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