Reflections module 2
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This document summarizes what the author learned from a module on teaching methods. They found tools like Picktochart and explanations of content, language, and language of learning frameworks to be most useful. The author struggled with understanding the three language framework but was able to clarify their understanding through discussion. They also learned new cooperative techniques and overcame challenges with creating an infographic using new software. The author expresses interest in learning more about the three language framework and Kagan structures, and asks the assistant questions about Kagan structures, use of cooperative techniques, and student assessment tools.
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Manual word-excel
Este es un asistente que te ayuda a hacer tablas, gráficas, etc.
Ahora vamos a ver como insertar una función y hacer una fórmula.
Insertar una función
Para insertar una función en Excel, primero selecciona la celda donde quieres que aparezca el
resultado de la función, después haz clic en la pestaña "Inicio" y después en la categoría "Funciones"
y selecciona la función que deseas.
Por ejemplo, si quiero sumar la celda A1 más la celda B1, haría lo siguiente:
1. Se
Software de aplicacion
El documento describe diferentes tipos de software de aplicación, incluyendo software de negocio para operaciones básicas, aplicaciones domésticas para entretenimiento y educación, aplicaciones profesionales generales para gestionar procesos empresariales, y software de utilidades como antivirus y motores de búsqueda.
QUE ES TIC
TIC se refiere a tecnología, información y comunicación. La tecnología incluye conocimientos técnicos que permiten crear bienes y servicios. La información son datos procesados que cambian el conocimiento. La comunicación es el proceso de transmitir información entre entidades. La historia de la tecnología se remonta a la rueda inventada hace 4000 años y ha evolucionado junto con los avances científicos.
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Pa final project(1)Lana Davis /2
The document provides guidance for a final project on developing plans to teach phonemic awareness in the classroom. It includes a template to plan phonemic awareness assessments, activities, and analysis of student performance. The template should incorporate at least one technology tool from the course and include details on assessment procedures, phonemic awareness activities, and an example analysis of a student assessment. The completed template will be reviewed by the facilitator at the end of the course to provide feedback.
How I survived teaching my first online course (and actually enjoyed it!)
The majority of students enjoyed the online learning environment for this course. They appreciated the flexibility to work at their own pace and from home. A few students mentioned specific challenges with certain technical concepts but overall feedback was positive about the online format.
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This coursebook evaluation analyzes a textbook called "Global English" used for teaching English at the high school level in Chile. The evaluation provides details about the textbook's content, format, strengths, and weaknesses. It finds that the textbook has an organized structure introducing vocabulary, grammar, activities and assessments in each unit. However, it notes there is a lack of engaging speaking and reading activities. The evaluation also includes analyses of sample dialogues to examine features like lexical density. Overall, while the textbook provides a basic progression of English skills, the evaluation suggests it would benefit from more authentic materials and supplemental activities.
Social Technology Final
We both found that exploring our learning preferences and using social technologies for collaboration helped us be more successful students. Nelson preferred using technologies like Google Docs and tablets for notes, while Robin benefited from video chat for verbal explanations. Though we had different preferences, we agreed social networks allowed us to work together remotely. Going forward, we will apply these skills in our careers by collaborating with networks anywhere in the world using video, documents, and other shared platforms for discussions, presentations, and spreading knowledge. While some social tools like Twitter were less effective for in-depth learning, platforms allowing real-time collaboration helped us most.
Mobile learning slides
Jaime Chavarria describes their experience investigating different mobile technologies for learning. They found that iPods and mp3 players were very useful learning tools, allowing them to listen to lectures they missed and create flashcards for studying. Microblogging also helped with collaborating on a group project, and iPads allowed for creating visual flashcards. Overall, Jaime was surprised by the many ways mobile devices can enhance learning and found iPods best suited their preferences as an active and visual learner. After the class, they plan to blog more and continue using an iPod to study in ways that incorporate pictures, videos and collaboration.
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The document provides instructions for a final project template for a course on supporting phonemic awareness in the classroom. It outlines parts to include in the template such as general classroom information, reflections on phonemic awareness and readings, plans for student assessment and analysis, strategies and activities to incorporate phonemic awareness, relevant standards, and use of technology. The template is to be completed throughout the course and submitted at the end for feedback.
Final project
This document provides a proposal for an 8-session English language unit titled "What will I be?" for 6th grade primary students. The unit aims to teach students about different jobs and how to talk about what they want to be in the future. A variety of activities are outlined that incorporate technology, group work, songs, role plays, and more. Formative and summative assessments are also proposed to evaluate student learning and provide feedback to the teacher.
Itec 299 Synthesis Presentation
This document discusses Jennifer's experience in an ITEC 299 class. It summarizes her motivations for taking the class, which were to learn about technologies like iPods. It describes her learning preferences based on a survey, with her highest scores being for sensing and sequential learning. It outlines the learning pathway she chose, which was the "Learning Warrior" pathway focused on investigating a few technologies in depth. Finally, it discusses some of the technologies she learned about, like podcasts and screencasts, and how she has incorporated them into her learning.
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This document summarizes a portfolio submitted by Dayanara Loján and Jéssica Caicedo in 2014 for a linguistics course. It addresses 12 questions about incorporating technology into language teaching and learning. The document discusses using dictionaries, videos, and online materials in class; benefits of collaborative blogging; availability of technology resources in Ecuadorian schools; how technology has changed language learning over time; and potential uses of technology like YouTube, online reading, and computer-mediated communication. It concludes by noting that while Ecuadorian schools have good physical technology resources, training for teachers on educational uses of technology is still lacking.
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Beyond the One-Day Workshop: Building Sustained Professional Development Onli...
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TESOL 2010
Session: March 25, 7:30 a.m.
inquiries: mcona@arlington.k12.va.us
Presenters share an online reflective practice group model that provides quality, sustained professional development for adult ESOL teachers through the asynchronous exploration of ideas and best practices. Presenters demonstrate the free Web tool they used and discuss issues surrounding online professional development and fostering program cohesion in practice.Create a conversation with your group members. If one of your group
Create a conversation with your group members. If one of your group mates has a question or concern, be sure to address it. You will be graded on your interaction with each other. Try to have a conversation about the course material.
1. (group mate post)
Hello everyone,
Hopefully everyone is doing good. I always have interest in paintings, sculptures, architectural figures and different books. It makes me amazed that how people come up with different ideas and theories. It is well-known to everyone that invention happens without any notice by anyone. This unit has been my favorite unit. First, I have got chance to learn visually as I am a visual learner. Since childhood, learning any topic by figures, characters and paintings has been my favorite part of the complete process. Second, learning a new thing always gives me excitement. In this unit, I got chance to work with out of the box topic. The images of this unit were meaningful. Picture is an evidence of true fact. Every picture talks. We need vision, heart and feelings to understand them. In this unit, the best ways to analyze a photo were considering the audience and purpose. I assumed myself as the audience and tried to figure out the purpose. It helped me to see the meaning of a photograph by the owner’s eyes. Finally, this unit is very interesting and informative. I have really enjoyed working on it.
2.( group mate post)
This unit was interesting. I almost went to school for photography; I loved taking pictures of everything. After learning visual analysis and how to look at a photos and see another meaning, behind the layers. Such as: Framing, lighting, subtext, texture, focus, composition, content, context, angle/vantage point, and intertextuality. It opened my mind to a much bigger meaning.
I also learned this new word; Blueprinting. Blueprinting is, announcing to the audience what you're going to do next. Ever sense I learned that word, I have noticed my self ending up "blueprinting" myself. I have ended up second guessing anything I have written. This recent assignment on completing an analysis on a photo has my mind boggled. I ended up choosing a photo that had no background behind it, at all. I have a story in mind, but can not figure out how to put it on paper.
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I would like to better myself on witting successful essays with little errors. I mostly think my ideas run crazy I can not figure out how to settle them down into explanations that make sense.
I could ask my fellow group members: How do you calculate your ideas into a three to four summarized essay or visual analysis? I comprehend what each meaning defines as, I just need to figure put how to make them in ...
Mobile final
The students explored different mobile technologies for learning including tablets, podcasts, and screencasts. They found that tablets were very effective for taking notes and keeping information organized across multiple devices. Screencasts were also useful, especially for visual learners, as they allowed seeing concepts explained. Podcasts were less effective for focusing on due to distractions. Overall, the mobility of technologies and ability to access information on demand helped accommodate their active and visual learning preferences. Going forward, they plan to continue using tablets, laptops, and smartphones to take notes, find explanatory videos, and stay connected to relevant resources.
Mobile technology final
Mobile Technology Synthesis Quest
Presentation For:
Robin Martinez
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Mobile technology final
Mobile Technology Synthesis Quest Presentation For: Robin Martinez (911386624) Nelson Mendoza (90801736)
Eileen-final project
This document provides a template for a final project on developing plans to teach phonemic awareness in the classroom. It includes sections for general information, phonemic awareness assessment and activities, linguistic components, an audio recording practice, a student assessment and analysis, instructional strategies, common core standards, use of technology, and a reflection. The template is to be completed over several sessions and submitted to the facilitator for feedback.
Eileen
This document provides a template for a final project on developing plans to teach phonemic awareness in the classroom. It includes sections for general information, phonemic awareness assessment and activities, linguistic components, an audio recording practice, a student assessment and analysis, instructional strategies, common core standards, use of technology, and a reflection. The template is to be completed over several sessions and submitted to the facilitator for feedback.
ITEC 299 Level 3 Synthesis Presentation
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Reflections about module 5
In this module, the learner learned about different ICT resources that can be used in classes, including various web tools that are easy to use. The most challenging part was creating an elevator pitch to share a unit plan in an interactive way using one of the recommended web tools. While the module covered different ICT tools, the learner was interested in learning more about ICT tools for evaluation, as teacher evaluation methods could benefit from changing with technology. They asked if creating the elevator pitch was difficult and for recommendations of good ICT tools for teachers.
T.1 m.5. webtool
Here I add the description of my web tool. It is a web that helps with the classroom management at the same time that helps to motivate your students.
Annex 11.2
Class Dojo is a classroom management tool that aims to increase student motivation, promote self-awareness of the learning process, engage families in education, and build a sense of community. As a free web tool, it allows teachers to provide positive and negative feedback to students, track their progress, and communicate with families. Students can also reflect on and share their work. Parents are able to follow their child's participation, behavior, homework completion, and more through the Class Dojo platform.
Annex 11
The Connect, Extend, Challenge thinking routine helps students make connections between new ideas and prior knowledge, reflect on what they are learning, and consider ongoing questions. Students work in groups to write their thoughts on connecting ideas, extending ideas, and challenging ideas on colored paper, which are then posted on a class mural. This routine provides a visible record of student ideas and encourages reflection on the learning process.
Annex 9
This document appears to be a self-evaluation form for a student to assess their own learning and behavior during a school unit. The form includes questions for the student to rate themselves on a color scale for how well they remember the unit's contents and senses/organs. It also contains short answer questions where the student can evaluate how well they completed activities, behaved while making a poster, participated respectfully, and overall how much they learned.
Annex 8
This activity is meant to raise cultural awareness about disabilities and will take place over multiple sessions. Students will watch videos about color blindness, taste/smell disorders, and learning Braille. They will then work in groups to identify challenges blind people may face daily and propose solutions. The next session, students will review Braille alphabet and practice writing short messages to each other using Braille code. Finally, they will examine real Braille books and try reading simple words by touch. The goal is for students to better understand different sensory experiences.
Annex 7
The students will work in groups to create posters about the five senses. They will research images online and in magazines to include on their posters. Each group will become experts on one particular sense. Then new groups will be formed with one expert from each sense, where they will share information with each other using a provided chart. Finally, each original group will present their poster and assess their own and other groups' posters using a rubric.
Annex 6
This document provides instructions for a sight-based activity where students will:
1) Complete a poster labeling expressions and images.
2) Choose an animal from a list and draw or write words to describe it.
3) Partner up and take turns orally describing their animal to each other using a provided chart.
4) Reflect in pairs on better ways to express descriptions, such as using "stinky" instead of "smell very bad".
Annex 5
The document provides instructions for a classroom activity where students will describe smells. It includes a sample chart for students to use with columns for the name or drawing of an item, what it is, and describing its smell using adjectives like good, bad, strong or sweet. The chart shows an example entry identifying a flower that smells really good.
Annex 4
The children will touch various objects with different textures to feel the differences. They will then choose their favorite textures and use them to create an artwork similar to an example. At the end, the teacher will have the students describe what the textures they felt were like using descriptive words such as "soft" or "fluffy".
Annex 3
The students will listen to different instruments and classify them on a chart indicating whether each instrument makes a soft, loud, good or bad sound. Instead of pictures, the chart will have cut-outs of the instruments for the students to place in the appropriate column. The teacher will then introduce descriptive terms like soft, loud, good, and bad to describe the sounds of the instruments.
Annex 2
The activity involves creating a cardboard tongue and pasting different foods on it to represent their flavors. Students will attach foods like sweet, sour, salty, and bitter items to demonstrate tastes. The teacher will then have students describe how each food tastes using descriptive words like good, bad, delicious, or strange.
Annex 1
Students will work in small groups to identify items in closed boxes using their senses. Each of the 5 boxes will contain a different pair of items related to one of the 5 senses: sight, sound, taste, smell, or touch. Students will record their guesses on a chart. Flashcards depicting the sense will help students identify the items. Finally, the class will discuss how senses help in daily life and the teacher will introduce a song about the 5 senses to reinforce the lesson.
Sequence of the unit1
This document outlines an 11-session lesson plan on the senses for a 2nd grade class. Over the course of the lessons, students will use their senses of sight, smell, touch, taste, and hearing to explore different objects, foods, and sounds. They will engage in hands-on activities like tasting different foods, touching objects with varying textures, and smelling scents around the school. Lessons also incorporate online games, song time, creating a collaborative poster, and a final self-evaluation. Detailed materials and annexes are provided for each session.
Sequence of the unit
This document outlines an 11-session lesson plan on the five senses for second grade students. Session topics include an introduction to the senses, taste, hearing, touch, smell, and sight. Later sessions review and reinforce the content through games and a cultural awareness activity on blindness. Materials such as food samples, musical instruments, and online games support hands-on exploration of each sense.
Quadre resum
This unit covers the five senses - taste, hearing, touch, smell, and sight - over six sessions, with the seventh and eighth sessions combining all the senses. The final three sessions focus on cultural awareness, review, and self-assessment.
Reflections module 4
This document discusses key points learned from a module on assessment. It covers different purposes of assessment and how the same tools can be used for different evaluation purposes depending on when they are applied. Thinking routines were also introduced and the author wants to learn more about these. They do not have any problems with the module which was easy to follow due to clear explanations and examples.
T.2 Thinking routines
This document describes the "Connect, Extend, Challenge" thinking routine. The routine helps students make connections between new ideas and prior knowledge, reflect on what they are learning, and identify ongoing questions. Students will work in groups and use colored paper (blue, purple, green) to write their thoughts on connecting, extending, or challenging ideas, which they will then post on a classroom mural. The teacher will use this routine at the end of class sessions to encourage students to reflect on and share their understanding.
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Reflections module 2
- 2. WHAT DID I LEARN? This second module has been quite challenging for me. They have showed us other TIC tools very useful for our classes like Picktochart. I think that now on I will use it quite often! Another very important point for me has been the explanation of the 3 languages (OF/FOR/THROUGH) because I had confusing ideas. After exchanging some emails and opinions with other people, I have understood better these important concepts. Last but not least, I have learnt new cooperative technics which I have found very interesting to use.
- 3. DID I FIND ANY PROBLEM? Once again, the main difficulty has been with the comprehension of the 3 different language we need to take into account when doing CLIL lessons. That’s why I have found particularly hard the realization of the first task, where we needed to specify the 3 languages of our Unit. Another problem I had to faced was the realization of the inphographic with a programme that I have never used before. After watching some tutorials, I finally did it quite successfully.
- 4. Would I like to investigate a bit more about any subject? I would say I would have liked to find more examples and more information about the 3 languages, as it has been my main problem in this unit. Also, I would like to know more about the Kagan structures. I am not sure if for example “Jigsaw” it’s a structure inside the Kagan method or it’s another thing. I wasn’t sure what exactly it is Kagan structures. Another point here it’s that sometimes some of these structures aren’t very realistic because our students don’t mastery the language to discuss at that level so I would have loved seen these structures done with no native English children.
- 5. A question for you! Here there are some questions for you! • What are Kagan strucutres? • Haver you ever used some cooperative technics? If so, which ones? • How do you assess children progress? Do you use rubrics or other kind of tools? Willing to read your thoughts!