The ability to draw distinctions between important and unimportant

the teacher then spends all of her time like a meter maid cop walking around giving tickets to everyone

Reflective and accomplished teachers do not need to be controlled, managed, or strictly monitored.

effective teachers neither patronize nor condescend to students of any age.

ffective teaching is premised on students' intellectual curiosity.

Effective teaching is variable.

la Sierra Madre Oriental, La Sierra Madre Occidental y las Sierras de Juárez y de San Pedro Mártir; además, menciono los orígfenes de dicha flora, y como cambia dependiendo de la latitud, altitud, orientación y posición de los vientos dominantes.

el centro de Santiago en tours gratuitos a pie que salen principalmente de plaza de armas a las 10am

"La mitad de una buena casa", financiada con dinero público. El bloque amarillo, ocupado, muestra como el estándar de clase media pueden lograrlo los mismos residentes.

Realmente promueve la construcción de conocimiento porque obliga a activar el pensamiento individual, a buscar formas de investigar sea en forma independiente o en grupo, y promueve valores en forma semiconsciente como la cooperación, la responsabilidad, la comunicación, el trabajo en equipo, la autoevaluación individual y de los compañeros (ITESM,2001).

Modalities of Meaning

In a pedagogy of Multiliteracies, all forms of representation, including language, should be regarded as dynamic processes of transformation rather than processes of reproduction.

Diversity is pivotal in today’s lifeworlds, and much more profoundly and pervasively so than the straightforward demographic groupings which underwrote an earlier identity politics of gender, ethnicity, race and disability—forms of politics which first unsettled the hoped-for homogeneity of mass society and the nation-state.

how do we create a literacy pedagogy which promotes a culture of flexibility, creativity, innovation and initiative?

The underlying lesson of the basics was about the social order and its sources of authority, a lesson which was appropriate for a society which expected its workers to be passively disciplined.

School was a universe of straightforwardly right and wrong answers, of authoritative texts and authoritarian teachers.

Business leaders also tell us that knowledge is now a key factor of production, a fundamental basis of competitiveness—at the personal, enterprise and national levels. And as knowledge is the result of learning, education is more important than ever.

we spoke of the need to conceive meaning-making as a form of design or active and dynamic transformation of the social world, and its contemporary forms increasingly multimodal, in which the linguistic, the visual, the audio, the gestural and the spatial modes of meaning were increasingly integrated in everyday media and cultural practices. These constituted the second of the ‘multis’—the inherent multimodality of contemporary forms of representation. As a consequence, the traditional emphasis on alphabetical literacy (letter sounds in words in sentences in texts in literatures) would need to be supplemented in a pedagogy of Multiliteracies by learning how to read and write multimodal texts which integrated the other modes with language.

A pedagogy of Multiliteracies would need to address this as a fundamental aspect of contemporary teaching and learning.

Design is a prospective enterprise

Yet only that for which there is a word can be brought into communication: no word, no communication about it. In image, if there is something that we wish to depict, we can depict whatever we want. We don’t ask: ”Is there an appropriate image we can use?” Contrary to common sense assumptions about language, words are vague.

The choice of mode has profound effects on meaning, and textbook designers, for instance, need to be aware of such meaning effects of different modes.

Dysfunctional relationships at work are as damaging to goal achievement as challenging children in the classroom.

The Internet is this generation’s defining technology for literacy and learning within our global community.2.The Internet and related technologies require new literacies to fully access their potential.

The new literacies of online research and comprehension frames online reading comprehension as a process of problem-based inquiry involving the skills, strategies, dispositions, and social practices that take place as we use the Internet to conduct research, solve problems, and answer ques-tions.

How can we develop adequate understanding when the very object that we seek to study continuously changes?

Consider, for example, just a few of these new technologies: Twitter, Facebook, Google+, Siri, Foursquare, Drop-box, Skype, Chrome, iMovie, Contribute, or any of many, many mobile “apps” and ebooks

It is the responsibility of educators in all grades and content areas to modify as needed for learners.

TPACK What knowledge do teachers need in order to facilitate student research? Understanding complex relationships among technology, pedagogy, and content with models like the TPACK framework may facilitate teacher growth in new literacies

when students share what they have learned not only about the information they found, but the sources and strategies they used to uncover that information.

se a reader’s ability to effectively scan a page, as opposed to reading every word

In my classroom, we spend a lot of time talking about how to summarize a text by finding pertinent points and casting them in one’s own words.

1

Wikipedia is broadly misunderstood by faculty and students alike. While Wikipedia must be approached with caution, especially with articles that are covering contentious subjects or evolving events, it is often the best source to get a consensus viewpoint on a subject. Because the Wikipedia community has strict rules about sourcing facts to reliable sources, and because authors must adopt a neutral point of view, articles are often the best available introduction to a subject on the web.

The habit is simple. When you feel strong emotion — happiness, anger, pride, vindication — and that emotion pushes you to share a “fact” with others, STOP. Above all, it’s these things that you must fact-check. Why? Because you’re already likely to check things you know are important to get right, and you’re predisposed to analyze things that put you an intellectual frame of mind. But things that make you angry or overjoyed, well… our record as humans are not good with these things. As an example, we might cite this tweet which recently crossed my Twitter feed: You don’t need to know that much of the background here to see the emotionally charged nature of this. President Trump had insulted Chuck Schumer, a Democratic Senator from New York, saying tears that Schumer shed during a statement about refugees were “fake tears”.  This tweet reminds us that that Senator Schumer’s great grandmother died at the hands of the Nazis, which could explain Schumer’s emotional connection to the issue of refugees. Or does it? Do we actually know that Schumer’s great-grandmother died at the hands of the Nazis? And if we are not sure this is true, should we really be retweeting it?

Check for previous work: Look around to see if someone else has already fact-checked the claim or provided a synthesis of research. Go upstream to the source: Go “upstream” to the source of the claim. Most web content is not original. Get to the original source to understand the trustworthiness of the information. Read laterally: Read laterally.[1] Once you get to the source of a claim, read what other people say about the source (publication, author, etc.). The truth is in the network. Circle back: If you get lost, or hit dead ends, or find yourself going down an increasingly confusing rabbit hole, back up and start over knowing what you know now. You’re likely to take a more informed path with different search terms and better decisions.

probe the deepest issues confronting us

The key to successful technology integration is the efficient use of digital tools tools that are appropriate for the task.

 Teachers in the substitution and augmentation phase can use technology to accomplish traditional tasks,  but the real learning gains result from engaging students in learning experiences that could not be accomplished without technology. At the Modification and Redefinition level, the task changes and extends the walls of the classroom.

As many districts jump on board with 1:1 implementation, Apple’s use of the SAMR model as a framework for tech integration presents a consistent, clear and powerful message that is spreading!

One way to do this is by introducing teachers to the different analytical frameworks they can use to assess, select, and use technology in their instruction. These are basically conceptual models that provide a number of guidelines for teachers to reflect on when trying to implement technology in class.

SAMR (Substitution, Augmentation, Modification, and Redefinition) is  a four-level conceptual framework  developed by Dr Ruben Puentedura (2006) to help teachers make  effective use of technology in their instruction

Bell, S. (2010). Project-based learning for the 21st century: skills for the future. The Clearing House, (2). 39.

Collaboration is the social process that supports learners' development of capabilities in which they learn to do without assistance things that they could initially do only with assistance. If learning really is a social process, then collaboration is required. The assistance that learners require may be provided by experts such as teachers and by peers, who collectively have expertise distributed among them.

TPACK framework seeks to extend this tradition of research and scholarship by bringing technology integration into the kinds of knowledge that teachers need to consider when teaching. The TPACK framework seeks to assist the development of better techniques for discovering and describing how technology-related professional knowledge is implemented and instantiated in practice.

A teacher with deep pedagogical knowledge understands how students construct knowledge and acquire skills and how they develop habits of mind and positive dispositions toward learning

Email does not afford synchronous communication in the way that a phone call, a face-to-face conversation, or instant messaging does. Nor does email afford the conveyance of subtleties of tone, intent, or mood possible with face-to-face communication.

The “connected” in connected learning is about human connection as well as tapping the power of connected technologies.

Interests foster the drive to gain knowledge and expertise. Research has repeatedly shown that when the topic is personally interesting and relevant, learners achieve much higher-order learning outcomes. Connected learning views interests and passions that are developed in a social context as essential elements.

Unit 2. Por and Para Prepositions All Students of Spanish discover quickly that the prepositions por and para are a force with which to be reckoned. At first, we discover that the both mean "for"; however, under colser inspection, we find out that each has several other meanings; some are shared by both, and others are unique to each one.

By tweeting, blogging, reading blogs, social bookmarking and annotating, and even simply lurking on digital platforms with their peers, students can become members of our classroom communities and not simply play the role of student.

Language, to me, is a mystery because I haven’t studied it but, I know there’s loads of literature out there, and we know in general that kids learn language differently from adults and that people can learn a language by immersion rather than by any direct instruction in grammar or anything. It’s interesting that the term literacies is used with reference to language acquisition, and we use it in digital literacies. One common aspect of literacies which also came up in earlier conversations with Sally, was my belief that digital literacies could only be (really) learned socially, as with language.

1. From PBL to PBLL

It is also a chance for students to use their language skills while researching and presenting the final product.  Here are some Project Based Learning tips and suggestion to keep in mind to help ensure a high quality process and product: A concrete timeline that helps students learn how to benchmark and manage projects. An engaging presentation of the project that grabs student interest. Academic rigor and alignment with standards with a focus on content and skill mastery. An essential question that is based on the appropriate skill and age level of students. A product that demonstrates knowledge and skill in which students show evidence that they have mastered the standards and objectives of the project. Applied learning so that students think and do something new with their knowledge or skills. An authentic audience that helps to keep the process and product focused on authenticity. High-quality products or performance at the end of the project that demonstrates the results through applied knowledge and skills div.wpmrec2x{max-width:610px;} div.wpmrec2x div.u > div{float:left;margin-right:10px;} div.wpmrec2x div.u > div:nth-child(3n){margin-right:0px;}

Once my class wound down their questions, I said, “Fantastic! So now I know what I need to teach you over the next few weeks. We’ve got a lot of knowledge we need to get, we’ve got some skills we need to learn, and we’ve got some work that we need to do. Tomorrow, we’ll map out time over the next several weeks how we’ll get the knowledge and learn the skills we’ll need to be awesome when you present. In about thirty minutes, my students went from panic to plan; from fear to feeling like, “We’ve got this!” It works so much better than starting with the beginning.

When I introduce a new project to my class, I start with the end. I tell them what I expect that they will be able to do at the end of the project.

Visual-Spatial - think in terms of physical space, as do architects and sailors. Very aware of their environments. They like to draw, do jigsaw puzzles, read maps, daydream. They can be taught through drawings, verbal and physical imagery. Tools include models, graphics, charts, photographs, drawings, 3-D modeling, video, videoconferencing, television, multimedia, texts with pictures/charts/graphs. Bodily-kinesthetic - use the body effectively, like a dancer or a surgeon. Keen sense of body awareness. They like movement, making things, touching. They communicate well through body language and be taught through physical activity, hands-on learning, acting out, role playing. Tools include equipment and real objects. Musical - show sensitivity to rhythm and sound. They love music, but they are also sensitive to sounds in their environments. They may study better with music in the background. They can be taught by turning lessons into lyrics, speaking rhythmically, tapping out time. Tools include musical instruments, music, radio, stereo, CD-ROM, multimedia. Interpersonal - understanding, interacting with others. These students learn through interaction. They have many friends, empathy for others, street smarts. They can be taught through group activities, seminars, dialogues. Tools include the telephone, audio conferencing, time and attention from the instructor, video conferencing, writing, computer conferencing, E-mail. Intrapersonal - understanding one's own interests, goals. These learners tend to shy away from others. They're in tune with their inner feelings; they have wisdom, intuition and motivation, as well as a strong will, confidence and opinions. They can be taught through independent study and introspection. Tools include books, creative materials, diaries, privacy and time. They are the most independent of the learners. Linguistic - using words effectively. These learners have highly developed auditory skills and often think in words. They like reading, playing word games, making up poetry or stories. They can be taught by encouraging them to say and see words, read books together. Tools include computers, games, multimedia, books, tape recorders, and lecture. Logical -Mathematical - reasoning, calculating. Think conceptually, abstractly and are able to see and explore patterns and relationships. They like to experiment, solve puzzles, ask cosmic questions. They can be taught through logic games, investigations, mysteries. They need to learn and form concepts before they can deal with details.

How do you respond to a medical emergency if the people around you speak only Spanish?

How can we present highlights of a country's history in a 10-minute skit for a language competition?

Essential Project Design Elements Checklist

Club de lectura Un autor, un libro: “Farándula” de Marta Sanz by Eñe 11 Octubre, 2016 in Festival Eñe tags Club de lectura, Festival Eñe, Marta Sanz