yeah, yeah, yeah, you see, so, it's like, no, you have to learn how to be organized, and you have to 00:19:18
learn how to be articulate, how can you be articulate? Well, use connectors, and one way of 00:19:24
making them use connectors is asking them to do presentations in the classroom, okay, orally, 00:19:31
so, last year, we had a series of absolutely stupid presentations, and we had a laugh, 00:19:38
real, you know, like, okay, how to make a peanut cream sandwich, okay, or why should you, why, 00:19:45
reasons of why you should never take your umbrella into the classroom, that was a hilarious one, and 00:19:52
firstly, someone could try and hurl their gratitude, all right, so it was pretty stupid, but 00:20:01
the thing is that they used firstly, secondly, and, you know, consequently, subsequently, so they started 00:20:08
using those connectors, and they started talking in an articulate way, so we got away with it, 00:20:16
right, okay, that's it, so that's what I said, okay, the hamburger, oh, there it is, the hamburger model, 00:20:22
and now, the one that was here is there, you have to use this, I'm going slightly crazy, 00:20:33
anyway, with pros and cons compositions, you see, it resembles a hamburger, that's why we call it 00:20:39
the hamburger model, you know, you have the same rule of thumb that we have with presentations, 00:20:47
tell your audience what you're going to say, then say it, then tell them what you've said, 00:20:53
well, the same can be applied to these pros and cons compositions, and also to some other 00:20:58
kinds of conversations, you have your introduction, and you state your thesis, then you start giving 00:21:04
details, then some data or evidence, like the lettuce and tomatoes, right, okay, and finally, 00:21:12
you always keep the winning argument for the final part, okay, that's the meat, okay, right, of the 00:21:22
hamburger, it confirms your thesis and beats the counter-arguments, okay, and the last piece of 00:21:29
the bomb, you know, it's your conclusion, where you sort of tell your students what you've said, 00:21:37
okay, right, so we really worked hard on this, and at first, you know, it seemed so pretty useless, 00:21:43
because they kept writing in large chunks, and they didn't write any first drafts at all, 00:21:53
but little by little, they finally, you know, learned the technique, all right, 00:22:00
what time is there left? You have no time at all, right, you have to use the arrows, yeah, 00:22:09
oh, good, then one of my favorite lessons with them is also about persuading, and 00:22:17
the lesson about power words, okay, about god words and devil words, 00:22:28
maybe not many of you have heard of this, but if you have studied either politics or maybe 00:22:34
marketing, publicity, then you would be familiar with it, because, well, 00:22:40
you see what I mean, you know, we call god words, those words, we tend to attract instant approval, 00:22:49
and devil words, those generate instant reforms, okay, and my original aim was to use a little 00:22:55
excerpt from a video, you know, from the BBC comedy, Yes, Prime Minister, okay, 00:23:05
and it's a passage, it's a very interesting passage, okay, Sir Humphrey Appleby, the cabinet 00:23:16
secretary, is talking to Bernard Woolley, the personal assistant to the prime minister, 00:23:23
the prime minister wants to reintroduce conscription, and Sir Humphrey definitely 00:23:29
is opposed to the idea, so he keeps telling Bernard, okay, come on, let's order a survey 00:23:35
that makes it clear that the nation is against reintroducing conscription, 00:23:43
and Bernard goes like, how can we do that? All right, have you ever been surveyed? Okay, 00:23:50
let me tell you how it goes, okay, you've got just about a minute, yeah, are you worried about 00:23:56
the rise in the crime rate? Yes, do you think there's a lack of discipline and authority 00:24:04
in our comprehensive schools? Yes, are you worried about unemployment? Yes, do you think 00:24:10
people like a challenge? Yes, would you be in favor of reintroducing conscription? 00:24:17
I suppose so, well, after all you've said, you can only say yes, okay, forget about the 00:24:23
first four questions, we'll only publish the last one, okay, okay, and alternatively, 00:24:29
the lady that's asking the questions can get the opposite result, okay, 00:24:35
are you worried about the 00:24:43
armament race? Yeah, do you like war? No, do you think it's negative to force people to take arms 00:24:46
against their will? No, would you be in favor of reintroducing conscription? No, okay, so those are 00:24:59
God words and devil words, okay, and they can be used to persuade or even manipulate, 00:25:08
but that's a different question, and that's more or less it, so you see it's a very, very high step, 00:25:16
sorry to interrupt, but we've run out of time, but feel free to ask any questions. 00:25:23
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Idioma/s:
en
Etiquetas:
Miscelánea
Autor/es:
D.Hernán Jaén
Subido por:
EducaMadrid
Licencia:
Reconocimiento - No comercial - Sin obra derivada
Visualizaciones:
396
Fecha:
14 de enero de 2011 - 9:58
Visibilidad:
Público
Enlace Relacionado:
Universidad Rey Juan Carlos de Madrid en colaboración con la Consejería de Educación de la Comunidad de Madrid
Descripción ampliada:

La Universidad Rey Juan Carlos de Madrid en colaboración con la Consejería de Educación de la Comunidad de Madrid acogió el I Congreso Internacional sobre Bilingüismo en Centros Educativos que se celebró en Madrid en la Universidad Rey Juan Carlos los días 14, 15 y 16 de junio de 2010.


En los últimos años, se ha observado una implicación cada vez mayor en los países europeos respecto a la educación bilingüe con el fin de preparar a sus alumnos para sus futuros estudios, trabajo y vida en una Europa cada vez más multilingüe. Si el objetivo es conseguir una Europa multilingüe, el Aprendizaje Integrado de Contenidos y Lengua (AICOLE) sería el instrumento necesario para conseguir esta meta. Como consecuencia, el AICOLE ha provocado un gran interés en los últimos años en Europa, y  especialmente en España.


Por otro lado la Comunidad de Madrid se ha convertido en una región de referencia gracias a su decidida apuesta por el bilingüismo en los centros educativos. Un ambicioso proyecto iniciado en el año 2004 que cuenta en la actualidad con 242 colegios públicos en los que se desarrolla una enseñanza bilingüe de gran calidad. Este curso 20010-2011 el modelo alcanza a la enseñanza secundaria donde se extenderá con la puesta en marcha de 32 institutos bilingües. Estas políticas educativas están produciendo resultados muy apreciables y han generado un gran interés entre los profesores que se sienten cada vez más atraídos por este tipo de enseñanza.


Por estas razones, este I Congreso Internacional sobre Bilingüismo en Centros Educativos ha estado dirigido a profesores de primaria, secundaria y universidades, a investigadores y responsables políticos interesados en la educación bilingüe y en metodología AICOLE.
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25′ 53″
Relación de aspecto:
1.31:1
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