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TEACHING ENGLISH FROM A CONSTRUCTIVIST PERSPECTIVE
MEANINGFUL LEARNING AND TEACHING PROCESSES
Curated by Marta Braylan
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Think Pedagogy First, Technology Second

Think Pedagogy First, Technology Second | TEACHING ENGLISH FROM A CONSTRUCTIVIST PERSPECTIVE | Scoop.it
Think Pedagogy First, Technology Second

Via Gust MEES, Begoña Iturgaitz
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Rachel Vartanian's curator insight, March 28, 4:40 PM

EdTech is about education: student learning and outcomes. 

Jimena Acebes Sevilla's curator insight, August 18, 8:33 PM

Primero la pedagogía, después la tecnología.

Stéphane Bataillard's curator insight, August 24, 1:26 PM

A méditer...

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Developing 21st Century Critical Thinkers [Infographic]

Developing 21st Century Critical Thinkers [Infographic] | TEACHING ENGLISH FROM A CONSTRUCTIVIST PERSPECTIVE | Scoop.it
Download an 11X17 version of the Developing 21st Century Critical Thinkers Infographic by Mentoring Minds.com.

Via Tom D'Amico (@TDOttawa) , Aki Puustinen, Gust MEES, Dennis T OConnor, Miguel Ángel García, Marta Braylan
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Maria Lopez Alvarado, MBA's comment, September 26, 2013 9:05 PM
Mathy: Definitely the time to make some changes...
Maria Lopez Alvarado, MBA's comment, September 26, 2013 9:08 PM
Diane: I agree, the Flipped Classroom is a great strategy to engage the students!
Maria Lopez Alvarado, MBA's comment, September 26, 2013 9:08 PM
Diane: I agree, the Flipped Classroom is a great strategy to engage the students!
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How 21st Century Thinking Is Just Different

How 21st Century Thinking Is Just Different | TEACHING ENGLISH FROM A CONSTRUCTIVIST PERSPECTIVE | Scoop.it
In an era dominated by constant information and the desire to be social, should the tone of thinking for students be different?

 

Read more, very interesting:

http://www.teachthought.com/learning/how-21st-century-thinking-is-different/

 


Via Gust MEES, APIBA e-TL SIG, the Special Interest Group on Learning Technologies
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A CLOSER LOOK AT CONTENT AND LANGUAGE INTEGRATED LANGUAGE by Marta Braylan: Meaning Matters

A CLOSER LOOK AT CONTENT AND LANGUAGE INTEGRATED LANGUAGE by Marta Braylan: Meaning Matters | TEACHING ENGLISH FROM A CONSTRUCTIVIST PERSPECTIVE | Scoop.it
a blog about CLIL content and language integrated learning from a constructivist perspective
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http://eductechalogy.org/swfapp/blooms/wheel/engage.swf Bloom's digital taxonomy Wheel and Knowledge Dimension

http://eductechalogy.org/swfapp/blooms/wheel/engage.swf Bloom's digital taxonomy Wheel and Knowledge Dimension | TEACHING ENGLISH FROM A CONSTRUCTIVIST PERSPECTIVE | Scoop.it

Here the link: http://eductechalogy.org/swfapp/blooms/wheel/engage.swf

 


Via Gust MEES, Paulo Simões, Shary Lyssy Marshall, Lynnette Van Dyke, Freddy Håkansson, Katharina Kulle, Rui Guimarães Lima, Juan Jesús Baño Egea, Berta Martinez, juandoming, Jose Luis Cabello, Marta Braylan
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Roberto Ivan Ramirez's curator insight, July 16, 3:35 PM

La rueda taxonómica se irá enriqueciendo en la medida que las TIC sigan su propia evolución creativa e innovadora en lel proceso de implementación, evaluación y seguimiento en los entornos de aprendizaje físicos, virtuales y mixtos.

Al Post's curator insight, July 29, 5:32 PM

Pretty cool...interactive Adobe Flash site. Click on an area to see additional information.

Tina Jameson's curator insight, July 31, 7:20 PM

http://eductechalogy.org/swfapp/blooms/wheel/engage.swf

 

Interactive animation that breaks down the 'wheel' - includes suggested 'tools' that could be used for different related activities.

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Some thoughts on PRIOR KNOWLEDGE. By Marta Braylan

It often occurs that we get confused with the concept of prior knowledge and its relationship to construction of new learning. It would only seem logical to always find out what the students know before delivering a class or a course of any discipline. However, the difference resides in what information we would be looking for and the purpose of retrieving that data.

 

When we work with CLIL projects it is necessary to spend enough time in the process of exploring previous knowledge through different tools. The links that students can make to their personal experience and lives, the hypotheses and ideas they may have incidentally acquired about a certain topic will all contribute to set their always curious minds to work.

 

Lev Vygotsky said " Learning always proceeds from the known to the new. Good teaching will recognize and build on this connection."

 

Some tips to explore prior knowledge:

-Use various tools individually or in groups such as: incomplete phrases or sentences, brainstorming, short multiple choice questionnaires, graphic organizers, cartoons, short videos, pictures, parts of stories and others.

-Accept all the opinions without judging or correcting, stating that you are in an exploratory stage and that all ideas will be welcomed.

-Keep a record of students' ideas to use at a later stage.

-Refrain from correcting or indicating the right response.

-Use your observations and collected information to decide on the project's future path.

 

Good CLIL lessons should initiate by favoring risk taking to express ideas through drawings, writings and brainstorming allowing for different views and tolerating wrong or hilarious answers avoiding any judgment.

 

It will be throughout the process of experiencing the unit/project that the students together with appropriate teacher's interventions and class discussions will be able to reflect on their own ideas. Teacher's tolerance, observation and confidence in students' possibilities are of crucial importance to set the atmosphere of high challenge and high support classrooms.

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