Methodology Exam, Writing, Listening and Speaking Task

Reading Task

PREZI PRESENTATION 

TEACHING READING

Home They Brought Her Warrior Dead

Summary of the poem written by Alfred Lord Tennyson

They brought her husband dead home, but she did not swoon or cry, and she was told to do so or she will die. Then they praised him very soft and called him worthy to be loved because of being the truest friend and the noblest foe, but she still did not speak or move. A maiden stepped towars him and removed a cloth from his face, but she still did not moved nor wept, finally a nurse set his child upon her knee and the wife came to tears saying she will live for him. 

The Velociraptor-Like Robot that could save your life

Summary of the article written by Valerie Ross, from “Discover Magazine”

The Biologist Robert Full use several animals within his lab at the University of California, like crabs, crawling centipedes, etc, as inspiration to built together with his collages, a fast, steady and agile robot, able to navigate through the rubble following an earthquake or other disaster.

The idea came from observing an African lizard with a great ability of landing after vaulting through the air and very stable. Then he thought about applying the same technique with a Robot.

While Full and his team, study about lizards, it lead Full to search about paleontology, and he found out that a predatory dinosaur named velociraptor, used a similar body-stabilizing trick as the African lizard, and after analyzing such creature, he discovered that the raptors were probably as good as the lizards at staying upright by using their tails.

Now Full is able to assess the motion of the computer-generated raptors in the film Jurassic Park even though his theory cannot be confirmed yet.  

An Ecology of Houses

Summary from the text about Ecology, posted by  Kevin Burke, "Students Voice"

This text tell us the importance of nature for humans and non-humans alike, we all depend on nature as nature depends on us.

Now, we are facing very difficult environmental problems that will have important implications in human evolution, by altering the process of natural selection. The primary cause of this was the suburban sprawl, where so many constructions were taking place along the outskirts of cities, increasing profits and economic growth instead of taking care about the real meaning of the nature itself and the incredible thing is that both words share the same word part, “eco” which means house.

The suburban sprawl, broth an important impact on the local and global environment, like global warming, because of the increase of transportation outside the urban areas, the increase of energy consumption and also it causes enormous problems because of the extraction of oil, natural gas and coal mining. And finally all these extractions bring consequences in water contamination.

North Carolina experienced, within the years 2007 and 2008, a drought in, because of the increased pressure on water supplies due to residential development.

The main point to face this huge problem is to remind that we depend on the nature as well as the nature depends on us, that we construct the environment as we are constructed by it and if the environment we build is only for short term, then that´s how long it will last.  

The influences that teachers have in student’s thoughts

Human learning is inductive – deductive that depends on each person (from his memory, motivation, concentration, attitude and behavior), it does change your mindset and achieve a higher level of diversity, complexity and integration. Part of the mindset that the person brings (preconceptions) and recognizes the level of logical thinking that has to encourage experiences that promote their skills of observation, analysis, synthesis, evaluation and review.

All this is based on the conceptual structure of each person, some of the ideas and preconceptions that he brings about a subject of analysis, provides conceptual change is expected from the active construction of new concept and its impact on the mental structure; confronting preconceptions and ideas related to the subject, with the new learning concept, as applied to specific situations (and relates to other concepts in cognitive structure) in order to expand their transfer.

All social groups establish their rules, their values, their practices and specific knowledge, define its mission and goals, within these goals are also the goals of training each group seeks to achieve social and individual identity and make it part of their reality.

Human learning is a process whereby construction involves four fundamental aspects like:

1. The Self is the apprentice, who makes a significant learning of cognition structured learning activities.

2. Knowledge is the key information and content or access the sources of which are real objects, experience, educational materials, libraries and tradition.

3. The role of parents, teachers, guidance tutor or teacher who sets the audiovisual language teaching tools aid in sustained switched.

4. The teaching methodology for adults to develop their learning projects.

To give a clear idea of ​​how humans think, we should be clear what their learning process are, how it behaves, motivation and how the process is done when the interaction between the student (apprentice, son), the teacher (parents) and content to get a good learning process and the transformation in the thinking of man.

Human learning is done in non-hierarchical and interrelated levels that lead to the formation of formal thought as quoted below:

1. Sensory: Is the object world begins to operate in the form of concrete thinking.

2. Perceptual: The subjective world is sensory interpretation.

3. Neuropsychological or cognitive: Is cerebral interpretation.

4. Configurationally: The psyche, mental linking new knowledge or behavior. This way we can get a proper evolution permanently linking these levels to each other.

Similarly, I cannot ignore Piaget's theory of constructivism, interactions and critical realism, giving concrete and formal thinking in humans. This theory allows visualizing the evolution of concrete thinking to formal thinking in a simple way, for this we will take each element (constructivism, interactions and critical realism) and we will see what role in this evolution.

Constructivism is opposed to empiricism and PTO building knowledge from the interaction between subject and object.

Interactions, generates a dialectical movement between subject and object generating knowledge construction.

Critical realism is where we perform a consensus between what we know of the object in reality as such and relate within our schemes.

Thus we can say that humans develop their thinking in a  associative way, starting with inductive learning (making specific data entry and delivery models or general rules) and reaching a deductive learning (making models or general rules and delivery specific rules).

The success of all this development is linked to motivation that humans have to perform a learning process. Motivation is the inner strength that leads man to discover and learn new things, which compels him to meet the different needs that arise every day and guide you to explore on your areas of interest. I could say that motivation is the engine of human beings, if the engine is in perfect condition and has a goal to reach, push the entire machine to it, but if the engine is no strength, no goals, the machine will be, static, just watching life pass.

If we combine motivation with the learning process of human beings in an objective way we can get a proper result and optimum process lived as in the classroom. If the teacher spends time studying, knowing and understanding the process of learning of each student, he or she may have a greater chance of succeeding in the methodologies used, and if we also add motivation, we may have a group of people not only present in a classroom to hear but motivated to explore science fields of interest and with an open mind willing to acquire the knowledge and experiences that the teacher will provide.

A student looks at his or her teacher as a model of life, professionally and in labor. If the teacher shows his students an integral being, ethical, intelligent, with a life plan clear and structured, motivated to succeed every day, and enjoys teaching, the student may take him as a role model.

It is important therefore that teachers never forget that their own life is a model for their students.

Source:  http://www.eumed.net/rev/cccss/08/rdce2.htm

Lesson Plan Unit: "Cities"  6 Grade, students from Colegio Español María Reina, Reñaca Alto.

CATEDRA 1 LESSON PLANS DETAILED

LESSON PLAN CITIES CATEDRA 1

Rationale
RUBRIC FOR SPEAKING ACTIVITIES

HOW TO TEACH ENGLISH



What to do if the textbook is not appropiate?

Neville Grant suggests alternatives when the textbooks, for many reasons are not appropiate for the classroom, then it is very important:

- To omit the lesson and do something else.
- To replace the lesson with the teacher´s own lesson.
- To add to what is in the book, when the lesson is boring or too controlled or if it gives no chance for students to use that they are learning in a personal kind of way, then it is good alternatie since it uses the textbook´s strengths.
- To adapt what is in the book.

Using textbooks creatively is one of the premier teaching skills.





What do adding, adapting and replacing look like?


Addition:

• Personal engagement
• Word study
• Word game

Adaptation:

Example, "role-play"

Replace:

The teacher replaces the material with his or her own ideas



Addition, adaptation and replacement are so important because it is when the teacher's own creativity really cames into play. 


The students can practie the language textbook but in a completely different context.


So why use textbooks at all?

Despite some worries about using a textbook, it is important to mention that students often feel more positive about textbooks, for them it is reassuring and allows them to look forward and back, giving them a chance to prepare what is caming and review what they have done.
For teachers also it is useful because textbooks have a consistent syllabus and vocabulary. They offer teachers a good help when they run out of ideas of their own.


How should teachers choose textbooks?


Analysis: The teacher look through various books.

Piloting: The teacher tries one or two different books with a class to see which lesson works.

Consulting: Teacher asks their colleages for a book they have already used.

Gathering opinions: Teacher gathers information about the book from the publisher, bookshop, colleages and friends. It is also a good idea to let students look through the book to see how they react to the first sight of it.

Patchwork Lesson Plan Here you can find a Patchwork Lesson Plan from Jana Strohbach´s Catedra I, Methodology I

METHODOLOGY II

Concept Map  Here you can find a concept map about learning and teaching from the book "How to teach English" chapter 4. 

Grammar Activities Part 1 (Powerpoint) Here we have three more grammar points according to the book A Rough Guide to Language Awareness

Grammar Activities Part 2 (Powerpoint)   Here you can find some grammar activities, such as dictogloss, cloze procedure and error detection and correction; according to some techniques from the book A Rough Guide to Language Awareness. 

GRAMMAR APPROACH, Here you can find some grammar activities, such as dictogloss, cloze procedure and error detection and correction; according to some techniques from the book A Rough Guide to Language Awareness. 

CATEDRA II Here you can find some activities foccused on The Lexical Approach according to form, use and meaning. 

SIOP LESSON PLAN (SIOP) Sheltered Instruction Observation Protocol, a model that enable the students to succed in learning while developing their abilities in English language skills.  

Summary from the class, Metacognition  ( may 16, 2012)

METACOGNITION = thinking about thinking about your learning process or your teaching process

-Psycholiguistics

-autonomy

-Awareness = improving = concentration, time management, task achievement, motivation.

- Strategic reasoning = improving visual organization, peer work, underlining, dictionary skills, online practice.

Working memory, when concentration is low, to acquire the input, depends on the strategies (input 100%)

Short term memory that is the percent left from the working memory, (10%) (If you want more percent, it depends on the strategies)

Long term memory, the other percent left from short term memory. (2%) (If you want more percent, it depends on the strategies)

The acquiring of the input, depends on the strategies that the teacher is going to apply.

Teacher has to apply:

STRATEGY= ( metacognitive reflexion)=

Learning Style = Cognitive tempo = different intelligences, ex: linguistic, logial mathematical, spatial, etc.

Modeling = Thinking, aloud protocol.

METACOGNITION

Metacognition is associated with intelligence, is the ability to control one's cognitive processes which enables anyone to have a successful learning, it is associated with “thinking about thinking”, it involves active control on the congnitive process of learning.
Metacognition is the ability to allocate your own cognitive resources properly.

We are engaged with metacognition in many activities such as monitoring comprehension, evaluating and how to approach to a given learning task.

(Because metacognition plays a critical role in successful learning, it is important to study metacognitive activity and development to determine how students can be taught to better apply their cognitive resources through metacognitive control.)

We will find several distinctions between definitions of metacognition, but all of them emphasize the role of executive processes in the overseeing and regulation of cognitive processes.

The term "metacognition" is most often associated with John Flavell, (1979), acording to him, metacognition consists in Metacognitive knowledge and Metacognitive experiences or regulation.

Metacognitive  knowledge refers to acquired knowledge, that can be used to control cognitive processes and Flavell divides it in three categories which are:

- Knowledge of person variables = we all learn in different ways.

-Task variables = the nature of the task will afect each individual differently.

- Strategy variables = include knowledge about cognitive and metacognitive strategies, as well as conditional knowledge about when and where it is appropriate to use such strategies.

Metacognitive experiences it involves metacognitive strategies or metacognitive regulation, and are sequential processes that the student uses to control cognitive activities, and to ensure that a cognitive goal has been met.

Cognitive vs. Metacognitive Strategies

According to Flavell, the distinction between metacognitive knowledge and cognitive knowledge lies in how the information is used.

Cognitive Strategies are used to help an individual to achieve a particular goal, for example, understanding a text.

Metagognition, as we mention before, is referred to “thinking about thinking” so,

Metacognitive strategies are used to ensure that the cognitive goal has been met, for example, quizzing oneself to evaluate one´s understanding of the text.

Metacognitive and cognitive strategies may overlap in the same strategy, because both strategies are closely related and dependent upon each other.

Metacognition and Intelligence

Sternberg, (1984, 1986) maintains that the ability to appropriately allocate cognitive resources, such as deciding how and when a given task should be accomplished, is central to intelligence because metacognition is the ability to control one´s cognitive processes (self-regulation).

He refers to Meta components as executive processes in his triarchic theory of intelligence, and the Meta components are executive processes that control other cognitive components as well as receive feedback from them.

Metacognition and Cognitive Strategy Instruction

Most of the individuals are engaged in metacognitive regulation when confronted with a cognitive task but some of them are more metacognitive than others. Even though any normal individual is able to learn how to better regulate their cognitive activities.

Metacognition holds several implications for instructional interventions, such as teaching students how to be more aware of their learning processes and products as well as how to regulate those processes for more effective learning.

Metacognition Lesson Plan

CATEDRA I

In our consideration the textbook Move ahead is a very good instrument for English Teaching. During the evaluation we found out that it contains a very authentic teenager language and material. However there is a huge lack of locally culture adapted material. The four learning skills are covered, especially reading and writing. In our opinion the grammar part covers the objectives very well because in each unit special grammar exercises are offered and at the end of the book we can find a grammar summary for doubts and enforcement. The book has a very easy structure with a lot of visuals which we think it is very useful to get students attention. We have to point out that the book would be difficult to buy as we couldn’t find it available in local book stores. As conclusion we think as future English teachers that this student’s book is a very good option to work with. Furthermore we should add other teaching material and use the book as a complement.

PAIRWORK

Textbook Evaluation "Move Ahaed"

with Bárbara Valenzuela

pp	Objectives explicitly laid out in and introduction and implemented in the material
X X	Approach educationally and socially acceptable to target community
pp	Clear attractive layout; print easy to read
pp	Appropriate visual materials available
pp	Interesting topics and tasks
p	Varied topics and tasks, so as to provide for different learner levels, learning styles, interests, etc.
p	Clear instructions
?	Systematic coverage of syllabus
p	Content clearly organized and graded ( sequenced by difficulty)
X	Periodic review and test sections
p	Plenty of authentic language
pp	Good pronunciation explanation and practice
p	Good vocabulary explanation and practice
pp	Good grammar presentation and practice
p	Fluency practice in all four skills
pp	Encourages learners to develop own learning strategies and to become independent in their learning
?	Adequate guidance for the teacher; not too heavy  Preparation load
pp	Audio cassettes
X	Readily available locally

April 16, 2012

Behaviourism:

-Skinner - Structure - Repetition of input

Cognitism:

Chomsky - ideas in the brain - thinking

KEY WORDS,

-Pattern grammar

-Drills mechanical exercises

-Structured

-Phonetic, syntax, morphology

Methods and Keywords:






THE AUDIOLINGUAL METHOD 

• Structuralism
• Military
• Mechanical habit process
• Repetition
• A lot of dialogs
• We can find like ten drills of repetition, but students do not think, they just repeat.

 

THE ORAL APPROACH AND SITUATIONAL LANGUAGE TEACHING

• The learner has to listen and repeat
• The teacher has the control of the content
• Languag learning is habit-formation
• It´s useful for beginners
• Put emphases in grammar and pronunciation

COMMUNICATIVE LANGUAGE TEACHING (CLT)

• Communicative competence
• contextualization (social-culture)
• Learner-centered and experience based 
• Meaning is paramount
• Group and pair work, interaction between students

TOTAL PHISICAL RESPONSE(TPR)

• speech-action (repeat)
• Positive mood
• Teacher plays an active and direct role
• Student- Listener -Performer
• Activities- role plays- slide shows

SUGGESTOPEDIA

• authoritive
• performance
• unconcious
• music-therapy

THE SILENT WAY

• responsibility
• autonomous
• grammatical and lexical items are discovered by the students
• experienced learning
• rods, charts, symbols

CLT PowerPointPresentation http://www.slideshare.net/simbyana/communicative-language-teaching-12210772

The nature of approaches and methods in language teaching

March 12, 2012 

We might find several problems about teaching in Chile Those can be:

-Low motivation

-Not enough time or not good quality during the process of teaching

-Lack of control

-Lack of techniques

-Cultural context

-Commited teachers, qualified teachers

-Lack of materials, resources.

Also depending on the types of schools we will find several differences about the learning process on our students, we can find Private schools where in general the level of the students is high because of their social background, their previous knowledge and also the aims of an a Private School are higher than others. Public schools for example are very vulnerable because of the social context of their students and also because of lack of resources of the school, getting low motivation from the students, and also we mostly get non qualified teachers. We can also find a mix of both types of schools named in Spanish Particular/Subencionados.

 The aims of our classes should be always focused on communication, keep the students motivated, get the control of the class, the use of techniques, being able to manage the class if there are not enough resources, being interactive, full of content, understand the social context of each student, etc.

We all know that it is not an easy job for the teachers because it is too demanding but it is not impossible. 

Personal definition of Evaluation:

 It is a strategy where the teacher can assess the student`s performance during the process of the student learning and it also involve the students monitoring their own abilities. It is an interactive process that involves teachers and students.

March 14, 2012 

 1) Theory of Language:

There are three types which are,

-Structural: It is a system of rules, where we can find closed sentences.

-Functional: Here we can find categories of function and meaning conversations, where we can find open dialogs.

 -Interactional: It is a vehicle of social interaction and transactions, there is an exchange and where it also depends on many factors. Here we find a meaningful learning.

 2)Theory of learning:

 On this theory of learning, associated with a method, may emphasize either one or both of these dimensions which are, 

-Process- Oriented: Habit, induction, inference, hypothesis, and generalization.

-Condition-Oriented: Nature of the human, physical context.

 When the theories were published: 

 Krashen (1981): He distinguishes between Acquisition (natural way to learn) and Learning (artificial way to learn).

For Krashen, the type of “input” must be comprehensible but slightly above the learner`s present level of competence so finally there will be a challenge.

Terrel (1977): Natural Aproach is an example of a method derived from a learning theory rather than from a particular view of language. It is based on a learning theory that specifies the Process oriented and the Condition oriented.

Curran (1972): Counseling-Learning, he focused primarily on the conditions for successful learning. The atmosphere in the classroom is a very important factor.

Gattegno (1972,1976): The silent way is built around a theory of the conditins necessary for successful learning to be realized. Learners need to feel secure about learning and to assume conscious control of learning.

Asher (1977): TPR (Total Physical Response) Pysical / Motor activity

 It is a method that derives primarily from learning theory rather than from a theory of the nature of language. He is worried about the both process and condition aspects of learning, a child language learning is based on motor activity, on coordinating language with action, and that should form the basis of adult foring language teaching.

March 19, 2012

Methods and approah have to be considered when we work in a school, we have to follow their rules and then we can plan our clases: (Design)

Considerations:

-A) Objectives

-b) Syllabus model:  Lexical, Motional, Skills-based, gramatical-lexical, flexible.( In case of Mineduc, Syllabus are given)

-C) Thypes of level

-D) Role of learning

-E) Role of teaching

-F) Role of instructional materials

Bloom:   -Cognitive, ex, objective, read St. Patric`s day.

              -Affective, ex, objective, create a leyend about St. Patric`s day.

              -Kinesthetic, ex, objective, to perform this.

Learner roles:  They should have different roles, more than one.

- Processor

-Performer

-Initiador (the student proposes too)

-Problem solver

-Self-monitor

-Tutor

Teacher roles:

-Catalyst

-Consultant

-Guide

-Model

The role of instructional materials:

The last component within the level of design, within the instructional system, what is specidied with respect to objectives, content, ex, the syllabus, learning activities, and learner and teacher roles suggests the fuction for materials within the system. It also defines the goals for language learning in terms of speaking, listening, reading, or writing skills.

Procedure:

-Presentation of the teacher activities

-Activities to practice the language.

March 23, 2012

Settings of the first Practicum (2011)

     Type of school:  Particular subvencionado school (Juanita Fernández)

     Number of students per classroom: It is an average between 40 and 46 students per class

     Numbers of hours a  week: Three hours per week

     Textbook: Ediciones Cal y Canto

     Aproach: Structural view

     Design:  Conductism

     Teacher: Model, just providor of information.Student: Receives the information

      Assessment (tests, instruments): Psychometric evaluation, e.g. multiple choices, true or false tests.

      Use of technology:  15 computers  with internet access for nearly 600

                                students.

What design would you propose to improve the English subject in that school?

In our consideration the design in this particular school has to be completely improved. The teacher didn’t encourage the students to speak the second language, only the content of the textbook was the objective. The teacher’s motivation was very low, because she didn’t develop a design for an instructional system.

The student’s role of learning should be the role of a processor and performer. The teacher should be achieve the role of consultant catalyst and guide, for example by encouraging the students of speaking the second language and include more teaching activities.