sábado, 21 de abril de 2012

Our Wall Wisher

A Wallwisher to leave comments.

Follow instructions (on the blue field) and leave your messages.

 stella :-)

viernes, 20 de abril de 2012

miércoles, 18 de abril de 2012

FINAL ASSESSMENT TASK

Pls, remember your final assessment task.

You are to create a blog (individual or group blog) and send me the link so that I can post it to the blog roll.
HOW DO I CREATE A BLOG? Instructions ABOVE.



 CLASS #4>>>FINAL EVALUATION: 


 PART# 1:
  • Written evaluation, F2F (face to face) & individual. Topics: discussed in class >>>pay SPECIAL attention to 1@1 model. Check the tools seen during the course. Check tools & programs in your netbooks. 

PART #2

  • TO HAND IN: Design  a teaching sequence (individually or in pairs) and include AT LEAST three tools discussed in this course. The teaching sequence should be designed for a REAL course & school, within a project, include tasks, etc, etc, etc>>>see first handout. Remember we are working within the CURRICULUM  DESIGN and it is a prescriptive doc. Of course you can include your teaching sequence on your blog, but a PAPER VERSION should be handed in (with links available from blog): regulations :-)
  • Your BLOG: it should include several tools. See your mates' blogs for "inspiration".
  • Bring your CD (Curriculum Designs). Pay attention to the CONTENT you are going to teach>>> according to your group. Design the tasks taking into account THINKING SKILLS.

WHAT HAVE WE BEEN DOING SO FAR?

Tools in out netbooks
  • DICTIONARY: Babiloo
  • CMAP TOOLS
  • MOVIE MAKER
  • LEARNING ESSENTIALS
  • WEBCAM
  • E-LEARNING CLASS>>>share docs, open a virtual class - INTRANET-, show a video, make quizzes, see ss' screen, etc
Web 2.0 tools & programmes
  • PHOTOVISI: to make picture collages
  • FLICKR: to find pictures without any licence (copyright)
  • YOUTUBE: to find or upload videos
  • YOUTUBE  ACCOUNT: to save videos in your "favourite videos" folder
  • A-TUBE CATCHER: to download and save videos>>very light! 
  • WORDLE: to create word clouds
  • DROPBOX: to share documents
  • SLIDESHARE: to upload slide shows (Power point) to upload later to webpage or blog
  • JIGSAW PLANET: to create jigsaws
How-to...
  • HOW TO DOWNLOAD WEBSITES
  • HOW TO SAVE PICTURES
  • HOW TO SAVE VIDEOS
  • HOW TO OPEN A YOUTUBE ACCOUNT to save videos in favourites
  • HOW TO TAKE A SCREEN-SHOT PRINT
  • HOW TO SAVE A DOCUMENT
  • HOW TO SAVE A WEBSITE FOR OFF-LINE USE
  • HOW TO DOWNLOAD A VIDEO TO OUR COMPUTER
  • HOW TO REMOVE A PENDRIVE 
  • HOW TO LINK OR EMBED IN A BLOG
  • HOW TO MAKE A BLOG with Blogger
  • HOW TO PASTE A PICTURE ON YOUR BLOG
  • HOW TO POST COMMENTS TO OTHERS' BLOGS
  • HOW TO CREATE A VOKI
  • HOW TO INCLUDE GADGETS IN BLOG

FEEL FREE TO POST YOUR QUERIES IN THE COMMENTS SECTION.




stella :-)



stella :-)

sábado, 14 de abril de 2012

Thinking skills 2.

One Stop English is a website especially designed for teachers.



If you click on the picture above, you can go to an article called "Thinking Skills for Clil".

stella :-)
NB: not all the articles have FREE access; this one, of course, does.


Thinking skills 1.


When you design TASKS you have to take into account the thinking skills involved (see 4Cs  & COGNITION in the CLIL handout).

 Benjamin Bloom (1956) and a group of colleagues divided thinking skills into LOTS and HOTS and identified three domains of educational activities. In the nineties Lorin Anderson, a former student of Bloom, revisited the cognitive domain and made some changes>>>he changed the names in the six categories from noun to verb forms and rearranged them (see the highest thimking skills).


You can read more here: BLOM'S TAXONOMY OF LEARNING DOMAINS. The verbs in each level can be useful in the design of tasks. Anothe r very interesting source if you HERE

More on BLOOM'S TAXONOMY REVISED (you may use these verbs to create TASKS!)

This is a diagram of Bloom's revised Taxonomy showing the flow and process of learning. - A Churches



stella :-)

Dalton, J. & Smith, D. (1986) “Extending Children’s Special Abilities – Strategies for primary classrooms”  pp36-7