¿Qué es Material Didáctico?

• El material didáctico''' se refiere a aquellos medios y recursos que facilitan la enseñanza y el aprendizaje, dentro de un contexto educativo, estimulando la función de los sentidos para acceder de manera fácil a la adquisición de conceptos habilidades, actitudes o destrezas.

• Elementos materiales utilizados en la actividad docente, tales como lecturas, acetatos, videos, películas, entre otros.

Es un dispositivo instrumental que contiene un mensaje educativo, por lo cual el docente lo tiene a para llevar a cabo el proceso de enseñanza-aprendizaje

Silvia De La Rosa Girón*

¿Qué es una secuencia didáctica?

Las secuencias didácticas (SD) quedan configuradas por el orden en que se presentan las actividades a través de las cuales se lleva a cabo el proceso de enseñanza- aprendizaje. El énfasis entonces está en la sucesión de las actividades, y no en las actividades en sí, criterio que se justifica por la resignificación que adquiere el encadenamiento de las mismas .

La SD implicará entonces una sucesión premeditada (planificada) de actividades (es decir un orden), las que serán desarrolladas en un determinado período de tiempo (con un ritmo). El orden y el ritmo constituyen los parámetros de las SD; además algunas actividades pueden ser propuestas por fuera de la misma (realizadas en un contexto espacio- temporal distinto al aula).

Debemos recordar que la secuencia didáctica se orienta al desarrollo de la unidad didáctica, que es la mínima unidad o unidad irreductible que contiene las funciones o elementos básicos del proceso de enseñanza- aprendizaje: planificación, desarrollo y control. Las unidades didácticas son el equivalente en la enseñanza de los números primos de las matemáticas.

Algunos autores establecen una sinonimia entre secuencia didáctica y unidad didáctica –enfoque que no carece totalmente de sentido-; a nuestro criterio el concepto de secuencia didáctica se aplica a las actividades enfocadas al desarrollo de la unidad didáctica, lo que le da una connotación más funcional a la primera, y más estructural a la segunda.

Las secuencias didácticas (SD) constituyen el corazón de la didáctica, el aquí y el ahora, el momento de la verdad en que se pone en juego el éxito o el fracaso del proceso de enseñanza- aprendizaje. La SD implica la planificación de corto plazo, que durante su ejecución confluye con la de largo plazo. Quedarán así explicitados algunos elementos tales como las técnicas y los recursos didácticos y permanecerán implícitos otros más generales (estrategias y concepciones filosóficas y psicológicas).

De acuerdo con Zabala Vidiella, las actividades de las SD deberían tener en cuenta los siguientes aspectos esenciales o propósitos generales:

 Indagar acerca del conocimiento previo de los alumnos y comprobar que su nivel sea adecuado al desarrollo de los nuevos conocimientos.

 Asegurarse que los contenidos sean significativos y funcionales y que representen un reto o desafío aceptable.

 Que promuevan la actividad mental y la construcción de nuevas relaciones conceptuales.

 Que estimulen la autoestima y el autoconcepto.

 De ser posible, que posibiliten la autonomía y la metacognición

Silvia De La Rosa Girón*

¿Qué es un PLan de Clase?

El plan de clase es una herramienta que permite ,en cierta manera,al docente realizar un acercamiento del tema a desarrollar con sus objetivos y prevee las actividades del mismo<lo práctico>
El plan de clase es relativo,porque si bien ,te ayuda a ajustarte a la planificación,pero no siempre se puede cumplir,porque suelen surgir temas o preguntas que quedaron sin resolverse la clase anterior,o inquietudes de los alumnos o material que aportan y es más importante que ajustarte al plan diario.Por eeso están las planificaciones y en las observaciones vas indicando ,si algo n se cumple el porqué
.El plan de clase es recomendado al practicante o profesor que recién se inicia porque le sirve de guía
Silvia De La Rosa Girón*

Tipos de Diagramas

.*Diagrama de Gantt :es una popular herramienta gráfica cuyo objetivo es el de mostrar el tiempo de dedicación previsto para diferentes tareas o actividades a lo largo de un tiempo total determinado.

*Diagrama de Venn :son ilustraciones usadas en la rama de las matemáticas conocida como teoría de conjuntos. Estos diagramas se usan para mostrar gráficamente la relación matemática o lógica entre diferentes grupos de cosas (conjuntos), representando cada conjunto mediante un óvalo o círculo. La forma en que esos círculos se sobreponen entre sí muestra todas las posibles relaciones lógicas entre los conjuntos que representan. Por ejemplo, cuando los círculos se superponen, indican la existencia de subconjuntos con algunas características comunes.

*Diagrama de bloques en Sistemas de control:
es la representación gráfica de las funciones que lleva a cabo cada componente y el flujo de señales donde cada función de transferencia tiene un bloque asignado y éstos se unen por flechas que representan el flujo de señales.
Se muestran las relaciones existentes entre los componentes y el flujo de señales de forma más realista que una representación matemática.

*Diagrama de flujo :Es un esquema para representar gráficamente un algoritmo. Se basan en la utilización de diversos símbolos para representar operaciones específicas. Se les llama diagramas de flujo porque los símbolos utilizados se conectan por medio de flechas para indicar la secuencia de operación. Para hacer comprensibles los diagramas a todas las personas, los símbolos se someten a una normalización; es decir, se hicieron símbolos casi universales, ya que, en un principio cada usuario podría tener sus propios símbolos para representar sus procesos en forma de Diagrama de flujo. Esto trajo como consecuencia que sólo aquel que conocía sus símbolos, los podía interpretar. La simbología utilizada para la elaboración de diagramas de flujo es variable y debe ajustarse a un patrón definido previamente.

Silvia De La Rosa Girón*

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Silvia De La Rosa Girón*

"How to Make a Lesson Plan"

Silvia De La Rosa Girón*

(Mandala Curativo)

Ceso de inquietarme frente a las dificultades sabiendo que son ocasiones de crecimiento en el amor y en la sabiduría. Acepto todo lo que se me presenta en este momento. Sigo mi intución y paso a la acción sin esperar. Soluciones maravillosas e inesperadas se me presentan. Aporto mi contribución al mundo de la abundancia con alegría. ( Sara Durand)

Silvia De La Rosa Girón*

Diario de Campo

El diario de campo es un instrumento utilizado por los investigadores para registrar aquellos hechos que son susceptibles de ser nterpretados. En este sentido, el diario de campo que permite sistematizar las experiencias para luego analizar los resultados. Cada investigador tiene su propia metodología ala hora de llevar su propio diario de campo, pueden icluirse ideas desarrolladas, frases aisladas, transcripciones, mapas y esquemas.  lo importante es que puea volcar al diario aquello que  ve durante su proceso investigativo para después interpretarlo.
Por supuesto lo registrado en el diario es la realida vista por los ojos del investigador,  por sus percepciones y su cosmovisión. La subjetividad entra en juego  desde el momento de registro de los hechos y no sólo en su interpretación, por eso puede afirmarse que aunque dos investigadores trabajen el mismo tema sus diarios de campo serán diferentes.
Los especialistas recomiendan que el diario de campo se divida en dos columnas, una para que de un lado incluya las observaciones,  que realiza, y del otro lado las impresiones y conclusiones.  también es recomenable que tras la jornaa de investigación se reunan con sus colegas para compartir y discutir el trabajo   e ideas que también pueen ser volcaas en el diario de Campo.
( definición.de)

Silvia De La Rosa Girón*

Potential Learning Challenges

Along our journey of learning there will be times when things could get difficult, when we just can’t seem to make sense of the material we are studying, or when we simply become overwhelmed with the amount of information we are ingesting into our biological computer processor. The first step to dealing with these types of challenges is to simply recognize that they exist and that they might shake us up a little if we are not prepared for the consequences. Once you have mentally prepared yourself for the worst case scenarios, you can then move onto the final step which is working through them in a logical step-by-step fashion. Here 3 potential scenarios you could encounter, and a few suggestions on how to deal with them:

Lack of Motivation

We can all suffer from a lack of motivation at one time or another throughout the learning process. Lack of motivation can be triggered through simple things as not getting enough rest, lack of adequate nutrition, not setting inspiring goals, talking to yourself in a pessimistic manner, or even through not having the full support of your peers. In fact a lack of motivation could also come from any number of factors that haven’t been listed here.
The most important thing to do when you sense that you are lacking motivation is to determine the source that is triggering this feeling. Check to see if it is coming from internal factors within you, or if it is coming from external factors within your environment. Once you have identified the source, work creatively to either alter your perspective of the situation or physically do something that will suffocate the trigger mechanism.

Overwhelmed by Fear

Whenever you feel that taste of fear starting to overwhelm you, you must at that very moment understand that fear only comes to those who live in uncertainty. If you are uncertain about something in the future, than you will likely be either fearful or excited about it. If you are afraid, than the only way to counter these feelings of fear is to collect a greater array of resources and information that will allay your fears. The more knowledge you have about something you fear, the greater courage and confidence you will muster to move through this crippling emotion.

Making Mistakes

Mistakes are simply a part of life. As a human race we have achieved technological success in today’s day and age as a result of the mistakes that we have made in the past few thousand years. Be open to the idea that you will make mistakes, and when they do occur immediately focus in on suitable solutions that will keep you moving forward beyond you current experience. If you do this consistently, you will find that your momentum will tend to accelerate as you hike deeper along your journey of learning.

Final Thoughts

By sticking with these general guidelines you will set yourself on track towards accelerating your learning potential in many surprising ways. As a final thought, keep in mind that the journey of learning is never over, and that the methods you use to accelerate your learning should always be changing and adapting with the content your are studying and with the person you are becoming.  I hope you enjoyed this post, and if you have any further thoughts, ideas, reflections or suggestions about this topic, than please feel free to comment below.

Silvia De La Rosa Girón*

Your Approach to Learning

This is quite an extensive topic, however for the point of this discussion we will keep it pretty straightforward and focus in on 3 important factors that are critical to your success as a learner:

Goals & Targets

Without a target you don’t know where to shoot. And if you have no idea where to shoot, than you will either procrastinate and hold back from shooting all together, or you will simply shoot at everything and hope that you hit something worthwhile when it is all said and done.
Goals are absolutely critical to your success as an effective learner. They not only set you on target towards a desired destination, but they also keep you motivated and focused in on the bigger picture of your journey through this learning process.
As a general rule of thumb, make sure that your goals are achievable, yet slightly out of reach like a carrot on a stick. This will keep you inspired and moving forward towards the achievement of your fullest potential.

Planning

If goals are the target you are shooting at, than your plan is the gap between where you are and where you want to be. Within this gap there will be obstacles, challenges and potential pitfalls and problems that may arise unexpectedly. You must plan and prepare for these surprises, and you must develop a strategy that will not only get you to your target, but get you there in the most effective and efficient manner possible. Your plan should essentially incorporate everything that has been discussed throughout this post, and direct you towards your ultimate objectives.

Progress

This is all about measuring the rate of your movement as you progress along your path towards mastering the material you are studying. Measure not only how well your successes panned out, but also take into account your failures and how they can be improved upon the next time around. How well and effectively you measure and track your progress will indeed determine how quickly you are able to reach your learning goals and objectives. Your progress meter will also get you back on track, when you recognize you have moved off the beaten path.

(IQ MATRIX)

IQ MATRIX.

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Your Preferred Learning Style

Everyone has personal preferences and methods of learning that naturally favor them both cognitively and physically. Although it is important to focus on a variety of learning styles and strategies throughout the learning process, you should however spend most of your time on your preferred learning styles for fast and effective results.
Here is a quick breakdown of the different learning styles for your reference. While you are reading through them, take note which learning styles most resonate with you, then zone in on them throughout the learning process. For an in-depth analysis, please read the 7 Intelligences of Accelerated Learning IQ Matrix.

Visual Learner

This learner prefers learning through the use of colors, pictures and images.

Aural Learner

This learner prefers learning through the use of sounds and music.

Verbal Learner

This learner prefers learning through the use of words in the form of speech and writing.

Physical Learner

This learner prefers learning through the physical use of their body, hands and via the methods of touching.

Solitary Learner

This learner prefers learning through self-study methods that don’t involve other people.

Social Learner

This learner prefers learning through working closely and interacting with other people.

Logical Learner

This learner prefers learning through the use of reasoning and logic.

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Learning Techniques

There are literally hundreds of creative and interesting techniques you can use to accelerate your learning immediately. The more creative you become, and the more variety you add to your learning methods, the easier it will be for you to progress towards your learning goals and objectives. More details about this methods will be provided at a future time. However, for now here are some techniques and suggestions that will get you started along your journey:

Associate

Here you are using basic characteristics of memory to learn new material. Techniques include peg words, mnemonics and chunking.

Visualize

Here you are using mental imagery and visual techniques to reinforce your knowledge of the material. Techniques include creative visualization and mental rehearsal.

Verbalize

Here you are utilizing words and writing to improve and accelerate your learning. Techniques include scripting and assertions.

Simulate

Here you are using tools and people to simulate your learning in a variety of different ways. One of the most effective methods for simulation is to role-play your learning.

Perform

Here you learning through methods of anchoring and over-learning the material you are studying.

Repeat

This is about focusing on strategies that will allow you to continuously repeat the information you are learning in a variety of creative ways that will enhance your retention and recall of information. This can be accomplished in many ways, however creating and referring to flash-cards seem to work well for many learners.

Your Preferred Learning Style

Everyone has personal preferences and methods of learning that naturally favor them both cognitively and physically. Although it is important to focus on a variety of learning styles and strategies throughout the learning process, you should however spend most of your time on your preferred learning styles for fast and effective results.
Here is a quick breakdown of the different learning styles for your reference. While you are reading through them, take note which learning styles most resonate with you, then zone in on them throughout the learning process. For an in-depth analysis, please read the 7 Intelligences of Accelerated Learning IQ Matrix.

Visual Learner

This learner prefers learning through the use of colors, pictures and images.

Aural Learner

This learner prefers learning through the use of sounds and music.

Verbal Learner

This learner prefers learning through the use of words in the form of speech and writing.

Physical Learner

This learner prefers learning through the physical use of their body, hands and via the methods of touching.

Solitary Learner

This learner prefers learning through self-study methods that don’t involve other people.

Social Learner

This learner prefers learning through working closely and interacting with other people.

Logical Learner

This learner prefers learning through the use of reasoning and logic.

Silvia De La Rosa Girón*

The Learning Process

There are some simple steps and guidelines that one can follow to assist in structuring, organizing and managing the entire learning process. Although please keep in mind that the methods outlined here present one of a number of ways that this process can be undertaken. A future Mind Map will focus on Study Skills which will provide you with a slightly different perspective on this approach. However for now, here are some suggestions that can assist you with enhancing the learning process:

Locate

Your first step is always to locate and identify the learning materials (books, articles, websites, etc) that you will need for content extraction. In order to be both effective and efficient throughout your learning process, make sure to have all your study materials prepared before moving onto the next step.

Explore

Exploration of your resources and topic content is the next step within the learning process. This exploration of your content material should be accomplished through the use of 7 intelligences; namely:

• Visual (diagrams, graphs, sketches, mind maps),
• Aural (focus on and record sound),
• Verbal (lectures, discussions, dramatic reading, creating recordings),
• Physical (incorporating movement, role playing, post-it-notes),
• Logical (analysis, playing with numbers),
• Social (group learning, role playing, involving others)
• Solitary (personal journal, reaction notes, etc).

These will be discussed in a little further detail at a later time. For now, it is important to move through the exploration phase in a way that enhances your immediate understanding of this material, and this is best achieved through the use of the above mentioned learning methods.
As a general rule, the more of these methods you utilize throughout the learning process, the more readily and easily you will absorb the material you are studying. For more information, please read Advanced Multi-Sensory Study Skills IQ Matrix.

Arrange

Here you are basically preparing your content for the process of memorization. Firstly, analyze the content to get a feel for the type of material you are dealing with. Secondly, select the techniques you will utilize that will be most effective in assisting you with the long-term retention of the materials. Finally, you must now prepare the content in a way that will support the learning methods you have chosen.

Reinforce

This is the point where you take everything you have done in the previous steps and begin converting this information into longterm memory. This is accomplished through applying the 7 intelligence principles, through varied and creative repetition, and through conducting regular reviews of your material throughout the learning process.

eNquire

This process involves the act of measuring the effectiveness and efficiency of your learning. This can be measured in 4 ways.
Firstly, through Immediate Reviews where you take in feedback on a continuous basis throughout the learning process.
Secondly, through Lesson Reviews where you review the effectiveness of the previous steps when learning new material.
Thirdly, you can apply Formal Reviews where you utilize tests and other grading methods to test your knowledge of these principles.
And finally, conduct a System Review by over-viewing the entire learning process and looking at ways it can be managed more effectively and improved in the future.


Silvia De La Rosa Girón*

Keys to Effective Learning

Academic Succes

Whether we are at school, college, university or working hard to climb the career ladder, I’m sure that we all understand the importance that continuous and ongoing learning plays in our continued success throughout life. This IQ Matrix presents you with some fundamental Keys to Effective Learning. Based on the principles discussed within the Memletics [...]

Introduction

Whether we are at school, college, university or working hard to climb the career ladder, I’m sure that we all understand the importance that continuous and ongoing learning plays in our continued success throughout life.  This IQ Matrix presents you with some fundamental Keys to Effective Learning. Based on the principles discussed within the Memletics Accelerated Learning Manual, this Mind Map will hopefully provide you with a good foundation on the basic principles behind this powerful learning method.
Visit the Memletics.com website to learn more about the Memletics Accelerated Learning System.

Learning is as much about technique as it is about developing an empowering and lasting physiological and psychological state. You may well have all the techniques and learning methods thoroughly entrenched into your habitual patterns of behavior, however, if you lack the energy or can’t bring forth the required mental effort and awareness, than your progress will undoubtedly suffer as a result. Here are some suggestions to assist you in developing an empowering state that will provide you with the energy you need to excel:

Healthy Cells

Your biology is made up of billions of cells that work cooperatively to keep you healthy and at peak condition. However, through incorrect dietary habits, we drain our cells of the energy they need to promote peak states of learning on a consistent basis. In order to bring back that “ZING” into your cellular biology you need to consume plenty of water, glucose, oxygen (through deep breathing exercises) and get the essential nutrients you need such as amino and fatty acids that will keep your cells at peak conditioning.

Healthy Physiology

Even though learning is mostly a very sedentary activity, it is however very dependent and reliant on one’s physiological health and wellbeing. By partaking in physical exercise, by eating energy rich foods (fruits and vegetables) and through periods of deep relaxation, you will dramatically enhance your learning ability and maximize your potential.
Furthermore, it is easy to take our learning environment for granted and its influence on our physical wellbeing. Make sure that your learning environment is supportive to your learning needs and that it provides you with adequate fresh air, lighting and skeletal support. Finally, it is important to understand one’s sleeping patterns and energy cycles that we tend to move through throughout our day. Make sure you plan your learning accordingly with these peaks and valleys in your cycles to achieve accelerated learning states.

Healthy Psychology

Psychology is all about strengthening your mind in ways that will enhance and accelerate your learning potential. This can be achieved in several ways. First, start off by setting empowering learning goals that will propel you forward despite the challenges that you may face.
Secondly, adopt a positive mental attitude that will help you to focus on solutions over problems.

Thirdly, just as you would exercise daily in order to keep your body fit, it is also important to develop the ability to stay mentally alert and centered throughout your day. This requires brain gymnastics and fitness. By this I mean to challenge your brain with finding solutions to problems, with creative thinking, with memorizing numbers and phrases, and generally with anything that will stimulate it in ways that will take it out of the doldrums of its comfort zone.
Take a look at the brain training software available for the Nintendo DS for further information. And finally, just like your body, your brain also requires periods of relaxation and recuperation on a daily basis. Here are some more online resources for Brain Training.

Silvia De La Rosa Girón*

DIAGRAMA DEL PROGRAMA DE ESTUDIOS DE INGLES PARA SECUNDARIA 2006

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IMPLEMENTING THE COGNITIVE ACADEMIC LANGUAGE LEARNING APPROACH

Anna Uhl Chamot

The George Washington University

The Cognitive

Academic Language Learning Approach (CALLA) was originally

developed in 1986 and has continued to be expanded as it has been

implemented in bilingual and ESL classrooms (Chamot & O'Malley,

1986; 1987; 1989; 1994).

The CALLA model seeks to assist students learning English

become more successful academically by providing them with

opportunities to learn grade-appropriate content, develop the listening,

reading, speaking, and writing proficiencies needed for grade-level

classrooms, and—most importantly—by focusing on explicit instruction

in learning strategies.

CALLA is based on cognitive learning theory in which learners are

viewed as mentally active participants in the teaching-learning

interaction (see, for example, Chamot & O'Malley, 1994; Gagné,

Yekovich, & Yekovich, 1993; O'Malley & Chamot, 1990; 1993). The

mental activity of learners is characterized by the application of prior

knowledge to new problems, the search for meaning in incoming

information, higher level thinking, and the developing ability to regulate

one's own learning.

The CALLA model suggests ways in which the

teacher can capitalize on this mental activity by asking students to

reflect on their own learning, and develop a strategic approach to

learning and problem solving.

Since CALLA incorporates what current

research and practice identifies as effective instruction for all students, it

can be used by teachers with mixed classes of native and non-native

English speakers. CALLA programs are currently being implemented in

over 25 locations in the United States and in several other countries in a

variety of educational contexts. These include bilingual and ESL

programs, elementary and secondary school levels, and teacher

education.

The Cognitive Academic Language Learning Approach (CALLA) is an instructional model that was developed to meet the academic needs of students learning English as a second language in American schools (p.3). Based largely on findings of studies on cognition, the model integrates academic language development, content area instruction and explicit instruction in learning strategies for both content and language acquisition. Since their first proposal of this approach in 1986, Chamot and O'Malley have continuously been working on the model, enlarging and refining it. The CALLA Handbook is the latest outcome of this continued effort. The authors' goals in writing the book are to provide a foundation for using the Cognitive Academic Language Learning Approach, practical guidelines for designing a CALLA program, and suggestions for implementing CALLA in major subject areas of the curriculum (p. v).

The handbook falls into three major parts, each consisting of four chapters. Part 1 is an introduction to the theoretical basis, the components, and the related instructional concepts of CALLA. The theoretical basis of the approach, which is cognitive learning theory, and related concepts such as language across the curriculum, language experience approach, and cooperative learning are discussed in chapter 1. The components of CALLA, including academic content, learning strategies, and academic language skills, are also introduced in chapter 1, but are discussed in greater detail in chapters 2, 3 and 4 respectively.

Part 2 is concerned with CALLA program design. Chapter 5 of this section discusses planning, teaching and monitoring CALLA. Chapter 6 treats the assessment of students' progress in CALLA. It is suggested that the teacher can choose, from a number of different types of alternative assessment, the appropriate forms to match the knowledge and skills being measured. Chapter 7 discusses the administration of the CALLA program. The authors state that the administrators have an essential role in the development, implementation, and evaluation of a CALLA program (p.139): identifying teachers for CALLA projects, establishing and maintaining staff communication, enlisting local and district-wide support, implementing the CALLA program, and providing program leadership. Chapter 8 sets out to identify the 12 contexts in which CALLA has been and can be implemented, such as beginning proficiency level, bilingual classrooms and pull-out ESL programs. [-1-]

The final part of the handbook focuses on implementation of CALLA in the classroom. Here, the authors outline sample CALLA units for science, mathematics, social studies, and literature to illustrate how CALLA principles can be translated into lesson plans for different subject areas. The handbook also contains a preface, a list of tables, a section of references and an index, plus an appendix with an impressive outline for an integrated CALLA unit.

One of the important characteristics of the handbook is its practical orientation. First, the discussion of the theoretical aspects of CALLA is kept to a minimum, briefly and clearly done in certain sections of part

 

 1. The rest of the book is devoted to discussing the design of a CALLA program and the implementation of CALLA. Second, each of the first 8 chapters has a section of "Application Activities" which can enhance the understanding of the main ideas or points discussed in the chapter. The practical nature of the handbook is also manifested by the inclusion of tables containing useful ideas, information, and suggestions concerning CALLA which can be readily used or expanded or amended.

Another impressive characteristic of the handbook is its ingenious design.

Each chapter begins with a brief overview and a table of contents. Major ideas and points of each section are summarized and highlighted. For example, the following is the highlighted summary of the section discussing types of learning strategies: Metacognitive Strategies: used in planning for learning, self- monitoring, and evaluating achievement.

Metacognitive Knowledge: understanding one's own learning processes, the nature of the learning task, and the strategies that should be effective. Cognitive Strategies: manipulating the material to be learned through rehearsal, organization, or elaboration. Social/Affective Strategies: interacting with others for learning or using affective control for learning (p. 64). The book also contains a number of excellent drawings and graphs for illustration of important ideas and techniques. These make the reading task easier.

A further distinct feature of the handbook is its logical organization. The book begins with a section outlining the rationale and components of CALLA, then examines the design of the CALLA program and finally moves to a discussion of the implementation of CALLA in the classroom. This logical organization makes it possible for the book to be used not only as a reference book but also as a textbook for CALLA staff development.

 

Some criticism may be directed toward chapter 8, where the authors have tried to apply CALLA to a large number of contexts. We do not doubt that CALLA works for intermediate level ESL students in upper elementary and secondary grades, since it was originally developed to respond to the needs of these students and has been constantly tested and improved. It is also reasonable to suggest [-2-] that CALLA may have wide applications. However, trying to apply the model to a dozen contexts seems too ambitious.

 

In conclusion, the handbook can be used both as a resource book and textbook for classroom teachers and administrators who wish to try the CALLA model, provided they are aware of its limitations. The handbook can also be used by language and content area teachers who wish to draw some practical ideas and to adapt some activities to their own teaching situations.

Silvia De La Rosa Girón*

Kolb´s Cycle; Experimental Learning

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What is Experiential Learning?

Experiential Learning is an approach to learning in which participants engage in an activity, reflect on the activity critically, and obtain useful insight and learnings.
Learning which is developed experientially is "owned" by the learner and becomes an effective and integral aspect of behavioral change. Skill development, versus simply acquiring knowledge and concepts, occurs through Experiential Learning.
What is the Experiential Learning Cycle?
The Experiential Learning Cycle includes five sequential steps, or stages. The steps are as follows:

·         Experiencing: (This is the initial stage of the cycle): Almost any activity that involves self-assessment or interpersonal interaction may be used as the "doing" part of experiential learning.

·         Publishing: After participants have experienced an activity, they are ready to share or publish what they observed and how they felt during that experience.

·         Processing: (This is the pivotal step in the experiential learning cycle). This step, referred to as the group dynamics stage, includes systematic examination of shared experiences by the members of the group.

Generalizing: In this stage, the members of the group begin to focus on their awareness of situations in their personal or work lives that are similar to those they experienced in the group.

·         Applying: In this final stage, the facilitator helps participants apply generalizations to actual situations in which they are involved

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Los Cuatro PIlares de la Educación

Silvia De La Rosa Girón*

¿Trabajo cooperativo o colaborativo?

Pretendemos trabajar de forma cooperativa pues de esta forma todos nos esforzaríamos de la misma manera, aprenderíamos los unos de los otros sumando las ideas de todos, propiciando la tolerancia, el respeto, la creatividad y sobre todo el compañerismo; pues todos tenemos el mismo objetivo ser mejores maestros, dar unas clases dinámicas y atractivas, pero sobre todo cambiar la visión que se tiene hoy en día de los maestros, así como también propiciar en nuestros alumnos lo mismo que nosotros practicaremos trabajando cooperativamente.

Silvia De La Rosa Girón*

TRABAJO COLABORATIVO

El trabajo colaborativo se define como procesos intencionales de un grupo para alcanzar objetivos específicos, más herramientas diseñadas para dar soporte y facilitar el trabajo.

En el marco de una organización, el trabajo en grupo con soporte tecnológico se presenta como un conjunto de estrategias tendientes a maximizar los resultados y minimizar la pérdida de tiempo e información en beneficio de los objetivos organizacionales.

Elementos

Elementos del trabajo colaborativo:

·         Objetivos: Los mismos de la organización; particulares, bien definidos u otros

·         Ambiente: controlado y cerrado.

·         Motivación: la persona es convencida por la organización.

·         Tipo de proceso: se formaliza el proceso grupal.

·         Aporte individual: conocimiento y experiencia personal al servicio de los intereses organizacionales.

·         Pasos del proceso grupal: se deben definir claramente y previamente.

El mayor desafío es lograr la motivación y participación activa del recurso humano. Además deben tenerse en cuenta los aspectos tecnológico, económico y las políticas de la organización. Trabajo colaborativo o groupware son palabras para designar el entorno en el cual todos los participantes del proyecto trabajan, colaboran y se ayudan para la realización del proyecto.

Silvia De La Rosa Girón*

TRABAJO COOPERATIVO

El trabajo cooperativo, entiende la cooperación como una asociación entre personas que van en busca de ayuda mutua en tanto procuran realizar actividades conjuntas, de manera tal que puedan aprender unos de otros. 

El Aprendizaje Cooperativo se caracteriza por un comportamiento basado en la cooperación, esto es: una estructura cooperativa de incentivo, trabajo y motivaciones, lo que necesariamente implica crear una interdependencia positiva en la interacción alumno-alumno y alumno-profesor, en la evaluación individual y en el uso de habilidades interpersonales a la hora de actuar en pequeños grupos.
El trabajo en grupo permite que los alumnos se unan, se apoyen mutuamente, que tengan mayor voluntad, consiguiendo crear más y cansándose menos... ya que los esfuerzos individuales articulados en un grupo cooperativo cobran más fuerza. 

Silvia De La Rosa Girón*

ESTILOS DE PARENDIZAJE

Estilos de Aprendizaje.

Todos tenemos una distinta forma de aprender y una de nuestras misiones es conocer todos los estilos con los que nuestros alumnos aprenden, pero para poder realizar ésta misión lo primero es conocer el estilo de cada uno de nosotros.

Para empezar, ¿Qué son los estilos de aprendizaje?

El término "estilo de aprendizaje" se refiere al hecho de que cuando queremos aprender algo cada uno de nosotros utiliza su propio método o conjunto de estrategias. Aunque las estrategias concretas que utilizamos varían según lo que queramos aprender, cada uno de nosotros tiende a desarrollar unas preferencias globales. Esas preferencias o tendencias a utilizar más unas determinadas maneras de aprender que otras constituyen nuestro estilo de aprendizaje.

¿Cuántos tipos de aprendizaje hay?

Los principales son 3: VISUAL, AUDITIVO y KINESTÉSICO

¿Qué estilo de aprendizaje somos?

Todos somos diferentes y aprendemos de diferente manera por ello hay diferentes estilos de aprendizaje, es necesario que como futuros docentes sepamos de que estilo aprendemos.

Yo Silvia soy de aprendizaje Auditivo-Kinestésico;

Silvia De La Rosa Girón*

LOS APRENDICES AUDITIVOS

Se relacionan con más facilidad con la palabra hablada. 

• Tienden a escuchar una conferencia y luego toman apuntes o revisan el material entregado. 
• Dan más importancia a lo que les dicen que a lo que ven escrito. 
• A menudo repiten en voz alta los textos para entenderlos o recordarlos. 
• Pueden ser buenos oradores o conferencistas. 

LOS APRENDICES KINESTÉSICOS

Aprenden más efectivamente a través de tocar, del movimiento y del espacio. 

• Prefieren imitar y practicar. 
• Pueden parecer lentos debido a que la información no se les presenta en forma adecuada a sus métodos de aprendizaje. 

¿ Cómo se aprende una lengua extranjera?

El proceso de enseñanza-aprendizaje de lenguas extranjeras ha sido objeto de disímiles investigaciones a lo largo del tiempo. Los estudios acerca de cómo se enseñan y se aprenden las lenguas han ido progresando, cambiando de orientación en función de los diferentes estadíos del desarrollo científico intelectual y de las necesidades que exige el desarrollo social.

Las lenguas como fenómeno social evolucionan y se desarrollan. El inglés no solo ha evolucionado en relación con su extensión en el mundo, sino que como consecuencia, se han modificado los perfiles sociolinguísticos de quienes lo estudian, de quienes lo enseñan y por supuesto de quienes lo aprenden. En los inicios del tercer milenio, el desarrollo científico-tecnológico, la globalización como fenómeno social y el ingente desarrollo de las tecnologías de la comunicación han propiciado un contexto diferente para la enseñanza-aprendizaje de la lengua inglesa. En todos los procesos de enseñanza-aprendizaje se habla hoy en términos de eficiencia, lograr un aprendizaje eficiente de una lengua extranjera implica indudablemente la habilidad de utilizar la lengua que se aprende con fines comunicativos reales.

Dentro de la enseñanza comunicativa de lenguas, el enfoque basado en tareas ha venido a convertirse en el modo plausible de ejercitar en clases los procesos de comunicación.

La enseñanza mediante tareas surge en los años 80 del siglo XX como un intento de buscar la comunicación real en el aula. Este enfoque nace como una propuesta innovadora en el diseño de la en­señanza comunicativa de lenguas extranjeras y se centra en la forma de organizar, secuenciar y llevar a cabo las actividades de aprendizaje en el aula. La tarea comunicativa, a juicio de autores como Nunan, Breen y Candlin, implica resolver un problema o completar una laguna de información activando un proceso mental utilizando la lengua extranjera, y se considera que es a través de ese proceso que se adquiere la lengua en cuestión.

La tarea comunicativa constituye entonces la célula fundamental de un proceso de enseñanza- aprendizaje de lenguas cuyo objetivo final sea la competencia comunicativa. Las tareas comunicativas constituyen, además, una vía material de incorporación de la realidad a la clase, a la vez que favorecen el protagonismo del estudiante y le brindan la oportunidad de utilizar los conocimientos que posee, provenientes de otras materias o de la realidad circundante, para la solución, ya sea en el actuar personal o colectivo, de los retos que la tarea le impone a cada momento.

Haciendo una profunda revisión bibliográfica sobre el tema se puede concluir que el enfoque comunicativo en la enseñanza de lenguas es el que ha mostrado mayor aceptación, en los últimos años, entre los profesores e investigadores vinculados a esta área del saber. El enfoque basado en tareas nace como una propuesta innovadora en el diseño de la enseñanza comunicativa de lenguas. Constituye un intento de buscar la comunicación real en el aula para las personas que estudian una lengua extranjera y no tienen la posibilidad de utilizarla en situaciones auténticas.

Silvia De La Rosa Girón*