• Save
Banein Enp6
Upcoming SlideShare
Loading in...5
×
 

Banein Enp6

on

  • 342 views

 

Statistics

Views

Total Views
342
Views on SlideShare
342
Embed Views
0

Actions

Likes
0
Downloads
0
Comments
0

0 Embeds 0

No embeds

Accessibility

Categories

Upload Details

Uploaded via as Microsoft Word

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment

    Banein Enp6 Banein Enp6 Document Transcript

    • 1 Clave: BANEIN-ENP6 Nelya Babynets Inglés Escuela Nacional Preparatoria, plantel 6 “Antonio Caso” “Autonomy in language learning depends on the development and exercise of a capacity for detachment, critical reflection, decision making and independent action.” (Little, 1991:4) “Motivation, or more specifically human motivation, can be defined as an inner state of need or desire that activates an individual to do something that will satisfy that need or desire. “ (Spaulding, 1992: 5) ACTIVIDAD 1: GOAL SETTING. PROPÓSITO: Ayudar al alumno a establecer un objetivo de aprendizaje que le permita desarrollar las estrategias metacognitivas como es la planificación, el monitoreo y la evaluación del proceso de aprendizaje. Goal setting es una actividad que fomenta la autonomía de los estudiantes, establece expectativas reales, aumenta la motivación y finalmente, permite llegar a la conclusión de que el aprendizaje de un idioma es un “life-long process”. DESCRIPCIÓN: La actividad se aplica al principio del año escolar con evaluaciones de los avances al final de cada periodo. Los alumnos responden un cuestionario de tres preguntas y después las preguntas se discuten en la clase. MATERIALES: Cuestionario. 1. Make a detailed list of the situations and activities where you will use the language; 2. List the basic language skills (listening, speaking, reading or writing) you need to develop to handle situations and activities; 3. Decide on a proficiency goal for each basic skill you need to develop La actividad permitirá al maestro conocer las habilidades y los objetivos de los alumnos así como saber lo que significa para ellos aprender. De la misma
    • 2 manera el profesor puede darse cuenta del nivel de la autonomía de cada alumno y fomentar el uso de las diferentes fuentes adicionales del aprendizaje (en nuestro caso la mediateca). ACTIVIDAD 2: PLAN-DO-REVIEW ACTIVITY. PROPÓSITO: El objetivo principal de la presente actividad es desarrollar conciencia sobre el proceso de aprendizaje en los alumnos. La planificación, práctica y revisión es el proceso natural de cualquier aprendizaje en cualquiera disciplina. De esta manera es importante que los estudiantes sean capaces de reflexionar sobre dicho proceso para poder emplear los recursos y las estrategias de aprendizaje con más eficacia. DESCRIPCIÓN: La base de la actividad es la comprensión de lectura donde los alumnos tienen que buscar correspondencias entre las palabras y sus significados. El ejercicio puede aplicarse en una clase regular sin que ésta afecte el cumplimiento del programa y objetivos principales del curso. MATERIALES: El material consiste en un texto impreso, student worksheet con ejercicios sobre vocabulario y preguntas específicas enfocadas en desarrolla la conciencia sobre el proceso de aprendizaje, en otras palabras, estrategias metacognitivas. EJEMPLO: El texto: Chines ice sculptures melting “Harbin is one of China's coldest cities. In winter, temperatures can drop as low as minus 35 degrees centigrade. Despite this harsh climate, the city has turned itself into a popular winter tourist destination. Visitors arrive from across Asia to experience the cold - and see the city's ice sculptures. Animals, people, even famous buildings are turned into intricate sculptures that are lit up at night. But, there's a problem - winters just aren't as cold as they used to be. Last year, Harbin had its warmest year since records began. And that means the city's famous ice sculptures are melting earlier. The ice festival traditionally lasts until the end of February. But this year, there are fears the ice will have melted long before then. And this is not just a worry for environmentalists. Harbin's ice festival is the city's biggest source of income. If the ice goes, so do the tourists.”
    • 3 Student worksheet: 1. temperatures can drop as low as A changing from ice to water (when heat is applied to the ice) 2. harsh B the people and businesses of the city have made it become 3. has turned itself into C statues that have a loto f small, complicated details, carvings or markings 4. tourist destination D people who try to protect the world from being damaged by human activities 5. ice sculptures E severe or very cold 6. intricate sculptures F from the time that peoplefirst started to keep information (about weather temperatures) for future referente, by writing it down or storing it on a computer 7. since records began G money from doing work or having a business (here, money from tourists during the ice festival) 8. melting H Statues that are not permanent because they are made of ice (rather than stone) 9. environmentalists I the weather can b very cold 10. income J a place where travellers and holiday makers want to go to visit. Las preguntas que hacen a los alumnos reflexionar sobre el proceso de aprendizaje son por ejemplo: 1. What helped you understand the words in the story? 2. What do we need to know to do the task? 3. How can we find out? 4. What have we done today? Why? 5. How did we do it? 6. How well did you do? 7. What do you need to revise? Why?
    • 4 8. What are you going to do next? Why? 9. What did you do if you didn't understand? 10. How did you check your work? 11. How did you work out the answers? ACTIVIDAD 3: STUDENT TERM SELF EVALUATION. PROPÓSITO: En caso de ser positiva, la autoevaluación permite aumentar la motivación intrínseca del alumno como también fomentar el deseo de alcanzar metas de aprendizaje más altas. (Rolheiser, 1996). DESCRIPCIÓN: los alumnos contestan un cuestionario sobre su desempeño a lo largo del período escolar determinado. Se aplica al final de cada periodo escolar. MATERIALES: Cuestionario. Student term self evaluation: 1. What are your goals for this course? 2. What have you done to contribute to your success in this class? 3. What are your least effective study strategies? 4. What changes do you need to make to improve your learning in this class? 5. How much time do you spend studying for this class on the average? 6. What are your realistic expectations regarding your learning and performance in this class? 7. How do you know you reached the goal? 8. What resources did you use to reach your goal? (Buena oportunidad para fomentar el uso de mediateca). Aunque Holec (1981) propone que la finalidad del fomento de la autonomía es que los alumnos deben encargarse de su aprendizaje en todas sus etapas, creo que el papel del profesor sigue siendo importante dado que algunas veces los alumnos necesitan más apoyo y algunas veces menos. Sin embargo, desarrollar autonomía y hacerlos conscientes de su aprendizaje les permite planear su aprendizaje y lograr las metas cada vez más altas. Bibliografía
    • 5 Holec, H. Autonomy and Foreign LanguageLearning. Oxford, Pergamon, 1981 Little, D. Learner Autonomy: Definitions Issues and Problems. Dublin, Trinity College, Authentik Language Learning Recourses LTD, pp. 1-5 Rolheiser, C (Ed.). Self-evaluation...Helping students get better at it! Ajax, Visutronx, 1996 Spaulding, Cheryl L. Motivation in the Classroom. New York, McGraw-Hill, 1992, pp. 4-5