Questão de Língua Inglesa

PMSJ1302/007-Prof-II-LínguaInglesa Leia o texto a seguir e responda às questões de números 21 a 37. Inclusive assessment approaches to learning in the English Language Classroom – I’m a teacher not a psychologist! by Marie Delaney Assessment is a crucial part of learning. It can be difficult to know how to identify learners with special educational needs (SENs) in the classroom and how to include learners with SENs in the assessment process. 5 There are two main challenges with assessment for learners with SENs: Challenge 1 How do we know if a learner has a SEN? It is not our job as teachers to diagnose special needs 10 and to give labels to learners. It is our job to get to know our learners and to pay attention to any factors which support or impede their learning. As a teacher, you may be the first person to notice that a learner is having a difficulty with learning in the group situation. A common definition 15 of a SEN is that the learner is having significantly greater difficulties in learning than the majority of children of the same age, or has a difficulty which prevents them from making use of general educational facilities provided for children of the same age. 20 How do we recognize these difficulties as teachers? The easiest way is to do what teachers do best–pay attention to the learner and their learning. In particular, look beyond any bad behavior to recognize any potential signs of learning difficulties. Indicators that a learner might 25 be having learning difficulties are: • The learner can’t follow or understand instructions, even when the other learners know what to do. • The learner finds it difficult to focus on their work for longer periods of time. 30 • The learner finds it difficult to sit still and wait for their turn. • There is a huge difference in the learner’s verbal and written abilities. • The learner finds it difficult to start tasks or never 35 seems to finish them. • The learner avoids doing the task, often through poor behavior such as arguing with the teacher. • The learner does not speak in groups. • The learner often seems to be disengaged or 40 daydreaming. • The learner has problems socializing with their peers. Of course, all learners may show these behaviors sometimes. It is important to notice any recurring patterns 45 and then to do some further investigation. 6 When enough information has been collected, it might then be useful to refer to an educational psychologist for more help and assessment. It is important that this is done in partnership with the parent. Be careful when discussing 50 this sensitive issue with the parent. You can, however, explain the problems you see the child having in class and ask for the parents’ support and discuss whether this is happening at home as well. Challenge 2 55 How can we assess the learning of children with SENs? The other challenge for teachers is the evaluation and assessment of the progress of learners with SENs. This can be more difficult. Children with SENs can find normal methods of testing difficult and demotivating. 60 They might have problems writing their answers in the required time, with sitting still for long periods of time in an exam and some might find it difficult to understand the test requirements. Learners with SEN can also lose confidence if they continually do worse than their peers in 65 tests and assessments. What can the teacher do during the year? Even if endofyear testing is difficult, you can work with the learner during the year on assessing their own progress and showing what they can do in different ways. 70 Assessment for Learning (AfL) is an approach which involves the learners in their own assessments and allows them to set their own goals. It can be very helpful for learners with SEN to measure their progress against their own targets rather than those of others. Above all, aim to 75 build learner confidence outside exam times. Some strategies to build learner confidence In class give opportunities to show understanding in different ways. For example, learners can make up a role play, a podcast, a poster, a presentation, or a 3D model. 80 They can use miniwhiteboards to show their answers rather than speaking out. • Allow learners to work in groups on projects where they have different roles which utilize their strengths. • Encourage them to measure what they know now, 85 compared to what they knew earlier in the year. • Work continuously with learner on acknowledging their feelings and difficulties but also their strengths: ‘I know it can be demotivating when you take tests, but you have great perseverance and never give 90 up–that’s a great skill’. • Praise and reward other skills. For example, the most helpful student, the student who is most responsible, the most creative thinker. • Remind them at all times that we are only assessing 95 a certain type of work, not the whole person. And a final thought: Remember the learner is more than their school results. (Adapted from http://www.teachingenglish.org.uk/article/inclusive assessmentapproacheslearningenglishlanguageclassroom %E2%80%93i%E2%80%99mateachernota)