ESP, November 2011

Check these links to get ideas from previous works:
http://languagealive.blogspot.com/2011/03/list-of-bloggers-methodology-ii-day.html
In each of these blogs, the students posted their ESP projects. If you are using any of the ideas as sources of inspiration, please ask for permission to author sending a comment.
http://languagealive.blogspot.com/2011/06/english-for-specific-purposes.html

Today (Monday) you gave me the first ideas about your project:
Yasna- Nataly: "International Law"
Francisco-Alejandro: Cruiselines
Angelo-Nicolás: Engineering
Denisse-María: ???
Judith-Francisca: Chef/restaurant
Susana-Patricio: Small town tourism
Axel-Katherine????
Cristopher-Danny: Tourism (restaurants)
Óscar-Neptalí:?????????
Marco-Marcelo:????????

Please add a comment before Thursday with your topic (in case you didn't tell me in class or if you want to change it). It absolutely necessary to have this clear BEFORE next class.
Deadlines:
Nov 7th: brainstorming, outlining, drafting
Nov 9th: Needs analysis instrument or tabulation of results (first period); General objectives and first draft of syllabus.
Nov 14th: Sample material preparation
Nov 17th: Sample material preparation
Nov 21st: lesson modelling

Teaching in Nursery School

Free Songs, Dream English
Digital Storytelling
10 little pigs

When teaching nursery school, there are different methods that can be used:

• Story Telling
• Songs, flashcards and games
• Phonics

Choose one of this methods. Imagine and describe a classroom setting. Plan a lesson using the siop template, prepare the materials and perform the lesson in front of our class.

The role of metacognition

"Thinking about learning"; coaching strategies for effective learning:
Read this text: Metacognition: an overview
Metacognition, prezi with homework, upload this homework in your blog (October 13th)
Metacognitive strategies
What is metacognition?

Homework

1. Read the text Metacognition, an Overview again.

2. Recheck the prezi presentation. According to the homework presented there, brainstorm possible ways to foster metacognition. Upload them in you blog and post a comment here with these ideas. Be prepared to discuss them next class.

3, In the same prezi presentation, 4 stages to develop critical thinking are presented. Study them carefully.

4. Research about automaticity and cognitive load. Answer the questions by Eric Dickens. Once again, post in your blog, comment in mine.

5. Study the two videos related to Bloom's taxonomy.  Choose one of your lesson plans and analyse it according to the information presented in the videos. Be prepared to explain in front of the class.

night class: this Monday

Dear students, (Mabel, William, Inelia, Blanca, Giannina and Jeanet)
Our lesson this Monday will be in room A507. Remember to study for the quiz.
 Regards,

Miss Carla

ICT: glogster and webquest

Your new assignment will include the use of technology.

Visit the following links and register as new member:

Webquest

Glogster

The idea is to develop writing skills using glogster and speaking skills with a webquest.

As an example, a group of my III medio students wrote a text is response to a short movie they have seen. You can watch the movie in this link:

Play

Some examples of glogsters:

Examples

In the case of webquests, check the following  tasks:

Persuasive speaking
Your webquest should have the following number of resources:
Title 1
Introduction: 2
Task: 3
Process: 8

You will decide how to distrute the types of resources per section: 6 videos, 6  websites, 2  audios. Each section must have an image.

Each task must be original. You need to present the corresponding lesson plan and  both tasks must be uploding in your blog.

Deadline: 

Day class: October 3rd

Night class: October 4th

Cátedra 1

Cátedra 1: Instructions


RUBRIC, PLEASE CHECK IT OUT
A "teacher's guide" of the unit must be handed in. It must contain

• Objectives
• Activity (brief description)
• Strategies
• Materials
• Timing
• Problems/solutions
• Evaluation

Two pre reading (Activating background knowledge)
Three different while reading with at least five "questions" in each
Two post reading (vocabulary and grammar)

You also need to hand in ALL THE ANSWERS TO YOUR ACTIVITIES.


Listening activities (The objectives are presented in the teacher's guide)

New version of the chosen listening unit (including all the lessons within the unit or parts such as "vocabulary review" or "wrap up")
The number of activities depends on the chosen textbook.
Your lesson plan must contain:

• Objectives
• Activity (brief description)
• Strategies
• Materials
• Timing
• Problems/solutions
• Evaluation

Your Blog must be updated with this material next Tuesday, September 20th
Good Luck!!!!! Happy 18!

Teaching listening

How students learn to listen
Bottom-up vs. top-down processing
Warming up
Types of listening: literal comprehension, making inferences
How to listen: strategies and tasks


http://www.slideshare.net/samuraitheologian/hd-browns-principles-for-teaching-listening-skills
http://www.slideshare.net/samuraitheologian/brown-8-factors-in-listening-comprehension
http://www.slideshare.net/samuraitheologian/brown-8-processes-involved-in-listening-comprehension

Working with listening skills:
Instructions
1. Work with your partner
PART A
2. Study the unit you have selected from the textbooks available.
3. Propose one brand new original activity in each item. You need to have a "new version of the unit" based on each activity.
PART B
4. After you have your "duplicated unit" choose an authentic material: movie segment, song or video to design a complete unit following the type of activities presented in the chosen textbook for part A.

Next Monday (September 5th) part A has to be finished.
On Thursday (Septeber 8th) A and B must be ready to present in front of the class.

Methodology II, Night Class

Dear Students,
Miss Karen Olave has informed that your course will have class only on Tuesdays due to the number of students. See you tomorrow.

Teaching reading: How the youth Kilhuch came to king Arthur's court

Follow these steps
1. Work with your partner
2. Set a purpose for reading
3. Prepare a reading lesson based on pre-while-post
4. Your activities must be TEXT HANDLING
5. Determine your objectives
6. Pre and post activities support your WHILE READING TASK
7. Include activities to work on the literal and inferential level.
8. This time you CAN'T base you work on activities found online, but you can support pre and post with audiovisual material.
9. The objective of this practice activity is to develop the skills of questionning (from the teacher's perspective).
10. All your activities and questions must have a key (desired answer)
DEADLINE: First draft AUGUST 21ST, Final version August 25th

Your lesson plan needs to include the following:
Objectives
Activity (brief description)
Strategies
Materials
Timing
Problems/solutions
Evaluation

Is this the tale http://www.authorama.com/celtic-fairy-tales-15.html?
Please let me know! comment

Teaching Reading

Before we plan a  reading comprehension lesson, it is very important to ask yourself the following questions:
1. What is the purpose for reading? To entertain, to study, to be informed, to follow instructions, to support a point of view, among others
2. What is the type of text?
3. What is the topic?
4. How will the students activate prior knowledge? questionning, brainstorming, picture exploration, case study, example form real life, etc.
5. What cognitive strategies will be highlighted? grouping, elaboration, etc.
6. How will metacognition be encouraged? checklist, modeling, peer correction
7. Will I have inferential questions? What do my students know about inferences?

Reading strategies:resourcebook

We know that the most popular techniques to work with reading comprehension are Skimming and Scanning.
To Skim means to find general information. Samples of these questions are:
a. What is the main idea of the text?
b. What is the main idea of paragraph X?
c. Paraphrase the title
d. Write a subheading for each paragraph.

To scan a text means to find specific information. Samples of these questions are:
a. What is the name of.....?
b. When did X event take place?
c. Where did X go?
d. How many X were sold?

A second level of comprehension should be the inferential level.
Check this presentation
Inferences 1
How to read

Sometimes, learners have negative reactions towards inferential questions. They may feel that the text does not provide the necessary inforamtion to answer a specific question...

Methodology II: Pair Work

These are the pairs working together in August:
Susana-Patricio
Francisco-Alejandro
Cristopher-Axel
Angelo-Nicolás
Danny-Katherine
Nataly-Yasna
María-Denisse
Francisca-Judith
Marco-Marcelo
Neptalí-Oscar

Teaching grammar

Check the following presentations:
http://www.slideshare.net/Ottamay/teaching-grammar-1279836
http://www.slideshare.net/Annie05/teaching-grammar-presentation
http://www.slideshare.net/RELOFay/a-fressh-approach-to-teaching-grammar

Choose one of the activities in Grammar for Everyone.http://comunidad.udla.cl/udla/ArgStorViewer.aspx?84503ç
Plan one activity including the suggestions in the presentations above and the techniques and principles presented by Larsen Freeman.

Techniques and principles: what you should never forget

These are some principles to be considered in your lesson plan, classroom interaction and assessment:
(Taken from Larsen-Freeman 2004)
Community Language Teaching: 
-Teachers must consider students as "whole persons".
-Groups help to feel a sense of community.
-Teachers and students should have a relationship of trust, support and cooperation.
Communicative Language Teaching:
-Use "authentic language"
-Consider the communicative intention.
-Foster classroom interaction.
-Une language function can have different linguistic forms.
-Work above the sentence level.
-Games are important because thy have certain features in common with real communicative events.
-Students should express their ideas and opinions.
-Errors are tolerated
-Social context is essential.
Content-based, task-based and participatory approaches:
-A subject matter is used for language teaching processes.
-The teacher scaffolds the linguistic content.
-Authentic materials, tasks and cognitively challenging language.
-The tasks are divided into smaller steps.
-Teachers make adjustments if necessary.
-Education is most effective when it is experience-centered, when it relates to student's real needs.
-Students learn to see themselves as social and political beings.
-Language skills are taught in service of action.
Learning Strategy Training and Multiple Intelligences
-Prior knowledge is valued.
-The teacher's job is to teach learning.
-"Hands on" experience.
-Learning a strategy means to be able to transfer it.
-Students have different strengths:
1. Logical/mathematical
2. Visual/spatial
3. Body/kinesthetic
4. Musical/rhythmic
5. Interpersonal
6. Intrapersonal
7. Verbal/linguistic
-Being aware of which type of intelligence is being tapped by a particular activity, teachers can keep track of which type they are emphasizing or neglecting in the classroom and aim for a different representation.
What do you think about these principles? Think for some minutes... How do you relate them to your experience as student? Did you observe then in your practicum? Did you include them in your lesson plans? If not, How can you integrate them? What advantages and disadvantages do you foresee?
POST A COMMENT  :)

Techniques and principles in language teaching

Revision of the different methods

Work in pairs or groups of three. Choose one of the methods presented in the book by Larsen Freeman.
Read the chapter carefully. Prepare an oral report including the following:
1. Introduction or contextualization.
2. Explanation of 4 principles supported by examples taken from the corresponding chapter.
3. List and description of the techniques.
4. Two questions for your classmates (to check if they are paying attention ;)
5. After class, prepare a concept map. I suggest to download this software:http://cmap.ihmc.us/
6. Upload the concept map in your blog. Try to organize Methodology II in a different page.

Classroom Management Strategies

Classroom managment is one of the key aspects to be an effective teacher.
Work in groups of 3 and make a list of the managment problems you have observed in your practicum.
Provide some solutions.
Role-play one of the situations.
Ask your classmates to give opinions.
Listen to this video...Do you agree with the rules?
http://www.youtube.com/watch?v=JvXzDHlKaYo&feature=related
More links to comment
http://www.youtube.com/watch?v=wx-BQT-V5Wg&feature=related
Classroom Management Strategies - TeacherVision.com

Are Teachers the Culprits Behind Poor Behavior?: Behavior Management Resource (Grades K-12) - TeacherVision.com

Are Teachers the Culprits Behind Poor Behavior?: Behavior Management Resource (Grades K-12) - TeacherVision.com

Behavior Management -- Proactive Measures - TeacherVision.com

Behavior Management -- Proactive Measures - TeacherVision.com

Methodology: EXAM

These are the instructions:
 Blog presentation:
Time 15 min. 10 min. of presentation and 5 min of questions.
You have to show the general structure of the blog confidently. It needs to have the total  number of entries, organized according to given deadlines.
After the general structure,  you need to present one class reflection and your best lesson plan (teacher has to approve it first).
Finally, you conclude with the best arguments the overall of your learning process.
Assessment criteria:
A: Quality of ideas: student shows a high degree of critical thinking, identifying causes, consequences, predicting problems and evaluating solutions.
B: Organization: presentation is clear and divided in small "units of thought". Student can go back and forth without doubts.
C: Teaching skills: skills, objectives, topics, activities and materials are coherent and follow a logical pattern according to the communicative approach and guidelines in MINEDUC programmes.
Start preparing your exam soon!

Methodology I, Giving feedback

Now is your turn to help the learners in to improve their performance when producing a text.

Consider the background of this writing task (Copy provided by your teacher).
Year 10 students read a book called "To Kill a Mockingbird". They are working in groups to create a newspaper related to the setting of the novel. Each student has to produce a specific text type.
1. Find out some information about the novel.
2. Read the planning thoughts and the text produced by the student.
3. Provide feedback considering the following criteria:
A: Quallity of ideas (10 pts.)
-Content
-Critical thinking
B: Organization (10 pts.)
-Paragraphing
-Linking devices
C: Language (10 pts.)
-Vocabulary
-Grammar and syntax
Your feedback needs comments, explanations, ways of eliciting and examples from the students' writing to justify your assessment. Present your analysis in front of the class!

English for Specific Purposes, Methodology II

Some scholars will simply describe ESP as the teaching of English for any purpose that could be specified. Others, however, were more precise, describing it as the teaching of English for academic studies or the teaching of English for vocational or occupational purposes.
In terms of absolute characteristics, ESP consists of English language teaching which is (i) designed to meet specified needs of the learner, (ii) related in content (i.e. in its themes and topics) to particular disciplines, occupations and activities, (ii) centered on the language appropriate to those activities in syntax, lexis, discourse, semantics, etc., and analysis of this discourse, and (iv) in contrast with General English. In terms of variable characteristics, ESP may be, but is not necessarily, (i) restricted as to the language skills to be learned (e.g. reading only), and (ii) not taught according to any pre-ordained methodology.
Adapted from:

http://faculty.ksu.edu.sa/alhumaidi/Publications/English%20for%20Specific%20Purposes%20Review%20of%20Literature.pdf

Methodology II (Day)

ESP could be English in contexts such as: academic settings, bussiness, exam preparation, private tutoring. The first step is to apply a needs analysis (interview, survey, test, among others). After that, you tabulate and draw conclusions to design your syllabus. This work has to include the following:

-Results of the needs analysis.

-Rationale.

-General objectives (in the required skills).

-Specific objectives and activities per session (10 sessions, 3 hrs. each).

-Assessment.

-Sample material for ONE session.

I hope you enjoy this project. It is an opportunity to learn and put your ideas in practice.

Methodology II, last weeks! (night class)

Working with ESP
June 17th: Describe an ESP setting (technical school, company, university, language institute, professional institute, private tutoring). Prepare a Needs Analysis (instrument: test, inteview or survey).
June 20th: Design ONE activity to teach in this context. (Lesson plan and materials)

Personal Project:
From June 24th to July 1st you will be working with the level and context of your preference preparing a "project".

FUTURESTATES : For Educators

FUTURESTATES : For Educators

Very interesting site to teach the 4 skills with real material. Highly recommended.

Resources, cátedra 2

Claryfications for cátedra 2:

Methodology I:
Lesson plans (accoding to given template and mineduc corresponding programme)
Corresponding worksheets and/or audio

• Pronounciation
• Vocabulary
• Grammar
• Listening (pre-while-post)
• Speaking
• Rationale
• Index

Methodology II:

Lesson plans (accoding to mineduc programme and template)
Corresponding worksheets and/or audio

• Reading (3 activities each with pre-while-post approach)
• Listening (3 activities each with pre-while-post approach)
• Writing (one activity for primary school and one for high school)
• Rationale
• Index

Useful links:

http://teaching.uncc.edu/files/file/GoalsAndObjectives/BloomWritingObjectives.pdf
http://www.ehow.com/how_5017361_write-rationale-statement.html

Methodology II, writing and speaking

Writing:
Check the links in the previous post, take notes and design your activities.
Choose a level in primary and one in high school.
Design your writing task with pre-while-post.
Deadlines:
June 6th (Night Class)
June 8TH (Day class)

Glogster – Poster Yourself | Text, Images, Music and Video

Glogster – Poster Yourself Text, Images, Music and Video
Thank you Claudio, it is a great idea for our EXAM!!!!
Try this new tool!

Teaching Speaking

Some other examples of speaking activities:
oral presentations
Oral news reports
Radio/tv commercials
Radio/tv show
Interview
Singing a song
Telling a tale/story
Contest
Debate
Drama (mini play)
Poem declamation
AND MOOORE :)

http://www.univirtual.it/corsi/2002_2003/bertin/download/M03.pdf
http://www.icpna.edu.pe/documentos/HOW%20TO%20TEACH%20SPEAKING%20IN%20AN%20EFL%20CLASS%20II%20-%20Carolina%20Terry.pdf

http://www.nclrc.org/essentials/speaking/goalsspeak.htm

Teaching Writing

30 Ideas for Teaching Writing - National Writing Project
http://www.nadasisland.com/writing/
http://teacher.scholastic.com/professional/teachwriting/
http://writing.colostate.edu/guides/teaching/esl/writing.cfm
http://www.kimskorner4teachertalk.com/writing/menu.html
http://www.teach-nology.com/ideas/subjects/writing/
http://www.qsa.qld.edu.au/downloads/early_middle/engl_teach_writing_yrs_4-7.pdf

Techniques for Eliciting

Techniques for Eliciting
Read this article carefully. I've been detecting some problems in the "elicit performance" section of the lesson plan template. This will be considered from now on and, specially, in catedra 2 and your exam.

Randall's ESL Cyber Listening Lab - For English as a Second Language

Useful links to teach LISTENING!
http://www.bbc.co.uk/skillswise/words/listening/
Randall's ESL Cyber Listening Lab - For English as a Second Language
http://www.elllo.org/
http://www.cdlponline.org/
http://grooveshark.com/ (if you want to work with songs)
http://www.englishclub.com/listening/news.htm
http://www.esolcourses.com/content/topicsmenu/listening.html
http://michel.barbot.pagesperso-orange.fr/hotpot/movies.htm
http://www.teacherjoe.us/Listen.html
http://www.englishpage.com/listening/
http://edition.cnn.com/video/

Teaching Listening

Sometimes listening is a neglected skill. However, it is usually attractive for the learners if you choose an appropriate recording and prepare tasks with clear instructions and some visual support. Don't forget to consider the following when planning a listening lesson:
-The topic must be appealing
-The length should be related to the level of proficiency of the learners
-The recording must be of GOOD quality
-The activities must be short and varied

Your task this week is to plan two listening comprehension lessons!
Lesson 1:
Level: primary school (different from the ones you have chosen before)
Steps:
1. Read the corresponding listening comprehension session of the mineduc programme.
2. Choose a topic and two or three objectives.
3. Select a topic.
4. Look for an useful listening situation and script.
5. Plan your listening lesson using the "Lesson Plan Template" including pre-while-post activities.
6. Design the corresponding workheets or aids.
7. Blog the lesson plan, recording, script and materials.
Lesson 2:
Level: high school (different from the ones you have chosen before)
Repeat steps 1-7

Take a look at this video only as one of many possible examples

Methodology I, Teaching grammar

Instructions (May 24th)
Evaluated in-class task
1. Choose a level
2. Download the programme
3. Open the lesson plan template
4. Identify your teaching objective, topic, skill, suggestions for activities from mineduc programme
5. Plan your class
6. Provide all the worksheets and accompaning material

Methodology II, teaching high school

It is very importang to become familiar with the offcial documents from mineduc. These guidelines will help you to apply effective teaching procedures. There is always a possibility to change, improve or discuss other ways to plan, teach and assess the learners progress.
Follow these preliminary steps:
1. Choose a level (1,2,3,4 medio). Download the corresponding programme.
2. Select one of the suggested units in the programme or consider the suggestions for the design of units.
3. Study the objectives and procedures presented in the document.
4. Print Bloom's taxonomy.
4. Create three activities to develop reading, writing, listening and speaking skills (12 in total). Receptive skills must include pre-while-post approach.
5. Follow the same format presented in the high school programme. Include the necessary material for each activity.
Deadlines
20 of May reading
27 of May listening
3 of june writing
10 of June speaking
If you are absent without medical certificate, minimal mark will be awarded.
You can use any type of resources (coursebooks, digital lesson plans, videos, songs, websites) but sources must be acknowledged at all times.

Methodology I, Teaching Vocabulary

After discussing Box 5.2, create a vocabulary activity:
1. Choose a level and download the corresponding program (mineduc.cl)
2. Pick a topic/situation
3. Set an objective
4. Write the instructions clearly
5. Design your worksheet

You must show me your work tomorrow (May 17th)

Methodology II: Presenting your webquest

This week 5 students will be selected at random to present their webquest in front of the class. This will be evaluated.
We will also be discussing "Ajustes curriculares para inglés de mineduc". Check our syllabus and print the document, please.

Methodology I: Teaching pronounciation

The experience of many learners is that pronunciation can be, and often is, acquired adequately by intuitive imitation. Many teachers never teach pronunciation, and their students' command of it is never quite satisfactory. However, there is also evidence that deliberate correction and training does improve pronunciation and if this is so it seems a pity to neglect it.

(Ur, P. 1996)

Check these links to get some ideas :)

http://www.shiporsheep.com/

http://www.bbc.co.uk/worldservice/learningenglish/grammar/pron/sounds/

http://www.soundsofenglish.org/pronunciation/index.htm

Your task is to plan the introductory class of a prononunciation workshop for II medio students. Choose two teaching points and plan 4 activities. Use the same lesson plan template as in The Landlady. Your work in class will be evaluated at the end of our session.

Methodology II: Webquests

Follow these steps please:
1. Choose a level to work with (5th to 12th)
2. Read the corresponding MINEDUC programme.
3. Design two webquests: one to develop speaking skills and the other one to develop writing skills.
4. Use the following links for help:
http://webquest.sdsu.edu/designpatterns/all.htm
Webquest 1
www.zunal.com
5. Present one of them in class (Friday 6th of May).
6. Upload them in your blog.
Day Class
Evelyn: Year 11th  (Tales, Poe)       María José: Year 5th
Karina: Year 11th   (Euthanasia)      Pamela M.: Year 6th (Family members)
Claudio: Year 10th   (Social Issues)  Jorge: Year  8th (Sel-care)
Katherine: 10 th       (Social Issues)  Cristian: Year 8th (Celebrations)
Pamela A.: Year 12th (Love)
Romina: Year 11th
Juan: Year 6th (Places in the city)
Diana: Year 9th (Famous people and places)

Methodology I: Classroom interaction

Dr. Harvey Silver, founder of The Thoughtful Classroom, will guide you through four learning sessions that will help you develop more effective questioning practices for your classroom. 


TASK: (taken from Ur, P. A Course in Language Teaching)
Observe one or two lessons.  After the obsevation, discuss or reflect on the following questions:
l. Was there one particular type of interaction that seemed to predominate?
2. Did teacher activity predominate? Or student activity? Or was the interaction more or less balanced?
3. How appropriate did you think the chosen interaction patterns were for the teaching objectives in the different activities?
Post your comments here :)

Methodology II (Day and Night): Primary School

Group work!
Follow these steps
1. Download your module from http://www.uamericas.cl/
2. Study the content and prepare a presentation
2. Download the corresponding programme from http://www.mineduc.cl/
3.Download the lesson plan template from http://www.uamericas.cl/
4. Prepare your lesson plan.
5. Model one of the activities in front of the class.

Methodology I (Day and Night)

Hi class!
Follow these steps for your "Topic Content: Teaching literature assignment"
1. Read the corresponding module in A Course in Language Teaching
2. Check and study the ppts  in http://www.mackayzine.cl/wordpress/?p=1012
3. Go to http://www.uamericas.cl/ and download the lesson plan template and "The Landlady"
4. Design or look for activities to teach this short story considering the two levels: linguistic content and underlying ideas (themes, values, perspectives)
5. Be 80% prepared next Monday.
6. Model one activities in front of the class.

Talk about Assessment: Strategies and Tools to Improve Learning.

How do you feel as subject of assessment? Do you agree with these ideas? Which one called your attention the most? Post a comment ;)

From Cooper, Damian. Talk about Assessment: Strategies and Tools to Improve Learning. Toronto: Thomson, 2007) 5

 

Eight Big Ideas [in relation to assessment] Assessment serves different purposes at different times: it may be used to find out what students already know and can do; it may be used to help students improve their learning; or it may be used to let students and their parents know how much they have learned within a prescribed period of time. Assessment must be planned and purposeful. Assessment must be balanced, including oral, performance, and written tasks, and be flexible in order to improve learning for all students. Assessment and instruction are inseparable because effective assessment informs learning. For assessment to be helpful to students, it must inform them in words, not numerical scores or letter grades, what they have done well, what they have done poorly, and what they need to do next in order to improve. Assessment is a collaborative process that is most effective when it involves self-, peer, and teacher assessment. Performance standards are an essential component of effective assessment. Grading and reporting student achievement is a caring, sensitive process that requires teachers' professional judgment. (Cooper, Damian. 2007)

Rubrics, an holistic way to consider our student's needs

I found this useful website: http://school.discoveryeducation.com/schrockguide/assess.html
and I thought about all the opportunites to consider the factors and students needs given by this assessment tool. When I went to school, I remember the answers were only right or wrong. Sometimes, teachers applied their own criteria, but it was not explicit for us, the learners of the time. Rubrics are a democratic way of assessing, they are clear, adaptable and, overall, public. We need to continue in our effort to help the students to be aware of their processes. Rubrics are part of this task.

Methodology I: Working with effective presentation techniques

According to what we discussed today in class (check ppt. at http://www.uamericas.cl/). Explore the book: GAMES FOR LANGUAGE LEARNING (available at http://www.uamericas.cl/) and choose one game. Work individually or in groups. Write down the way you will present this to a group of learners. Imagine you are speaking to them. What would you say? are you achieving the three stages: attention, perception and understanding of the task? Be ready to present your thinking aloud protocol next class.
See you! Post your tasks as a comment here :)

Language and Literature

Dear II medio class,
Study and try to explain the follwoing quote. It will be included in our test.

I.             “Foucault argues that whoever dominates or controls the "official" use of language in a society holds the key to social and political power.”. Consider the  changes in the postmodern society.

Methodology II, April 1st

If you haven’t finished the SYLLABUS task, work at HOME

Today you must evaluate the textbook that you brought using the chart presented on page 186. Assess from 1 to 7. Write a reflection. Blog it.

Today, task 2: Supplementary materials. BOX ….WE talk about it. I’ll mention some supplementary materials based on technology.

So, this week (blog)

1. Reflection on using a coursebook (Monday)

2. Evaluation of a coursebook

3. Suplementary materials: name, description and two links in each case.

News Broadcast in Postmodernism

>
> 1.       Choose an area of interest: political conflict, science and
> technology, government, social classes
>
> 2.       Work in pairs. Search for a possible piece of news (broadcasted)
> related to the chosen are of interest. There are two possible websites:
> http://www.msnbc.msn.com/id/8004316/ns/video (more liberal);
> http://video.foxnews.com/ (more conservative).
>
> 3.       Check the following links:
>
> http://rhetorica.net/bias.htm
>
> http://www.media-awareness.ca/english/resources/educational/handouts/broadca
> st_news/bw_bias_in_the_news.cfm
>
> 4.       Summarize the piece of news and provide your critical opinion.
> Upload both your opinion and the video in your blog.
>

Methodology II

Hi there!
In methodology II we will be working with "Materials". Each of you must bring a textbook for the second session of this week. Try to get one from your family or friends...or buy one. I don't want the ones from the library this time because you need to explore a wide variety od cousebooks. If you don't bring one, you won't be able to carry out the proposed activity, so GET YOURS :)

List of Bloggers, Methodology II, Day class

Welcome!
http://teaching-the-future.blogspot.com/ Claudio Pérez

http://englishallover.blogspot.com/ Juan Alcafus

http://eslteachersandstudents.blogspot.com/ Karina Lorenzen

http://knowledgeandlearnigenglish.blogspot.com/ Evelyn Morales

http://crissteaching.blogspot.com/  Jorge Contreras

http://classeswithcristian.blogspot.com/ Cristian Gonzalez
http://englishinpratice.blogspot.com/ Pamela Alvarado
http://bl2g-celeste.blogspot.com/ Celeste Uribe
http://katherineberrios.blogspot.com/Katherine Berrios
http://actuallymissdi.blogspot.com/ Diana Salinas
http://englishworldspot.blogspot.com/ Romina Mino

List of bloggers, Methodology I, Night Class

 This is the list of blogs!

http://tobeteacher.blogspot.com/ Claudia Cabrera

http://www.englishclasses2011.blogspot.com/ Mabel Sepúlveda

 http://methodologyintheclass.blogspot.com/ Blanca Fernández
http://aniceteacher.blogspot.com/ Inelia Gòmez
http://alexbuzeta.blogspot.com/ Alejandro Buceta

Syllabus template

SYLLABUS TEMPLATE

[Course number and title]

[Term]

Instructor: [Names] [Office, e-mail, phone]

Office Hours: [Scheduled + by appointment? Virtual Office Hours?]

Location in the Curriculum:

Course Description:

Course Objectives: These should be written as learning outcomes or competency based objectives.

By the end of this course, students will:

List as specifically as possible the learning outcomes the course is intended to produce. Think about the kinds of evidence you will need to assess the students’ learning as the objectives should drive the assessment and grading schema. Kinds of evidence can be manifest in what students say, do, think and/or feel. A well stated objective has two components: substance (content/subject matter) and form: what action must the student perform with regards to the substance (compare and contrast, evaluate, analyze, apply, etc.). It may be helpful to use verbs that correspond with Benjamin Bloom’s taxonomy

Course Format:

Course Requirements: (Including class attendance, participation, class norms, assignments, and grading procedures) Faculty must specify the weight that each student assignment will contribute to the final course grade and include this information in the course syllabus.

Required Texts:

Supplemental Readings:

Required Readings (Specify if readings are on e-reserve or posted on Moodle)

Course Schedule by Session and list of readings for each:

Date/Session number	Objectives/Skills	Activities/materials

http://www.nwlink.com/~donclark/hrd/bloom.html