miércoles, 25 de mayo de 2011
jueves, 21 de abril de 2011
Felices Pascuas para todos!!!!
Compartir las semillas (cuento)
Un hombre tenía un sembrado de flores bellísimas. Cada día, de su cultivo salían centenares de paquetes para vender a la ciudad con las flores más bellas y fragantes que nadie pudiera conocer. Este hombre, cada año ganaba el premio a las flores más grandes y de mejor calidad y como era de esperarse, era la admiración de todos en la región.
Un día, se acercó a él un periodista de un importante medio de comunicación para preguntarle el secreto de su éxito, y el hombre contestó:
- Mi éxito se lo debo a que de cada cultivo saco las mejores semillas y las comparto con mis vecinos, para que ellos también las siembren.
- ¿Cómo? -dijo el periodista- pero eso es una locura-. ¿Por qué comparte su mejor semilla con sus vecinos, si usted también entra al mismo concurso año tras año? ¿Acaso no teme que sus vecinos se hagan famosos como usted y le quiten su importancia?
- Verá usted señor, dijo el floricultor. El viento y las abejas lleva el polen de las flores de un sembrado a otro. Si mis vecinos cultivaran un semilla de calidad inferior, la polinización cruzada degradaría constantemente la calidad de mis flores. Si deseo cultivar las mejores y más bellas flores, debo ayudar a que mi vecino también lo haga.
Lo mismo ocurre con otras situaciones de nuestra vida. Quienes quieren lograr el éxito, deben ayudar a que sus vecinos también tengan éxito.
Quienes decidan vivir bien, deben ayudar a que los demás vivan bien. Y quienes optan por ser felices, deben ayudar a que otros encuentren la felicidad, porque el bienestar de cada uno se halla unido al bienestar de todos los demás.
Es necesario compartir nuestras mejores semillas de cualidades y virtudes para obtener una excelente cosecha que se verá reflejada en una mejor sociedad.
Un hombre tenía un sembrado de flores bellísimas. Cada día, de su cultivo salían centenares de paquetes para vender a la ciudad con las flores más bellas y fragantes que nadie pudiera conocer. Este hombre, cada año ganaba el premio a las flores más grandes y de mejor calidad y como era de esperarse, era la admiración de todos en la región.
Un día, se acercó a él un periodista de un importante medio de comunicación para preguntarle el secreto de su éxito, y el hombre contestó:
- Mi éxito se lo debo a que de cada cultivo saco las mejores semillas y las comparto con mis vecinos, para que ellos también las siembren.
- ¿Cómo? -dijo el periodista- pero eso es una locura-. ¿Por qué comparte su mejor semilla con sus vecinos, si usted también entra al mismo concurso año tras año? ¿Acaso no teme que sus vecinos se hagan famosos como usted y le quiten su importancia?
- Verá usted señor, dijo el floricultor. El viento y las abejas lleva el polen de las flores de un sembrado a otro. Si mis vecinos cultivaran un semilla de calidad inferior, la polinización cruzada degradaría constantemente la calidad de mis flores. Si deseo cultivar las mejores y más bellas flores, debo ayudar a que mi vecino también lo haga.
Lo mismo ocurre con otras situaciones de nuestra vida. Quienes quieren lograr el éxito, deben ayudar a que sus vecinos también tengan éxito.
Quienes decidan vivir bien, deben ayudar a que los demás vivan bien. Y quienes optan por ser felices, deben ayudar a que otros encuentren la felicidad, porque el bienestar de cada uno se halla unido al bienestar de todos los demás.
Es necesario compartir nuestras mejores semillas de cualidades y virtudes para obtener una excelente cosecha que se verá reflejada en una mejor sociedad.
lunes, 21 de marzo de 2011
Cuidemos la espalda de nuestros niños!!!!
¿Sabías que el peso máximo que nuestros niños llevan en la mochila no debe superar el 10% de su peso corporal?
¿Sabías que la mochila debe estar bien adaptada al tamaño del cuerpo del niño para no dañar su espalda y para ello debemos controlar que esta no esté más abajo de la altura de la cola de los chicos?
¿Sabías que cuanto antes inicies la educación postural de tu niño, menos riesgos tendrá de sufrir problemas de columna?
¿Sabías que la mochila debe estar bien adaptada al tamaño del cuerpo del niño para no dañar su espalda y para ello debemos controlar que esta no esté más abajo de la altura de la cola de los chicos?
¿Sabías que cuanto antes inicies la educación postural de tu niño, menos riesgos tendrá de sufrir problemas de columna?
Uhhh, Estoy Cansado....!!!! Prefiero ver tele o jugar en la compu!,
¿Sabias que según los resultados arrojados por la Encuesta Nacional de Nutrición, más del 31% de nuestros niños tiene sobrepeso y el 10% sufre de obesidad?
Las dos horas de gimnasia escolar no son suficientes; un niño precisa de una hora de ejercicio diario: andar en patines, en bici, practicar deportes, etc.¡¡¡ Manos a la obra!!!!!
Las dos horas de gimnasia escolar no son suficientes; un niño precisa de una hora de ejercicio diario: andar en patines, en bici, practicar deportes, etc.¡¡¡ Manos a la obra!!!!!
domingo, 20 de marzo de 2011
Curiosidades respecto a la implementación de tecnologías en el aula
Can You Predict The Future Technologies in Your Classroom?
http://blogs.edweek.org/teachers/leading_from_the_classroom/2011/02/can_you_predicting_the_future_technologies_in_your_classroom.html
This article pretty much does what it says on the box and looks at 5 key technologies that may impact on your classroom over the next couple of years. The choice of five is pretty predictable ( see if you can guess before you read) but there is some useful rationalisation for the choices. (Nik Peachey´s Technology Newsletter)
http://blogs.edweek.org/teachers/leading_from_the_classroom/2011/02/can_you_predicting_the_future_technologies_in_your_classroom.html
This article pretty much does what it says on the box and looks at 5 key technologies that may impact on your classroom over the next couple of years. The choice of five is pretty predictable ( see if you can guess before you read) but there is some useful rationalisation for the choices. (Nik Peachey´s Technology Newsletter)
Texting in Class
How Technology Wires the Learning Brain
http://mindshift.kqed.org/2011/02/how-technology-wires-the-learning-brain
This article looks at some research into 8 - 18 year olds and speculates about how their media and technology habits could be impacting on the way they learn and they way they interact socially. Interesting stuff if you want to get some perspective on your teen students. (taken from Nik Peachey´s Technology Newsletter)
http://mindshift.kqed.org/2011/02/how-technology-wires-the-learning-brain
This article looks at some research into 8 - 18 year olds and speculates about how their media and technology habits could be impacting on the way they learn and they way they interact socially. Interesting stuff if you want to get some perspective on your teen students. (taken from Nik Peachey´s Technology Newsletter)
Novedades Tecnológicas
How the iPad 2 Will Revolutionize Education (taken from Nik Peachey´s Technology Newsletter)
http://www.fastcompany.com/1733662/how-the-ipad-2-will-revolutionize-classroom-education
This is an interesting article which examines some of the new features of the IPad 2, such as Face time and the addition of a camera and looks at how these might impact on the classroom.
http://www.fastcompany.com/1733662/how-the-ipad-2-will-revolutionize-classroom-education
This is an interesting article which examines some of the new features of the IPad 2, such as Face time and the addition of a camera and looks at how these might impact on the classroom.
"Fluencies", to be presented at The Share Convention 2011
2.- THE 21ST CENTURY FLUENCIES
The 21st Century Fluencies
Taken from: The Fluency Project
The 21st Century Fluencies are all about change. In today's world we face technological applications in daily living the likes of which, even a few short years ago, would have been inconceivable. This is a digital age, with interactive devices storing and recording our life experience and containing overwhelming amounts of knowledge. This has become the essence of life in the 21st Century, but more specifically the lives of our children. As students, they have a whole new way of thinking and learning that many educators are unable to understand, and that most schools are unable to accommodate. That's where we come in.
The mission is simple - to instill awareness of the importance of the change that is happening today, to help educators understand the need to "catch up" to today's students by re-evaluating current instructional and assessment methods, and to provide guidance in how to make change a beneficial thing for both student and teacher.
Change is necessary, to be sure. Unfortunately it can be a difficult concept to grasp, and even more so to put in motion. With this in mind the Fluencies aim to accompany teachers and students in their journey forward as they gain a better understanding of what's happening in our digital world.
The 21st Century Fluencies are not about technical prowess, they are critical thinking skills, and they are essential to living in this multimedia world. We call them fluencies for a reason. To be literate means to have knowledge or competence. To be fluent is something a little more; it is to demonstrate mastery and to do so unconsciously and smoothly.
A young learner who is literate in the use of a tool, say a pencil for example, can use it to write, but does so haltingly because a great deal of focus is on the use of the tool. As time goes on, this learner will develop fluency with the use of the pen or pencil, or keyboard. No longer will it be an impediment, instead their thoughts and ideas flow directly to the paper. The use of the tool is transparent. This is the level of proficiency we will need to thrive in this digital landscape and is what we strive to develop in today's learners.
The Digital Citizen
All the 21st Century fluencies are learned within the context of the Digital Citizen, using the guiding principles of leadership, ethics, accountability, fiscal responsibility, environmental awareness, global citizenship and personal responsibility.
Solution Fluency
Solution fluency is the ability to think creatively to solve problems in real time by clearly defining the problem, designing an appropriate solution, applying the solution then evaluating the process and the outcome.
This is about whole-brain thinking - creativity and problem solving applied in real time. There are 4 essential steps, which we call the Four D's:
Define the problem, because you need to know exactly what you're doing before you start doing
anything.
Design a solution, because planning prevents wasted effort.
Do by putting the plan into action (Do is not just a linear process and may lead you back to define or design).
Debrief and foster ownership, by getting involved in the evaluation of the problem- solving process.
Information Fluency
Information fluency is the ability to unconsciously and intuitively interpret information in all forms and formats in order to extract the essential knowledge, authenticate it, and perceive its meaning and significance.
There are 5 steps in this process, which we call the 5, A's:
Ask good questions, in order to get good answers.
Access and acquire the material from the appropriate digital information sources, which are
mostly graphical and audiovisual.
Analyze and authenticate and arrange these materials, and distinguish between good and bad,
fact and opinion. Understand bias and determine what is incomplete to turn the raw data into
usable knowledge.
Apply the knowledge within a real world problem or simulation using a VIP action (vision into
practice).
Assess both the product and the process, which is both a teacher and a student practice.
Collaboration Fluency
Collaboration fluency is team working proficiency that has reached the unconscious ability to work cooperatively with virtual and real partners in an online environment to create original digital products.
Virtual interaction through social networking sites and online gaming domains has become a part of the Digital Generation's and our daily lives. We are interacting with people all over the world with electronic and wireless communication technology. This has literally meant the "death of distance", which has tremendous potential for education.
For example, students learning about civil war could be talking to kids in Kosovo or Iraq or Afghanistan.
Students learning a foreign language could work with native speakers of that language who are learning English. Students could work in virtual partnerships on projects with kids from across town or across the world.
Creativity Fluency
Creative Fluency is the process by which artistic proficiency adds meaning through design, art and storytelling. It regards form in addition to function, and the principles of innovative design combined with a quality functioning product.
Creative Fluency extends beyond visual creative skills, to using the imagination to create stories, a practice which is in demand in many facets of today's economy. It is widely regarded by many successful industries that creative minds come up with creative solutions.
There is tremendous value in the artistic creation of items in order that they may transcend mere functionality.
Media Fluency
There are two components of Media Fluency. Firstly, the ability to look analytically at any communication media to interpret the real message, how the chosen media is being used to shape thinking, and evaluate the efficacy of the message. Secondly, to create and publish original digital products, matching the media to the intended message by determining the most appropriate and effective media for that message.
We live in a multimedia world, and in this interactive visual world, our children must be able to create and publish original digital products that they can use to communicate with just as effectively as they can with text.
The idea is to challenge learners to create digital products that reflects their understanding of the content, develops technical skills and provides them with the empowering principles of graphic design.
© 2010 by Mac in touch
Macmillan Publishers | Manuel Tovar 252 - Miraflores | Lima 18 | Peru
Cecilia Rosas, Academic & Technology Coordinator: crosas@macmillan.com.pe
July 2010 - Year 1 - Issue 4
---
The 21st Century Fluencies
Taken from: The Fluency Project
The 21st Century Fluencies are all about change. In today's world we face technological applications in daily living the likes of which, even a few short years ago, would have been inconceivable. This is a digital age, with interactive devices storing and recording our life experience and containing overwhelming amounts of knowledge. This has become the essence of life in the 21st Century, but more specifically the lives of our children. As students, they have a whole new way of thinking and learning that many educators are unable to understand, and that most schools are unable to accommodate. That's where we come in.
The mission is simple - to instill awareness of the importance of the change that is happening today, to help educators understand the need to "catch up" to today's students by re-evaluating current instructional and assessment methods, and to provide guidance in how to make change a beneficial thing for both student and teacher.
Change is necessary, to be sure. Unfortunately it can be a difficult concept to grasp, and even more so to put in motion. With this in mind the Fluencies aim to accompany teachers and students in their journey forward as they gain a better understanding of what's happening in our digital world.
The 21st Century Fluencies are not about technical prowess, they are critical thinking skills, and they are essential to living in this multimedia world. We call them fluencies for a reason. To be literate means to have knowledge or competence. To be fluent is something a little more; it is to demonstrate mastery and to do so unconsciously and smoothly.
A young learner who is literate in the use of a tool, say a pencil for example, can use it to write, but does so haltingly because a great deal of focus is on the use of the tool. As time goes on, this learner will develop fluency with the use of the pen or pencil, or keyboard. No longer will it be an impediment, instead their thoughts and ideas flow directly to the paper. The use of the tool is transparent. This is the level of proficiency we will need to thrive in this digital landscape and is what we strive to develop in today's learners.
The Digital Citizen
All the 21st Century fluencies are learned within the context of the Digital Citizen, using the guiding principles of leadership, ethics, accountability, fiscal responsibility, environmental awareness, global citizenship and personal responsibility.
Solution Fluency
Solution fluency is the ability to think creatively to solve problems in real time by clearly defining the problem, designing an appropriate solution, applying the solution then evaluating the process and the outcome.
This is about whole-brain thinking - creativity and problem solving applied in real time. There are 4 essential steps, which we call the Four D's:
Define the problem, because you need to know exactly what you're doing before you start doing
anything.
Design a solution, because planning prevents wasted effort.
Do by putting the plan into action (Do is not just a linear process and may lead you back to define or design).
Debrief and foster ownership, by getting involved in the evaluation of the problem- solving process.
Information Fluency
Information fluency is the ability to unconsciously and intuitively interpret information in all forms and formats in order to extract the essential knowledge, authenticate it, and perceive its meaning and significance.
There are 5 steps in this process, which we call the 5, A's:
Ask good questions, in order to get good answers.
Access and acquire the material from the appropriate digital information sources, which are
mostly graphical and audiovisual.
Analyze and authenticate and arrange these materials, and distinguish between good and bad,
fact and opinion. Understand bias and determine what is incomplete to turn the raw data into
usable knowledge.
Apply the knowledge within a real world problem or simulation using a VIP action (vision into
practice).
Assess both the product and the process, which is both a teacher and a student practice.
Collaboration Fluency
Collaboration fluency is team working proficiency that has reached the unconscious ability to work cooperatively with virtual and real partners in an online environment to create original digital products.
Virtual interaction through social networking sites and online gaming domains has become a part of the Digital Generation's and our daily lives. We are interacting with people all over the world with electronic and wireless communication technology. This has literally meant the "death of distance", which has tremendous potential for education.
For example, students learning about civil war could be talking to kids in Kosovo or Iraq or Afghanistan.
Students learning a foreign language could work with native speakers of that language who are learning English. Students could work in virtual partnerships on projects with kids from across town or across the world.
Creativity Fluency
Creative Fluency is the process by which artistic proficiency adds meaning through design, art and storytelling. It regards form in addition to function, and the principles of innovative design combined with a quality functioning product.
Creative Fluency extends beyond visual creative skills, to using the imagination to create stories, a practice which is in demand in many facets of today's economy. It is widely regarded by many successful industries that creative minds come up with creative solutions.
There is tremendous value in the artistic creation of items in order that they may transcend mere functionality.
Media Fluency
There are two components of Media Fluency. Firstly, the ability to look analytically at any communication media to interpret the real message, how the chosen media is being used to shape thinking, and evaluate the efficacy of the message. Secondly, to create and publish original digital products, matching the media to the intended message by determining the most appropriate and effective media for that message.
We live in a multimedia world, and in this interactive visual world, our children must be able to create and publish original digital products that they can use to communicate with just as effectively as they can with text.
The idea is to challenge learners to create digital products that reflects their understanding of the content, develops technical skills and provides them with the empowering principles of graphic design.
© 2010 by Mac in touch
Macmillan Publishers | Manuel Tovar 252 - Miraflores | Lima 18 | Peru
Cecilia Rosas, Academic & Technology Coordinator: crosas@macmillan.com.pe
July 2010 - Year 1 - Issue 4
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viernes, 18 de marzo de 2011
Ultimo encuentro de TICS
Hola a todos!!!! Recuerden que mañana sábado 19 de marzo tenemos el último encuentro con orientaciones para el diseño del trabajo final, en Cedsa a hs 12. Nos vemos, Graciela
sábado, 12 de marzo de 2011
Japón, El día después
No tengo palabras para expresar lo que siento por tan terrible catástrofe que está golpeando al pueblo japonés. Sólo me resta manifestar mi solidaridad y aportaré mi granito de arena contribuyendo a la información y concientización de mis alumnos. Graciela
Día de la Mujer
Que este 8 de marzo sea un día de reconocimiento a la permanente labor de todas las mujeres hijas, hermanas, madres y amigas que desde su espacio luchan día a día por sus ideales y objetivos aportando al crecimiento y progreso de todos.
martes, 22 de febrero de 2011
NOVEDADES
El encuentro presencial del Grupo 3 en Cedsa será el sábado 26 a horas 8.30. Nos vemos. Graciela
mi hipervínculo
THE DRACULA LEGEND
The writer Bram Stoker invented Count Dracula in his book of 1897. The most famous vampire in the world didn´t like light, hated garlic and cruxifixes and loved human blood!
The first Dracula film appeared in 1931. The director was Tod Browning and the actor was Bela Lugosi. Today, there are Dracula films in about 50 different languages and there are more than 700 horror movies based on the Dracula legend.
In Interview with a Vampire, Tom Cruise, Brad Pitt and Antonio Banderas were all vampires.
lunes, 21 de febrero de 2011
Mi Primera Webquest: "A Day Like Today..., Some Years Ago"
\"A day like today...., some years ago!\"
| Author: Graciela Fabiana Onaga E-mail: j.graciela10@gmail.com | Subject Lengua Extranjera Inglés Level Secondary School |
| Your class has engaged in "An International e-pals Program" sharing and exchanging all sorts of information with teenagers belonging to schools from several countries in almost all the continents. You are a member of a team whose e-pal is a 14-year-old South African boy interested in everything related to famous people´s biographies, dates, etc., because he is taking part of a school project contest dealing with dates and relevant events. To enlarge his work, he has asked you to help him with info related to "your hometown, your country, special dates and events here and Argentine famous people´s lives". He intends to use this info in his project acknowledging your team´s participation and cooperation. So let´s work to help! | |
| You are one of the 4 members of a school team whose members share either the same birthdate or the fact of having been born in the same month. The group will have to read and research in order to find all the necessary information to help your e-pal. Once the info is gathered, the team will share it with the rest of the class in a "Groupal Oral Exposition" of the team´s findings. Only after the teacher gives a positive score to this team presentation,the team is ready to make a draft of the letter that they intend to send using the information used in the exposition. If there are no corrections to make on the draft, the team is allowed to finish this task writing and sending the letter. | |
| Stage 1.-: Find 3 people in your classroom who were born either the same date you were or at least in the same month as you were. Make groups of 4 members each. Stage 2.- : Individual Homework: Go to the "Resources for Stage 2" read and research on: a) 3 famous Argentine people who were either born on your same birthdate or in your birth month: their lives, birthdates, biographies and deeds; b) special events that happened either in Salta or in any other part of Argentina on your birthdate or in your birth month in the past century. Stage 3: Group Work: Join your team mates, gather all the information that the 4 of you brought from home. Skim it, discuss and finally agree on: a) the 4 characters the team will write and talk about, and b) 4 events the group will deal with for the team presentation, c) Assign each member of the team one of the chosen characters and events to prepare an interesting biography and to make a good summary of the event. Stage 4: Individual Homework:a) Go to the "Resources for Stage 4" where you´ll find useful explanations and examples on how to write a "biography" . Take that into consideration to use the info you have about your assigned character to write an interesting biography. If you need to remember how to use the Simple Past Tense in the biography or in the summary of the event, go to Resources for Stage 2 again. Entering in Google: Headway/Oup/students site: Headway beginner: Grammar (Units 9 and 10), Test Builder (simple past tense),will be of great help, b)Study hard enough to be ready for the oral exposition. Stage 5: Group Work:a)Discuss the rubric with your team. b) Agree with the group on the audio-visual or any other aids that you can use in the presentation; c)Defend your research in the oral exposition and get a passing mark to continue working on the following stages. Stage 6:a):Show your teacher a draft of the letter you intend to send your e-pal using the information that you presented in the oral exposition of your work; b): If there are no more corrections to work on,send the letter. Do not hesitate to resort to your teacher in case of doubts or if you need any other type of help to finish this project successfully. | |
| For the process stage 2.-: Google: What happened on "February 20th " in the history of Salta?, Google: Diccionario Histórico y biográfico de Salta, Google: Personajes importantes nacidos en Argentina en "febrero", Google: Cronología "política argentina" de los últimos 25 años, Google: Headway/Oup/students site: Headway beginner: Grammar (Units 9 and 10), Test Builder (simple past tense), Google: Efemérides: fechas y eventos importantes por mes, Necessary Audio-Visual aids and tools Copies, Pendrives, Mobile phones, cameras,etc. For the Process Stage 4.-: Google: Top 10 Multimedia Units. Plan Your Year/ Scholastic.com/ Writing with writers/ Projects by author: writing a biography | |
| Process (before/during and after the oral presentation of the team work) and Product (group exposition) assessment will take place. Read the rubric. Although there will be a "Group Mark", each member must work and participate active, creative, collaborative and responsibly to attain the class and teacher´s approval, - through a "Passing Mark" -, to reach to the final stages of the webquest and succeed in sending the African e-pal the information he needs urgently. MY RUBRIC Categorías Muy Bueno Bueno Satisfactorio Pobre Calidad del contenido de la exposición Muy buen criterio para la selección de información pertinente a la tarea. Selección adecuada de información pertinente a la tarea Selección adecuada pero insuficiente de la información requerida para completar la tarea. Información insuficiente, poco relevante o pertinente y proveniente de fuente poco seria. Claridad de dicción y altura de voz al exponer Muy buena dicción y entonación en la exposición de todos los miembros, la que contribuye a mantener la atención de los compañeros en la exposición Buena dicción y tono de voz al exponer todos los miembros del grupo. Entonación monótona producto del nerviosismo de algunos integrantes. Algunos miembros del grupo logran expresarse con claridad, corrección y en voz alta. Otros no lo consiguen debido a su falta de preparación adecuada para la exposición, lo cual dificulta su comprensión La mayoría de los miembros del grupo no se expresan clara, correcta y entonadamente. No resulta interesante a los demás compañeros. Manejo del Tiempo Muy buen manejo del tiempo para realizar todas y cada una de las tareas propuestas oportunamente. La mayoría de los integrantes del grupo tienen un buen manejo del tiempo para el desarrollo de las tareas propuestas. Las tareas fueron efectuadas, aunque parte de las mismas se completaron fuera de los plazos previstos Pocos alumnos completaron sus tareas en tiempo y forma, impidiendo así el avance del trabajo del grupo Actitud, Compromiso y Responsabilidad Todo el grupo trabajó muy activa, alegre, responsable y colaborativamente para la exposición logrando dar una excelente presentación valorada por todo el curso La mayoría de los integrantes trabajaron activa, comprometida y responsablemente para el logro de los objetivos propuestos La exposición refleja el trabajo de algunos miembros y la falta de compromiso, responsabilidad , dedicación y de estudio de otros La falta de responsabilidad en el estudio y preparación de la exposición por parte de la mayoría de los miembros demanda que esta presentación sea rehecha. Soporte audio- visual/ otros Empleo creativo de distintas herramientas y soporte audio-visual Empleo de algunas herramientas audio-visuales Deben incrementar el empleo de soporte audio-visual Uso poco criterioso y poco creativo y casi nulo de soporte audio –visual. Deben preparar mejor su presentación evidenciando trabajo organizado y planificado y no la mera improvisación reflejada.. Conocimiento del tema a exponer Fluidez, solidez de conocimiento al exponer todos los integrantes y coherencia y creatividad al responder interrogantes relacionando los diferentes saberes con su experiencia cotidiana. El grupo manifiesta buen dominio del tema durante la exposición con cierta dificultad al momento de responder interrogantes o viceversa Algunos integrantes leen su parte de la exposición y/o exponen memorísticamente. Otros no consiguen responder interrogantes que demandan reflexión coherentemente. Escaso estudio y conocimiento del tema a exponer. Presencia de errores gramaticales al momento de dar la información. Los alumnos leen la información. Evidentemente no hubo estudio ni preparación. Puntaje: .................... | |
| You have succeeded in applying everything you have learnt regarding the "Simple Past Tense" to read, research, analyse,organise, write and talk about dates, people´s biographical data, important events in your hometown and/or in your country working in a collaborative and responsible atmosphere. | |
| This webquest has been mainly influenced by and based on: "Google: Ejemplos de Webquests:¿Qué pasó el día en que nací?" I consider this is an incredibly interesting and motivating site. |
SUGERENCIAS: "Rúbricas"
RubiStar" es una herramienta on-line que ayuda a educadores a crear sus matrices de evaluación. Si no deseas o no cuentas con el tiempo para planificar y crear tu propia rúbrica, puedes ingresar "RubiStar" en el buscador y al elegir la opción "RubiStar Home", alli tendrás acceso a diferentes tipos de rúbricas utilizables y que también son excelentes modelos a tener en cuenta a la hora de crear tu propia rúbrica. Como este sitio hay muchos más, es sólo cuestión de buscar. Graciela
EVENTOS IMPORTANTES
Recordatorio: el próximo encuentro presencial para el grupo 3 del postítulo: "Especialización Superior en el Uso Pedagógico de las TICs" será en Cedsa el sábado 26 de febrero en horario a confirmar. Nos vemos allí!!!!, No falten!!! Graciela
sábado, 19 de febrero de 2011
lunes, 14 de febrero de 2011
sábado, 12 de febrero de 2011
El "Ideal en Educación"
"...Lo ideal es lograr integrar los principios del aprendizaje constructivista, la metodología de enseñanza por proyectos y la navegación web para desarrollar el curriculum con los diferentes grupos de alumnos de nuestras aulas con aplicaciones en los ordenadores tendientes a potenciar el aprendizaje por descubrimiento y la colaboración entre alumnos.... // "...la calidad educativa no depende directamente de la tecnología empleada (impresa, audiovisual o informática) sino del método de enseñanza bajo el cual se integra el uso de la tecnología y las actividades de aprendizaje que realizan los alumnos con dichos recursos. Sería ingenuo suponer que con el mero hecho de incorporar computadoras a los procesos de enseñanza se mejora la calidad de los mismos. Los efectos pedagógicos de las TICs no dependen de las características de la tecnología utilizada, sino de las tareas que se demanda que realice el alumno empleando la tecnología, del entorno social y organizativo de la clase, de la estrategia metodológica implementada y del tipo de interacción comunicativa que se establece entre el alumnado y el profesor durante el proceso de aprendizaje...". (extraído del Módulo 7, "Diseño de Materiales Multimedia en Educación", autor Lic. María C. Gijon).
Reto Educativo, la necesidad de capacitación y cambio
"...El reto educativo que significan las nuevas y variadas formas de comunicación que instalan las TIC, requiere de un replanteo y reestructuración de los modelos educativos para favorecer la construcción de saberes y habilidades que permitan expresarse en los nuevos entornos digitales...", (M. Area Moreira, 2005)
Táctica y Estrategia
TACTICA y ESTRATEGIA (Mario Benedetti)
Mi táctica es mirarte, aprender como sos y quererte como sos.
Mi táctica es hablarte y escucharte, construir con palabras un puente indestructible.
Mi táctica es quedarme en tu recuerdo, no se cómo ni se con qué pretexto, pero quedarme en vos.
Mi táctica es ser franco y saber que sos franca y que no nos vendemos simulacros para que entre los dos no haya telón ni abismos.
Mi estrategia es en cambio más profunda y más simple:
Mi estrategia es que un día cualquiera, no se cómo ni se con qué pretexto por fin me necesites.
Mi táctica es mirarte, aprender como sos y quererte como sos.
Mi táctica es hablarte y escucharte, construir con palabras un puente indestructible.
Mi táctica es quedarme en tu recuerdo, no se cómo ni se con qué pretexto, pero quedarme en vos.
Mi táctica es ser franco y saber que sos franca y que no nos vendemos simulacros para que entre los dos no haya telón ni abismos.
Mi estrategia es en cambio más profunda y más simple:
Mi estrategia es que un día cualquiera, no se cómo ni se con qué pretexto por fin me necesites.
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