Running head: CRITICAL ANALYSIS OF EVIDENCE OF LEARNING 1

Critical Analysis of Evidence of Learning

Karol Concha Burgos

TREPE 4, S2

English Pedagogy

Universidad Alberto Hurtado

November 20th, 2020

CRITICAL ANALYSIS OF EVIDENCE OF LEARNING 2

As the unit goal establishes, students have to promote equality within their school

community by raising awareness of the different educational opportunities and their influence on

students’ learning experiences. For that reason, the performance task is the design of an

infographic poster regarding a selected educational issue. In this task, students have to provide

real information on the topic by integrating the knowledge supposed to be learned during the

unit, such as key vocabulary, the present perfect tense, and the differences between facts and

opinions. In this sense, students will be transferring what they have learned into a task-based

activity, whose goal is informing the school members about the importance of equality in

education as an attempt to tackle some of the inequalities that already exist. However, there is

not much emphasis on assessing their performance on pronouncing target sounds since that is

something that is intended to be evaluated throughout the unit, and as the performance task is

going to be presented to school members, the L1 would be used as an enabling tool as well.

Regarding attitudinal aspects, by performing this task, students will be developing critical

awareness on the issue of educational opportunities and inequalities since they would understand

that not everyone has the same opportunities when we talk about education. So, during the unit,

students will be exposed to input that will help them to raise this type of awareness. For instance,

by reading about inequality in the Chilean educational system or through activities related to

their contexts, students will realize that themselves or their family members may have

experienced inequalities in their educational experiences. Besides, there is an activity called “The

Privilege Walk Exercise”, where students can evince their classmates’ realities and their impact

on their learning experiences in order to be aware of the opportunities their classmates have had

and respect them.

CRITICAL ANALYSIS OF EVIDENCE OF LEARNING 3

Furthermore, there are several instances for students to develop knowledge and skills,

together with the attitude proposed in the unit goal. Concerning linguistics skills, there is an

attempt to promote communication within the classroom from a Communicative Language

Teaching (CLT) approach and Task-based Learning (TBI). For that reason, most of the evidence

intends to focus more on developing productive skills in order to strengthen students’ linguistic

knowledge. For instance, some activities expect students to express their opinions on real-world

discussion topics, and there are quizzes that will evaluate students’ performance when

pronouncing the target sounds (/dr/, /ʃ/). In addition, students will develop their receptive skills

through input appropriate for their English proficiency level as well as their cognitive stage of

development, such as reading and listening exercises related to educational opportunities in the

Chilean context. In regards to cognitive skills, students will constantly be making connections

among their previous knowledge, their own learning experiences, and the input presented. In this

sense, students will be paying attention, working on their memory, identifying and describing

key information, and developing problem-solving skills during the unit’s lessons. Also, in order

to prepare students for the final task, there is a task-based lesson, which will be a modeling

activity of what they will have to do at the end of the unit.

Generally speaking, the performance task and the evidence collected help the teacher

monitor the students’ learning process and the development of the attitude pursued. In this

particular case, considering the evidence collected, it might be possible to guide students to

acquire the knowledge and skills proposed in stage 1 and to perform the final task of stage 2.

Moreover, the performance task presented is an opportunity for students to go beyond content

and create a strong relationship with the school community. For that reason, as teachers, it is

fundamental to notice that the evidence must be appropriate for guiding students’ learning
CRITICAL ANALYSIS OF EVIDENCE OF LEARNING 4

process towards the goal wanted. Likewise, it is essential that what is done in the classroom has

an intrinsic relationship with the expectations of the Bases Curriculares (BBCC) and the

challenges that the society in which we live brings with it. In this sense, the school can take

advantage of this task to create a more significant project with the whole school community and

different subjects to promote inclusion and stop bullying and inequalities related to educational

opportunities. Finally, the unit goal itself is also an opportunity for students to think about the

importance of education and lifelong learning within an equal and safe environment suitable for

their contexts and life expectations.

CRITICAL ANALYSIS OF EVIDENCE OF LEARNING 5

Appendix

Stage 1 and 2

Names: Karol Concha Burgos

Unit 2. Education and lifelong learning. Class: 9th grade

Level: A2

Goal: At the end of the unit, students will be able to raise critical awareness of the
different educational opportunities that influence students’ learning experiences in
order to promote equality within the school community.

U EQ
Students will understand that:
1. Why can educationn can be different
1. Education is determined by several from one context to another? student to
backgrounds. another?

2. Educational opportunities can 2. Why should I learn about different

influence students’ learning educational opportunities?
experiences.
3. How could education contribute to an
3. Equal educational opportunities can equal society?
lead to an equal school community.
and equal society in general.
K S
Students will learn: Students will be able to do:
Key terms/vocabulary: Listening

Education, learning experiences, equality ● To identify explicit information and

and inequality, educational opportunities, general ideas in oral texts related to
school community, background. educational opportunities and equality
in education.
Chunks:
● To identify references to actions that
In my opinion__
started in the past and continue in the
I think/believe___because_____ present.
According to _______
I have never_____ ● To discriminate orally and receptively
sounds beginning with /dr/ (i.e. dropout)
How long have you_____?
and ending in –tion /ʃ/ (i.e. education)
For/Since___
Reading
Grammar:
● To identify general ideas, characters,
Connectors: because, although, but
CRITICAL ANALYSIS OF EVIDENCE OF LEARNING 6

Present Perfect Simple places and actions, sequence of events

Prepositions: for/since
Facts and opinions
Wh-questions: Who/what/why/when/which
Language Function:
Describing actions that still happen in the
present.
Describing characteristics of education in
general.
Identifying the importance of equality in
education.
Expressing a period of time.
Expressing opinions.
Expressing contrast (using although).
and vocabulary related to education.
● To identify and compare information
related to education and current issues
of global interest (i.e., gender equality
in education).
Speaking and writing
● To describe past actions that continue
in the present (i.e., I have never studied
in a private school).
● To express actions that happened in a
certain period of time (i.e I have studied
here since 2004/for 12 years)

● To contrast information in relation to

Pronunciation: education (i.e. Although I did not get
/dr/ /ʃ/ the scholarship, but I am going to study
a career anyway).

● To describe different educational

opportunities. (i.e I have studied in
public schools since first grade)

Attitudes
● To develop critical awareness of
different educational opportunities and
their impact on students’ learning
experiences.

● To recognize the value of education

and its contributions to an equal
society.

● To demonstrate respect towards other

students’ backgrounds.

● To show a positive attitude towards

learning and the use of the target
language.

T OE (*Indicate if they are done

individually/in pairs/in small groups/as a
Students will evidence their learning by class).
CRITICAL ANALYSIS OF EVIDENCE OF LEARNING
Designing a poster for an Education Fair
about educational opportunities and
inequalities to foster critical-awareness and
promote equality within the school
community.
Instructions
Context:
Imagine you are education experts, and you
have to illustrate the school community
about educational opportunities and
inequalities as part of a national program on
equality in education. So, you will have to
organize an education fair where you will
present a poster regarding the issues.
To do so, you will have to:
Task:
In groups of 5, design an infographic poster
about a specific topic related to educational
opportunities and inequalities in order to
promote equality within the school
community. The topic of each group will be
selected randomly using a picker wheel
projected on the board. (i.e., racism in
education, gender inequality in education,
education and the LGBT community,
illiteracy, school dropout, private and public
education, poverty and education, inclusive
education)
● Include the name of the issue.
● Provide a short description of the
issue.
● Include three general facts or
statistics.
● Express two opinions about the
importance of equality in
education.
● Use your creativity for the design
of the poster and include real
images.
7
The Privilege Walk Exercise (as a class):
the teacher reads some statements
regarding educational opportunities, and the
students are asked to take a step forward
based on their responses. After the
exercise, students realize there are
notorious differences among them. (i.e., If
there were more than 50 books in your
house when you grew up, take one step
forward.)
Reading comprehension worksheet about
Inequality in Chile's Education System
(Individual)
Quizzes on the pronunciation of target
sounds. (individual)
Homework 1 (individual): Look for
information on the Internet about Gender
inequality in Education in Latin America.
Homework 2 (individual): Interview your
family about their educational experiences
and opportunities.
In-class activity (as a class): Express ideas
and opinions in short discussions about
education.
Group work/ Peer assessment (task-based
lesson): Create a mini-poster about one
issue regarding inequalities in education.
Students must present their mini poster to
the class and classmates provide general
feedback.
Group Work Self-assessment: Evaluate
your presentation of an infographic poster
with the following rubric:
Evaluating our work.
We were informed about the topic
(5 points / 3 points / 1 point)
We organized our time properly
(5 points / 3 points / 1 point)
CRITICAL ANALYSIS OF EVIDENCE OF LEARNING 8

● Present your poster to the class

We cooperated with each other
and then to the school
(5 points / 3 points / 1 point)
community. Every member must
We divided the task fairly
speak.
(5 points / 3 points / 1 point)
● Prepare answers for possible
questions of the audience.

Considerations:
- To be assessed at the end of the unit.
- There are 40 students, so there will
be 8 groups of 5 members.
- To collect evidence in the middle of the
unit, students create a mini-poster to
practice.
- To justify the design of the poster in
Spanish (Attitude)

Assessment criteria:

● The selection of the facts is related

to the topic assigned to the group.
● Students show an understanding of
the importance of equality in
education.
● The layout of the poster is attractive
to the audience.
● Students work cooperatively and
organized.
● Students express strong arguments
for their opinions.
● Students complete and present the
poster on time.

Materials:

- Worksheet
- PPT
- Cardboard
- Images
- Pencils
- Markers