¡Hola a tod@s! En esta sección subiremos todo lo que veis en la página principal y en la sección de reflexiones PERO en Inglés ¡Es lo menos que debemos hacer si estamos trabajando en Lengua Extranjera!¡Esperamos que os sea de ayuda!
SCHOOLS KILL CREATIVITY
Currently the methodology carried out in classrooms, are master classes.
The strengths of these classes are:
1. Allows an organized structure of knowledge.
2. Ensures equal relationship with students attending class.
3. Promotes the assimilation of a consolidated model regarding the structure and dynamics of the class.
4. Allows teaching large groups.
5. Facilitates teacher planning time.
The weaknesses are:
1. -Encourages passivity and lack of student participation.
2. -Hinders reflection on learning
3. Causes a different pace-teacher / learner.
4.-Discourages finding information by the student.
But the lesson we need to impose the new generations of teachers are more practical classes.
Strengths of practical classes:
1. Facilitate the development of skills.
2. Further knowledge of the methods of each degree.
3. Facilitate the acquisition of skills.
4. Develop technical skills.
5. Encourage communication skills.
6. Provide an overview of the practice.
Facilitate the development of skills.
1. Further knowledge of the methods of each degree.
2. Facilitate the acquisition of skills.
3. Develop technical skills.
4. Encourage communication skills.
5. Provide an overview of the practice.
Weaknesses of practical classes:
1. They require access to greater human and material resources.
2. They need more time commitment.
3. It is more difficult to coordinate.
4. Require the cooperation of other entities.
If you look closely the weaknesses of practical classes as the only thing we need is a little effort from every element of education.
All documentation that I have provided is for the conference by Ken Robinson, which makes us think that the education system may be destroying the creativity of many schools students.
He explains in a very simple and ironic the way the education system shows its weaknesses.
Ken says that Shakespeare also had seven years, it was students, who sat at a desk and asks the question of what Why not? There may be many more students who may have that creativity.
Students are afraid of failure and the fear we are destroying creativity, we must keep in mind that they are to learn and can only learn if there are questions and doubts we can not have students terrified by fear of error.
Ken explains how teachers of a student center had thought a TDH disease and to take her to a specialist diagnosed that this was not true, this student was all he had passion for dancing and is currently a professional dancer.
The conference ended with do not have to kill creativity because it can harm the future of the students.
TEACHING FOREIGN LANGUAGE
The foreign language teaching has traditionally proven not to work to acquire knowledge in relation to their use, this is because foreign language teachers based on grammar and pronunciation.
Most foreign language teachers are not native, so the pronunciation is not correct, we must take into account that reads like it is written. These focus on giving us a series of words in isolation do not mean the same thing in context, we do repeat and usually we focus more on the written language.
But the best way to learn English is to speak, so the use of methods like languaje or Natural communicative approach. This method is used to communicate from the start favoring foreign language to lose their fear of speaking in other languages and learning vocabulary in context. Must be designed to communicate in everyday situations in real life so that students will see a profit.
This is very important to learn the game, and that was just the stress, breaking the routine, the class is fun, it captures it more easily taught, allows free communication of language learning ...
DIFFERENTIATION
Differentiation is the set of educational activities broadly intended to prevent and respond to the needs, temporary or permanent, of all students in the center and, among them, who require specific performance factors derived from personal or social disadvantage associated with sociocultural, high capacities, linguistic compensation, communication and verbal or physical, mental, sensory or severe personality disorders, behavioral or developmental disorders bass communication and language curriculum mismatch significant.
Since education is a basic right, mandatory enshrined in the Constitution and, therefore, every citizen should find answers to their training needs, so you gain a cultural background that allow him to become a full member of this society.
But we must not only take into account the scheduled performances from the Centro Escolar, but the influence of the environment in which it moves students. This leads also to seek support from other sectors coming to work with a coordinated and planned. In this line, the closest and most influential context is familiar with which is necessary to establish lines of action confluent over the entire compulsory education. Today it is very necessary to take into account the different types of families that we can find in the same classroom and the complexity of relationships that these models entail.
For attention to diversity taken a series of measures that are of different ranks, such as:
- Common: Addressed to prevent or compensate for slight difficulties without altering the essential elements of the curriculum.
- General:
- Adequacy of objectives: Include, prioritize objectives, vary its temporalization ...
- Organization of content in areas integrators.
- Balancing the three types of content: conceptual, procedural and attitudinal.
- Methodologies that facilitate the participation of all students.
- Selection and use of various curriculum materials.
- Diversify procedures.
- Singular:
- Measurements of broadening and deepening.
- Activities for students that promotes recovery without exceeding
- Reinforcement in certain areas.
- Support measures for students with late generalized curriculum.
- Adaptations group without altering the essential curriculum.
- Temporary Flexible grouping (intercycles, intraciclos).
- Stay for one more year.
- Specific:
- Aimed at responding to specific needs of students and involve changes in organizational form, in modifying any of the curricular elements considered essential and / or modification of the elements of access to the curriculum.
- Specific learning programs for certain groups of alumni / ae. Language immersion programs and / or sociocultural. The cultural references are made through language immersion programs, but can be completed through the curriculum of different subjects. Curriculum Diversification Program. Compensation programs. Individual Plan of action. Relaxation of the stay in the level or stage. Stimulation programs to compensate for deficiencies associated with specific educational needs. Significant curricular adaptations and access to the curriculum.
- Extraordinary:
- Schooling combined (organizational and outside mainstream school).
- Specific schooling in mainstream or special education.
- Specific classroom Group Programs.
The attention to student diversity, specific ordinary is the responsibility of all teachers in the center. All are involved, each contributing its vision and additional professional training, both at the planning and organization and in the implementation of the measures, if any, are proposed. And among them, it should be noted the distinct role to be played by teams, as an instance motivator of all processes aimed at optimizing care of the student body, and specifically the role of head of studies as coordinator / a of everything about attention to diversity.
This work will be supported by guidance professionals can make proposals and advise the management team and the rest of the staff both organizational and curricular nature, in order to answer the needs that exist in the center.
CLIL
Content and language Integrated Learning
It refers to situations where subjects or parts of subjects, are taught through a foreign language with dual-focused aims, namely the learning of content and the simultaneous learning of a foreign language. "(Marsh , 1994)
This approach includes subjects such as history, geography or other learning through an additional language. You can be very successful in improving language learning and other issues, and develop in young people a positive "can do" attitude towards themselves as language learners. (Marsh, 2000)
Some of the basic principles of the practice of CLIL / CLIL in the classroom:
The language is used to learn at the same time to communicate.
The subject being studied is what determines the type of language you need to learn
Fluency is more important than accuracy in the use of language
According to the so-called 4Cs curriculum (Coyle 1999), a well planned CLIL lesson should combine the following elements:
Content - Enabling progress in the knowledge, skills and understanding of the specific issues of a particular curriculum.
Communication - Using language to learn while learning to use the language itself.
Cognition - Developing thinking skills which link concept formation (abstract and concrete), knowledge and language.
Culture - Allowing exposure to diverse perspectives and shared knowledge that make us more aware of others and oneself.
Raising a task
- Most classes are based on the use of text or auditory passages affordable level (avoiding frustration especially in the beginning.
- The language is viewed from a point of view that grammatical lexicon, with more emphasis on learning vocabulary in grammatical structures using graded. The grammar will be answered in English class or the corresponding L2.
- You have to start with simple tasks that allow the student does not feel lost and frustrated.
Features of Methodology and strategies that the teacher can be used in class
1. Learner-centered education which is to promote the involvement of trainees. While this learning should promote cooperation of all parties (students and teacher). All this we can get, among others, in the following ways:
- Negotiating the issues and tasks.
- Starting from the particular to the general.
- Using examples and real situations.
- Carrying out project work.
- Work for roles (eg WebQuests).
2. Flexible Teaching and facilitator, attending to different learning styles. This involves first facilitate understanding of the content and context, which can be achieved:
- Using texts for children or younger teens.
- Carrying out comprehension tasks.
- Using alternating L1 and L2 code.
- Using various linguistic and paralinguistic strategies:
o Repeat, paraphrase, simplify.
o exemplify, make analogies.
o Gesturing, use images.
Use graphics or organization of ideas, diagrams, time lines, etc..
3. Learning more interactive and autonomous aspects that can promote and develop by:
- Work in pairs and in groups.
- Activities involving the negotiation of meaning.
- Development of discovery and research work.
- Training and monitoring comprehension strategies class (show lack of understanding, seek clarification, to distinguish the essential, deduce, etc..).
- Use of evaluation rubrics.
- Strategies for peer evaluation.
4. Use multiple resources and materials, especially ICT, which provides a more rich and varied. Furthermore, this use also promotes interactivity and learner autonomy. This aspect is carried out primarily by:
- Use of digital resources and particularly the Web: text, podcasts, videos, etc..
- Use of tools and Web 2.0 spaces
o Bookmarks or Favorites.
o Blogs, Wikis.
o Platforms (etwinning, Helvia).
5. Learning focused on processes and tasks.
"A task is an activity that requires students to use the language, with emphasis on meaning, to achieve a goal" (Bygate, Skehan, and Swain, 2001:11).
Therefore, the task will be the essential unity that involve making a series of one or more activities to get perform or obtain the final product in the task proposed.
The best jobs are those that promote learning both subject content and the communicative use of the L2.
ASSESSMENT FOR LEARNING (AFL)
THE AFL is a continuous learning process that takes into account the starting point for the student to focus on the process, seeing the progress of its student.
How do you work the AFL?
- An assessment formative and summative.
- It takes into account the student's learning process and not the outcome.
- The motivation in students is important.
- The feedback has to be controlled by the teacher and among students by supplementing with this is your participation to student evaluation.
- The error is not important thus fostering a better climate in classroom participation.
What benefits does it entail?
- Encourage communication skills to downplay the mistake.
- Promotes teamwork.
- The students more individualized care.
- Develop critical skills to be able to take part of the feedback.
Planning AFL or resources to work
- The resources encourage communication work between the group, this will encourage participation without fear of error.
- The activities are cooperative, working situations Roleplay, debates, stories...
- The feedback is continuous so the teacher makes small corrections construction, which together with the feedback between students improves learning.
Ideas and thoughts that brought us the video
- The importance of feedback either by the teacher or by peers who makes learning is continuous and effective.
- For class work is very helpful in fostering communication groups in the groups and between groups thereby strengthening the use of language effectively.
COMMUNICATIVE LISTENING
To give a communicative approach to the teaching of a foreign language is also required auditions based activities where the key is to develop the ability to listen to oral production.
This task can be difficult for students @ s because, in this case, should be very attentive and cater to different sources of information at the same time, ie, three stages of listening.
First, perceive the spoken chain, which sets the limits of words and sounds are recognized. Then students @ s focus on syntactic and semantic analysis, while finally use memory to hold all information received.
The difficulty of this process is time. It is an act of communication in which the speech is fast pace. Therefore it is necessary to listen to the text several times for students can come to understand the text.
Then you leave a didactic sequencing of activities based on the story of an Egyptian girl. All this will be done by a bulleted listening and illustrations. This activity is designed for students of Primary 5.
Pre-listening
a) The whole group discussed what happens in each of the vignettes.
b) Individually, students will put a title to each vignette. Then the entire group and democratically choose the title that best fits each vignette.
c) Individually, each student vignettes order as it deems to be the order of events. When everyone has finished, return to choose from all what would be the correct order of the same.
First Listen
a) Individually, tell who or who believe they are the protagonists of the story.
b) In group must discuss and choose to or the protagonists of the story.
Second listen
a) Individually, should indicate the 1 to 6 each bullet in the order of the events of history.
b) there will be a group sharing to choose the order of the story, always justifying answers.
c) It will make them the following question: corresponds the order of the bullets that made the beginning with now?
d) There will be questions about the text to check that they have understood correctly.
Follow-up
a) In groups of five students, should develop a story that integrate different culture (different from the Egyptian) illustrated through vignettes.
For this, the teacher group will choose five kinds of different cultures (one for each small group). Democratically, each group will choose a culture. From there, each group will find information, images, videos, articles, etc. of the culture that has touched.
When you have sufficient information should develop a story based on the characteristics and customs of that culture and illustrate it with bullets.
Upon completion of the work, each group will have the rest of their history class (will emphasize dramatization tell when) and also explain the characteristics, customs, etc. of culture in which they have been working. This can use ICTs (power point presentation, videos, images...). The role of the teacher in this activity will be a guide and not imposing a strict form of work.
COMMUNICATIVE READING
One of the things to consider when planning a class is that reading in the classroom is intended to help students develop the skills they need to read more effectively in a variety of ways to do this, you follow a series of steps, which help make reading more forthcoming:
- Set context.
- Activate prior knowledge.
- Teach or activate key content.
- Predict content.
- Purpose (set a task)
• First-reading
- Skimming or scanning (set a task).
• Second-reading
- Detailed Reading.
- Encourage personal response.
• Follow-up
- Other skills.
- Text as pretext.
The pre-reading tasks often aim to increase readers' knowledge of what they are about to read (schematic knowledge) as it will help to understand the text. Thus, students develop a deductive way contextualization of the text.
In the first reading of the text what is intended is to discover the theme of the text and main ideas.
In the second reading of the text is intended to help students understand more deeply the text, locate the protagonists of the story, discuss what elements appear, etc..
In the last phase, the proposed activity must be conducted to help students develop their language skills from a communicative approach.
Then we leave teaching sequencing based on a text (e-mail) in which a girl writes to her grandmother to tell her visit to a farm. This activity is intended for the First Cycle, specifically for Primary 2.
Pre-reading
a) In groups of three students, make a list of all known animals.
b) Ask students which of all animals that have listed what they think could be on a farm.
First Reading
a) Perform a quick reading of the text without reaching a deep understanding.
b) Draw the animal named in the text and does not appear in the images.
Second Reading
a) Conduct a second reading on to expand on the text to understand everything that contains the text.
b) In groups of three students should develop one or two questions which then made orally to their peers.
Tracing
a) Find movies, videos, songs and objects that are related to the activity. Seeing them in class and work based on them with different activities as a group.
PEPP APPROACH: PRACTICAL ACTIVITY
With the activity that will be proposed below is intended to introduce four new words in the vocabulary of our students (active vocabulary).
The words we have selected are related to the area of Spanish Language and Literature, as we believe that an area can contribute to another and can give you information.
The activity is aimed at the various activities taking place in our day to day, ie, Activities of Daily Living (ADL).
The activity will start in large group, but consists of different phases which goes by the students:
- 1st: sets out the words in a text where they are employed, that text will be presented by the teacher orally, so that students will listen and assimilate relating them to the activities carried out with them.
- 2nd: then we give a tab to students with vocabulary words with images in which the activity is held for that one. At this point is the students themselves who will have to read words and identify with that image is.
- 3: we put the vocabulary words in other activities, but this time the students will come up with questions for his fellow answered with a word from the vocabulary we are using.
With activities that get students to learn new vocabulary in a fun and lively, which acquire the knowledge and most importantly, know when they have to use it in everyday life.
TRADITIONAL APPROACHES VS COMMUNICATIVE APPROACH
FOCUS IN LEARNING:
This
method works the repetition of grammar, thus focusing on rote learning of
vocabulary and not focus on any point in the communication of the students.
From our
point of view we believe that peer interaction is fundamental to learning and
getting the student to do active learning.
HOW LANGUAGE ITEMS ARE SELECTED
Traditional
teaching is based on performing various exercises that mechanics contain repeat
sentences, fill holes with the right choice, circle, etc.. In conclusion
repetitions are exercises where there is an emphasis on reasoning.
With
this system the objective pursued is that students / as know the basis of the
foreign language and try to internalize, albeit written.
HOW LANGUAGE ITEMS ARE SEQUENCED
This
teaching is based on the mere transmission of content the teacher being the
main figure, which sends him very monotonous activities and most importantly
they are very productive.
The
sequencing of content should focus on the students themselves and from their
ability to perform what is going has raised, also must perform tasks for the
students to reason, to communicate and build their own learning.
VIEW OF LANGUAGE
The
language focuses on briefing, in which the action is replaced by the word.
Thanks to them develops empirical thought has a character classifier.
From our
point of view, the view of language must be much broader, promoting the variety
and communication between students and the teacher. They must also be different
contexts of language, to know the differences.
TYPE OF LANGUAGE USED
Oral communication
used in traditional teaching is poor, formal, this is because it is the teacher
who speaks greatly. Therefore, the students are often passive so do not
internalize the language correctly.
With a
communicative approach, the student is fully active, since it is in continuous
interaction with peers and with the same teacher. In addition, this proposed
approach everyday speech simulations where students can learn and use the
language of everyday life better.
WHAT IS
REGARDED AS A CRITERION OF SUCCES?
The traditional
teaching method is not to make mistakes in order to get a good foundation of
grammar, what is most important for teachers of traditional instruction.
The
opposite is what occurs in a communicative approach, like the students to
interact and learn about the different language skills.
WHAT
LANGUAGE SKILLS ARE EMPHASIZED?
The
traditional model skills are always based on the same system that is written
and reading activities.
With
things change communication model, since this model focuses on communication
activities (listening and speaking), but also plays reading and writing but in
other ways.
TEACHER/STUDENTS
ROLES
In the traditional
model the professor is the main, while the students' acts passively.
In the
communicative model focuses on teaching students they being the principal
figure, and the professor will go to the background.
ATTITUDE TO
ERRORS
In the traditional
model errors are penalized as they only seek grammatical perfection.
In a
communicative approach errors are not penalized, but are reviewed to see what
they need to improve.
THE NATURAL APPROACH
The natural approach is a
method of teaching the language developed by Stephen Krashen and Tracy Terrell
in the late 1970s and early 1980s. It aims to promote naturalistic language
acquisition in the classroom, which emphasizes communication and not given much
importance to grammar and explicit correction of student errors.
Efforts are also made to make
the learning environment is as stress free as possible.
The objective of the natural
approach is the development of communication skills and is intended primarily
for use with beginning students. It is presented as a set of principles that
can be applied to a wide range of students and teaching situations and specific
objectives depend on the specific context in which it is used. Terrell
describes three basic principles of the approach:
- The approach to teaching is
communication rather than its form.
- The production of speech
comes slowly and never force.
- The speech goes through
natural stages early (yes or no response, one-word answers, lists of words,
short phrases, complete sentences.
These principles result in
classes where the teacher stands comprehensible and interesting little anxiety situations.
The classes give importance to the understanding of the messages in the foreign
language and given little or no importance to the correction of errors and
grammatical rules. Also of great importance to understand the vocabulary and
teachers use the natural approach to create classroom situations that are
intrinsically motivate students.
Although originally created
Terrell natural approach without relying on a particular theoretical model,
further collaboration with Krashen has meant that the method is seen as an
application to language teaching Krashen's monitor model. This five hypotheses
outlined in his model:
1. The acquisition-learning
hypothesis. This indicates that there is a strict separation between conscious
learning of language and subconscious language acquisition, and that can only
lead to the acquisition of language use fluently.
2. The hypothesis of the
monitor. This indicates that language knowledge is learned consciously only be
used to control the production, not to generate new language. Monitoring output
requires students to focus on the rule and make time for your application.
3. The input hypothesis. This
indicates that language is acquired by exposure to understandable information
at a level slightly higher than the student can already understand.
4. The natural order
hypothesis. This indicates that students acquire grammatical features of a
language in a fixed order, and that this is affected by the instruction.
5. The affective filter
hypothesis. This indicates that students should be relaxed and open to learning
so that the language being acquired. Students who are nervous it more difficult
to learn than those who are relaxed in class.
There are four categories of
classroom activities that can facilitate the acquisition of language (as
opposed to language learning):
- The content (culture, topic,
new information, reading): for example, the teacher tells interesting
anecdotes, which means that students involved in issues of concern to them.
- Affective-Humanistic
(students' own ideas, opinions, experiences): for example, students are asked
to share their personal preferences in terms of music, places to live, clothes,
hairstyles, etc.
- Games (emphasis on the use
of language to participate in the game): for example the teacher thinks of an
object in the classroom and students can make up to twenty questions to guess
what it is.
- Problem solving (focus on
the use of language to locate information, usage information, etc.): for
example, browse a list of movies in the newspaper and, taking into account the
different tastes and needs programming group, choose the most appropriate to go
see it.
LANGUAGE ADQUISITION AND LANGUAGE LEARNING
The first
language is acquired while the second language is learned, it is that since
small children are exposed to situations where they receive a lot of
information through the first language. The first thing to consider is that the
situations in which children learn not just one but they are always learning
situations.
Language
acquisition should be achieved through the children talk, listen, write and
read. Children use first oral expression written immediately after. Learning a
second language can´t pretend to be the same as the first language because when
you start trying in school children are 8 or 9 years. We must make maximum
advantage informal communication because it encourages free communication.
Reading and
writing for the first years of primary causes great difficulty as many of the
children have not yet learned quite right the first language and causes
confusion. So it would be best to employ the use of oral language.
- Classes are
interactive in oral language use, because if you talk long time children do not
attend. (Listen)
- That the
students spend as much time talking about class, since the purpose is
communication. (Talk)
- Children
have to read, but does not have to be in the book, they learn better with
visual aids such as posters or games you have to join words ... (read)
- Writing is
the most complex so one of the drawbacks is that you lose a lot of time in
writing activities.
If children
can´t communicate in the L1 L2 will have to use, that is one of the drawbacks.
The English pronunciation is very different from the Spanish, the sound is
different, for example, have lyrics that do not sound like the E at the end, so that is a problem. The pronunciation is improved and repeated listening, not reading.
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