TEACHING ENGLISH FROM A CONSTRUCTIVIST PERSPECTIVE
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TEACHING ENGLISH FROM A CONSTRUCTIVIST PERSPECTIVE
MEANINGFUL LEARNING AND TEACHING PROCESSES
Curated by Marta Braylan
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On Emotion and Cognition. A neuroscientist perspective.

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Noam Chomsky Spells Out the Purpose of Education

Noam Chomsky Spells Out the Purpose of Education | TEACHING ENGLISH FROM A CONSTRUCTIVIST PERSPECTIVE | Scoop.it
E + ducere: “To lead or draw out.” The etymological Latin roots of “education.” According to a former Jesuit professor of mine, the fundamental sense of the word is to draw others out of “darkness,” into a “more magnanimous view” (he’d say, his...

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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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Personalization: Assessment AS Learning

Personalization: Assessment AS Learning | TEACHING ENGLISH FROM A CONSTRUCTIVIST PERSPECTIVE | Scoop.it

Assessment AS learning (Personalization) is based in research about how learning happens, and is characterized by learners reflecting on their own learning and making adjustments so that they achieve deeper understanding. The teacher’s role in promoting the development of independent learners through assessment as learning is to:


> model and teach the skills of self-assessment

> guide learners in setting goals, and monitoring their progress toward them

> provide exemplars and models of good practice and quality work that reflect curriculum outcomes

> work with learners to develop clear criteria of good practice

> guide learners in developing internal feedback or self-monitoring mechanisms to validate and question their own thinking, and to become comfortable with the ambiguity and uncertainty that is inevitable in learning anything new

> provide regular and challenging opportunities to practice, so that learners can become confident, competent self-assessors

> monitor learners’ metacognitive processes as well as their learning, and provide descriptive feedback

> create an environment where it is safe for learners to take chances and where support is readily available

 

Reporting in assessment AS learning is the responsibility of learners, who must learn to articulate and defend the nature and quality of their learning. When learners reflect on their own learning and must communicate it to others, they are intensifying their understanding about a topic, their own learning strengths, and the areas in which they need to develop further.

 


Via Kathleen McClaskey, Barbara Bray, Marta Braylan, Cecilia Rosas, Mariel Gomez de la Torre
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10 Ways To Honor Mistakes In The Learning Process

10 Ways To Honor Mistakes In The Learning Process | TEACHING ENGLISH FROM A CONSTRUCTIVIST PERSPECTIVE | Scoop.it

Today, if you asked me about my most memorable learning failures, I will tell you I am glad they happened.  My errors have made me a better teacher and learner.  I can now relate to students who have a difficult time understanding a concept.  The failures themselves may not have been my strongest point, but what I learned from them was invaluable.  Mistakes can be excellent learning opportunities.


Via Marcel Lebrun, Catherine Ricoul, Evdokia Roka, Luciana Viter
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Flummoxed by Failure---or Focused?

Flummoxed by Failure---or Focused? | TEACHING ENGLISH FROM A CONSTRUCTIVIST PERSPECTIVE | Scoop.it
It's not about being smart. The key to getting past unsuccessful moments is a flexible view of learning, writes Ken Bain.

 

Research on how nerve cells in the brain make stronger connections after we learn something new. You can improve intelligence with effort. Intelligence is not fixed. When failures accumulate, those who believe that they can improve their basic abilities are far more likely to weather the storm.


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CoBaLTT Instructional Strategies: Using Learning Strategies - Rationale

CoBaLTT Instructional Strategies: Using Learning Strategies - Rationale | TEACHING ENGLISH FROM A CONSTRUCTIVIST PERSPECTIVE | Scoop.it

learning strategies. rationale


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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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Not All Constructivism is Created Equal | Thinking In Mind

Not All Constructivism is Created Equal | Thinking In Mind | TEACHING ENGLISH FROM A CONSTRUCTIVIST PERSPECTIVE | Scoop.it
A few days ago I was guest presenter in an ISTE webinar entitled "Getting Started with Problem-Based Learning." The webinar was hosted by Jane Kr...

Via Eva Buyuksimkesyan
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For Students, Why the Question is More Important Than the Answer

For Students, Why the Question is More Important Than the Answer | TEACHING ENGLISH FROM A CONSTRUCTIVIST PERSPECTIVE | Scoop.it
Thinkstock In a traditional classroom, the teacher is the center of attention, the owner of knowledge and information.

Via Cecilia Rosas
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Personal Learning Environments and the revolution of Vygotsky’s Zone of Proximal Development

Personal Learning Environments and the revolution of Vygotsky’s Zone of Proximal Development | TEACHING ENGLISH FROM A CONSTRUCTIVIST PERSPECTIVE | Scoop.it

The Personal Learning Environment is transferring some — or most — of the responsibility of somebody’s learning path from the instructor (back) to the learner. And, in doing so, it also implies regaining the control of one’s own learning path and its design. 

 

There will be an increasing need of instructors as more knowledgeable others (MKO) in order to learn how to learn something. With Personal Learning Environments to cover the ground of one’s Zone of Personal Development, learning how to learn, how to design one’s own learning process may be more relevant than ever and require more help from third parties.

 

My thesis was on Vygotsky's Zone of Personal Development and saw the relationship with Personal Learning Environments. This article makes it clear that now with digital resources at your fingertips the PLE redefines the ZPD.


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William Barry, Ph.D.'s curator insight, January 13, 2013 9:12 AM

Thought provoking article!

Patrick Carr's comment, January 14, 2013 5:20 PM
Great scoop William. I think this is heading in the right direction. Using technology to guide learners not spoon feed them.
Patrick Carr's curator insight, January 14, 2013 5:22 PM

Create your own learning (CYOL)

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The next evolution of schools: Highlights from our chat with Will Richardson

The next evolution of schools: Highlights from our chat with Will Richardson | TEACHING ENGLISH FROM A CONSTRUCTIVIST PERSPECTIVE | Scoop.it

What will schools look like in 25 years? Educator and parent Will Richardson sees profound changes beginning to bubble up in classrooms around the world. In the past, knowledge was bounded — both in books and in classrooms. But today, the internet provides nearly endless learning opportunities for anyone who is interested. Which means that education should no longer focus on dates and facts, all just a Google search away, but instead on critical thinking.


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Mobile Learning: A Visit to Flitch Green Academy - Articles - Educational Technology - ICT in Education

Mobile Learning: A Visit to Flitch Green Academy - Articles - Educational Technology - ICT in Education | TEACHING ENGLISH FROM A CONSTRUCTIVIST PERSPECTIVE | Scoop.it
Flitch Green Academy is somewhat unprepossessing – at least from the outside. But once y...

Via Dr. Susan Bainbridge, Cecilia Rosas
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Begoña Iturgaitz's curator insight, April 13, 2013 6:53 PM

Ikaskuntza mugikorra aukeratu dugu lankideen artean gure barneko prestakuntza gai nagusitzat. gure zuzendariak prestatzen du eta denon artean hausnarketa egiten dugu. Gure arteko elkarriizketak interesgarri suertatzen dira oso. Hauze izango da nire ekarpena. Kontatuko dizuet...

Begoña Iturgaitz's comment, April 13, 2013 6:55 PM
Gracias, Marta por volver a recordarlo. Casualmente es el tema de nuestra formación interna previsto pra el viernes. Me has dado una buena referencia, porque siempre hacen falta ejemplos de aula. Sin ellos se nos va la pinza enseguida.... Eskerrik asko!
Marta Braylan's comment, April 15, 2013 3:50 PM
Me alegra que haya sido útil. Es un placer poder intercambiar ideas con especialistas CLIL de otros países. Saludos.Marta
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Infographic: Applying Bloom's Taxonomy in Your Classroom > Eye On Education

Infographic: Applying Bloom's Taxonomy in Your Classroom > Eye On Education | TEACHING ENGLISH FROM A CONSTRUCTIVIST PERSPECTIVE | Scoop.it
Assessing Critical Thinking in Middle and High Schools: Meeting the Common Core, by Rebecca Stobaugh is a practical, very effective resource for midd...

Via juandoming, Eva Buyuksimkesyan
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Scott Thornbury on Repetition in English Language Teaching

Author Scott Thornbury talking about the use of Repetition in English language teaching. For more information see www.macmillanenglish.com/methodology.

Via Jo Gakonga, Christos Pasialis, Fiona Price, Pilar Pamblanco
Marta Braylan's insight:

Scott Thornbury on meaningful repetition.

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Patricia Daniels's curator insight, January 20, 2013 4:58 AM

Some interesting points and useful tips here for teachers regarding recycling language and revisiting texts. Thornbury makes the observation that often in  texts books each unit covers a different topic which means that new language is being introduced and language from previous units is not being repeated or reviewed. This is where we as teachers can introduce other resouces that help bind all the topics and also use five minute activites to recapitulate on language that has already been introduced in order to revive it.

Elena Manou's curator insight, March 23, 2013 2:22 AM

Reading- recycling

Stuart Schwartz's curator insight, October 27, 2013 11:48 AM

a tsunami of vocabulary

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What is Deep Understanding?

What is Deep Understanding? | TEACHING ENGLISH FROM A CONSTRUCTIVIST PERSPECTIVE | Scoop.it
“It is the peculiarity of knowledge that those who really thirst for it always get it.”  Richard Jefferies Regardless of whether technology is in the picture or not, I’ve been wondering about...
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10 estrategias para matar la motivación

10 maneras de asegurarte de que tus estudiantes pierdan todo el interés por aprender. Resultados garantizados.


Via Teresa Torné, Mariano Fernandez S., Luciana Viter
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Harvard Wants to Know: How Does the Act of Making Shape Kids’ Brains? | Mind/shift

Harvard Wants to Know: How Does the Act of Making Shape Kids’ Brains? | Mind/shift | TEACHING ENGLISH FROM A CONSTRUCTIVIST PERSPECTIVE | Scoop.it

By Katrina Schwartz

 

"A group of Harvard researchers is teaming up with schools in Oakland, Calif. to explore how kids learn through making. Through an initiative called Project Zero, they’re investigating the theory that kids learn best when they’re actively engaged in designing and creating projects to explore concepts. It’s closely aligned with the idea of design thinking and the Maker Movement that’s quickly taking shape in progressive education circles.

 

"Though it’s still in very early stages — just launched at the beginning of this school year — researchers and educators at the school want to know how kids learn by tinkering – fooling around with something until one understands how it works. They want to know what happens cognitively – how this learning process helps form habits of mind, builds character and how it affects the individual.

 

"To do that, they are working with both private and public schools in Oakland, headed by the Harvard researchers and 15 participating teachers who meet in study groups every six weeks to share ideas and to form a community."


Via Jim Lerman, Denise Lombardo, AnnC, Mariel Gomez de la Torre
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Crear un libro ilustrado con Bookr/ Liburu ilustratua sortu Bookr erabiliz

Como siempre Nik elige e ilustra con el buen criterio que le caracteriza, herramientas y situaciones de aprendizaje para llevar al aula.

 

Duen ikuspegi erabilgarri eta ikaskuntza egoerei doitua, Nik-ek jarraitzen du gelarako baliabide 'praktikoak' eskeintzen. Mila esker!

 

As usual, Nik offers what classroom yeachers do need most, techy tips to start working with the kids (I mean primary) in the classroom. Thanks Nik!

 

http://www.pimpampum.net/bookr/

 

 

 


Via Nik Peachey, Begoña Iturgaitz
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Carmen Arias 's curator insight, December 19, 2012 2:33 AM

Excellent for vocabulary task or reading comprehension !!

Nik Peachey's curator insight, December 23, 2012 4:21 AM

This is an example of the kinds of tasks and activities I can produce for teachers to help them understand both the technological aspects of how to use technology as well as the more pedagogical aspects of how to implement it within the learning context.

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What Makes Reading Difficult for EAL Students? Strategies for Struggling Readers

Marilyn L. Abbott
NALDIC
November 17, 2012


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Vol 5, No 2 (2012) LACLIL

Vol 5, No 2 (2012) LACLIL | TEACHING ENGLISH FROM A CONSTRUCTIVIST PERSPECTIVE | Scoop.it
LACLIL is a biannual online publication for those interested in content and language integrated learning.
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The Reflective Student: A Taxonomy of Reflection Part 2

The Reflective Student: A Taxonomy of Reflection Part 2 | TEACHING ENGLISH FROM A CONSTRUCTIVIST PERSPECTIVE | Scoop.it
A how to that helps student monitor their progress as learners. Includes sample reflective prompts ready to use in the classroom.

Via Eva Buyuksimkesyan
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Personalization: Assessment AS Learning

Personalization: Assessment AS Learning | TEACHING ENGLISH FROM A CONSTRUCTIVIST PERSPECTIVE | Scoop.it

Assessment AS learning (Personalization) is based in research about how learning happens, and is characterized by learners reflecting on their own learning and making adjustments so that they achieve deeper understanding. The teacher’s role in promoting the development of independent learners through assessment as learning is to:


> model and teach the skills of self-assessment

> guide learners in setting goals, and monitoring their progress toward them

> provide exemplars and models of good practice and quality work that reflect curriculum outcomes

> work with learners to develop clear criteria of good practice

> guide learners in developing internal feedback or self-monitoring mechanisms to validate and question their own thinking, and to become comfortable with the ambiguity and uncertainty that is inevitable in learning anything new

> provide regular and challenging opportunities to practice, so that learners can become confident, competent self-assessors

> monitor learners’ metacognitive processes as well as their learning, and provide descriptive feedback

> create an environment where it is safe for learners to take chances and where support is readily available

 

Reporting in assessment AS learning is the responsibility of learners, who must learn to articulate and defend the nature and quality of their learning. When learners reflect on their own learning and must communicate it to others, they are intensifying their understanding about a topic, their own learning strengths, and the areas in which they need to develop further.

 


Via Kathleen McClaskey, Barbara Bray
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Language activities with Wordle and word clouds | efl-resource.com

Language activities with Wordle and word clouds | efl-resource.com | TEACHING ENGLISH FROM A CONSTRUCTIVIST PERSPECTIVE | Scoop.it
Levels: elementary to advanced. Ages: kids; teens; adults. Type: quite a few uses for the famous word cloud generator, and some links to many more. Skills: listening; speaking; reading; writing; pronunciation.

Via APIBA e-TL SIG, the Special Interest Group on Learning Technologies
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A 21C Teacher in a 20C School

A 21C Teacher in a 20C School | TEACHING ENGLISH FROM A CONSTRUCTIVIST PERSPECTIVE | Scoop.it

The direct teaching of the exam is now outside the classroom. I can ask them to complete an amount of the course by a certain date and check this with traditional assessment while they spend all the class time working on a related project of their choosing and design. If there’s a practical element to the course then all projects and time can be based on this practical work, within the context of a real-world scenario.


Via Nik Peachey
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