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WIDA Blog: Using Rubrics and Checklists for Language Proficiency ...

WIDA Blog: Using Rubrics and Checklists for Language Proficiency ... | TEACHING ENGLISH FROM A CONSTRUCTIVIST PERSPECTIVE | Scoop.it
Using Rubrics and Checklists for Language Proficiency Assessments. Teachers often tell me that one of the trickiest aspects of designing classroom-based assessments is to identify what we want to assess and then how to ...

Via Kimberly Norton, Marta Braylan
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TEACHING ENGLISH FROM A CONSTRUCTIVIST PERSPECTIVE
MEANINGFUL LEARNING AND TEACHING PROCESSES
Curated by Marta Braylan
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Students Matter: 3 Steps for Effective Differentiated Instruction

Students Matter: 3 Steps for Effective Differentiated Instruction | TEACHING ENGLISH FROM A CONSTRUCTIVIST PERSPECTIVE | Scoop.it
Education consultant and guest blogger John McCarthy advocates for student-centered education via three strategies for differentiated instruction: knowing students' strengths, involving them in planning, and leveraging the strengths of fellow...

Via Manuel F. Lara, Clip Education
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J. Mark Schwanz's curator insight, July 10, 11:35 AM

I like John's emphasis on building on the student's strengths and involving them in planning the  instruction. I was just talking to a teacher friend yesterday who had to make major adjustments to his instructional plan in order to differentiate positively. As teachers we have to respond daily to the needs of our students and differentiation as a "system" in place helps us do that effectively.

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For Students, the Importance of Doing Work That Matters

For Students, the Importance of Doing Work That Matters | TEACHING ENGLISH FROM A CONSTRUCTIVIST PERSPECTIVE | Scoop.it
If our students look at the work we’re asking them to do today and say “It doesn’t matter,” we’re missing a huge opportunity to help them become the learners they now need to be.

Via Cecilia Rosas
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Cecilia Rosas's curator insight, July 6, 3:49 PM

Instead of passing paper, digital or otherwise, back and forth between students and teacher, what if we allowed students to do real work for real audiences that can read and interact far beyond the limits of the school walls, schedule, and curriculum? What if we let our students do work that they actually cared about and wanted to create, not for a grade but because of its potential contribution to and effect on the world?

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Above & Beyond - YouTube

Created via collaboration by Partnership for 21st Century Skills and FableVision, Above & Beyond is a story about what is possible when communication, collab...

Via Begoña Iturgaitz, Marta Braylan
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Begoña Iturgaitz's curator insight, July 1, 1:19 AM

Vídeo de P21 sobre las 4Cs: colaboración, pensamiento crítico, creatividad y comunicación

Marta Braylan's curator insight, July 6, 9:08 PM

 

Inspiring story in relation to collaboration  and creative thinking

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Assessment, Choice, and the Learning Brain

Assessment, Choice, and the Learning Brain | TEACHING ENGLISH FROM A CONSTRUCTIVIST PERSPECTIVE | Scoop.it
Is there a difference between performance goals and mastery goals? Yes -- and that difference can affect student outcome on assessments.

Via Barbara Bray
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Performance goals versus Mastery goals

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Barbara Bray's curator insight, June 23, 11:28 PM

Glenn Whitman, Director of the Center for Transformative Teaching and Learning explains that the growing field of educational neuroscience, development psychology, cognitive science and education can help schools and teachers rethink how they approach assessments. He compares performance vs Mastery Goals. 

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David Thornburg on the Evolving Classroom (Big Thinkers Series)

David Thornburg on the Evolving Classroom (Big Thinkers Series) | TEACHING ENGLISH FROM A CONSTRUCTIVIST PERSPECTIVE | Scoop.it
The noted educational futurist describes his "holodeck" classroom -- an environment that supports project-based learning -- and makes the case for why the role of the teacher must change from lecturer to exploration guide.
Marta Braylan's insight:

David Thornburg talks about technology and education. He encourages teachers to focus on KNOWLEDGE and UNDERSTANDING and to leave DATA AND INFORMATION TO Google.
 

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The Wrong Way to Teach Grammar

The Wrong Way to Teach Grammar | TEACHING ENGLISH FROM A CONSTRUCTIVIST PERSPECTIVE | Scoop.it
No more diagramming sentences: Students learn more from simply writing and reading.

Via Anna Costikoglou
Marta Braylan's insight:

Very interesting reflection based on research.

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Convierte tus videos de YouTube en material interactivo

Convierte tus videos de YouTube en material interactivo | TEACHING ENGLISH FROM A CONSTRUCTIVIST PERSPECTIVE | Scoop.it
Si lo que deseas es innovar desarrollando nuevas formas para presentar información en video te recomendamos Hapyak, una herramienta para crear material interactivo utilizando videos de YouTube.

Via Begoña Iturgaitz
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Begoña Iturgaitz's curator insight, May 13, 12:58 AM

Guztiz erabilgarria eta lagungarria gelako lanerako.  Irudientzako thinglink duzue...

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What Keeps Students Motivated to Learn?

What Keeps Students Motivated to Learn? | TEACHING ENGLISH FROM A CONSTRUCTIVIST PERSPECTIVE | Scoop.it
What keeps students motivated to learn? Relevance, connections, and their teachers' emotional investment, among just a few criteria.

Via Felix Val, Begoña Iturgaitz
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Begoña Iturgaitz's curator insight, March 16, 5:12 PM

Crystal clear.......

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Universal Design for All Learners

Universal Design for All Learners | TEACHING ENGLISH FROM A CONSTRUCTIVIST PERSPECTIVE | Scoop.it
Universal Design for Learning from CAST is for all learners and how it maximizes learning for all learners to become expert learners..

Via Barbara Bray
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Teaching for diversity

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Barbara Bray's curator insight, March 10, 4:22 PM

Dr. Todd Rose is a leading research scientist on variability of learning. We adapted this learning map to show you that all of us are different than other learners. No one is average, but we teach to the average. This post explains why we need to design learning environment that meet the needs of all learners.

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Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century

Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century | TEACHING ENGLISH FROM A CONSTRUCTIVIST PERSPECTIVE | Scoop.it

Deeper Learning and 21st Century Skills. Report, July 2012, The National Research Council.

 

Aprendizaje por transferencia- proceso mediante el cuál una persona es capaz de aplicar a nuevas situaciones, aquello que ha aprendido en una determinada situación (Deeper Learning). Se produce Aprendizaje por transferencia cuando ayudamos a los que aprenden a comprender principios generales que subyacen en ejemplos específicos, incluidos en el aprendizaje original. Docencia que enfatiza no solo el conocimiento de contenidos, sino también el 'cómo', 'cuándo' y 'por qué' aplicar ese conocimiento.

 

Por medio del proceso de Aprendizaje por transferencia, los estudiantes desarrollan las competencias del S XXI (conocimiento transfereible y skills).

 

Una preliminar forma de organizar las skills, alrededor de tres amplios dominios de competencias:

 

1.- dominio COGNITIVO (incluye pensamiento, razonamiento, y skills relacionadas)
2.- dominio INTRAPERSONAL (implica auto-gestión, con la capacidad de regular el comportamiento y emociones personales para alcanzar objetivos), y
3.- dominio INTERPERSONAL (implica expresar información a otros, interpretar mensajes de otros y responder adecuadamente)

 

Education_for_Life_and_Work_report_brief   http://www7.national-academies.org/bota/Education_for_Life_and_Work_report_brief.pdf


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Constructivismo y Lenguas: LENGUA EXTRAJERA - LENGUA MATERNA - RELACIÓN DE LOS PROCESOS DE ESCRITURA

Constructivismo y Lenguas: LENGUA EXTRAJERA - LENGUA MATERNA - RELACIÓN DE LOS PROCESOS DE ESCRITURA | TEACHING ENGLISH FROM A CONSTRUCTIVIST PERSPECTIVE | Scoop.it
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Struggle Means Learning: Difference in Eastern and Western Cultures

Struggle Means Learning: Difference in Eastern and Western Cultures | TEACHING ENGLISH FROM A CONSTRUCTIVIST PERSPECTIVE | Scoop.it
In Japanese classrooms, teachers consciously design tasks that are slightly beyond the capabilities of the students they teach, so the students can actually experience struggling with something just outside their reach.

Via Cecilia Rosas
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Cecilia Rosas's curator insight, December 6, 2013 1:20 PM

 We see struggle as an indicator that you’re just not very smart,  it’s a sign of low ability — people who are smart don’t struggle, we think, they just naturally get it, that’s our theory. Whereas in Asian cultures they tend to see struggle more as an opportunity.

In Eastern cultures, it’s just assumed that struggle is a predictable part of the learning process. Everyone is expected to struggle in the process of learning, and so struggling becomes a chance to show that you, the student, have what it takes emotionally to resolve the problem by persisting through that struggle.

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Ten Most Popular Educational YouTube Videos in 2013

Ten Most Popular Educational YouTube Videos in 2013 | TEACHING ENGLISH FROM A CONSTRUCTIVIST PERSPECTIVE | Scoop.it
Check out YouTube's top trending educational videos in 2013.

Via Natassa Dourvetaki
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The Science of Attention (And Why eLearning Professionals Should Care)

The Science of Attention (And Why eLearning Professionals Should Care) | TEACHING ENGLISH FROM A CONSTRUCTIVIST PERSPECTIVE | Scoop.it
Paying attention is a task people take for granted; they rarely stop to think about the complex neurocognitive processes involved. However, it is an

Via Juan Jesús Baño Egea, steve batchelder
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Games In The Classroom: What the Research Says

Games In The Classroom: What the Research Says | TEACHING ENGLISH FROM A CONSTRUCTIVIST PERSPECTIVE | Scoop.it
The way we understand the expectations and promises of today’s game-based approaches will have a long-term impact on how we imagine and implement them in the future.

Via Nicolás Dominguez
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Teachers’ Most Powerful Role? Adding Context

Teachers’ Most Powerful Role? Adding Context | TEACHING ENGLISH FROM A CONSTRUCTIVIST PERSPECTIVE | Scoop.it
When information is available in abundance, teachers will still be subject matter experts, but their true value will lie in their ability to facilitate and share the expertise of their students.

Via Begoña Iturgaitz
Marta Braylan's insight:

Reflecting on Teacher's role

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Begoña Iturgaitz's curator insight, July 1, 12:01 AM

Añadir contexto significa relacionar la realidad con las experiencias de aprendizaje de nuestrx alumnx y sus conocimientos previos. Significa poner ese andamiaje que ayuda a crear productos únicos y compartidos con su entorno; bien sea porque ayuda a pensar con claridad y rigor, bien porque ayuda a crear un producto único y original, bien`porque ayuda a estructurar la lengua asociada a cualquier proceso. 

Marta Braylan's curator insight, July 6, 9:09 PM

Reflecting on Teacher's role

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Learner Interest-Driven Curriculum

Howard Rheingold interviews Jeff Hopkins, principal of Pacific School of Innovation and Inquiry. http://dmlcentral.net/blog/howard-rheingold/learner-interest-driven-curriculum

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Dyslexia: An Ounce of Prevention...

Dyslexia: An Ounce of Prevention... | TEACHING ENGLISH FROM A CONSTRUCTIVIST PERSPECTIVE | Scoop.it
Marta Braylan's insight:

On dyslexia

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In one ear out of the other: how knowing about memory might help us in the classroom | TeachingEnglish | British Council | BBC

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Scaffolding Close Reading of Text

Scaffolding Close Reading of Text | TEACHING ENGLISH FROM A CONSTRUCTIVIST PERSPECTIVE | Scoop.it

By Justin Stygles


Via Begoña Iturgaitz
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Begoña Iturgaitz's curator insight, March 16, 4:53 PM

Example on useful and simple strategy to help our students to take an active role while reading/ after reading.

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Finding Courage and Resilience in Our Students

Finding Courage and Resilience in Our Students | TEACHING ENGLISH FROM A CONSTRUCTIVIST PERSPECTIVE | Scoop.it
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Birmingham Grid for Learning - Multiple Intelligences (Primary)


Via Evdokia Roka
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online multiple intelligence test

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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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Shaun Coffey's curator insight, February 11, 4:47 PM

Don't forget content specific pedagogy!

Richard Whiteside's curator insight, February 17, 6:53 AM
Interesting. I like those three questions.
Rachel Vartanian's curator insight, March 28, 4:40 PM

EdTech is about education: student learning and outcomes. 

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Harnessing Children’s Natural Ways of Learning

Harnessing Children’s Natural Ways of Learning | TEACHING ENGLISH FROM A CONSTRUCTIVIST PERSPECTIVE | Scoop.it
Fed up with the restrictions at his conventional school, 10-year-old Scott Gray convinced his parents to transfer him to one where children control their own education.

Via Kathleen McClaskey, Barbara Bray
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Audrey's curator insight, October 30, 2013 11:12 AM

“Children can educate themselves and are good at doing so if the conditions are right."


They also need guidance, in the ways put forward by both Piaget and Vygotsky.  


Materials in the form of educational toys, games, books, where they can make their own selections are crucial.

Audrey curating for www.homeschoolsource.co.uk 

Ivon Prefontaine's curator insight, October 30, 2013 12:01 PM

Children, with appropriate guidance, can provide insight and direction for their learning. They usually know what they like and what they do not like. The key is to elicit information which helps to bring what they want to fruition. I think educators are afraid of these conversations.

Begoña Iturgaitz's curator insight, December 14, 2013 4:10 PM

Mind opening article on the effective ways children teach themselves and others..

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The 4 Keys to Using Group Discussion in the Language Classroom | Teach them English

The 4 Keys to Using Group Discussion in the Language Classroom | Teach them English | TEACHING ENGLISH FROM A CONSTRUCTIVIST PERSPECTIVE | Scoop.it
In this post I want to look at what I consider to be the four absolute keys to using group discussions in your classes.

Via TeachingEnglish, Ana Lara, Begoña Iturgaitz
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Begoña Iturgaitz's curator insight, December 5, 2013 4:23 PM

Accurate comments on strategies to foster oral intersction within language classes.