21 jun. 2016

OPENCLASS: Los padres agentes del cambio

En esta Openclass se define la labor de los padres dentro del proceso educativo de sus hijos y se dan claves para reforzar el inglés en casa.

11 nov. 2015

SPEAKING IN TONGUES

The many benefits of bilingualism

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We live in a world of great linguistic diversity. More than half of the world’s population grows up with more than one language. There are, on the other hand, language communities that are monolingual, typically some parts of the English-speaking world.
In this case, bilingualism or multilingualism can be seen as an extraordinary situation – a source of admiration and worry at the same time. But there are communities where bilingualism or multilingualism are the norm – for example in regions of Africa. A Cameroonian, for example, could speak Limbum and Sari, both indigenous languages, plus Ewondo, a lingua franca, plus English or French, the official languages, plus Camfranglais, a further lingua franca used between anglophone and francophone Cameroonians.
On a smaller scale, we all know families where bilingualism or multilingualism are the norm, because the parents speak different languages or because the family uses a language different from that of the community around them.
How difficult is it for a child to grow up in such an environment? And what are bilingual children capable of? Well, they are capable of quite a lot, even at a very youngage. They can understand and produce expressions in more than one language, they know who to address in which language, they are able to switch very fast from one language to the other.

27 ago. 2015

TEACHING MEANS CONNECTION

How to enthuse the unenthusiastic pupil

By Jim Baker on Thursday, 30 April 2015 10:00 Teaching & Learning
A teacher could well have some great teaching strategies, but pupils need to be engaged. Veteran teacher Jim Baker discusses the methods that have worked for him over four decades.
To solve this problem of enthusing the unenthusiastic pupil we must first ask ‘Why is the pupil unenthusiastic? Two reasons for this lack of enthusiasm are:
1) Being preoccupied with ‘outside’ issues. 2) Not finding the teacher ‘entertaining’ - hence my reply “entertainer” when asked what I do.
There is not a lot we can do about 1) above, but there is about 2).

20 jul. 2014

“Se puede dominar una lengua oralmente sin conocer su código escrito”




El enfoque metodológico CLIL es “una actitud positiva hacia un cambio metodológico en el que la distribución de los contenidos propicien una secuencia de actividades que den al alumno la capacidad para desarrollar un aprendizaje de por vida”

'CLIL is a positive attitude towards a new re-conceptualization of the curriculum in which a sequence of experiences provides Lifelong learning'


30 abr. 2014

Cognitive CLIL

CLIL The Cognitive: Not Only a New Way of Teaching…It’s a New Way of Thinking.


 Think about a television commercial that really grabbed your attention. Maybe you only saw it once, but it really made an impact and you just cannot forget it. How did the makers of the commercial do that? What techniques did they use? How did they grab your attention and create connections in your brain to be “branded” forever? The answer is simple: they activated the cognitive structure. The same techniques used to “hook “ us into buying products can also be used for teaching and retaining important information. The component that I believe holds CLIL together is the Cognitive component.
What exactly are we talking about when we say “Cognitive?” Many educators are a bit confused about this and understandably so. The cognitive in CLIL comes in many shapes and sizes. However, to simplify what it is, we can look at it this way. Anything done to engage students, activate prior knowledge, create multiple pathways to information in the brain and stimulate active learning, can be considered “the cognitive” in CLIL. I would like to focus particularly on the “multiple pathways” technique. When I use these words to explain cognitive activation, I mean to say that associations are being made in the brain and these “connections or pathways” help in retrieving information. When using the CLIL method, it is worth taking the time to be trained in the “art” of activation of prior knowledge and how to create neurological associations or connections between old and new information. The activation of the Cognitive begins before even starting the content unit at hand. This step is vital as all information to follow must connect and build upon it in a spiral form. The techniques are not difficult; however, it does require a certain degree of openness to new way of approaching teaching and time dedicated to putting the techniques to practice in order to see results.

Posted by The Cogent Construct

5 nov. 2012

TEACHERS ARE THE KEY

Throughout the last month I had several conversations with lots of School Directors who showed me that the only way to create a teaching evolution is to arise a good attitude towards new times and to invest money in their formation.
For these reasons a positive teaching adaptation will be needed if we want to learn the latest trends and methodologies.
I consider our teaching processes like applications which need to be continuously updated.



8 oct. 2012

CLIL KEYS

is:
High quality teaching and learning fit for 21st century classrooms anywhere in the world. 
It is context-embedded, content-driven with clear pluricultural learning outcomes. 
It sees language as our greatest learning tool and it connects learners to the visions and realities of language using for different purposes at different times. 



1 oct. 2012

MADRID CLIL PROJECT



The goal of this project is to evaluate a CLIL module that works in Science, Art and English. This means you have to put it into practice and then evaluate the teaching process, the module and the contents acquired by the group. The evaluation will consist of a group of multiple choice tests and/or some videos.

Teaching process will be evaluated by Do Coyle through the LOCIT process which is an inclusive approach involving teachers and their learners in constructing a shared understanding of successful learning.

The contents acquired by pupils will be evaluated using Dr Fred Genesee's guidelines at the end of the module development.

All the information about the module and extra-material will be given.
I will always be available to provide support.
The CLIL module demands a special school organization but it is not a requirement.


28 sept. 2012

PISA

Video explicativo del Informe PISA

PISA is an international study that was launched by the OECD in 1997. It aims to evaluate education systems worldwide every three years by assessing 15-year-olds' competencies in the key subjects: reading, mathematics and science. To date over 70 countries and economies have participated in PISA.



20 jun. 2012

THE IMPORTANCE OF WORKING IN GROUP


The learning progress is evaluated through individual activities while important and real  learning happens in groups. There is a common tendency for teachers to think that individual activities show what a person can do and it is not completly true. We are preparing people to live in groups but we do not take into consideration what they can do when they collaborate with each other. Surprisingly, the growth of all cultures along history is based in a collaborative development.
We as teachers should also work together as a group. If we share our knowledge with our co-workers, teaching and learning processes will be richer and of higher quality. 
Yes, we can but as a group

In the following Video: Change the word "TRAVEL" to the word "WORK"

29 may. 2012

PUPIL MULTITASKING

Human multitasking is the best performance by an individual of appearing to handle more than one task at the same time. An example of multitasking is taking phone calls while typing an email. Some believe that multitasking can result in time wasted due to human context switching and apparently causing more errors due to insufficient attention.
Some researchers say that is difficult or impossible to learn new information while engaging in multitasking.

NEW INFORMATION
New technologies can be used to introduce new information but it is difficult to print it in pupil's mind if they are not focused. My idea is to support the new information with sounds and gestures, giving students the possibility to print it in their easiest brain way.Sometimes, I show on the digital board a power point presentation of new contents while they are working on a small group activity. They are able to take info from the board...



REVIEWING
This is the moment when I consider I can take advantage of their capacity to do different things at the same time, multitasking. Try to show them on a TV or a digitalframe situated beside them, a series of images of the taught contents at the same time you are reviewing the module contents on the board.
Try to do it 5 minutes before an exam.

www.onlineschools.org offers us this info in which the graphic below breaks down the costs multitasking takes on the quality of the "study hours" we wile away doing just about everything but studying:

28 may. 2012

ABOUT LANGUAGES

A LANGUAGE REFERENCE
When a bilingual teacher gets into the school or is at the main door surrounded by pupils he has to speak in English. This is because the most important thing we have to be, is a language reference for them. That is to say, our piece of the cake is English, so throughout all our schedule or time at school pupils can only hear English from us. We have to find the moment to speak to our Spanish co-workers... It is vital because pupils create a strategy to understand the language, They know they have to speak in English to be understood and they are learning in context using a vehicle, English: CLIL.


SEVERAL LANGUAGES GROWING TOGETHER
Our world is getting smaller because nowadays it is not too far-fetched to think that if we wanted to, in just a small amount of time, we could live on the opposite side of the globe. Means of transport are getting better year by year and our house economies have created a situation in which the majority of the people could fly and move from country to country. And because of these changes in our society, the demand and need of learning a second language has grown faster than ever. It´s almost becoming a necessity that each of learn a different language than our native one. And as teachers we must remember that: Our pupils are growing with several languages around them.

27 may. 2012

HOW TO WORK PHONICS

My suggestion is to work mastering triangles.
Triangle 1
 Children listen to a sound, look at a gesture and identify the previous input to an image: grapheme.
/sssssssss/, waving hands imitating the movement of a snake , S grapheme card.
Once they are able to tell us 2 of the corners when we show them 1, it is time to work on the next triangle.



Triangle 2
Children go on listening to the same sound but now they have to link the sound to a word card and the image of the main word of the sound.
/ssssssssss/, SNAKE, the picture of a snake

Triangle 3
Children still listen to the sound but they have to find the sound in words pronounced and in word cards.
/ssssssss/, /sneik/ /spot/ /s^n/ /sneil/ /spaida/; SNAKE, SPOT, SUN, SNAIL, SPIDER.
Once they master these triangles it is time to start blending.

If we teach and practice phonics, children will have richer reading skills

The order of sounds was selected to make many simple words at the beginning.
set 1: s, a, t, i, p, n
set 2: c k, e, h, r, m, d
set 3: g, o, u, l, f, b
set 4: ai, j, oa, ie, ee, or
set 5: z, w, ng, v, litlle oo, long oo
set 6: y, x, ch, sh, voiced th, unvoiced th
set 7: qu, ou, oi, ue, er, ar

All sounds can be supported by songs that repeat the sounds through the chant. There are teachers who use the same chant for all the sounds and change the lyrics depending on the main word of the sound and the gesture.

Resources
http://www.starfall.com/
http://www.more.starfall.com/
http://www.letters-and-sounds.com/
http://www.genkienglish.com/
www.jollylearning.co.uk
Teacher Suzy

31 ago. 2011

ICT IN THE CLASSROOM


DIGITAL NATIVES

Marc Prensky´s thoughts must be considered too. ‘Teachers of 21st century are in charge of preparing children for an uncertained future’.  It is impossible to know what is going to happen in the future but we can have an idea if we think about how people live in the 21st century. During the last fifteen years people have became digital natives and they are living a different type of life if we compare it to the adult’s childhood. Our opinion about videogames usually has a bad connotation and this is because we do not really like them, play with them and because the publicity the games have received is usually not positive. Videogames have a challenge in terms of use. The balance between use and abuse is the real fight, because it is thought that the benefits are low. From my experience I am able to say that when I give new technology assignments not only the majority of students do them, many do them several times, as compared to when I assign homework they have to do in the notebook, and there are pupils who will not complete the work.

16 may. 2011

CLIL SCIENCE MODULES


                            III INTERNATIONAL MEETING OF MEDICINE

–CHILDREN ARE DOCTORS OF MEDICINE ATTENDING TO A MEETING.

–FOR A FEW WEEKS, THE DOCTORS WILL LISTEN TO EXPLANATIONS.

–THEY WILL DO ON-LINE ACTIVITIES.

–THEY WILL WORK WITH OTHER DOCTORS.

             –THEY WILL PRESENT SOME SYSTEMS TO THEIR CLASSMATES.














IN THE FOLLOWING CLIL MODULE PUPILS ARE ASTRONAUT CANDIDATES