Visit Englishpost.org for more information

1. From Tasks to the
Integrated Mini-Project
“Educating for a New Citizenship”
Dirección Desarrollo Curricular
Marianella Granados Sirias
Yamileth Chaves Soto
National English Advisory
Third Cycle and Diversified Education

2. Dimensions Axes
Begin with the end in mind …
Global Citizenship
with local
belonging
Education for
Sustainable
Development
Digital Citizenship
(ICT)
Ways of Living
in the World
Ways of
Relating with
Others
Tools for
Integrating
with the world
Ways of
Thinking

3. Integrated Mini-Project
 A more complex “learn to do” task
where learners (as social agents)
integrate knowledge, skills and
abilities (KSA), within the domain,
scenario, themes, the enduring
understanding and essential
questions of the unit.
 Proactive (not reactive)
 Interconnected with classroom activities
 Formative, skill-integrated performance
 Collective actions (social dimension)
Promotes the democratic citizenship
(CEFR p.12)

4. AOA Task Orientated to a Product
Language
activities
Pre-
tasks
(Mini
tasks)
Tasks
Post-tasks/
Assessment
Integrated
Mini-
Project
Backward Design

5. Example of Task
Getting
Back to
Nature
Socio-
Transactional/
Marvels in Costa
Rica
• Read ads about Costa
Rica and complete
graphic organizer
• Complete gapped
sentences using There
is/There are
• Interview other learners
about favorite things in
community
• Write simple sentences in
brochure
Create a brochure
promoting tourism
in your community
• Reading for the gist
• Identifying specific
information

6. Task-Oriented Types
• Complexity, from
simple to complex
• Length, from the
shortest to the
longest
• Social implications,
from individual
actions to
collective actions
Lower Level:
• brochure for tourists
Intermediate Level:
• blog entry
Higher Level:
• fund raising project for a
humanitarian cause
Both, specific outcome and the process for
the final result are important and seek to
break down the walls of the classroom and
connect it with the outside world.

7. 1. Participating/Negotiating
Brainstorming, discussing, negotiating, making decisions and selecting
the work strategies and resources. After each week’s lesson, learners
identify which learning activities completed that week could be adapted
for use in their chosen Integrated Mini-Project.

8. 2. Thinking/planning
Planning and creating, outlining and finding information collaboratively
about the language content and strategies.

9. 3. Acting out
Rehearsing and completing the product and practicing the mini-project
presentation.

10. 4. Responding and Sharing
Delivering the mini-project in pairs or groups and self/co-assessment.
Note: Phases 1 and 2 for the first 3 weeks and phases 3, 4 & 6 for
weeks 5 and 6.

11. Timeline
Week 1 Week 2 Week 3 Week 4 Week 5 Week 6
Introducing
Scenario
Some tasks
can relate
to
Integrated
Mini-Project
Some tasks
can relate
to
Integrated
Mini-Project
Some tasks
can relate
to
Integrated
Mini-Project
Review and
Integrated
Mini-Project
Selecting
Integrated
Mini-
Project
(5-10 min)
Participating
/negotiating
& Thinking/
planning
Planning
Integrated
Mini-
Project
(5-10 min)
Participating
/negotiating
& Thinking/
planning
Planning
Integrated
Mini-
Project
(5-10 min)
Participating
/negotiating
& Thinking/
planning
Planning
Integrated
Mini-
Project
(5-10 min)
Participating
/negotiating
&Thinking/
planning
Integrated
Mini-
Project
Acting out
&
Responding
and sharing
Integrated
Mini-
Project
Acting out &
Responding
and sharing