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LEARNING SESSION MODEL: PAST ABILITIES

 LEARNING SESSION MODEL: PAST ABILITIES

LA SESION DE APRENDIZAJE ,READING THANKSGIVING

Tareas con Formularios en Google Classroom

Grading homework in the Google Class

This video shows teachers how to grade google  quizes  in the google classroom . I think this is very important because you can see your students grades in the google class roster  and there is no need to do it manually. 

                       

“UNA SOCIEDAD QUE NO AMA A SUS PROFESORES NO AMA A SUS NIÑOS”

Alex Beard, profesor, escritor y explorador de la educación Tengo 36 años. Soy londinense. Dirijo un laboratorio internacional sobre el futuro de la educación en Teach For All. Tenemos que invertir más dinero en educación que en defensa, poner la escuela en el centro de la sociedad, elevar el nivel de los profesores y hacer una revolución de la enseñanza.

HACERLO MEJOR

Todo empezó con una pregunta: cómo debería ser el aprendizaje en el siglo XXI. Dejó la docencia y se lanzó al mundo en busca de las prácticas educativas más prometedoras, de los mejores neurocientíficos y expertos en el aprendizaje; el resultado es Otras formas de aprender (Plataforma), ensayo periodístico, riguroso y ameno que impele a una revolución educativa. “Estamos malgastando nuestro mayor recurso: la inteligencia humana”. Miembro de Teach For All –red de organizaciones que trabajan para garantizar que todos los niños del planeta puedan desarrollar su potencial–, sigue explorando el mundo en busca de la buena educación y lo comparte con líderes, políticos y profesores de 42 países.

Fracaso como profesor?

Quería ser el Robin Williams de El club de los poetas muertos en una escuela de uno de los barrios más pobres y diversos de Londres, y sí, obviamente fracasé. Nada que ver con la escuela en la que usted estudió.

Mi escuela se parecía a la de Hogwarts de Harry Potter; tenía, incluso, una jauría de mastines para la caza del conejo.

¿Ambas erraban en la manera de educar?

Sí, el sistema educativo otorga demasiada importancia al éxito académico, a los exámenes estandarizados; inspirado en un modelo industrial que las empresas ya han dejado atrás y que olvida las dimensiones ética y humana del aprendizaje, la creatividad y el propósito.

Entonces, ¿olvidan lo esencial?

El bienestar de nuestra especie y del planeta depende del desarrollo de nuestra inteligencia social y emocional. Conseguí que mis alumnos fueran competentes en lectura, escritura y aritmética, que es la base del modelo educativo, pero no que amaran aprender.

¿Qué dice la neurociencia?

Que cada uno de nosotros tenemos una capacidad de aprendizaje mucho mayor de la que creemos. Somos aprendices natos, la mente no es una máquina que ha de programar la escuela. Esta idea es importante.

El cerebro está vivo, es rebelde y está inmerso en un proceso interminable de aprendizaje. El aprendizaje es nuestro superpoder, pero los modelos educativos limitan con demasiada frecuencia nuestro potencial innato. En lugar de enseñar a los niños a saber cosas, necesitamos enseñarlos a aprender.

Sí, porque hoy el conocimiento cambia a una velocidad abismal, ya no podemos pensar que lo que aprendamos hoy nos sea útil mañana. Mejor enseñarles a adquirir por sí mismos esas destrezas a medida que las necesiten.

¿Y cómo se hace eso?

Cultivando la capacidad de preguntarse, expresarse, analizar, criticar, imaginar, investigar y cuestionar. La clave es la motivación.

Se lanzó al mundo en busca de buenas prácticas educativas, ¿qué ha encontrado?

Visité las escuelas más novedosas y las más exitosas, entrevisté a los profesores más innovadores y los neurólogos y psicólogos más punteros durante dos años.

¿Y?

Conocí a un experto en robótica de Boston que cuando nació su hijo instaló cámaras en su casa para grabar los primeros años del desarrollo del niño con la intención de enseñar a un robot cómo aprende un ser humano, pero abandonó.

¿Por qué?

Descubrió que aprendemos de una manera muy compleja, que cada cerebro es distinto, imposible imitarlos. Estuve en Corea del Sur, donde los jóvenes se preparan para la prueba de selectividad estudiando 14 horas diarias. Es tan importante que se suspenden los vuelos para que el ruido no desconcentre a los alumnos.

¿Con qué resultado?

Hace 70 años cuatro de cada cinco eran analfabetos, y ahora tiene la mayor proporción de universitarios del mundo, lo que demuestra el poder de la educación; pero en contrapartida tiene el nivel más alto de suicidios de jóvenes.

En las aulas se cuece el futuro.

En 15 años la inversión en educación ya tiene importantes resultados en la sociedad. En una escuela de Silicon Valley vi a cien niños de cinco años sentados frente a un ordenador portátil con cascos, sólo se oían sus deditos tecleando.

¿El resultado?

Su nivel de lengua y matemáticas era espectacular. Entendí que el desarrollo cognitivo temprano, sin olvidar el aprendizaje a lo largo de toda la vida, son las prioridades.

¿El lado oscuro de la tecnología?

La creciente dependencia de las máquinas puede despojarnos de nuestra capacidad de aprender de una manera exclusivamente humana y reducir las capacidades innatas, por eso memorizar es importante.

En teoría Finlandia es la panacea.

Son maestros en la formación humana y colaborativa y han conseguido ser una de los países más creativos: han florecido compañías muy exitosas. Y según la ONU son los campeones de felicidad del mundo. El futuro no es de los sabelotodo sino de los “quiero aprenderlo todo”.

Hay que motivar a aprender no sólo a los alumnos, sobre todo a los profesores.

En Finlandia los profesores son líderes, más importantes que un ministro, y esa es otra revolución pendiente, que el de maestro sea nuestro supremo oficio. Georges Haddad, rector de la Sorbona, dijo: “Una sociedad que no ama a sus profesores no ama a sus niños”; tiene razón.

Ha visto a grandes maestros en acción...

Y el denominador común es que hacen pensar a sus alumnos y los inspiran para que saquen, cada uno, lo mejor de sí mismo. Pero todos, a parte de dominar su materia, dominan y actualizan la ciencia del desarrollo cognitivo; son expertos en psicología de la motivación y en la práctica de la creación de comunidades, porque el sentimiento de pertenencia en el desarrollo emocional es fundamental.

¿El aprendizaje debe ser difícil?

Sí. El cerebro prospera a partir de la dificultad deseable. Nuestro cerebro está diseñado para evitar tener que pensar, prefiere las actividades rutinarias. Aprender implica esfuerzo, enfrentarse a una dificultad.

Linkografia :

Recuperado de  : "https://lnkd.in/gKy9PSm

Published by : IMA SANCHÍS  26/09/2019 00:33 Actualizado a 26/09/2019 

tailoringtheenglishclass.jimdo.com

AE Live Teacher Development Event 1.1 - Creating a Positive Classroom En...

ESLvideo.com :: Present Simple and Present Continuous (Present Progressive)

ESLvideo.com :: Present Simple and Present Continuous (Present Progressive): (ESL Category: grammar) Test is created for students to study the difference between Present Simple and Present Continuous. Please note that the video is powered by "Learn English with Nick Shepherd".

REPETITIVE PHRASE STORIES

REPETITIVE  PHRASE STORIES

WHAT ARE THEY?

They are stories where some words, phrases or sentences are repeated several times in order to help the readers or listeners follow the story better or engage their attention easily

WHY USING THEM?

•         Because telling them is a quick and efficient way to engage students with limited verbal skills.

•         Telling this kind of stories can    result on natural language acquisition.

•         They are easy to remember, so the students can retell them.

•         They constitute an effective way    to teach complex vocabulary or    structures since they can    be constantly repeated in the    story.

•          This kind of stories is not passive   at all.

•          There is always something for   the children to do while the story  is being told.

•        It increases the level of comprehension in students especially those who have difficulty with reading

 HOW TO USE THEM?

 •         Adapt the story to the age and level of the students.

•         Use visual aids when telling the story.

•         Involve students in the story as much as possible. Using “listen and join in” activities always has good results.

THE GREAT BIG TURNIP

ADDITIONAL RESOURCES:

•  VIDEO : https://youtu.be/ysPxSHHE8Lg
•  STUDENTS’ PERFORMANCE: https://www.youtube.com/watch?v=boufT9tU44g

HABLEMOS EN INGLES

                                 HABLEMOS EN INGLES
 

Cuando uno desea aprender busca todas las estrategias posibles para aprender, me quede sorprendida con este alumno de 5to de secundaria al ver como apoyaba a su compañero para que pueda entablar la conversación en Inglés. Se colocó el dialogo en la frente para ayudar a su compañero a mantener el contacto visual en la conversación y utlizó la técnica del look up and say technique. Esta técnica no requiere memorizar el dialogo solo basta leer las líneas de la conversación mentalmente y repetirlas mirando a su compañero . Esta técnica es muy útil porque permite que los alumnos interactúen al conversar en una forma real y natural. Esta es una de las características más importantes de esta técnica ,especialmente cuando se aprende un idioma extranjero porque permite que los alumnos desarrollen la fluidez del idioma. Como docente del area de Inglés estoy convencida  que la técnica look up and say technique es muy buena para ayudar a los estudiantes a desarrollar la habilidad de speaking en la enseñanza del idioma Ingles

Monsignor Lorenzo Adorni Tuperti

THE FOUNDER OF DANTE ALIGHIERI SCHOOL

                         

 Monsignor Lorenzo Adorni Tuperti was born in Busetto , region of Parma - Italy on June 17 ,1920. He went to elementary school in Coltera town. He grew up in a catholic family that is why when he was 18 years old because of God’s call he entered the Missionary Institute of Penago - Italy. In 1934, he came to Peru to

continue with his ecclesiastic studies in "Saint Toribio" Seminar in Lima. He moved to Huancayo in 1945 and continued his studies in this city in “Saint Pio X seminar” where he received the title of Deacon and later on he would ordain as a priest. After that, he was transferred to Trujillo city and continued with his works. 

  Thus, on August 15, 1965 he founded Dante Alighieri School on the south part of Trujillo and from which he would become the Principal for 33 years. During this time he was very concerned about the integral education of children and teenagers ; next to the school, he built up Saint Martin de Porres church with the help of many generous Trujillian people.

   He also worked hard with the Aguarunas y Huambitas youngsters by giving them lodge, food and scholarships in technological institutes like Senati y Sencico to study a profession that they would later use in their communities. Likewise, he helped the Seminarists to prepare  for the priesthood  by giving them spiritual guide.

As a Religion teacher, he delivered the God’s word and instilled values, good morals in students to nurture the qualities that would enhance their moral growth.

He worked as a Religion teacher in "Santa Isabel" G.U.E school in Huancayo, "José Faustino Sánchez Carrión" G.U.E school, San Jose Obrero school,” Juan Pablo II” Pedagogic Institute and Dante Alighieri school in Trujillo. In 1997.As a principal of Dante Alighieri School, he worked closely with the students by giving them support and spiritual guide.  He was Italian but he loved Peru, He was fascinated by the Peruvian culture, customs and traditions that is why he was always interested in diffusing the Peruvian culture through the art of dance. 

In 1997, for his remarkable work  in  education Monsignor Lorenzo Adorni  Tuperti was awarded the "Palmas Magisteriales en Grado de Comemdador" by the Peruvian Ministry of Education, recognition that marked his life as an educator. The award granted by the Republic of Peru, is recognized as one o f the most significant awards to citizen who have shown, in their academic and profesional lives, an oustanding contribution to education, science and culture of Peru.

 After this, other authorities like the Mayor Jose Murgia Zanier, the archbishopric and VII Region Director also congratulate and gave him recognition for this great achievement.

In 1998, after 33 years he decided to retire from the administration of the school because he was tired and very sick . He died on September 1^st, 2003 at 8:06 pm at Víctor Lazarte Hospital-Trujillo when he was 83 years old. After his death, he left a great emptiness among the people who loved and admired him. He was mourned at Dante Alighieri School and at Basilica Mayor Cathedral. During his funeral lots of people, teachers, students and the religious community of Trujillo followed him to his final resting place.   He has gotten many awards for his great work as shepherd, teacher, and priest; however, none of these recognitions could reach his great labor. Now, the people who have had the chance to meet this great and generous man can only feel respect, esteem and admiration when remembering.

READING ACTIVITY :
 http://www.slideshare.net/msh03/reading-activity-26219654

TEACHING AT EL CULTURAL

Vídeo de Teaching at el Cultural: Miriam’s trip to Trujillo was created with TripAdvisor TripWow!

Wham! - Last Christmas, Music Video, Song Lyrics and Karaoke

Wham! - Last Christmas, Music Video, Song Lyrics and Karaoke

OLIMPICS 2012

DANTE ALIGHIRI SCHOOL

OLIMPICS 2012 

Once again it was held the ANNUAL SCHOOL OLIMPICS-2012 at Dante Alighieri School. 

The purpose of this activity is to inspire students to participate in sports and adopt and live healthy lifestyles".

 There is no doubt the importance of sports and games in school encompasses more than just the benefit of physical activity, it increases students’ self-esteem and mental alertness that is why it is necessary for every student to practice school sports . 

So, students from primary and secondary levels put weeks of training and preparation to practice as they compete in track and field events against each class. According to Theodore Hesburgh, author of "The Importance of School Sports and Education," it is imperative for school students to have access to sports and games.

 Not only does it empower youth and promote higher self-esteem, it also motivates students, enables them to earn better grades, maintain a healthy weight, preventing chronic diseases and learns the skills necessary to maintain a healthy lifestyle.

Finally, I want to thank my partner Arlette Uceda, my dear students and my classroom committee for their valuable cooperation during the Olympics’ week

PRONAFCAP 2011

PRONAFCAP 2011

The official team of trainers at National University of Trujillo-
HEAD OF THE PROGRAM: GUSTAVO BENITES
SECONDARY COORDINATOR: GERMAN LEYVA SALINAS
MINEDU SUPERVISOR: MS. TERESA SAAVEDRA

Once again I have to say bye bye to PRONAFCAP Program -2011. It was great working with such wonderful teachers, I really appreciate your interest in learning.



It is said that this will be the last training program in the UNT and I cannot help but feel sad because probably I will not see you again. I not only spent great moments with you but also I learned a lot from you all along the year.


So now, I just want to thank the National University of Trujillo and the Ministry of Education for giving me the chance to share my experience with you.

Good luck!!!!!

LA PROGRAMACION CURRICULAR ANUAL
Es un documento técnico pedagógico en el cual se explicita los propósitos de grado y se organiza las unidades didácticas que se desarrollarán durante el año escolar.
AQUI COMPARTO MI PROPUESTA QUE VENGO USANDO CON LOS ALUMNOS DE PRIMER AÑO DE SECUNDARIA- 2011. SE HA DISEÑADO ESTA PROPUESTA EN BASE AL TEXTO POSTCARDS 1 A

MIRIAM SHEEN CUBA -PROGRAMACION CURRICULAR ANUAL DEL AREA DE INGLES- PRIMER AÑO-2011

ACTIVITIES TO EMPOWER STUDENTS' LEARNING

TEACHING TECHNIQUES TO EMPOWER STUDENTS’ LEARNING

Twenty first century education is demanding, it breaks the pattern; it is flexible, innovative, challenging and difficult. It happens in context and its main aim is to captivate every student’s interests. So, What does teaching encounter? How can students get the most of their classes? Teaching is not planning activities in terms of what the teacher will be doing in class, but in terms of what the students will be able to do with the new material once it is presented and internalized. Teaching is a decision-making process in which the teacher considers a variety of options to facilitate the learning process. It is a dynamic bond between individual learners and the teacher.
This workshop will provide easy techniques that teachers can use to observe activities and content from the perspective of student learning in order to have students actively involved in their learning process and engaged with the lesson material.

PRONAFCAP 2010- ENGLISH TEACHERS

MY DEAR PARTICIPANTS ,IT WAS REALLY GREAT SHARING WITH YOU ALL THESE MONTHS LONG. I REALLY APPRECIATE YOUR INTEREST IN LEARNING AND ESPECIALLY YOUR COMMITMENT WITH THE PROGRAM. I HOPE YOU CONTINUE WORKING HARD NOT ONLY TO PURSUE YOUR PROFESSIONAL DEVELOPMENT BUT TO BENEFIT OUR STUDENTS IN THE ENGLISH AREA.
GOOD LUCK!

MY PHYLOSOPHY OF TEACHING

There are many concepts to define teaching. For instance, Leo Bartlett in his idea of teaching describes it as an interactive process among a group of people learning in a social setting usually described as “the classroom”.
For Gore (1987), however, this description of an interactive process is the need to develop shared understandings in a community of knowledge users and developers. The list of definitions is indeed never-ending but they would all in the end concur in one main point: teaching involves students’ needs and beliefs.
From my own point of view, to teach is to give, to impart knowledge to learners in an active and dynamic way. Teaching is engaging students in events inside and outside the classroom as well as providing knowledge in an inspirational way. To make this true, there are important teaching components such as: teaching styles, techniques and strategies to develop good teaching that should be taken into account. In addition, it is necessary to be involved in observing and reflecting upon our own teaching and the learning behavior of our students.
Thus, I have been involved in teaching throughout this time because I find it rewarding and challenging. Along the years as a teacher, I have acquired a strong baggage as a quality teacher, but most of all, I have realized that studying and researching are without question the best tools for a teacher who wants to achieve self-improvement. Therefore, I’m aware that knowledge is endless and that a first-rate teacher is someone who keeps reinventing themselves and knows that learning is part of an everyday process. Professional teachers must then continue studying and looking for new expectations and technology.

When I teach, I use communicative methods so as to have student-centered lessons rather than teacher-centered ones. I believe it is vital to use communicative methods in order to have a participating and dynamic lesson. Creativity is my forte and also a plus because it enables you to design creative lessons that will enhance your class and delight your students. What is more, using Pair group and group work will motivate students when developing communicative tasks.

My respect and regard for my weak and strong students go without saying. I never compare them let alone make them feel deflated. To my eyes, they are all special because while the strong ones are active learners, the weak ones endeavor to acquire more proficiency of the language. In this sense, teaching equals challenge since the teacher’s goal is advancing their students’ education.
Through it all, I have also discovered that being friendly, confident, cheerful, flexible and resourceful facilitates the betterment of a class. Although the personality traits of my students differ greatly, I have learned how to understand their differences and similarities with respect, love and sympathy. As facilitators, we have to assist them whenever a need arises and to provide them with the necessary tools in order to clear up their doubts and help them attain their learning goals.
To conclude, teaching is more than just providing knowledge, it is a commitment, a challenge that a teacher must tackle not only to make students learn but also to set the foundations of their future success

SESION DE APRENDIZAJE - ESCENIFICAMOS LA HISTORIA DE LOS PEREGRINOS

View more documents from ELCULTURAL - NATIONAL UNIVERSITY OF TRUJILLO.

WHY TBL IN MY ENGLISH CLASSES?

Why using TBL in my lessons...
Many times did I find myself in the quandary of adopting the method TBL in my lessons or not. At times, I would feel insecure yet there was always that sense of possibility and it was that promising perspective on teaching what gave me the extra nudge I needed. How often do we as teachers ask our students to do something in class which they would do in everyday life using their own language? Probably, not often enough.
In fact, it was until I had the chance to teach Prep 1 that I noticed about the meaning of this method. I myself was asked to teach this new course and I was a newcomer in the use of this method. So, I had to look for more information about TBL in order to become familiar with it. After garnering the information, I now had to put my knowledge into action. With the help of my dear mentor, I realized how wonderful a lesson can be with a TBL approach but even more wonderful when I saw how PREP 1 students produced their own language in a more effective way.
When adopting TBL there should be a clear and defined purpose of where you are heading to. We as teachers must recognize that “teaching does not and cannot determine the way the learner’s language will develop”. Peter Skehan says that “The elements of target language do not simply slot into a `place in a predictable order” and I guess he means that as teachers, we have to let go of the control of the learning process and this is because with this method the learners use their own language and feel free to produce the language.
When using TBL the student is exposed to as much of the foreign language in order to observe it, then hypothesize over it, and finally experiment with it. Thereby, TBL is a communicative method whose only aim is to create a need to use and learn the language.
The primary focus of TBL classroom activity is the task and the language is the instrument which the students use to complete it. A task can be defined in several ways however, for me, the task is an activity in which students use the language to attain a specific outcome. In this sense, the central notion of the TBL approach is a task. When completing communicative tasks students come closer to achieving the goal of learning a foreign language. They have to use the language actively and overcome difficulties connected with possessing limited language resources.The activity reflects real life contexts and learners focus on meaning; they are free to use and produce any language they want. Writing a cheque, making an airline reservation, borrowing a library book, playing a game, solving a problem or sharing information or experiences are activities that occur in day-to-day life and thus they can all be considered as relevant and authentic tasks.
Finding a positive response from the students was the result of a long search. I could not help but be pleased with having found another way to make my teaching more meaningful and useful just by using TBL. It is clear though, that one of the main purposes of TBL is to increase learner activity, the teacher here plays the role of a monitor, guide, resource and to supply the students with tasks that will permit the student to experiment spontaneously, individually and originally with the foreign language. Each task will give the student the opportunity to experiment different types of experiences with the target language and it is here where the teacher has the responsibility of consciousness raising process. This part is essential for the success of TBL because it is here where the teacher helps students to recognize differences and similarities, helps them to correct, clarify and deepen their perception of the foreign language.
In spite of having been proposed various designs ( e.g. Prabhu 1987, Estaire and Zanon 1994, Skehan 1996, Willis 1996, Lee 2000) they all have in common the three principal phases. These phases reflect the chronology of a task based lesson: Pre task, during task, and the final post task.
Willis (1996) proposed the following framework for task- based learning.

Pre-task: Introduction to topic and task
Task
-Task cycle Planning, Report
-Language Focus Analysis, Practice

Within the model, the pre-task phase serves as a preparation for the topic and perhaps a presentation of a similar task already done. In this phase students are also given instructions for the task.
In the task cycle learners first perform the task and subsequently plan the final version of the task outcome and report the effects of their work.
The language focus phase serves both as teacher’s and students’ analysis of the language that was used in the task and also as a moment in the lesson when new language is introduced and practiced.
What is the advantage then of task-based language learning?

-One of the advantages of this method is that tasks allow the use of language resources that students possess in a creative way. Making students use the target language to solve a problem, reach an agreement or communicate some message seems to benefit them in the best possible way: learners are stretching their linguistic knowledge and communicative skills to the maximum.

-Another advantage of task-based learning is that doing tasks supports learner autonomy. While doing tasks, students have to use a number of language learning strategies. For ex ample, a number of compensation strategies, communication strategies or cognitive ones. Completing communicative tasks creates basic conditions for greater autonomy on the part of the student because a lot of decisions connected with language use are made by the learner.
-From this perspective task based language learning seems to be an appropriate method to develop learner autonomy as a basis in a curriculum.

Consequently, the challenge for task based pedagogy is to choose sequences and implement tasks in ways that will combine a focus on meaning with a focus on form as well. Foster and Skehan have shown that giving learners time to plan before they begin a task significantly increases the complexity, accuracy and fluency of the language they use and that these effects increase in relation to the cognitive difficulty of the task. In conclusion, one of the 4 standards of Education is “Learning by doing” and that is what TBL means to me. I would like to encourage you to try out the new method in your classes in order to give you some better ideas of what a task-based lesson may look.