UNEFM TECNOLOGIA INGLES II

1. UNIVERSIDAD NACIONAL EXPERIMENTAL
FRANCISCO DE MIRANDA
DECANATO DE POSTGRADO
ÁREA CIENCIAS DE LA EDUCACIÓN

2.  ¿Que es?
 ¿Por qué ?
¿Como?

3. a) Leer el texto y subrayarlo.
b) Dado que un texto es un conjunto de párrafos, y que cada
párrafo contiene una idea básica, hay que aprender a extraer
esa idea básica.
c) Debemos diferenciar en el esquema las ideas básicas de las
secundarias.
NORMAS PARA ELABORAR UN ESQUEMA
FASES PARA ELABORAR UN ESQUEMA
1º. Captar las ideas claves de cada párrafo.
2º. Subrayar las ideas esenciales del mismo.
3º. Elaborar el esquema partiendo de la idea central,
continuando con las ideas claves, colocando a
continuación las ideas secundarias y acabando por los
detalles de modo que resulte un texto breve, sencillo y
lógico.

4. Music therapy is an interpersonal process in which a therapist uses music and all
of its facets—physical, emotional, mental, social, aesthetic, and spiritual—to help
clients improve or maintain their health.
In some instances, the client's needs are addressed directly through music; in
others they are addressed through the relationships that develop between the
client and the therapist.
Music therapy is used with individuals of all ages and for a variety of conditions:
psychiatric disorders, medical problems, physical handicaps, sensory
impairments, developmental disabilities, substance abuse, communication
disorders, interpersonal problems, and aging. It is also used to improve learning,
build self-esteem, reduce stress, support physical exercise, and facilitate a host of
other health-related activities.
Idea principal
Idea secundaria

5. Idea principal
Idea secundaria
Part-time employment is a formalized work arrangement where an employee works
fewer hours than what an employer judges to be customary for a full-time employee.
For legal and comparative purposes, the U.S. Department of Labor defines part-time
employees as those working 1-34 hours during a typical work week and full-time employees
as those working 35 or more hours during a typical work week. In 2004, the Bureau of Labor
Statistics reported that part-time employment status was held by about 17 percent of
the U.S. labor force. This percentage is likely to increase and is particularly strong in the
service and retail employment sectors. In addition, universities report that increasing numbers
of their students now hold part-time positions while attending school. Part-time work is also
evident in many other countries, although the number of hours used to define part-time
status is variable. European countries demonstrate a part-time employment rate of around
16%, comparable to the U.S. rate, but it has increased more rapidly as some nations have
encouraged par-time work as a means of alleviating unemployment. Historically speaking,
the majority of part-time workers in industrialized countries have been female (e.g., 65
percent in the United States, 90 percent in Germany and France, 80 percent in the
United Kingdom and Japan). Domestic responsibilities (e.g., housework, child care, elder
care) are cited as explanations for these gender differences. Younger people, aged 16 to 19,
also account for about 13 percent of U.S. part-timers, many of whom are students at the high
school or university level. Few differences in part-time versus full-time employment have been
observed around racial lines. In the future, retirees are anticipated to increasingly work
part time. A return to employment is predicted for several reasons. Among these
reasons are better health (and longer life expectancy) of older persons, the expected financial
needs of many retirees, and possible revision of governmental policies to no longer tie hours
of work through earnings tests to government retirement programs (e.g., Social Security
benefits).

6. Mapa Mental
Es un recurso multidimensional utilizado para
representar en forma gráfica y esquemática los aspectos
más importantes de un conocimiento.
Se trata de una estrategia cognitiva con la que se
registran, relacionan y jerarquizan un grupo de ideas
importantes sobre un tema.

7. Características
El asunto o motivo de atención, se cristaliza en una imagen central.
 Los principales temas de asunto irradian de la imagen central en
forma ramificada.
Las ramas comprenden una imagen o una palabra clave impresa sobre
una línea asociada. Los puntos de menor importancia también están
representados como ramas adheridas a las ramas de nivel superior.
Las ramas forman una estructura nodal conectada
Se pueden mejorar y enriquecer con colores, imágenes, códigos y
dimensiones que les añadan interés, belleza e individualidad,
fomentándose la creatividad, la memoria y la evocación de la
información.

8. Mapa
mental
Organización
Imaginación
Uso de
palabras
claves
Uso de colores
Agrupamiento

12. Mapa Conceptual
Mapa conceptual es una técnica usada para la
representación gráfica del conocimiento. Como se ve,
un mapa conceptual es una red de conceptos. En la
red, los nodos representan los conceptos, y los enlaces
las relaciones entre los conceptos en forma de flechas
etiquetadas.

14. Se utilizan llaves gráficas ({}) para agrupar las ideas
de una misma categoría o importancia. La idea
GENERAL abarca todo el esquema. Es el título del
esquema.

15. CONCLUSIONES
 Se usan ambos hemisferios del cerebro, estimulando el desarrollo equilibrado del
mismo.
Estimula al cerebro en todos sus ámbitos, motivado a que participa
activamente con todos sus métodos de percepción, asociando ideas,
imágenes, frases, recuerdos, etc.
Es una herramienta efectiva y dinámica en el proceso de aprendizaje y de
adquisición de información.
Rompe paradigmas con respecto a los métodos estructurados y lineales de
aprendizaje
Pueden ser utilizados en todos los aspectos de la vida diaria, tanto en lo
personal, como en lo familiar, social y lo profesional