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Scaffolding for Deep Understanding

Scaffolding for Deep Understanding | TEACHING ENGLISH FROM A CONSTRUCTIVIST PERSPECTIVE | Scoop.it
How CAN we help our students be the kind of thinkers we want? My friend and colleague, @brendasherry, recently wrote a thoughtful post called What is Deep Understanding?  She asked several excellen...
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TEACHING ENGLISH FROM A CONSTRUCTIVIST PERSPECTIVE
MEANINGFUL LEARNING AND TEACHING PROCESSES
Curated by Marta Braylan
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Inspiring Writing using Adventure Game Creation with Book Creator App - Sept 2014 Blog Post

Inspiring Writing using Adventure Game Creation with Book Creator App - Sept 2014 Blog Post | TEACHING ENGLISH FROM A CONSTRUCTIVIST PERSPECTIVE | Scoop.it

This term I have been working with upper Key Stage 2 pupils to develop interactive adventure style games in Book Creator. One of the features of the app is it allows you to link objects such as images and text to other pages within the book. For images, tap on the image to select it, then tap on the Info icon and use the hyperlink box to type in the page number. For text, highlight the text withIn the text box and you will see a hyperlink option. This has enabled us to create games where choices, questions and decisions are asked of the user/player throughout. We have then used this as a stimulus for writing, not only creatively but also instruction and advertising. Above are a few screen shots of an example book I made but I didn't want to show the pupils too much as I wanted them to come up with their own ideas.


Via iPad Teachers, John Evans, Ana Lara
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Agora Abierta's comment, November 21, 6:39 AM
Can you share a link to see the results??
Agora Abierta's comment, November 21, 6:39 AM
Can you share a link to see the results??
Coolwired's curator insight, November 21, 3:49 PM

Digital Story creation challenge! Enjoy! :-)

Rescooped by Marta Braylan from elearning stuff
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Clive on Learning: Seven ways that video can transform learning at work

RT @timbuckteeth: Seven ways that video can transform learning at work by @cliveshepherd http://t.co/OxM7ZflG4L

Via steve batchelder
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5 Ways to Help Your Students Become Better Questioners

5 Ways to Help Your Students Become Better Questioners | TEACHING ENGLISH FROM A CONSTRUCTIVIST PERSPECTIVE | Scoop.it
Asking a question can be a scary step into the void. How do you create a culture of using questioning in the classroom?

Via Rosemary Tyrrell, Luciana Viter
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Rosemary Tyrrell's curator insight, August 20, 8:47 PM

Some great tips on an always challenging issue -- how to get students to ask questions.

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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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Rescooped by Marta Braylan from tecnología y aprendizaje
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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

Via Edumorfosis
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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.

Rescooped by Marta Braylan from TEFL & Ed Tech
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Birmingham Grid for Learning - Multiple Intelligences (Primary)


Via Evdokia Roka
Marta Braylan's insight:

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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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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Using the Internet and Social Media to Enhance Social-Emotional Learning

Using the Internet and Social Media to Enhance Social-Emotional Learning | TEACHING ENGLISH FROM A CONSTRUCTIVIST PERSPECTIVE | Scoop.it
The news media is filled with horror stories about young people and the Internet, but what is often overlooked and not reported are the benefits that technology, the Internet, and Social media have...

Via Evdokia Roka
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Ten Ideas To Move Classroom Technology Closer To Blended Learning

Ten Ideas To Move Classroom Technology Closer To Blended Learning | TEACHING ENGLISH FROM A CONSTRUCTIVIST PERSPECTIVE | Scoop.it
Welcome to a post where I reflect on the idea of blended learning. In this post I will attempt to provide 10 ideas that can turn simple technology integration into a blended learning environment. F...

Via JavierTouron, Begoña Iturgaitz
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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.

Rescooped by Marta Braylan from Hot Issues in Education
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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?

Rescooped by Marta Braylan from CLIL for ELLS
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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

Rescooped by Marta Braylan from Making Learning Personal
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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
Marta Braylan's insight:

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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Rescooped by Marta Braylan from Bego's PLE on Eskola 2.0
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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.......

Rescooped by Marta Braylan from Making Learning Personal
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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
Marta Braylan's insight:

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


Via enrique rubio royo, Sergio Perez
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