REPUBLIC OF TRINIDAD AND TOBAGO MINISTRY OF EDUCATION CURRICULUM DEVELOPMENT DIVISION Teacher’s Guide Secondary School Curriculum Spanish © Ministry of Education Published in 2014 by the Curriculum Development Division Ministry of Education Rudranath Capildeo Learning Resource Centre Mc Bean, Couva Republic of Trinidad and Tobago Printed by Table of Contents Part 1: Introduction ...................................................................................................................... 5 Introduction ................................................................................................................................. 6 The Teacher’s Role ..................................................................................................................... 6 Rationale for Teaching and Learning Spanish ............................................................................ 8 Applicable Learning Theories and Principles ........................................................................... 10 Curriculum Framework ............................................................................................................. 13 Part 2: Teaching and Learning .................................................................................................. 14 Introduction ............................................................................................................................... 15 Planning For Instruction ....................................................................................................... 18 Scheme of Work Template ................................................................................................... 21 Grammar Tracking Tool – FORMS 1 – 3 ................................................................................. 22 FORM 1 TERM 1 ................................................................................................................. 22 FORM 1 TERM 2 ................................................................................................................. 23 FORM 1 TERM 3 ................................................................................................................. 23 FORM 2 TERM 1 ................................................................................................................. 24 FORM 2 TERM 2 ................................................................................................................. 24 FORM 2 TERM 3 ................................................................................................................. 25 FORM 3 TERM 1 ................................................................................................................. 26 FORM 3 TERM 2 ................................................................................................................. 27 FORM 3 TERM 3 ................................................................................................................. 28 ICT Guiding Principles ............................................................................................................. 29 Technology Integration in the Teaching of Spanish ................................................................. 29 Sample Spanish Project............................................................................................................. 32 Form One .................................................................................................................................. 32 Part 3: Assessment ...................................................................................................................... 35 Assessment Strategies ............................................................................................................... 36 Continuous Assessment ............................................................................................................ 38 Assessment of Higher Order Skills ........................................................................................... 41 Part 4: Curriculum Adaptations ............................................................................................... 43 Curriculum Adaptation ............................................................................................................. 44 The Gifted Student ................................................................................................................ 46 The Special Needs Student ................................................................................................... 48 Part 5: Resources ........................................................................................................................ 53 Appendix A: Cultural References ............................................................................................. 54 Appendix B: Glossary ............................................................................................................... 63 Appendix C: Bibliography ........................................................................................................ 67 Appendix D List of helpful ICT Websites ................................................................................ 69 Appendix E: Sample Lesson Plans ........................................................................................... 70 FORM 1 ................................................................................................................................ 70 FORM 2 .............................................................................................................................. 104 FORM 3 .............................................................................................................................. 130 Sample Culture Frames ........................................................................................................... 145 CULTURE FRAME 1 ........................................................................................................ 145 CULTURE FRAME 2 ........................................................................................................ 149 CULTURE FRAME 3 ........................................................................................................ 153 CULTURE FRAME 4 ........................................................................................................ 156 CULTURE FRAME 5 ........................................................................................................ 159 CULTURE FRAME 6 ........................................................................................................ 161 CULTURE FRAME 7 ........................................................................................................ 165 Part 1: Introduction Introduction The Teacher’s Role The teacher is a facilitator in the learning process—the intermediary between the students and the material being taught. The teacher must ensure that the required knowledge and skills are taught, and that the appropriate teaching/learning methods, resources, classroom environment, and values, as are espoused by the curriculum, are factored into each learning encounter. The curriculum guide should be used as a frame of reference, a fundamental organizer. Its philosophical basis supports the enhancement of communication in a risk-free, non-threatening environment. The curriculum reflects a functional approach to language learning and a communicative, constructivist approach to instruction. The goal, simply put, is to enable the student to understand and produce the Spanish language in real-life contexts and in an enjoyable way. The teacher should always select the best available resources to enable student learning, being careful to choose relevant and interesting materials and to adapt or abridge them to suit the level of the students. The content and/or sequence of textbooks or other instructional materials must not determine the pace or sequence of the lessons. Rather, the curriculum should be the main driver of the content, pace, teaching and learning methods and assessment activities of the classroom. Texts and other support materials should be used to enrich, complement, and reinforce learning, and should be aligned with the curriculum itself, all with the goal of attracting, captivating, and unfolding the learning potential of students. Lessons should be sequenced to build from the known to the unknown, from the familiar to the distant, and from the concrete to the abstract. Lessons in the modernized secondary Spanish classroom involve interesting and significant aspects of Hispanic cultures, which are relevant to the syllabus content and the goals and standards of the curriculum. These cultural segments ought to be integrated with other segments of learning to reinforce the expressed goals of the curriculum. The cultural references found in 6 Appendix A are expected to serve as the starting point for the cultural explorations suggested in the curriculum. Classroom enactment is the ultimate expression of a teacher’s professional activity, and is the final stage of the implementation process of any curriculum. All teachers are involved in curriculum development and implementation through the lesson planning process. Considerable time and effort are spent in collecting resources, designing materials, and developing appropriate, relevant, interesting, and challenging lessons. It is advisable that the most effective of these be accumulated and organized, and shared among colleagues