myenglishclass

THANK YOU

2007-06-12T14:07:00.000-07:00

Dear teacher Verónica thank you so much,
you are such a great teacher!!!!
I´ve learned a lot!!!!!!
KISSES AND HUGS.
Lydia.

COMENTARIO

2007-06-12T12:36:00.000-07:00

Maestra Verónica: Creo que el uso de estas nuevas herramientas, le darán versatilidad a mis clases. Muchas gracias por haberlas compartido. Lydia.

2007-06-11T18:14:00.000-07:00

Maestra: Le envio la dirrección de la presentación de power point:
http://www.slideshare.net/marialydia/what

Blinklist

2007-06-11T16:54:00.000-07:00

Maestra:

Mi blinklist está publicado el 20 de Marzo.

TREASURE HUNT

2007-06-11T11:53:00.000-07:00

3. Criteria to evaluate a project:

Allows for a variety of learning styles
"Real" world oriented - learning has value beyond the demonstrated competence of the learner
Risk-free environment - provides positive feedback and allow choice
Encourages the use of higher order thinking skills and learning concepts as well as basic facts
Utilizes hands-on approaches.

4. How to run a project:

Projects should be based on standards, have clear goals, and promote interdisciplinary content.
Students should make the decisions for all aspects of the project-from selecting a topic to designing the project to organizing work to presenting results.
Students should learn collaborative skills, such as team research, group decision making, relying on each others' work, and providing, accepting, and integrating feedback.
Projects should have a connection to the real world by focusing on issues that affect students' lives or communities, and by using realistic methods such as polling, researching, and experimenting.
Projects should incorporate a nontraditional approach to time on task. More time facilitates the freedom to experiment and learn from trial and error and opportunities for in-depth study.

5. Steps to create a project:

Identify a project idea. Define specific project tasks, the parameters for student decision making, and the outcomes that will provide adequate ways for students to demonstrate learning.
Determine the time frame.
Plan activities by reviewing other projects. For example, take a look at WebQuests or TrackStar projects for insights, guidelines, and templates. Identify specific goals, tasks, and outcomes so that students will understand what they are going to learn, what the parameters are, and what the results will be. Check that your goals meet standards and other requirements. If you are working with one or more other teachers, make sure that everyone agrees on all aspects of the project.
Plan for assessment.
Start off the project with the students, making sure that deadlines and schedules are clear, and provide guidance, assistance, and encouragement when students need it.
At the project's end, have students share results and reflect on outcomes.

6. Time and teachers roles.

It is true that projects do not lend themselves to covering a laundry list of topics, as too often happens in the classroom. But in the case of good education, less is more. If you are pressed for time and need to include many topics in your instruction during a year, you may want to think about the concept of "uncoverage." This means making a deliberate decision about topics that you want to teach in depth versus topics that can be simply "covered." What parts of your curriculum can be easily and successfully handled through lectures or textbook assignments? What parts require more depth? Identify those topics that reflect the most important ideas and concepts in your curriculum and incorporate those topics into projects. Those are the topics with which you want students to grapple. The remaining topics you can deal with through direct instruction.

Teachers act as facilitators

Inquiry Skills and Strategies Applied To Social Studies

In an age of information literacy, an educated person needs to master inquiry or problem-solving skills. Multiple sources provide you with the basics on using inquiry and problem-solving skills, including the Four Stages in Project Inquiry in this web site and the inquiry skills listed below from the Guidelines for Geographic Education in Elementary and Secondary School (Geography for Life: National Geography Standards. Washington, DC: National Geographic Research and Exploration.)

1) Asking Geographic Questions

Successful inquiry includes ability and desire to ask, speculate about, and answer questions about why things are where they are and how they got there.

Examples of Strategic Thinking & Action

General inquiry

Where is it located? Why is it there? What is significant about its location? In what ways is its location related to the locations of other people, places, and environments?
Identify social studies issues, define social studies problems, and pose social studies questions.

Specific strategies

Analyze newspaper and magazine articles and identify geographic issues and problems evident in those articles.
Ask questions about geographic problems in local issues relating to housing, traffic, or land use and then summarize these problems by preparing written or oral statements, maps, and graphs.

2) Acquiring Social Studies Information

Social studies is information about locations, the human and physical characteristics of those locations, and the geographic activities and conditions of the people who inhabit those places.

To answer social studies questions, students should gather information using multiple venues, sources, and methods - - such as

interviews
maps
old television shows
library

Examples of Strategic Thinking &Action

General inquiry

Locate, gather, and process information from different sources, both primary and secondary. Make sure to make use of maps that are student generated.
Make and record observations about the physical and human characteristics of a place.
Use a variety of research skills to locate and collect geographic data.

Specific strategies

Read aerial photographs to recognize patterns from the air and identify the patterns on a topographic map of the same area.
Take photographs and/or shoot videos of human features (architecture) and physical features (landforms and vegetation) of the landscape.
View pictures of the same area during each season of the year and record your observations.

3) Organization of Information

Once acquired, the information should be organized and displayed in ways that help analysis and interpretation. Different types of data should be arranged, separated, and classified in visual, graphic forms: photographs, charts, aerial photographs, tables. Maps play a key role in social studies inquiry, but also important are graphs, tables, spreadsheets, and time lines.

Visuals are especially enhanced when accompanied by clear oral or written communication.

Since creativity and skill are needed to arrange social studies information effectively, decisions about color, design, and clarity make for wonderful learning opportunities for all students.

Examples of Strategic Thinking & Action

General inquiry

Prepare maps to display geographic, economic, or population information.
Construct graphs, diagrams, or tables to display geographic information.

Specific strategies

Use weather data to produce climagraphs.
Use computer programs to graph data from geographic databases.
Create a table to compare data on a specific topic for different geographic regions (e.g., birth and death rates for nations in South America).

THE BIG QUESTION:
I think it would be a little bit difficult but not impossible.

TREASURE HUNT

2007-06-11T10:29:00.000-07:00

Project based learning, or PBL, is a constructivist pedagogy that intends to bring about deep learning by allowing learners to use an inquiry based approach to engage with issues and questions that are rich, real and relevant to their lives.
A project based learning method is a comprehensive approach to instruction. Your students participate in projects and practice an interdisciplinary array of skills from math, language arts, fine arts, geography, science, and technology.

Motivation:

1. This gives students a sense of ownership and control over their own learning

2. Learners have the added opportunity to identify related sub-topics and explore them in a project based scenario

3. Teaching with the project based method enables students to work cooperatively with peers and mentors in a student-centered environment where learners are encouraged to explore various topics of interest.

4. Projects that have depth, duration, and complexity will challenge students and motivate them towards construction of knowledge.

5. They will acquire problem-solving, communication, collaboration, planning, and self- evaluation skills.

Benefits: The students will know and learn.

SESIÓN 3. ACTIVIDAD 1.1

2007-06-11T10:21:00.000-07:00

Lista de proyectos en los cuales se incorporó el uso de Internet:

Hubo un concurso interpreparatoriano de presentaciones electrónicas. Aquí se utilizó Internet y afortunadamente uno de los alumnos que asesoré obtuvo el primer lugar interprepas.
A lo largo del ciclo escolar, los alumnos de sexto año elaboran un yearbook, el cual este año se elaboró completamente a través de la red.

LIBRERIA DE APLICACIONOES

2007-06-08T17:38:00.000-07:00

UNIDAD 2 . ACTIVIDAD 2.4

Las ligas que considero más importantes:

Education
English
Foreign language

Todas tienen links. La usaría para extraer información y adaptarla las necesidades de los estudiantes.

Clasificación de aplicaciones

2007-06-08T16:19:00.000-07:00

Se dividen en categorias según su formato:

Herramientas- como calculadora, máquinas de escribir, desktops, software.
Fuentes- revistas, periódicos, libros, opiniones de expertos, museos.
Referencias-diccionarios , enciclopedias, almanaques.
Hotlist-proporcionan links.
Lecciones- proporcionan planes de clase.
Actividades- tareas, colaboraciones.
Tutoriales-instrucciones a través de la web.
Proyectos- normalmente duran algunos meses, ejemplo proyectos de ferias de ciencias.

Las invito a http://www.quia.com/pages/lydiajuarez.html
Aquí el sitio permite crear una cuenta y yo lo hice.
Por otro lado, maestra , estoy bien en las aplicaciones?
Gracias por leer mi comentario.

Reporte de descubrimientos

2007-06-08T15:40:00.000-07:00

Sesión 2. Actividad 1.3
Estos dos sitios exploré:

Mrs. Baker's Class Weblog

http://school.discovery.com/lessonplans/

El primero es un blog que realizó la maestra con sus alumnos y es del año 1995, no hay alguna entrada actual, se encuentra publicado en inglés.
El segundo, me pareció mucho más interesante ya que existen planes de clase para diversos grados, la lengua en que se encuentra publicado es inglés. Les comento que estuve navegando encontré el tema de Egipto, posteriormente me desplegó todo un plan de clase con estrategias, actividades y entre otras cosas, vocabulario el cual se puede escuchar, después seguí las ligas y me llevaron hacia un extenso mundo, qué creen? hasta encontré como comprar diamantes. Me encantó.
Pero regresando al punto, se puede adaptar a varios niveles de conocimiento y obsequia tanto al maestro como al alumno una gran riqueza en cuanto a recursos se refiere.
Gracias por leer mi comentario.

Reflexiones

2007-06-08T11:59:00.000-07:00

Como bien dice la maestra Verónica, algunos no tenemos mucha experiencia con esta herramienta de trabajo pero poco a poco creo que la iré dominando.
En cuanto a las reflexiones comentaré lo siguiente:

No fué muy difícil crear el blog, lo que me resultó complicado fué volverlo a abrir.
Considero que es una herramienta muy útil no nada más para la esnseñanza de mi materia sino también muy útil para las demás del programa.
Por último quisiera compartirles una definición de blog que me pareció muy adecuada, la encontré en los vínculos que nos proporcionó la maestra:

Un blog o bitácora es un sitio web periódicamente actualizado que recopila cronológicamente textos o artículos de uno o varios autores, apareciendo primero el más reciente, donde el autor conserva siempre la libertad de dejar publicado lo que crea pertinente.

El término bitácora, en referencia a los antiguos cuaderno de bitácora se utiliza preferentemente cuando el autor escribe sobre su vida propia como si fuese un diario pero en línea.

Gracias por leer mis comentarios.

2007-06-07T09:45:00.000-07:00

Trabajos de las compañeras del seminario

2007-05-30T16:02:00.000-07:00

Hola estimadas maestra ycompañeras:

Còmo estàn?

Dear teacher you are so sweet

2007-05-30T15:52:00.000-07:00

Thank for all your kindness and support you are such a great teacher. Lydia prepa4

Practice

2007-04-23T12:38:00.000-07:00

Hi guys!!!!! What did you do yesterday?

My blinklist

2007-03-20T16:07:00.000-07:00

My blinklist http://es.blinklist.com/marialydia/

myenglishclass

THANK YOU

COMENTARIO

Blinklist

TREASURE HUNT

TREASURE HUNT

SESIÓN 3. ACTIVIDAD 1.1

LIBRERIA DE APLICACIONOES

Clasificación de aplicaciones

Reporte de descubrimientos

Mrs. Baker's Class Weblog

Reflexiones

Trabajos de las compañeras del seminario

Dear teacher you are so sweet

Practice

My blinklist