E porfolio by Evelyn Gonzalez

UNIVERSIDAD MARIANO MARIANO GÁLVEZ GÁLVEZ DE GUATEMALA UNIVERSIDAD FACULTAD DE DE HUMANIDADES HUMANIDADES FACULTAD ESCUELA DE DE IDIOMAS IDIOMAS ESCUELA 2014 2014 Course: Teaching Teaching Techniques Techniques IV IV Course: Licda. Celeste Celeste Lemus Lemus Licda. e-PORTFOLIO RUBRIC RUBRIC e-PORTFOLIO Name: ______________________________ ______________________________ I.D:______________________________ Name: Aspect Aspect 1. Index Index or or table table of of 1. content content 2. General General 2. Introduction Introduction 3. Information Information per per 3. topic topic 4. Reflection, Reflection, 4. experience and and experience comments per per comments topic topic 5. Lesson Lesson plans plans 5. 6. C-MAPS C-MAPS 6. 7. General General 7. conclusion conclusion 8. Bibliography/ Bibliography/ 8. E-graphy E-graphy 9. Links Links per per topic topic 9. 10. Pictures Pictures per per 10. topic topic Total Total

33 1. 2. 3. 4. 5. 6. 7. 8. 9.

Grand total total Grand (30 pts) pts) (30

10. 11.

II. II. 11

22 33 44

Others aspects aspects Others Creativity and and Creativity originality originality Grammar, Grammar, mechanics, and and mechanics, structure structure Quality of of Quality Writing Writing Professionalism Professionalism Total Total (16 points) points) (16 Total Total

12. 13. 14. 15. 16. 17. 18.

______ /100 /100 GRAND GRAND TOTAL: TOTAL: ______

Powerpoint presentation, prezi or information per topic ICT and education presentation Research Paper Types of technological education: Distance, blended, Mobile, U-learning Lesson Planning and Technology Non-traditional ways of teaching and testing Project based instruction Collaborative work and Google Drive Scavenger hunts into Lesson planning Creating videos with moviemaker Webquests into Lesson planning Screencasts into Lesson planning Teaching Science with technology Teaching Computer class with technology Teaching Language Arts with technology Teaching Social Studies with technology Teaching Math with technology Teaching Arts and Music with technology Teaching the 4 skills with technology E-portfolio link Total (54pts)

UNIVERSIDAD MARIANO GĂ LVEZ FACULTAD DE HUMANIDADES ESCUELA DE IDIOMAS PORTFOLIO CHECKLIST NAME: _____________________________ID________________ Link: _______________________________________ # 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25.

26. 27. 28. 29. 30. 31.

ASPECTS General Cover page Cover pages per topic Introduction Research papers Material per session Session 1 Session 2 Session 3 Session 4 Session 5 Session 6 Session 7 Session 8 Session 9 Session 10 Session 11 Session 12 Session 13 Session 14 Session 15 Screenshots of Evidence Group presentations C-maps and graphic organizers Reflection or comments after each topic General conclusion Bibliography/E-graphy Total OTHER ASPECTS Creativity and originality Grammar, mechanics, and structure Professionalism and Quality of Writing Completeness Presentation and neatness Other resources (bonus) Total

GRAND TOTAL

YES

Universidad Mariano Gรกlvez de Guatemala. Faculty: Of Humanities School: Of Language Course: Teaching Techniques IV. Licda. Celeste Lemus

E-Portfolio

Evelyn Paola Gonzรกlez Fuentes Carne No. 076-09-208 June 14, 2014.

Index                         

General Introduction General E-portfolio guidelines General Description Teaching Techniques calendar ICT and education presentation Research paper comments Types of technological education: Distance, blended, mobile, U-learning Comments Lesson plannig and technology Nontraditionalway of teaching and testing Project based instruction collaborative Work and google drive Scavenger hunts into leson planning Teaching Science with technology Teaching computer class with technology Teaching laguage art with technology Teaching Social studies with technology Teaching math with technology Teaching Arts and Music with technology Teaching the 4 skills with technology C-maps General Conclusion Bibliography/ E-graphy Links per topic Pictures per topic

General Introduction In the follow E-portfolio you will find different methods, techniques and activities to apply in the process of a good teaching in different subjects as math, computer, social studies, language art, music and art, science and four skills. I think that all topics about the Teaching Techniques IV with Technology are very, very important. Teaching Techniques motivates us to use the technology as a resource to improve the teachinglearning and so ours classes will be more interesting and that Ss can remember, understand, apply, analyze,evaluate and create. I invite you to read and enjoy it!!!

E-portfolio

GENERAL E-PORTFOLIO GUIDELINES DUE DATE: ONE WEEK BEFORE THE FINAL TEST

1. Cover page 2. General Introduction 3. Include research papers 4. Material per topic 5. Screenshots of Evidence* 6. Group presentations 7. Essays 8. C-maps and graphic organizers 9. Reflection or commentsafter each topic 10. General conclusion 11. Bibliography/E-graphy Where to create your e-porfolio? You can create your e- portfolio in a Google drive document or presentation oreven in an online web page. Use the format provided. Share with me your e-porfolio in Google Drive and in the Moodle platform, on the assigned date. *What evidence should you insert? 1-Screenshots of the following evidence      

Each individual activity carried out on the forums. The collaborative activities you contributed to. your participation on the chat your shared material in Google Drive your uploaded material in the Moodle platform other creative activities

Course: Teaching

UNIVERSIDAD MARIANO GÁLVEZ DE GUATEMALA FACULTAD DE HUMANIDADES ESCUELA DE IDIOMAS 2014

Techniques IV Code: 076-420

General description

This course concentrates on methodologies, techniques and technological resources easily applied into the immediate teaching practice. It aims to give a general picture—with examples showing procedures for any level students. Besides, it provides with specific procedures reflecting a range of current teaching and learning styles. Besides, it provides with experimental work and tasks as its main components.The experimental work is composed by the tasks based on teaching/learning experience, which may be one or more of the following, lesson observation, project based instruction, classroom teaching, micro-teaching, peer teaching, and experiment. Most experiential work is followed by critical reflection, usually in the form of discussion brainstorming, and/or writing. Student-teachers are expected to apply technological resources into their lesson plans. COMPETENCY Experimentsseveral techniques and technological resources when solving several practical projects the ones can be taken to the real life teaching practice ACHIEVEMENT INDICATORS 1. Defines and identifies several technological resources 2. Discusses important examples of experienced teachers. 3. Analyses and solves several practical projects 4. Creates innovative teaching tools 5. Applies the learnt methodologies and resources into microteaching CONTENT  TICS in education: Collaborative learning and the cloud 

Types of technological education: Distance, blended, Mobile, U-learning

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Lesson Planning and Technology / Case study

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Non-traditional ways of teaching and testing

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Project based instruction

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Scavenger hunts

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Webquests

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Creating videos with moviemaker

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Publish videos in Youtube

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Technologies in the classroom: podcasts

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Podcasts presentations

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Teaching Science with technology

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Teaching Math with technology

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Teaching Language Arts with technology

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Teaching Social Studies with technology

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Teaching Computer class with technology

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Teaching Music and Arts with technology

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Teaching the 4 skills with technology

Methodologies and Teaching techniques:  Lesson discussion  Practical projects  Student`s presentations  Cooperative work  Project based instruction  Problem based instruction  Pair work  Think-pair-share  Completion of graphic organizers  Forums  Peer review  Debates  E-portfolio creation

Assessment: Partial test 1 Partial test 2 Final evaluation Presentation E-portfolio Activities Total

10 pts 15 pts 30 pts 10 pts 10 pts 25 pts 100 pts

 BIBLIOGRAPHY  Motteram, G. (2013). Innovations in learning technologies for English Language teaching. London: British Council 2013 Brand and Design/C607.  Pedrero, M. L. (2011). Tecnologías digitales y el proceso de enseñanzaaprendizaje en la educación secundaria. Facultad de educación. Madrid, España: Departamento de didáctica, organización escolar y didácticas especiales.  Tony Erben, R. B. (2009). Teaching English Language. New York: Routledge

   

GENERALITIES To final test right, a minimum of 31 points mark is necessary. Homework will be handed in on the designed dates. Students who come in 15 minutes later cannot come in. Check regularly the Moodle Platform to solve different forum or exercises

Presentation guideline: a. Punctuality and preparation required. b. Must bring power point presentation, flashcards, activities, games, extra resources, workouts as well as informational material in handouts for your colleagues. c. Explain the information and exemplify it. d. Evaluation criteria: Rubric for the presentation Other instructions: e. You must share material with classmates. f. Hand to your teacher information in a folder and in a USB so she can send it to your classmates immediately. g. If you will use a video, please download it first, and bring it in a USB.

UNIVERSIDAD MARIANO GÁLVEZ DE GUATEMALA FACULTAD DE HUMANIDADES ESCUELA DE IDIOMAS 2014 Course: Teaching Techniques IV Code: 076-458 01 1-INTRODUCTION Students´background Career and course expectations Pensum of the career Graduate profile Course content and routines TOPIC 1 Introductory video IT abbreviations ICT and education Research paper: ICT Benefits and Backdraws Google drive usage 08

Moodle platform usage Discussion of Research paper Types of technological education: Distance, blended, Mobile, U-learning Forum 1 15

Lesson Planning and Technology Case Study Forum 2 22

Non-traditional ways of teaching and testing -Forum 3 01

Project based instruction Collaborative work and Google Drive Forum 4 08 Scavenger hunts into Lesson planning 15 PARTIAL TEST I (tentative date) 22

Webquests into Lesson planning

*CONFERENCE AND MODEL CLASS ASSIGNATION Reminder: Recorded model class in their workplace (include their resume in the video)

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Creating videos with moviemaker

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Publish videos in Youtube



Technologies in the classroom: podcasts (screencast or camtasia)



Teaching Science with technology (CONFERENCE AND THE RECORDED MODEL CLASS)

19 HOLIWEEK 26

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Teaching Math with technology (CONFERENCE AND THE RECORDED MODEL CLASS)

 

Teaching Language Arts with technology (CONFERENCE AND THE RECORDED MODEL CLASS)

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Teaching Social Studies with technology (CONFERENCE AND THE RECORDED MODEL CLASS)

17 PARTIAL TEST II (tentative date) 24

 

Teaching Computer class with technology (CONFERENCE AND THE RECORDED MODEL CLASS)

 

Teaching Arts and Music with technology (CONFERENCE AND THE RECORDED MODEL CLASS)

Teaching the 4 skills with technology (CONFERENCE AND THE RECORDED MODEL CLASS) 14 FINAL TEST

COVER PAGE FOR EACH SECTION

E-PORFTOLIO Course:

Topic:

Lesson:

Name:

Start Date:

Teacher

Universidad Mariano Gรกlvez de Guatemala. Faculty: Of Humanities School: Of Language Course: Techniques IV Licda. Celeste Lemus

Subject: advantages and disadvantages of technology

Evelyn Paola Gonzรกlez Fuentes Carne No. 076-09-208

February 16, 2014.

Introduction. This topic talks about of advantages or disadvantages of use technology in different areas our life and we can see the necessity of know or learn technology to change our environment and the Ss too. Why is important know about the technology?

Advantages of technology to country    

The companies can create more jobs. Help in advance in the science Help develop all world and the country Help in the economic area, improve importation and exportation.

Disadvantages of technology to country.    

For machine creation, improve lack of jobs. Already The human don´t want to do anything There is a lot of badness. ( secuestro, kill,etc) People that don´t know use a computer are without job.

Advantages of technology to School     

Let use technology material: Learning develop and suport Easy evaluation Interesting material Easy communication

Disadvantages of technology to school.     

The teacher don´t learn to students and they just lose the time. There aren´t computers There isn´t time, because there are a lot of student in each classroom. There isn´t economic resource to a Computer laboratory There isn´t enough place, other words there aren´t classrooms.

Advantages of technology to students. The Ss develop their own strategies to learning and take responsible of what or how learn using technology.     

Potential: Technology is able to every student as a learning stile Access: the internet is available to every people. Easy communication: they can communicate online. More confort. More learning: They discover new technology tools.

Disadvantages in use technology to students. The Ss that don´t have a computer. They can´t know a lot of technology.  Less safety:  Bad use: appear pop- up or other bad pages.  Lack of know  Economic : no all ss have a computer in their house or their school and they don´t have enough money to pay coffee internet.  Public school: The public school are very poor in all sense of the word….there aren´t enough desk, chairs, boards, teacher, classroom and computer.

Advantages in use technology to parents.     

Parents can communicate with their children sending a message online They can know What page their children visit They can teach to children as use a computer, play video games or use the internet. They can help to children to do homework. They can review the knowledge learned in the school.

Disadvantages in use technology to parents.     

Parents cannot guide their children in the technology area. They don´t want learn to use a computer. They think that all is bad in the internet and they can´t learn. They cannot care their children about they can see, chat and write online. They limit the learning to their children in this area.

Advantages in use technology to teacher.     

The internet gives us interesting material to teach. We can do different activities in the classroom. ( slide, videos, music, etc.) We can easily evaluation. We can use whatever machine technology to teach. Our class is more interesting

Disadvantages in use technology to teacher.     

Teacher or students just copy and paste. If the teacher don´t have internet, they have difficult in their classes. Teacher that in century XXI don´t want to learn to use a computer. Teacher don´t have enough resources to classroom or subject. Their classes are boring, because the children want something interesting.

Conclusion I believe that the use technology is very important to all people, because today all jobs about the offices are base of use the technology if we donÂ´t have that skill, we will be learn. Today the mayor young people know technology and that is challenge to we as teacher.

I learned that technology can be a tool in the class and the Ss will be more motivate if they used that they like for study. There are several differences between a technology class and a traditional class, as there are advantages and disadvantages too. It was so good learned these topics.

COVER PAGE FOR EACH SECTION

E-PORFTOLIO Course:

Topic:

Lesson:

Name:

Start Date:

Teacher

Digital Competences and Lesson Planning http://prezi.com/3zscvj_hpu-k/?utm_campaign=share&utm_medium=copy&rc=ex0share

Colegio Mixto “Siguiendo tus Pasos” E learning Course Content

Course: Language Arts Sub-Area: Reading Code: 0054

GENERAL DESCRIPTION Technology must be part of a comprehensive professional learning system, and expanding the learning environment and improving learning designs and results. Educators have been constantly searching for effective teaching strategies to motivate students to learn for achieving better academic performances. This fact implies that each student has to gain a practical knowledge of how to apply technologies to facilitate their learning. Teaching and learning with Technology requires specific attention applying with hardware and software to transform education. It is essential to bring it into the classroom to empower learning. E learning has to transform the way we learn; every learner must to achieve his or her goals in technology. E learning also increase learning, practice, and internalize strategies that are essentiallife-long learning skills for reading, understanding, and interpreting content specificmaterials. The strategies will be apply in the content area of Language Arts. Skills will include previewing and reviewing online texts, activating priorknowledge, processing and acquiring new vocabulary, organizing information, understanding visualrepresentations, self-monitoring, and reflecting. COMPETENCES 

Applies mobile devices for learning working with new strategies, shorter modules, efficient searching for learning objects.

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Meets e-learning elements in their courses to engage all knowledge for a better practice of language, when they develop in different environments.

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Implements basic techniques for technology jobs in classroom, and in applications the English Language wherever they develop.

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Uses in appropriate way the terminology related to technology in written and oral communications.

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Demonstrates knowledge of the uses of e learning by improving his/her reading skills.

ACHIEVMENT INDICATORS 

Uses their knowledge of word origins and word relationships, as well as historical and literary context clues, to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words.

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Reads and understands grade-level-appropriate material. They describe and connect the essential ideas, arguments, and perspectives of the text by using their knowledge of text structure, organization, and purpose.

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Reads and responds to historically or culturally significant works of literature that reflect and enhance their studies of history and social science. They clarify the ideas and connect them to other literary works.

CONTENT       

  



Text Structure Analysis Textbook Walk-throughs Before-During and After Reading Activities Questioning K-W-L Plus Chunking DR-TA • Read Aloud • Think Aloud SQ3R • Retelling QAR Graphic/Visual Organizers • Venn Diagram • 2 Column/ T-notes • Discussion Web • Cause and Effect Chart • Sequential Order • Concept Maps Writing to Learn • Academic Journaling o Response Journals o Double-Entry Journals o Learning Logs • Point of View Study Guides • Gist Statements • Express Writing • Exit Slips



Vocabulary Development • Concept Maps/Webs • Word Bench • Word Sorts E-LEARNING METHODOLOGY

The course involves a combination of the following instructional methods: Expositive methods - which emphasize “absorption” of new information. Expositivemethods include presentations, case studies, worked examples, demonstrations. Application methods - which emphasize the active processes learners, use to perform procedural and principle based tasks and build new knowledge. Application methods include demonstration-practice method, job aids, casebased or scenario-based exercises, role-play, simulations and serious games, guided research, project work. Collaborative methods - which emphasize the social dimension of learning and engage learners sharing knowledge and performing tasks in a collaborative way. They include online guided discussions, collaborative work and peer tutoring. ASSESSMENT/EVALUATION 3 Presentations (5 points each)

15 Pts.

Create an interactive e-lesson using text, images, audio, animations and practice.

15 Pts.

A virtual classroom

15 Pts.

Discussion forums, e-mails, chats and audio or video conferences.

15 Pts.

Quiz 1

10 Pts.

Quiz 2

10 Pts.

Final Project: *A Storyboard

20 Pts.

TOTAL

100 Pts.

*Whatis a storyboard? The term “storyboard” is taken from movie production where it indicates a visual representation of the various scenes of a film. In e learning, the storyboard describes screen by screen what will happen in the final e-lesson. The storyboard is not a final product. It is an intermediate product, which is then used by Web developers to create the final interactive elesson.

E-GRAPHY 1. http://www.e-learningforkids.org/language-arts/ 2. http://www.e-learninglinks.com/language.htm 3. http://www.state.tn.us/education/ci/english/doc/ENG_3081.pdf 4. http://api.ning.com/files/bhIgfvrr9T1XvdIb3aeaIZUbIW1h2Xu99B8CDcfSxUqTAEKW6A5e0CsqtoiJiMtsFqj0GZCRqPvSKAzslOQsCrOVY5Z9GTx/graphicorganizers.pdf 5. http://www.edu.gov.on.ca/eng/studentsuccess/thinkliteracy/files/reading.pdf 6. http://eslus.com/LESSONS/READING/READ.HTM 7. http://www.englishexercises.org/buscador/buscar.asp?nivel=any&age=0&contents =readings 8. http://web2.uvcs.uvic.ca/elc/studyzone/330/reading/ 9. http://level-up-reading.com/index.php/en/intermediate-english-readingcomprehension-activities 10. http://busyteacher.org/classroom_activities-reading-worksheets/

GUIDELENESS 1. Students must be present ten minutes before class starts. 2. 80% of attendance will be right to final test. 3. Homework and exercises will be share on Google Drive before death line. 4. Presentation will be tape and shared with the rest of the class.

for Technology (ICT) Literate Students A major component of the NETS Project is the development of a general set of profiles describing technology (ICT) literate students at key developmental points in their precollege education. These profiles are based on ISTE’s core belief that all students must have regular opportunities to use technology to develop skills that encourage personal productivity, creativity, critical thinking, and collaboration in the classroom and in daily life. Coupled with the standards, the profiles provide a set of examples for preparing students to be lifelong learners and contributing members of a global society. The profiles highlight a few important types of learning activities in which students might engage as the new NETS•S are implemented. These examples are provided in an effort to bring the standards to life and demonstrate the variety of activities possible. Space limitations and the realities of the constantly evolving learning and technology landscapes make it impossible to provide a comprehensive collection of examples in this document, and consequently, students and teachers should not feel constrained by this resource. Similarly, because this represents only a sampling of illuminating possibilities, the profiles cannot be considered a comprehensive curriculum, or even a minimally adequate one, for achieving mastery of the rich revised National Educational Technology Standards for Students. Educators are encouraged to stay connected to the ISTE NETS Refresh Project and contribute their best examples to expand this resource. The profiles are divided into the following four grade ranges. Because grade-level designations vary in different countries, age ranges are also provided. 

Grades PK–2 (ages 4–8)

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Grades 3–5 (ages 8–11)

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Grades 6–8 (ages 11–14)

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Grades 9–12 (ages 14–18)

It’s important to remember that the profiles are indicators of achievement at certain stages in primary, elementary, and secondary education, and that success in meeting the indicators is predicated on students having regular access to a variety of technology tools. Skills are introduced and reinforced over multiple grade levels before mastery is achieved. If access is an issue, profile indicators will need to be adapted to fit local needs. The standards and profiles are based on input and feedback provided by instructional technology experts and educators from around the world, including classroom teachers, administrators, teacher educators, and curriculum specialists. Students were also given opportunities to provide input and feedback. In addition, these refreshed documents reflect information collected from professional literature. National Educational Technology Standards for Students

for Technology (ICT) Literate Students Grades PK–2 (Ages 4–8) The following experiences with technology and digital resources are examples of learning activities in which students might engage during PK–Grade 2 (ages 4–8): 1. Illustrate and communicate original ideas and stories using digital tools and media-rich resources. (1, 2) 2. Identify, research, and collect data on an environmental issue using digital resources and propose a developmentally appropriate solution. (1, 3, 4) 3. Engage in learning activities with learners from multiple cultures through e-mail and other electronic means. (2, 6) 4. In a collaborative work group, use a variety of technologies to produce a digital presentation or product in a curriculum area. (1, 2, 6) 5. Find and evaluate information related to a current or historical person or event using digital resources. (3) 6. Use simulations and graphical organizers to explore and depict patterns of growth such as the life cycles of plants and animals. (1, 3, 4) 7. Demonstrate the safe and cooperative use of technology. (5) 8. Independently apply digital tools and resources to address a variety of tasks and problems. (4, 6) 9. Communicate about technology using developmentally appropriate and accurate terminology. (6) 10. Demonstrate the ability to navigate in virtual environments such as electronic books, simulation software, and Web sites. (6)

The numbers in parentheses after each item identify the standards (1–6) most closely linked to the activity described. Each activity may relate to one indicator, to multiple indicators, or to the overall standards referenced. The categories are:

1. 2. 3. 4. 5. 6.

Creativity and Innovation Communication and Collaboration Research and Information Fluency Critical Thinking, Problem Solving, and Decision Making Digital Citizenship Technology Operations and Concepts

for Technology (ICT) Literate Students Grades 3–5 (Ages 8–11) The following experiences with technology and digital resources are examples of learning activities in which students might engage during Grades 3–5 (ages 8–11): 1. Produce a media-rich digital story about a significant local event based on first-person interviews. (1, 2, 3, 4) 2. Use digital-imaging technology to modify or create works of art for use in a digital presentation. (1, 2, 6) 3. Recognize bias in digital resources while researching an environmental issue with guidance from the teacher. (3, 4) 4. Select and apply digital tools to collect, organize, and analyze data to evaluate theories or test hypotheses. (3, 4, 6) 5. Identify and investigate a global issue and generate possible solutions using digital tools and resources. (3, 4) 6. Conduct science experiments using digital instruments and measurement devices. (4, 6) 7. Conceptualize, guide, and manage individual or group learning projects using digital planning tools with teacher support. (4, 6) 8. Practice injury prevention by applying a variety of ergonomic strategies when using technology. (5) 9. Debate the effect of existing and emerging technologies on individuals, society, and the global community. (5, 6) 10. Apply previous knowledge of digital technology operations to analyze and solve current hardware and software problems. (4, 6)

1. 2. 3. 4. 5. 6.

for Technology (ICT) Literate Students Grades 6–8 (Ages 11–14) The following experiences with technology and digital resources are examples of learning activities in which students might engage during Grades 6–8 (ages 11–14): 1. Describe and illustrate a content-related concept or process using a model, simulation, or concept-mapping software. (1, 2) 2. Create original animations or videos documenting school, community, or local events. (1, 2, 6) 3. Gather data, examine patterns, and apply information for decision making using digital tools and resources. (1, 4) 4. Participate in a cooperative learning project in an online learning community. (2) 5. Evaluate digital resources to determine the credibility of the author and publisher and the timeliness and accuracy of the content. (3) 6. Employ data-collection technology such as probes, handheld devices, and geographic mapping systems to gather, view, analyze, and report results for content-related problems. (3, 4, 6) 7. Select and use the appropriate tools and digital resources to accomplish a variety of tasks and to solve problems. (3, 4, 6) 8. Use collaborative electronic authoring tools to explore common curriculum content from multicultural perspectives with other learners. (2, 3, 4, 5) 9. Integrate a variety of file types to create and illustrate a document or presentation. (1, 6) 10. Independently develop and apply strategies for identifying and solving routine hardware and software problems. (4, 6)

1. 2. 3. 4. 5. 6.

for Technology (ICT) Literate Students Grades 9–12 (Ages 14–18) The following experiences with technology and digital resources are examples of learning activities in which students might engage during Grades 9–12 (ages 14–18): 1. Design, develop, and test a digital learning game to demonstrate knowledge and skills related to curriculum content. (1, 4) 2. Create and publish an online art gallery with examples and commentary that demonstrate an understanding of different historical periods, cultures, and countries. (1, 2) 3. Select digital tools or resources to use for a real-world task and justify the selection based on their efficiency and effectiveness. (3, 6) 4. Employ curriculum-specific simulations to practice critical-thinking processes. (1, 4) 5. Identify a complex global issue, develop a systematic plan of investigation, and present innovative sustainable solutions. (1, 2, 3, 4) 6. Analyze the capabilities and limitations of current and emerging technology resources and assess their potential to address personal, social, lifelong learning, and career needs. (4, 5, 6) 7. Design a Web site that meets accessibility requirements. (1, 5) 8. Model legal and ethical behaviors when using information and technology by properly selecting, acquiring, and citing resources. (3, 5) 9. Create media-rich presentations for other students on the appropriate and ethical use of digital tools and resources. (1, 5) 10. Configure and troubleshoot hardware, software, and network systems to optimize their use for learning and productivity. (4, 6)

1. 2. 3. 4. 5. 6.

1. Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. a. Apply existing knowledge to generate new ideas, products, or processes b. Create original works as a means of personal or group expression c. Use models and simulations to explore complex systems and issues d. Identify trends and forecast possibilities

2. Communication and Collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats c. Develop cultural understanding and global awareness by engaging with learners of other cultures d. Contribute to project teams to produce original works or solve problems

3. Research and Information Fluency Students apply digital tools to gather, evaluate, and use information. a. Plan strategies to guide inquiry b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media c. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks d. Process data and report results

4. Critical Thinking, Problem Solving, and Decision Making Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. a. Identify and define authentic problems and significant questions for investigation b. Plan and manage activities to develop a solution or complete a project c. Collect and analyze data to identify solutions and/or make informed decisions d. Use multiple processes and diverse perspectives to explore alternative solution

5. Digital Citizenship Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. a. Advocate and practice safe, legal, and responsible use of information and technology b. Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity c. Demonstrate personal responsibility for lifelong learning d. Exhibit leadership for digital citizenship

6. Technology Operations and Concepts

Students demonstrate a sound understanding of technology concepts, systems, and operations. a. Understand and use technology systems b. Select and use applications effectively and productively c. Troubleshoot systems and applications d. Transfer current knowledge to learning of new technologies NETS·S © 2007 International Society for Technology in Education. ISTE® is a registered trademark of the International Society for Technology in Education.

Multiple Intelligence test

Intecap

COVER PAGE FOR EACH SECTION

E-PORFTOLIO Course:

Topic:

Lesson:

Name:

Start Date:

Teacher

DI, PBL, COLLABORATIVE WORK http://prezi.com/offy9hvhwug-/?utm_campaign=share&utm_medium=copy&rc=ex0share

UNIVERSIDAD MARIANO GALVEZ FACULTAD DE HUMANIDADES ESCUELA DE IDIOMAS LESSON PLAN 2014 INSTRUCTOR

DATE

INSTITUTION

GRADE (Secondary)

COURSE CONTENT

SPECIFIC TOPIC

General Competency Performance indicators: Digital competencies: LESSON CONTENT Links or web pages: INSTRUCTIONAL PROCEDURES a.Focusing event - Warm up: b. Teaching procedures Presentation: a) activate prior knowledge: b) emphasize function : c) establish structures : d) check-up : 

Guided practice/ Controlled practice:



Free practice:

c. Wrap-up: d. Reteach activity (if needed): e. Student Participation f. Closure: g. Homework: EVALUATION PROCEDURES: a. Formative check: b. Summative check: General Resources Technological resources

TIME

UNIVERSIDAD MARIANO GALVEZ FACULTAD DE HUMANIDADES ESCUELA DE IDIOMAS

LESSON PLAN 2014

INSTRUCTOR

DATE

INSTITUTION

GRADE (Secondary)

COURSE CONTENT

SPECIFIC TOPIC

General Competency Performance indicators: Digital competencies: LESSON CONTENT Links or web pages: INSTRUCTIONAL PROCEDURES a.Focusing event - Warm up: In groups of 4 Ss have to write a Chain story. The first student begins the story in the first space when he/she finishes has to fold that space. The second student continues a story in the assigned space without looking to the first part and fold his/her space. The third and fourth students do the same. Then they have to open each part and read their funny and maybe illogical story. b. Teaching procedures Presentation: a) activate prior knowledge: Brainstorming b) emphasize function : Explain the use of graphic organizer. c) establish structures : Punctuation, grammar and grammar structure. d) check-up : Ss questions 

Guided practice/ Controlled practice: Short story using a graphic organizer.



Free practice: Worksheet with a short story using a graphic organizer.

c. Wrap-up: Ss create their own graphic organizer based on a web page. d. Reteach activity (if needed): Youtube tutorial about the previous activity. e. Student Participation Group work f. Closure: Explain and expose their graphic organizer. g. Homework: Make 5 graphic organizer using the same story. EVALUATION PROCEDURES: a. Formative check: Observation, answers and questions.

TIME

b. Summative check: Presentation of graphic organizer. General Resources Photocopies Technological resources Web page: Prezi

Types of learning

http://prezi.com/yb_mecmyvwlg/?utm_campaign=share&utm_medium=c opy&rc=ex0share

Forum 3

Universidad Mariano Gรกlvez de Guatemala. Faculty: Of Humanities School: Of Language Course: Techniques IV Licda. Celeste Lemus

Subject: Non-traditional ways

Evelyn Paola Gonzรกlez Fuentes Carne No. 076-09-208 March 07 , 2014.

Introduction. This topic talks about of Non-traditional ways of teaching, give us some Strategies and activities that we can use with our Ss so, develop their skill according to the necessity that they have to learning; including technology to improve the interesting of the Ss. What strategies do you know about the non-traditional ways of teaching?

Non-Traditional Teaching & Learning Strategies

The traditional teaching approaches are generally teacher-directed and follow steps of activities and demonstrations. To enhance the quality of teaching and learning in the classroom non-traditional strategies such as active, cooperative, collaborative and problem-based learning can be utilized. The size of the non-traditional student population has been on the increase. Non-traditional teaching utilize specialized training workshops, newsletters, websites, and centers for teaching excellence to obtain the necessary knowledge, training, and support required to successfully adopt these strategies in the classroom. It is only from the awareness of these goals and objectives that appropriate non-traditional teaching and learning (NTTL) strategies may be selected. The link between strategies and learning objectives resides in an understanding of Bloom's Taxonomy of Learning Objectives (Bloom 1956). This will assist the professor in developing and directing students in logical steps of learning. Bloom's taxonomy of learning objectives identifies, within the cognitive domain, a hierarchy of six categories (Bloom 1956). Cognitive Domain

Behaviors or Outcomes

1. Knowledge

Recall of specific facts

2. Comprehension

Grasping or understanding informational materials Make use of the knowledge

3. Application 4. Analysis 5. Synthesis 6. Evaluation

meaning

Taking apart the known & identifying relationships among them Putting things together in creative manner Makes judgments about the value of materials or methods

The first two categories of Bloom's Taxonomy, knowledge and comprehension focus on a recall of facts that students can attain by reading the material or attending lectures. Typically students are assessed by true/false and multiple choice questions for knowledge and short essays for comprehension. In the application category students' use previously learned information in new and concrete situations to solve problems that have single or best answers. In general introductory college courses emphasize teaching and learning by focusing on knowledge, comprehension and application. This most often places students in a passive role regarding their learning. Upper division courses hopefully strive to build on the analysis, synthesis and evaluation levels of learning. These are the characteristics of teaching and learning that most engage the students and faculty because they are "ACTIVE". Analysis and synthesis students become engaged in their own learning. During this process students assume responsibility for acquiring the knowledge necessary to respond creatively and evaluate outcomes. This is the basis for non-traditional teaching and learning strategies regardless of the academic course level. Less emphasis is placed on information transmission and greater emphasis placed on developing skills, attitudes and values. This will lead students to engage in higher order of thinking such as analysis, synthesis, and evaluation.

STRATEGIES

I. Case-Based Learning or Case Method Teaching: The case-based approach to teaching and learning utilizes real or imagined scenarios to teach students about their field of study.

II. Concept Mapping: A concept map is a graphic representation for organizing and representing the pieces and parts of knowledge. They include concepts. III. Discussion Questions: Discussion questions engage students by challenging them to think by analyzing, synthesizing and evaluating the subject matter. These are critical questions conceived to utilize group discussions in a manner that will move the student from knowledge of facts to the evaluation of outcomes. When designing class discussion questions we recommend utilizing Bloom's cognitive levels by beginning with a comprehension question (what) followed by an analysis question (why) and end with a synthesis question (how). IV. Debate: Classroom debate is a form of learning in which students become involved in researching, teaching, and recognizing alternative points of view. The benefits of a formal classroom debate include: 1) reducing the biases of both students and the instructor; 2) enhancing student research and analysis skills; 3) promoting logical and critical thinking; 4) increasing oral communication skills; 5) motivating students; and 6) building effective team work skills. V. Quizzes & Exams: Typically educators have utilized quizzes and exams as assessment tools. collaborative learning can occur through preparation, execution, discussion and review of examination questions. The levels of learning such as application, analysis, synthesis and evaluation. VI. Jig Saw: The jigsaw learning technique is drawn directly from a jigsaw puzzle. As in a jigsaw that picture consists of numerous interrelated parts. First students are asked to become masters of specific parts of the big picture. After developing this mastery they are required to work as a team to integrate and link their specific knowledge and understanding in a manner that promotes an analysis and synthesis of the big picture. VII. Peer Instruction: These include concept testing, peer teaching and student critiques all of which place the student in the position of engaging higher levels of cognitive domain by taking on the role of teaching. Peer instruction offers the members timely feedback during classroom sessions in regard to the students understanding and expectations. VIII. Problem-Based Learning Problem-based learning links theory and practice by engaging students in real life problems. PBL is a time hungry method of learning. Class time, once reserved for lectures, must be exchanged for group, problem-solving activities according that students.

Conclusion I believe that Non-traditional ways of teaching is necessary use now day because the Ss knows a lot of technology and they like to talk, experiment, feel and share information and we as a teacher have several material to teaching.

E-graphy http://www.montana.edu/teachlearn/Papers/activelearn2.html

Types of E- learning is for Ss cannot go to a institution to study, then they studied on-line. This method is good because all people have opportunity of study from their home. Types of E-learning are: E- Learning is electronic learning B- Learning is blended learning M- Learning is movil learning U- Learning is ubiquitous learning.

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Project based instruction collaborative work and Google Drive

UNIVERSIDAD MARIANO GALVEZ FACULTAD DE HUMANIDADES ESCUELA DE IDIOMAS LESSON PLAN 2014 INSTRUCTOR Brenda Subuyuj Evelyn González Leythe Tenes Nancy Quezada

DATE

INSTITUTION Colegio Mixto “Siguiendo Tus Pasos”

GRADE 7th. Grade

COURSE CONTENT Reading Strategies

March 1st, 2014

SPECIFIC TOPIC Graphic Organizer Types Benefits

General Competency Applies and creates graphic organizers to present new information in and out of his/her learning context when uses the web page bubbl.us. Performance indicators:  Explains the uses of graphic organizers when summarizes new information.  Identifies the graphic organizer that can be apply to present different information.  Creates his/her own graphic organizer using a web tool: https://bubbl.us/ Digital competencies: Selects and uses the appropriate tools and digital resources to accomplish a creation of a graphic organizer using the web tool bubbl.us LESSON CONTENT Graphic Organizer Types Benefits Links or web pages: https://bubbl.us/ https://www.youtube.com/watch?v=5eh2NU0mjrc INSTRUCTIONAL PROCEDURES a. Focusing event - Warm up: In groups of 4 Ss have to write a Chain story. The first student begins the story in the first space when he/she finishes has to fold that space. The second student continues a story in the assigned space without looking to the first part and fold his/her space. The third and fourth students do the same. Then they have to open each part and read their funny and maybe illogical story. b. Teaching procedures Presentation: a)

Activate prior knowledge: T will make a brainstorming using a graphic organizer: What do I know, What do I want to know, and What did I learn.

Emphasize function: T will explain what is a graphic organizer; its uses and benefits using a power point presentation.

Establish structures:

TIME 25 mins

T will explain what the main information is written in the graphic organizer in order to useful. Such as punctuation, grammar rules, main topic or idea, second ideas, and outstanding data. d)

Check-up : T will ask some questions to different Ss about the definition, types and benefits when they use graphic organizers. ď&#x192;ź

Guided practice/ Controlled practice: T will ask some Ss to say the main use of different graphic organizers in their booklet and she will explain that they will do their own graphic organizers using the web page: https://bubbl.us Ss will login in with the account: sstechniquesiv@gmail.com and password: celestelemus.

ď&#x192;ź

Free practice: T will ask Ss to make groups of three or four members, and then she will explain that they will create a graphic organizer based on a short story presented on a video using the web page glinkr.net. https://www.youtube.com/watch?v=5eh2NU0mjrc

Wrap-up and Closure: Each Ss will create their own graphic organizer based on the web page. Then, after to create it they will present it to the rest of the class.

Reteach activity (if needed): T will provide to Ss a Youtube tutorial about graphic organizers, they will explain with their own ideas. http://www.youtube.com/watch?v=r9n7pjzYcNo

Student Participation: Group work

Homework: Create five different graphic organizers using the web page provided in class.

EVALUATION PROCEDURES: a. Formative check: Observation, answers and questions. b. Summative check: Presentation of graphic organizer. General Resources Handout Photocopies Technological resources Web page: https://bubbl.us Power Point Presentation

Presentations What is a graphic organizer? What do you know?

GRAPHIC ORGANIZERS

What do you want to know?

What did you l earn?

It is a visual display that demonstrates relationship between facts, concepts or ideas.

READING STRATEGIES

Types of Grapich Organizers

BENEFITS

• Webs It will help you to structure your information when you present a written project or when you summary different information.

• Concept maps • Mind maps • Plots

It encourage you to make you decisions about what is the main idea or essential concept, as well to categorize the second ideas.

• Stack Plots • Venn diagram

It will help you to increase your reading comprehension.

Short Story

CONSIDER…

• To write the main idea or essential concept. • To write two or three second ideas that support the main one. • To write outstanding data that you may find. • Puntuaction and grammar when you write.

https://www.youtube.com/watch?v=5eh2NU0mjrc

Create your own one! • Click on this page: https://bubbl.us/ • Enter with the name of: sstech or the email: sstechniquesiv@mail.com • Enter the password: celestelemus • Create your own graphic organizar using the information from the Story. • Save your work =)

This technique for using groups in the class, it can help improve learning in the class. Collaborative learning is a method of teaching and learning in which students are a team and work together to think, give ideas and achieve some activity.

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UNIVERSIDAD MARIANO GALVEZ FACULTAD DE HUMANIDADES ESCUELA DE IDIOMAS LESSON PLAN 2014 INSTRUCTOR Brenda Subuyuj Evelyn González Leythe Tenes Nancy Quezada

DATE

INSTITUTION Colegio Mixto “Siguiendo Tus Pasos”

GRADE 7th. Grade

COURSE CONTENT Science

March 8th, 2014

SPECIFIC TOPIC Life Cycle

General Competency Performance and applies knowledge about life cycle when develops different activities in a Scavenger Hunt using their cellphones to take a picture or record a video. Performance indicators:  Identifies the different life stages when reading clues in a Scavenger Hunt.  Performances his/her own activities using their clues when reading clues. Digital competencies: Plans and manages different activities to develop a solution to complete different task in a Scavenger Hunt. LESSON CONTENT Life Cycle Links or web pages: http://www.livestrong.com/article/79177-human-life-cycle-stages/ http://www.youtube.com/watch?v=BSSJyX3wjM4 INSTRUCTIONAL PROCEDURES b.

Focusing event - Warm up: Simon says: T will explain instructions through the game Simon says.

b. Teaching procedures Presentation: i)

Activate prior knowledge: T will make a brainstorming about activities that they did and do in different stages of Ss life.

Emphasize function: T will recall instructions on how to play Scavenger Hunt

Establish structures: T will ask Ss to make groups of four and come out of the class.

Check-up :  Guided practice/ Controlled practice: NA  Free practice: T will ask Ss to place in a circle and gill give them the first instruction for the Scavenger Hunt

m) Wrap-up and Closure: Each group will send pictures or videos about different activities made on the Scavenger Hunt. n)

Reteach activity (if needed): T will provide to Ss a Youtube tutorial about life cycle; they will explain in a graphic organizer what they understood.

TIME 25 mins

http://www.youtube.com/watch?v=BSSJyX3wjM4

Student Participation: Group work

Homework: Create their own life cycle stages using recyclable materials.

EVALUATION PROCEDURES: a. Formative check: Observation T b. Summative check: Life cycle using recyclable materials General Resources Scavenger Hunt clues Paper bond Marker Jig Saw: Fetal Growth Crayons Wigs Toys Reading books Technological resources Android (song) Cellphones

Scavenger Hunts Subject: Topic:

Science Life Cycle

The stages of life have been defined by cultures and religions in many ways. In ancient Greece, the human life cycle was mapped in seven-year periods. Today, most people recognize the human life cycle as having four or five distinct stages shared by all humans. Human life can be explained more concretely by looking at these life stages. Birth Birth takes place between fertilization and 40 weeks following fertilization, at which point the baby is fully formed and ready to exit the mother's uterus and enter the world. During the birth stage, the baby begins as a single cell, which proceeds to multiply into many cells that form the body parts and organs of new human life. Activity: place the correct pieces of the jigsaw to make the Fetal Growth.

Infancy Infancy is categorized as lasting from birth through the first year of life. At this point, the baby exits the mother's uterus. It can breathe, its heart can beat and its organs can operate efficiently without the assistance of the mother. However, the infant is completely dependent upon its parents or caretakers for survival. Activity:two of you will be mom or dad; other one will be baby and the third one will recorder a video playing with your toys. Send the video to the group chat. Childhood Childhood takes place between ages 1 to 10. The first two years of childhood, the child is called a toddler. During this time, the child learns how to walk, talk and be more self-sufficient. These skills continue to expand during the remainder of childhood, and socialization takes place. Childhood is the building blocks upon which adolescence and, later, adulthood will be built, and the child is susceptible during this time to learned habits and behaviors. Activity:two of you will be Ss and one of you a T, the ones that will role as T will read you a story from the books that you will find. Take a picture and send it to the group chat. Adolescence Adolescence takes place between ages 12 and 18 and is a critical turning point because it is when puberty takes place. Boys' voices change and girls get their periods and both sexes become more sexually aware beings. As such, they begin to separate more from the parents and become more independent. Activity:three of you will be adolescences and will create a choreography with the song played. Record a video and send it to the group chat.

Adulthood Adulthood is the longest stage and normally lasts from age 18 through old age. While there might be smaller psychological or culturally defined stages, adulthood is when human beings are fully-grown and must provide entirely for themselves using the skills they learned throughout the first life stages. This is also a significant time because it is when the life cycle is initiated again by the conception and birth of the adult's own children. At the end of the adult life cycle, the body begins to deteriorate and the life cycle eventually ends in death. Activity:two of you will be adults and with the bond paper create and outfit for work, take a picture and send it to the group chat. The other two will find wigs, create your outfit for old people and record a video given and advice to your classmates. Send it to the group chat.

http://www.livestrong.com/article/79177-human-life-cycle-stages/

In my opinion, Scavenger Hunts is high qualities that have as goal the learning, creative thinking, reasoning, and qualitative assessment. It is very interesting, funny and motive for the Ss, I say because for own experience.

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MovieMaker instructions Watch this tutorial video: http://www.youtube.com/watch?v=MiVyqQmCuw8 Choose a topic for a vocabulary Files and resources:    

A video about the vocabulary (.wmv) (to use it as an example or to include a part of it in your own video) A background song (.wma) Pictures about the vocabulary A dictionary

Your own video should include:

1. A cover page 2. Your photographs, as teachers, and your description 3. The rationale: the importance for your Ss to learn that vocabulary 4. The Pictionary about the vocabulary 5. The meaning of the words 6. The words used in context or within a sentence or paragraph 7. A reflection about this activity 8. Credits 9. Transitions and effects 10. Font edition 11. Other pictures for decoration 12. A background song 13. A fragment of another video 14. It should take 5 minutes 15. Create an account in youtube and upload your video 16. Send me the link of your youtube video

MOVIEMAKER TUTORIAL 1. Open Windows Movie Maker. You can find it in your Start Menu under all programs, or you can search for “movie maker” and select it from the results.

3Familiarize yourself with the interface. Windows Movie Maker 2012 is organized in a similar way to Microsoft Office. You can navigate through the various options by selecting the tabs at the top of the window. 

Home – This is the main tab for Movie Maker. You can use this tab to add videos, images, and audio to your project. You can also select premade themes for the movie, rotate the image, and upload the project to websites such as Facebook, YouTube, and Vimeo.



Animations – This tab allows you to add transitions between clips.



Visual Effects – This tab will allow you to change the color and tone of the imaghe. You can turn it black and white or turn the color saturation way up.



Project – You can make overall changes to your entire project by adjusting the audio mix and change the aspect ratio of the video.



View – This tab lets you zoom in and out on the timeline, change the thumbnail sizes, and view the waveforms for your film’s audio.



Edit – This menu appears after you add your first video clip. You can use this tab to trim the clip, set a new start point or end point, fade in and out, and stabilize the video.



Options – This tab shows up after you add a music file to your project. You can set start and end times for the music, fade it in and out, and split the file. Part 2 of 3: Creating a Movie

1 Add your video clips. Click the Home tab and then click the “Add videos and photos” button. This will allow you to browser your computer to find a video file. You can also drag and drop files into the main window to add them to the project. 

If you want to make a slideshow, or add some still images into your project, you can add images in the same way you do videos.



If you have a webcam connected to your computer, you can click the “Webcam video” button and record a clip directly into your project.

2Shuffle your clips. Once you’ve added a few clips, you can drag and drop them to rearrange them however you see fit. This can be especially useful if you need to add a clip later in the project but want to place it in the middle of the movie.

3Edit the clips you’ve added. Highlight one of your clips and click the Options tab. Move the cursor to the point that you want to trim the clip. You can then set that point as either the Start or End, or you can split the video at that point by clicking the appropriate button in the Options tab. 

If you are having a hard time getting the cursor to a specific part, you can enter in the exact time into the field.

4 Add transitions between your clips. Select the first clip and then click the Animations tab. The Transitions section will show animations that will play at the start of your movie.[1] 

To add a transition between your first and second clip, select the second clip in your project. You can select from the available transitions. Use the arrow buttons at the end of the Transitions list to scroll through more options.

5Add a soundtrack. Click the Home tab. If you want to add narration to your video, click the “Record narration” button. This will allow you to record your voice if you have a microphone attached.



To add a music file to your movie, click the “Add music” button. You can choose to download music from free online sources or add music files from your computer.

6Add titles. You can add a title to the beginning of each clip if you’d like. This can be especially useful for presentations. Click the Add Title button in the Home tab. This will create a title screen and open the Format tab, which will allow you to change the text properties and title card background color.

7Add credits. Clicking the “Add credits” button in the Home tab will add a Credits card to the end of your project. You can add multiple cards to have multiple credits screens, and you can use the Effects section of the Format tab to create scrolling credits just like a real movie.[2]

Part 3 of 3: FinishingtheMovie

1Preview your creation. Once you are finished putting it all together, use the “Preview full screen” button in the View tab to watch the movie from start to finish. Make note of anything that doesn’t work correctly or that needs tweaking.

2 Share the video directly to a social network. You can use the Share section in the Home tab to upload your video directly to sites like YouTube and Facebook. Movie Maker will ask what resolution you would like to save the movie in, and then ask you to sign in with your Microsoft Account. Once you do, you will be able to upload the video, as long the video fits the guidelines for the site you are uploading to. 

You must have a verified YouTube account in order to upload videos longer than 15 minutes.

3Save the video to your computer. Click the arrow underneath the “Save movie” button in the Home tab to open a list of preset formats that you can save your video as. Choose the device that you plan on watching the video on, and Movie Maker will do the conversion automatically. 

The first option is recommended settings for your specific project.



You can choose “Create custom settings” to specify exactly how you would like the video encoded.

The movie Maker is an experience very funny. We can use our student in the class. Each group can create your own movies using moviemaker mix videos, music, photos etc. and finally you can share your movie on YouTube, or to burn a DVD for your class.

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Webquest

Webquest Presentation. http://prezi.com/6wc6j6gt5krr/?utm_campaign=share&utm_medium=copy&rc=ex0share Link for Webquest http://createwebquest.com/

UNIVERSIDAD MARIANO GALVEZ FACULTAD DE HUMANIDADES ESCUELA DE IDIOMAS LESSON PLAN 2014 INSTRUCTOR Evelyn González

DATE

INSTITUTION Colegio Mixto “Siguiendo Tus Pasos”

GRADE 7th. Grade

COURSE CONTENT

April 10th, 2014

SPECIFIC TOPIC Lifeline to meteorology

Science General Competency Comprehends and analyzes types of natural disasters; describes the natural disasters, participates and shares some examples. Performance indicators:  Comprehends and analyzes how natural disasters are formed.  Identifies when and where they are most likely to occur.  Applies knowledge in an oral, written and experimental way. Digital competencies: Creates and shows the appropriate tool to develop a creative summary of natural disasters to perform in class using web resources. LESSON CONTENT Natural disasters Links or web pages:

http://createwebquest.com/node/10660 http://www.neok12.com/Natural-Disasters.htm INSTRUCTIONAL PROCEDURES c.

Focusing event - Warm up:

T. shows pictures about natural disasters. T. writes s natural disasters that Ss. Mention on the board. b. Teaching procedures Presentation: q)

Activate prior knowledge: Ss Analyzing why there are many natural disasters around the world: Why do cities have those problems? Why does exist the naturals disasters in the world? How should we have to help to other persons?

Emphasize function: T. will make an exposition of Natural disasters (presentation on Power point)

Establish structures:

TIME 20 min.

T. will perform his/her topic, solve doubts and make groups to work of the main one. t)

Check-up : T will make some questions about the natural disasters and Ss. Answers What should he/she do during an earthquake, Tsunami, Floods; etc. ď&#x192;ź

Guided practice/ Controlled practice: T. will explain the general information about the natural disasters.

ď&#x192;ź

Free practice: T will give Ss. Some handouts like resources to create a summary of the main topic in prezzi, pp. presentation, etc. to understand what are all natural disasters.

Wrap-up and Closure: T. will perform a video on YouTube to consolidate the topic worked in class.

Reteach activity (if needed): Ss. Gives some recommendations about the natural disasters in the class.

w) Student Participation: Group work x)

Homework: Create a mind map adding pictures related to the topic.

EVALUATION PROCEDURES: a. Formative check: Observation, answers and questions. b. Summative check: Presentation of sub-topics in class. General Resources Handout Photocopies Technological resources Web page: Power Point Presentation

Web Quests use several strategies to increase student motivation. Web Quests use questions, videos, photos, rubrics and links. When students are going to watch, they are going to understand. You can use to explain any topic. This is interesting!!!!!

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UNIVERSIDAD MARIANO GALVEZ FACULTAD DE HUMANIDADES ESCUELA DE IDIOMAS LESSON PLAN 2014 INSTRUCTOR Evelyn González

DATE

INSTITUTION Colegio Mixto “Siguiendo Tus Pasos”

GRADE 8th. Grade

COURSE CONTENT

April 12th, 2014

SPECIFIC TOPIC Monarch Butterflies

Reading comprehension General Competency Comprehends and analyzes types of butterflies; describes the monarch butterflies, participates and shares the monarch travel in the reading context and oral ways. Performance indicators:  Comprehends and analyzes monarch travel.  Identifies when and where they travel.  Analyzes the cycle of the life the monarch butterflies  Understands and recognizes the characteristic of those kinds of butterflies. Digital competencies: Creates and shows the appropriate tool to develop a creative summary of Monarch butterflies to perform in class using web resources. LESSON CONTENT Reading Monarch Butterflies Links or web pages: https://www.youtube.com/watch?v=FoX6MqiC6Rc https://www.youtube.com/watch?v=P8sAHQYvVf0 INSTRUCTIONAL PROCEDURES d.

Focusing event - Warm up:

T. gives a puzzle to three volunteer and they to put on together puzzle. b. Teaching procedures Presentation: y)

Activate prior knowledge: Ss Analyzing why the monarch butterflies travel each year around of some cities: Why do they have that travel? How many kinds of butterflies exist in the world? Where should we see to monarch butterflies?

Emphasize function: T. will make an exposition of Monarch Butterflies (screen-O-cast)

aa) Establish structures: T. will perform his/her topic; solve doubts and Ss. Read individually of the main one.

TIME 20 min.

bb) Check-up : T will make some questions about the Monarch Butterflies and Ss. Answers Do the Monarch Butterflies follow the same migration patterns every year? ď&#x192;ź

Guided practice/ Controlled practice: T. will explain about the reading.

ď&#x192;ź

Free practice: T will give Ss. Some handouts that complete worksheet individually create a summary of the main topic in prezzi, pp. presentation, etc.

cc) Wrap-up and Closure: T. will perform a video on YouTube to consolidate the topic worked in class. dd) Reteach activity (if needed): ee) Student Participation: Individually ff) Homework: Create a mind map adding pictures related to the topic. EVALUATION PROCEDURES: a. Formative check: Observation, answers and questions. b. Summative check: Presentation of sub-topics in class. General Resources Handout Photocopies Technological resources Web page: Power Point Presentation

Video Screen â&#x20AC;&#x201C; O- cast

video screen-O-cast.mp4

Presentacion THE MONARCH BUTTERFLY

Th e Mon arch Butterfly T he Monarch butt erfly is one the most readil y r ecognized and belov ed ins ect s in Nort h Ameri ca. Wit h it s v iv id orange and black marki ngs and often bol d behavi or ar ound people, i t s el dom fai ls t o create a s mil e on t he face of thos e who see it . T he adul t mal es hav e thinner v eins in the wi ngs and a large d ot on one of the inner vei ns of t he hi nd w ing. F emal es hav e

Photo of a Mona rch b utterf ly on milkweed

thi cker v eins and no d ots.

The d ot is a scent gland. Males use the pheromones produced by this gland to make themselves attractive to females.

Th e mon arch butterfly is some time sc all ed the "mil kwe ed

Photo of a M ilkweed Plant

T he larvae feed on the plant leaves for about two weeks and develop into caterpillars about 2 inches long. !

bu tterfl y" be cau se i ts la rva e eat th e pl ant. In fac t, mi lkw eed is the o nly thin g th e larvae ca n eat! If you 'd li ke to attra ct mon archs to yo ur gard en, you can try pla ntin g mi lkw eed (if you l ive in the ri ght a rea). You ca n p urcha se mi lkw eed seed on li ne from Adu lt fema le mon archs lay thei r eg gs o n the und ersi de o f mi lkw ee d le aves. Th ese e ggs ha tc h, de pen din g o n te mpe rature, i n thre e to tw elve da ys.

Th e bu tterfly fina ll y eme rges fro m the n ow transp aren t ch rysa li s. It in fl ates i ts w in gs w ith a p oo l o f bl oo d i t ha s store d i n i ts abd ome n. W hen th is is don e, the m ona rch e xp els an y exce ss fl uid an d rests. Th e bu tterfly wa its u ntil its w in gs sti ffen an d dry b efore i t fl ie s aw ay to start th e c yc le of l ife al l o ve r aga in .

after a while, the caterpillars attach themselves head down to a convenient tw ig, they shed their outer skin and begin the transformation into a pupa (or chrysalis), a process which is completed in a matter of hours.

Ea ste rn p opu la ti ons w in te r i n Flo rid a, al ong the co ast o f Texas, an d in Mexic o, a nd return to th e north i n sp ring . Mo narch b utte rfl ie s foll ow th e same mi gratio n p atte rns e ve ry ye ar. Du ri ng mi grati on, hu ge nu mbe rs of b utte rfl ie s can be se en ga th ered toge th er. N ope , th ose oran ge thi ngs to the l eft are n ot a utumn l eaves ... they're h und reds of Mona rch b utte rfl ie s! Mona rc hs ca n liv e a life of two to eight we eks .The Mona rc h is fa mous for its southwa rd migra tion and nor thwar d re tur n in summer from Ca nada to Mexico a nd B aja Califor nia which spans the life of three to four gener ations of the butte rfly.

The pupa resembles a waxy, jade vase and becomes increasingly transparent as the process progresses. The caterpillar completes the miraculous transformation into a beautiful adult butterfly in about two weeks. You can see photos of the entire process of a monarch butterfly emerging from its chrysalis

Most predators have learned that the monarch butterfly makes a poisonous snack. The toxins from the monarch's milkweed diet have given the butterfly this defense. In either the caterpillar or butterfly stage the monarch needs no camouflage because it takes in toxins from the milkweed and is poisonous to predators. Many animals advertise their poisonous nature with bright colors... just like the monarch.

THE CYCLE OF LIFE

THANK YOU FOR YOUR ATTENTION!!!!!!

This program is very interesting, because you can explain step by step any process. This record and explain with your voice using different websites in your computer. Ss. Can use to exposition and so listen to theirself.

COVER PAGE FOR EACH SECTION

E-PORFTOLIO Course:

Topic:

Lesson:

Name:

Start Date:

Teacher

PRESENTATIONAND LESSON PLAN GUIDELINES Presentation      

Research for information, strategies and techniques for teaching your assigned subject and technology Prepare a presentation Prezi, Powtoon, Empressr, or Powerpoint to share with your partners the searched information Find more examples, videos and links about the topic Prepare a brochure with the summarized information for your partners Share with us the link or the file of your presentation. You have 45 minutes for the presentation

Lesson Plan     

Prepare a technological lesson plan about the assigned subject Ideally, record a real class where you apply the lesson plan Before to play the video, read and present the first part of your lesson plan In case, it´s really difficult for you to record a class applying the technological lesson plan, you can perform it in class. You have 45 minutes to perform the lesson plan

Don’t forget to apply all of the strategies and technological techniques we´ve learned in class as: DI, PBL1, PBL2, DIGITAL COMPETENCIES, ISTE STANDARDS, SCAVENGER HUNTS, WEBQUESTS, MOVIEMAKER VIDEOS, ETC.

Be creative and get very well prepared

UNIVERSIDAD MARIANO GĂ LVEZ DE GUATEMALA FACULTAD DE HUMANIDADES ESCUELA DE IDIOMAS 2014 Course: Teaching Techniques IV Name:____________________________________ID:_______________

Criteria

Below expected level(1-4)

Ability to engage and involve audience

Suitability of presentation for purpose and audience Voice: clarity, pace, fluency

Above expected level(9-10)

Topic introduced.

Topic introduced clearly, and purpose of talk was made clear.

Topic introduced clearly and in an interesting way. Purpose of talk was made clear. Outline of points was given.

Some understanding of topic shown. Some links and connections made between ideas. Points are usually developed with minimum detail. Information is usually relevant.

Good understanding of topic shown. Links and connections between ideas made clear. Information was relevant and expressed in own words. Pointsweredeveloped with sufficient and appropriate details.

A very good understanding of the topic shown. Links and connections between ideas made clear. Information was relevant and well expressed in own words. Points were wellorganised and developed with sufficient and appropriate details.

Some eye contact was made.

An interesting approach taken to topic. Speaker used techniques such as visual aids and props, anecdote, surprising facts, direct audience participation.

Speaker monitored audience and adapts presentation accordingly. An interesting or originalapproach taken to the topic. Speaker used techniques such as visual aids and props, anecdote, humour, surprising facts, direct audience participation.

Attempts were made to enhance the presentation content to the intended purpose of informing, interesting or persuading.

The presentation content and structure wasshown to the audience and to the intended purpose of informing, interesting or persuading.

The presentation content, structure and delivery werecloselyenhanced to the audience and to the intended purpose of informing, interesting or persuading.

Presenter occasionally spoke clearly and at a

Presenter usually spoke clearly to ensure audience comprehension. Delivery

Presenter spoke clearly and at a good pace to ensure audience comprehension.

Introduction of topic

Development of topic

At expected level (5-8)

Techniques used to engage audience were minimal, or mainly ineffective.

good pace.

was usually fluent.

Delivery was fluent and expressive.

Vocabulary, sentence structure, grammar

The vocabulary of the presentation was mainly appropriate for the topic. The presentation content was occasionally grammatically correct.

The vocabulary of the presentation was appropriate for the topic. Sentence structures were usually correct. The presentation content was usually grammatically correct.

The vocabulary of the presentation was appropriate for the topic. A variety of phrases and sentence structures were used. The presentation content was grammatically correct.

Pronunciation

Pronunciation occasionally correct, but often hesitant and inaccurate.

Pronunciation and intonation is usually correct.

Pronunciation and intonation is correct and confident.

No visual aids were used; OR

Visual aids supported the presentation effectively. They clarified and reinforced the spoken message.

Visual aids were carefully prepared and supported the presentation effectively. They clarified and reinforced the spoken message. The aids added impact and interest to the presentation.

An attempt was made to conclude the presentation.

The presentation was summed up clearly.

The presentation was summed up clearly and effectively, with key points emphasized.

Not all questions could be answered. Questions answered with difficulty, and little knowledge of the topic was demonstrated.

Most questions answered.

Questions answered with little difficulty. Very good knowledge of the topic was demonstrated. Language was correct and fluent.

Use of visual aids

Conclusion of topic

Answering questions from audience

Visual aids were occasionally appropriate and related to the spoken message.

Answers showed good knowledge and understanding of the topic. Language was mainly correct.

SCORE: _

Teaching Science with technology By

teaching science link: http://prezi.com/10mzraqnue2z/?utm_campaign=share&utm_medium=copy&rc=ex0share

Teaching Computer class with technology By Delma Garrido Sindy Calderon Brandon Tuyuc

Rationale

Teaching Computer class with Technology

Reasons for Integrating Technology • Increase student motivation for learning • Improve communication of learning goals • Facilitate higher-order thinking skills

• Build valuable skills that students will use in college and in the workplace • Expand students' understanding from novice to mastery

1. Create a Class Web Site The Web is an excellent way to communicate with your students and their parents or guardians. You can include course information, assignments, lecture notes and presentations, links to interesting sites, challenges, study tools, links to textbook Web sites, and many other features.

4.Moderating Online Discussions Instructor-guided interaction during the course provides tutors with useful student information that can help instructors get a clear picture of learner needs. The first week of the on-line course is a good time for learners to share with their classmates and teacher their personal and professional backgrounds. Teachers can use the data to refine their learning objectives, assignments, and discussion forums questions to better meet adult learning needs.

Seven relevant suggestions for helping teachers working with lurkers:

1.Check that all participants know how to post and ‘reply’ to messages. 2.Give participants plenty of time to become used to the online environment before insisting that they post their responses. 3Check that you have a free-flowing or social conferencing area. 4.Try some humor rather than anger (e.g. don’t be a lurker – be a worker) 5.Check whether one or two individuals are dominating the conference – deal tactfully with them to create a more open and equal environment. 6.Provide a structured evaluation questionnaire or an area for reflections and/or comments (some lurkers prefer safety in structure). 7.Allocate active participants to lurkers as mentors

• This qualitative study describes the process by which classroom teachers incorporate technology into their lessons, and their perceptions of this process. The teacher's perception of the process determines whether he or she will take the actions necessary to learn how to use technology, relate the technology to their content, design lessons that effectively use the technology, and then actually teach with technology.

How Technology Changes the Way Students Learn • By comparing new information with previously acquired knowledge and skills. However, students today have different preferences for how information is presented, based on their experiences with computer technology.

3. Create a Detailed Class Syllabus Teachers should consider using seven key elements in their syllabus:

1.Course description and overview of subjects covered during the class

2.Teacher’ biographical sketch that highlights both professional and personal experiences

3.Teacher contact information (e-mail addresses and telephone numbers)

4.Assignment schedule for each week of the course (papers, readings, etc.)

5.Review of university/class policies for attendance,

grading, participation, late assignments, tests and specific details on academic honesty.

6.Request for student biographical sketches to be emailed to a class online newsgroup

7.Discuss frequently asked questions about assignments and computer problems.

6.Cultivating Critical Thinking Skills

Language Art with technology ď&#x192;ź

Language art link http://prezi.com/qvvsqtr8sups/?utm_campaign=share&utm_medium=copy&rc=ex0s hare

MYTHS VIDEO

https://ww w.youtube. com/watch ?v=pUrlIGsh MPw

Vocabulary Words

Social Studies with Technology  

Zonia Castro Nancy Quezada

Trefoil

Teaching Social Studies Techniques http://www.udel.edu/dssep/strategies.htm Case Study Steps: Case studies provide a way to systematically analyze problems and issues for a variety of purposes including testing hypothesis; determining causes, effects, and solutions; and guiding future courses of action and lines of investigation. Case studies vary in types from those that examine unique events, problems or issues to those that examine common ones. Case studies are particularly useful in that they offer teachers a way to take a large amount of information or a pressing problem and have students learn about it through the lens of a single, generalizable case. Cases developed for study can be real, fictional, or hypothetical. Select or write a case story involving an event, episode, or court case that embodies the concept or understandings that you want students to acquire (e.g. eminent domain). Scenarios that serve as the foundation may be extreme, critical, or prototypical (i.e. highlight common characteristics of an issue or phenomenon). The following are frequently cited characteristics of good cases: they are short, tell a compelling story, trigger differences of opinion, demand a decision, evoke empathy toward one or more characters, and are relevant to our lives. 1. Develop the Case: include a description of the facts an overview of the problem or issue court cases may include a decision or be left open-ended for students to decide. 2. Identify and analyze the facts. Which ones are most important and why? 3. Frame the issue. What is the problem, issue, matter to be resolved, or decision to be made (e.g. is the use of the takings clause constitutionally justified in this case)? 4. Identify the alternatives. What are the various positions or courses of action that one might take? 5. Analyze the alternatives (may involve research). Which positions or

courses of action seem most and least reasonable? 6. Debate the issue. 7. Reach a decision or formulate a hypothesis, conclusion, or interpretation. 8. Debrief: Ask students…    

Why is this case significant? How might this case impact what happens in the future? In what way(s) might this case be relevant to our lives? Is this an isolated case or one that is generalizable? Explain.

Concept Formation Steps: 1. Identify a concept that you plan to teach (e.g. civic responsibility). 2. Create 4 examples of the concept using a plus sign (+) or a smiley face to indicate that it is an example of the concept. 3. Create 3 non-examples of the concept using a negative sign (-) or a frowning face to indicate that it is a non-example. 4. Present examples and non-examples one at a time in alternating progression. 5. Have the students guess what the concept is as each example or nonexample is presented. 6. Do not reveal the concept until all examples and non-examples have been presented. 7. Use the positive examples to flesh out the qualities or definition of the concept. Example of Concept Formation Activity: What is the Concept? (+) obeying the law (-) free speech (+) paying taxes (-) remain silent (+) military service (-) obtain a driver's license (+) serving on a jury The concept is CIVIC RESPONSIBILITY.

Cooperative Learning Strategies: Graffiti Groups Steps: Select an Overarching Question, Topic, or Concept (e.g. Government) Breakdown the Overarching Question, Topic, or Concept into subordinate questions. For example: a. How might leaders become leaders? b. Why is government needed? c. Why are governments given certain powers? d. How does a government get its authority? e. How might governments be structured? f. Why might governments be structured differently? Arrange students in groups of 3-5 Give each group one marker and a large piece of poster paper with one of the subordinate questions (see a-f in Step 2) written on the top of each paper. Each group should be given a different colored marker. Present the following directions to the students: “Each group will be given 3-5 minutes to brainstorm then write one response to each of the questions on the poster papers. After time elapses (or each group writes one response), the poster paper will be circulated to the next group. Each group is asked to come up with a different response and add it to the paper. When groups receive their original question back with responses from every group, they are to summarize or synthesize the responses and present their summaries to the rest of the class.” Brainstorm, Select and Respond – groups are given 3-5 minutes to discuss then contribute (i.e. write one response) to the graffiti poster paper. Groups Switch Papers and Questions. Repeat step 6 noting that subsequent groups may need more time to think of responses not recorded previously. Evaluate and Synthesize: When each group receives its original question with responses from all other groups, they are to evaluate and synthesize the information. What may be accurate, credible, naïve…about the

responses? What might be some of the “big ideas” that emerge? Presentations: Each group presents its synthesis briefly to the rest of the class. Postings (optional): Hang the graffiti posters around the room, bulletin board, or hallway to draw ongoing attention to the topic, question, or concept. Leave a marker nearby for students to add additional responses before or after class, or after they have completed an in-class assignment (“sponge” activity). Teams-Games-Tournaments Steps: 1. Select a instructional topic and present it to the students (e.g. the Constitution). 2. Develop a list of questions on the topic. Number them. Cut out small pieces of paper and number them so that the total matches the number of questions that you have developed for the topic to measure understanding (e.g. if you have 35 questions, create small pieces of paper with numbers 1-35 on them). Give a set of questions to one student in each group who reads the questions as their corresponding numbers are drawn from the pile. *Tip: have students place any numbers for which they were unable to come up with the correct answers in a small bag. Collect those numbers and use them to guide what you will reteach. 3. Team Game - place students in heterogeneous groups of 4-5 by ability and have them review material during this “team” phase by selecting a number from the pile. Groups must be equal in size. Give each group a “Letter Identity” (e.g. Group A) and each student a Number Identity (e.g. Student 1). Students must answer the question that matches the number they selected from the pile. For example, if a student selects #22 from the pile and question #22 is “Why is government divided into 3 branches,” that student is challenged to answer that question. If he or she cannot come

up with an answer, a teammate can “steal” the question. Teams share knowledge during this phase of the lesson. (i.e. teach their teammates). 4. Tournament- place students in new groups made up of individuals from each of the "Team Review" tables (step 2). All “Students 1s” go to Table 1 (these might be lower achieving students) while all “Student 2s” (higher achieving) go to Table 2. In the "Game" phase, students are placed in homogeneous groups with students of similar ability and compete against one another. For every question a student answers correctly, he or she earns a point. One person at each “tournament table” must keep scores for every individual at the "Game" table. 5. Students return to their Team Game tables and report their scores. Team scores are compared and the winning team earns a reward. 6. Students take an assessment. The scores for each Team (e.g. A, B, C…) are compiled and averaged. Offer “bonus points” for the team that earns the highest average and/or “improvement points” to the team that improves its average the most over previous assessments.

T Think Pair Shares Steps: 1. Select a question or topic (e.g. Should the electoral college be abolished?). 2. Give students time to think, and read, or write about the topic silently and independently. 3. Have students discuss the topic and share their thoughts in pairs. Then (optional), open the discussion to the whole class.

Jigsaw Steps: 1. Select a topic, concept, theme, issue and break it into part (e.g. Civil War - short term causes, long term causes, short term effects, long term effects). 2. Place students in expert groups. 3. Assign each group a piece of the "puzzle" (i.e. short term causes, long term causes...) and ask them to develop an expertise in that piece. 4. Send individual "experts" into mixed groups (i.e. ones with different expertise) and have them share their expertise.

Double Exposure This strategy is effecting in helping students understand one reason why historians sometimes arrive at different conclusions about the past. Steps: 1. Select a topic for exploration (e.g. Civil Rights movement). 2. Gather two photographs that are likely to lead students to competing descriptions of a(n) person, event, institution, society etc. For example, Photograph A (photo of Dr. King) = suggests that the story of the Civil Rights movement is the story of charismatic leaders such Martin Luther King or Rosa Parks. Photograph B (photo of Montgomery freedom walkers) = the story of the Civil Rights movement is the story of thousands of courageous, everyday people. 3. Jigsaw: Split the class into halves. Divide students in both halves into small groups and distribute photograph A to some groups and Photograph B to other groups.

4. Have students analyze the photograph and discuss the following in their small groups: What does this photograph suggest about the topic (e.g. Civil Rights movement)? 5. Take students who analyzed photograph A and pair them off with students who analyzed photograph B. Ask each student in the paired group to describe the conclusions they drew from their photograph. If the photographs are well selected, students should arrive at competing conclusions 6. Ask students â&#x20AC;&#x153;why might historians arrive at different conclusions about the past?â&#x20AC;? 7. Debrief: explain that history is filled with different interpretations about the past. One reason for the different interpretations is that historians often rely on different pieces of evidence (e.g. photographs) to construct their accounts. Your experiences with the photographs suggest that there may be more than one story about the past. Dueling Documents This strategy is effecting in helping students understand one reason why historians sometimes arrive at different conclusions about the past. Steps: 1. Select a topic for exploration (e.g. slavelife). 2. Gather two documents that offer competing descriptions of a(n) person, event, institution, society etc. For example, Document A = a former slave describes the experience of slavery as one of unrelenting horror in which slaves are viewed as passive objects. Document B = a former slave describes his or her life as a subject who exhibited agency and crafted moments of joy despite the evil that existed. 3. Jigsaw: Split the class into halves. Divide students in both halves into small groups and distribute Document A to some groups and Document B to other groups. 4. Have students read and analyze their document and discuss the

following in their small groups: What does this document suggest about the topic (e.g. slavelife)? 5. Take students who analyzed Document A and pair them off with students who analyzed Document B. Ask each student in the paired group to describe the conclusions they drew from their photograph. If the photographs are well selected, students should arrive at competing conclusions. 6. Tell the students that they are now going to play a game of Dueling Documents. Explain that they have two documents that are competing to tell the story of the past (e.g. what slave life was like). Their task is to decide which document should win the duel. Ask them to discuss the following questions as they decide which document wins the duel:  Which source is “best?” Why”  Which conclusion about the past is "best?” Why? 7. Ask each group to explain which document won the duel and why? 8. Debrief: Ask why might historians arrive at different conclusions about the past? Explain that history is filled with different interpretations. One reason for the different interpretations is that historians often rely on different pieces of evidence (e.g. photographs) to construct their accounts. However, your experiences with the documents suggest that there may be more than one story about the past.

Fishbowl Steps: Select a topic, problem, assertion, or question to be discussed, solved, deliberated, or debated. Select or create learning supports (e.g. text readings, fact sheets, pro & con arguments, lecture) that will support substantive discussion. Present the

supports to the students. Alternative – provide students with sufficient time to conduct research on the topic, problem, assertion, or question. Arrange desks or chairs so that there is a small inner circle (5-7 chairs) for the “fish” who will actively discuss and a larger outer circle for the “observers.” Teacher or students select members of the inner circle. Members of the inner circle take their seats. Teacher begins discussion by posing the topic to the inner circle. Write the topic, problem, assertion, or question on the board to maintain focus. Begin the discussion, deliberation, debate, or search for solution. Allow 30-60 seconds for each member of the inner circle to offer final thoughts. Debrief with the entire class (affording special attention to members of the outer circle):     

Which were the most persuasive points made? What are some counterpoints that did not surface? Did any inaccuracies or misconceptions surface? Which conclusions or solutions merit support? What were some of the most effective techniques employed by the inner circle?

Options & Extensions: Leave one empty chair in the inner circle for an observer from the outer circle to fill should he or she wish to enter the discussion. Establish time limits for observer participation so that other observers may enter. Allow for “tagging” whereby outer circle observers may enter the fishbowl by “tagging” a member of the inner circle. The person who is tagged moves to the outer circle. Teacher can assume responsibilities for moderating the discussion or assign that task to a permanent member of the inner circle. Outer circle tasks Record strong or weak points made in the discussions or evaluate the performances of those in the inner circle.

Jigsaw prior to discussion. Break the class into small groups and have them develop positions that reflect a range of perspectives or solutions. Let each group elect a representative to serve as the groupâ&#x20AC;&#x2122;s voice in the inner circle. Have students write a summative position or reflective paper. Gallery Walk Steps: 1. Teacher develops an assignment that requires students to create a product that will appear on poster paper. 2. Students create the product on poster paper (e.g. graph, map, cartoon, campaign ad, drawing). 3. Products are posted around the room, hallways, gym, or cafeteria. 4. Teacher develops a task for students to complete as they view the products (e.g. evaluate using a rubric, respond to questions). 5. Students are placed in small groups, directed toward one product, view it much like they would in an art gallery, then complete their tasks. Students then rotate to the next product until theyâ&#x20AC;&#x2122;ve had a chance to view them all or complete the assignment given by the teacher. 6. Teacher debriefs in a whole group setting.

Inquiry Steps:

Introduce or expose students to a problematic situation or area of uncertainty. Invite students to…  Formulate question(s) to guide the investigation.  Propose preliminary explanations or hypotheses.  Plan and conduct an investigation (research or experiment).  Gather evidence through research, observation, or experiment.  Explain the conclusion, interpretation, or theory based on evidence.  Consider other explanations.  Formulate a conclusion.  Communicate the explanation.

KWL Steps: This strategy is often used prior to instruction to activate prior knowledge, to surface students’ interests, then after instruction to prompt reflection on what they have learned. Create a handout and transparency with a three-column chart. Place the letter “K” at the top of column 1, the letter “W” at the top of column 2, and the letter “L” at the top of column 3. Distribute copies of the handout to students. Instead of a transparency, you may simply draw the KWL chart on the board. Introduce the topic or concept to be studied (e.g. pandemics). The K Part: Ask students to think quietly and independently about the question “What do you already Know about pandemics?” Tell them to write their responses in column 1 under the letter “K.” Then, ask volunteers to share what they already know and record their responses on the transparency (or board). The W Part: Ask students to think quietly and independently on responses to the question “ What are some things that you want to learn about pandemics?” Tell them to write their responses in column 2 under the letter “W.” Then, ask volunteers to share what they already know and record their responses on the transparency (or board). Use all or some of this information to modify the unit that you plan to teach.

Engage students in the unit of instruction. The L Part: Ask students to work quietly and independently on responses to the question “What are some things that you Learned about pandemics?” Tell them to write their responses in column 3 under the letter “L.” Then, ask volunteers to share what they already know and record their responses on the transparency (or board). Reteach. Correct any misconceptions and fill-in any oversights that may have surfaced as the students complete the L column (#3). MockTrials Steps: 1. Judge briefly introduces the case (e.g. State v. Goldilocks). 2. Give opening statements: a. Prosecution or plaintiff goes first b. Defense follows 3. Prosecution or Plaintiff Calls Its Witnesses a. Direct Examination by the Prosecution or Plaintiffs b. Cross-Examination by the Defense 4. Prosecution or Plaintiffs "Rest" - after calling all of their witnesses (or as many as they choose to call) 5. Defense Calls its Witnesses a. Direct Examination by the Defense b. Cross Examination by the Prosecution or Plaintiffs 6. Defense "Rests" - after calling all of their witnesses (or as many as they choose to call) 7. Closing Statements a. Defense goes first b. Plaintiffs or Prosecution Follow Moot Courts Steps:

1. Select a case (e.g. Dred Scott). 2. Prepare a summary of the case. 3. Have students read the case summary. 4. Have the class identify the facts in the case and the case question. 5. Small Group Option - place the students in triads. Two students (A and B) argue different sides of the case. The third student (C) plays the role of judge. The two students argue the case while the judge poses questions and makes a decision on the case. One team can then be selected to argue the case "before" the whole class (see Procedure 6). 6. Whole Class Option - select several cases for discussion. Prepare case summaries and identify the case questions. Invite two students or two pairs to argue each side (Appellant and Respondent). The rest of the class plays the roles of justices who pose questions and render a decision. Post It Poll Steps: This simple strategy is useful prior to a debate or discussion as a way for instructional planners to see if there are actually differences of opinion that might enhance the discussion (or require the teacher to assume a “devil’s advocate” role). This strategy can also be used to invite changes of opinion and to gauge the impact of the discussion. 1. Distribute 1 small sticky note to each student. 2. Ask students to write their names on the sticky note. 3. Introduce a topic for discussion or debate topic and pose the topic as a question (e.g. representation - how should elected representatives represent us?). 4. Post signs on opposite sides of the board that identify different

positions students might take in the discussion or debate (e.g. trustee v instructed delegate). 5. Invite the students to walk up to the board and place their sticky note under the sign (i.e. position) that they support. 6. Conduct the debate. 7. Invite those who have changed their minds as a result of the discussion to go up to the board and move their sticky note. Problem-Based Learning (PBL) Steps: 1. Select a problem (e.g. conflict in the Middle East). 2. Discuss problem solving strategies. 3. Introduce the problem to the students. 4. Have students clarify the problem (restate it). 5. Assign students to "stakeholder groups" or roles (e.g. Israelis, Palestinians, Americans, Saudis) to develop solutions or positions. 6. Move students to jigsaw groups comprised of every role (i.e. Israelis, Palestinians, Americans, Saudis) to try to reach an agreement or a solution to the problem. 7. Debrief.

Stay or Stray Steps: 1. Select a topic to be explored (e.g. structures of government around the world). The topic should be multi-faceted (e.g. different structures, causes/effects of something, arguments for and against something, cost/benefits, alternative solutions to a

problem, different perspectives etc.). 2. Explain the following procedures to students before implementing them so that students know what will be expected of them. 3. Jigsaw Information Gathering: place students in small “expert” groups of 3 at a center (e.g. table) and assign a reading, recording etc. that offers information about one facet of a topic. For example, one reading might focus on unitary structures of government while the other two readings focus on federal and confederate structures. Pose a question for each group to answer (e.g. how might governments around the world be structured) and have the students in each expert group record their responses on a handout paper or on Post-it Chart paper that can be posted on the wall. If you use Post-It Chart paper…post the responses on the wall. 4. Assign each student a number from 1-3. Tell students that they are now going to explore different facets of the topic and that each will get a turn to be the teacher while others have an opportunity to learn from their peers. 5. Ask all of the students assigned #1 to STAY at their center or near their Post-It Charts. Students assigned to #2-3 are to STRAY clockwise to the nearest table or Post-It Chart where #1 will share the information that his or her group gathered during Step 2. 6. Once the #1 students have explained their information and responded to questions, ask the #2 students to STAY where they are while #1 & 3 STRAY to the next center. Continue to STAY OR STRAY until all facets of the topic are explained and each student has had an opportunity to be “the teacher.” 7. Debrief: Write labels for each facet of the topic on the board (e.g. unitary, federal, confederate). Ask volunteers to list features of each structure and record their responses on the board for all to see. Students can take notes on each facet to develop a fuller understanding of the topic.

Synectics - Understanding Together Steps: 1. Select a topic or concept to be studied (e.g. federalism). 2. Provide factual information on the topic. For example… Federalism diffuses power among different levels of government. Most people think of national, state, and local when they think of levels. Some powers are “delegated” to the national government; others are “reserved” to the states. Many powers, responsibilities, and functions tend to overlap between levels. 3. Present an analogy (e.g. federalism is like a layer cake). Suggest some similarities between the two things being compared. For example… There are different layers of government as there are different layers of cake. Both can satisfy wants. You can have too much or too little of both. 4. Personalize the analogy. Ask students to describe in a single word what it feels like to be a layer cake. 5. Identify compressed conflicts. Ask students to pair words on the list that appear to be in conflict, tension, or somewhat contradictory or opposite. For example, students might pair “divided” and “joined.” 6. Critique the original analogy. Ask students to explain how federalism is unlike a layer cake. For example… Power is not divided neatly in federalism as the layers of cake are.

Layer cakes do not cost nearly as much. 7. Discuss and Create: Ask students to work in small groups to discuss the merits and flaws of the original analogy then come up with an alternative analogy (e.g. federalism is like a marble cake). 8. Debrief: Ask students how this activity may have enhanced their understanding of the topic or concept (i.e. federalism) or made it more enduring.

Take a Stand Steps: 1. Select an issue (e.g. gun control). 2. Ask students to identify their positions on the issue. 3. Ask for 1-2 students who strongly support, 1-2 students who strongly oppose, and 1-2 students who have mixed opinions. 4. Post signs in the front of the room (on the chalkboard) which state "Strongly Support" and "Strongly Oppose." The signs should be at opposite ends of the board. 5. Ask the volunteer(s) who strongly support to come up to the front of the room and stand under the sign that states "Strongly Support." Ask the volunteer(s) who strongly oppose to come up to the front of the room and stand under the sign that states "Strongly Oppose." Invite a student or students who have mixed opinions to stand in the middle. 6. Ask each student to explain why he or she has taken the position he or she has. Then, ask any student who has changed their mind to move in the direction of their changed position. 7. Invite the rest of the class to try to get any of the students in the front of the room to change their position by expressing powerful arguments.

Activities http://www.education.com/activity/social-studies/ Pen Pals In this creative activity from teachthis.com, students will work together to create a letter from a pen pal. Divide your class into groups of eight, and make a copy of this blank pen pal form for each student. Students start by filling in the blanks of the first sentence, which gives a name and age for the pen pal. Then they should fold over the top of the paper so no one can see what they wrote. Everyone passes their papers to the person on their right and then fills in the next sentence which describes what the person looks like. Again, students fold down the top of the paper to hide what they have written before passing it to the right again. Continue in this manner, filling in the blanks, folding the top of the paper down, and passing the paper to the right until all of the sentences on each sheet are complete. Pass the paper one more time and have students unfold it to reveal the letter from their pen pal. Be prepared for some entertaining combinations of descriptive adjectives. One-sided Conversation Take your cell phone and pretend you are talking to someone. Students will hear only your side of the conversation. When youâ&#x20AC;&#x2122;re done talking ask students to guess who you were talking to and what the conversation was about. This is something you can really target to your studentsâ&#x20AC;&#x2122; needs: you can have all types of scenarios and adapt them to the topic which you have to teach. Matching Conversation Say you are teaching your students the four seasons. Use your phone and pretend to talk to someone about the weather. Have four different conversations. Students have to match the conversation to the right season.

For example: “Oh yes! Just lovely!.......I’m enjoying this weather so much…..Went out for a walk. You know, after spending so many months indoors, it was so nice to enjoy the fresh air…….Have you seen how many flowers are blooming?.....” Students would have to guess you were talking about spring. You can also match type of holidays, professions, sports, etc….just remember that you can’t give away any of the key words. Students must guess from other clues. Take a Snapshot! Take pictures with your own phone of important intersections in town. Ask students if they can identify them. They must name the exact intersection and if possible famous landmarks that are nearby. Show students that they can do the same when they are in a foreign location and take pictures of key streets and locations. Make a Drop Spindle The spinning wheel wasn't invented until 1000 AD, but before that, people needed to use something to spin fiber into thread. So what would they use? A drop spindle! In this activity, kids learn how to make a drop spindle with a handy vegetable. It may seem like a challenge to use a drop spindle, but people have been doing it for thousands of years. In the Middle Ages, kids started spinning with a drop spindle when they were only four years old! A drop spindle has 3 parts, the shaft, the whorl, and the hook. The shaft is a made from a long dowel with a pointed end at the bottom. The hook goes on the top of the dowel, opposite of the pointed end. Finally, the whorl is a round weight that sits on the shaft. The purpose of the whorl is to add weight to help the spindle spin more easily. Historical whorls were made of stone, wood, metal or clay, but vegetables are so much easier to work with! What YouNeed:        

Woodendowel, 1/2" diameter Fine sandpaper Severalturnipsorbeets Apple corer 2 widerubberbands Pencilsharpener Cup hookscrew 2 balls of hairylightweightyarn

What You Do: 1. Choose a vegetable. It must be 4" to 5" wide, weigh between 4 and 6 ounces, and be of uniform roundness at it's widest point. Allow plenty of time for finding a perfect turnip! Buy extras for do-overs. 2. Prepare the shaft. Have your child make a point on one end of the dowel with a pencil sharpener. He should use sandpaper to sand the shaft smooth, then screw the cup hook into the flat end. 3. Now it's time to prepare the whorl. He'll use the apple corer to make a hole through the center of the turnip, so that he can stick the dowel through it more easily. Before he gets started, make sure he knows that the apple corer must enter and leave straight through the center. Too much angle between enter and exit will make the spindle wobble rather than spin. He should stick the corer in the bottom, turning it like a screwdriver as he pushes down and out the other side. 4. Once the hole is made, assemble the drop spindle. Have him push the whorl a few inches up the shaft from the pointed end. 5. Next, he'll need to test the angle to make sure it will work. Have him place the point on the ground, spin the shaft between his palms and let go. It will spin a moment if the hole is true. If not, it will topple immediately. If it needs adjusting, he can re-core to straighten the hole, trim the turnip edges to change the balance, or start over. 6. When he's satisfied with the spin, have him twist rubber bands above and below the turnip to hold it in place. 7. Before he starts using the spindle, it can be helpful to see someone else using it. If you're an accomplished spinner, you can show him yourself. Otherwise, search for a video on the internet that clearly shows how to start thread on the spindle. 8. Once he's ready, encourage him to give it a try! Tie both yarn ends together around the shaft right above the whorl, on the hook side. Wrap yarn down, from over to under the whorl, half-way around the shaft. You don't need to wrap a full loop around; just so it "catches" the whorl. Then pull the yarn up and through the hook. Have him stand, lightly holding the yarns with one hand, so yarn can pass through his fingers. He should give the whorl a clockwise spin with the other hand and let the spindle "drop" as the yarns entwine.

9. When the point hits the floor, have him slip the plied yarn out of the hook, wind it clockwise, then re-wind it evenly around the shaft below the whorl. Re-thread and spin anotherlength. Using the drop spindle can be tricky at first, and it takes a bit of practice, but encourage him to keep trying. It'll get easier and easier each time he tries it, and once he gets the hang of it, he'll gain the confidence that comes from learning a new skill! Map Your Food Maps, in all shapes, sizes, and themes, are a common fourth grade social studies topic. Kids love the textures and shapes of physical maps, the intricate symbols of product maps, and the rainbow colors of climate charts. But it can be another matter all together when it comes to locating themselves within that context. Here's a fun family activity that builds this awareness, while also addressing the pressing environmental issue of our “global footprint.” And if you've got a picky eater around, it just might get him to try some new foods, too! What YouNeed:     

10-20 foods that your child eats often over a week. Try to include a range of categories, from produce and meat to milk to cereals and snacks. Wall size map of the world Ball of thincoloredyarn Push pins or repositionable tape (available at stationery or art supply stores) Small sticky notes

What You Do: 1. Explain to your child that you are going to figure out how far your food travels to get to you. Start by putting up the world map, and marking your home town on it with a colored marker. 2. Invite your child to explore the kitchen with you, and pull out your 10-20 common food items. Keep them in their containers, or leave stickers on them, for this activity—you want to find out where they're from! 3. Now, one by one, “map” your food: stretch your yarn from your house to the country or state, or even city, where your food was grown or made. Label each stringwith a post-it.

4. This being fourth grade, your child is studying map legends and learning to figure distance ratios. So take out a plain piece of paper and start a list: for each food, use the map legend to figure how many miles it came, assuming it came “as the crow flies.” (It may not have, but this will still give us a useful ballpark). If a product came from within 50 miles, it may be too hard to be exact; just give it an average number of, say 20. And if it came from your back yard, of course, you can savor writing a nice round “0”! 5. When you're done, you should have a dramatic map with lines of varying lengths. Leave it up for the week and talk it over. Are there any foods you might choose that are closer to home? Tally your first total of miles...and then, for the next couple of weeks, see if you can beat your score. What is it like to “eat local," and how can you do it more often?

"I Love You" Book An "I Love You" book is a perfect gift for a very special friend or family member on Valentine's Day. Love is a universal language spoken by people all over the world. This Valentine's Day, spark your child's interest in other languages and cultures by teaching her how to say "I love you" in eight different languages. Heartfelt and thoughtful, this multilingual "I Love You" book makes the perfect gift for a loved one on Valentine's Day. What YouNeed:     

Blankpaper Markers, crayons, colored pencils, or other drawing supplies Access to the internet or library Hole punch Ribbon

What You Do: 1. First of all, help your child find how to say "i love you" in 6 to 8 different languages.Try using foreign language books or the Internet to find your sayings. 2. Once you have your phrases, practice pronouncing them together out loud as best you can. Look for pronunciation guides to help you get the pronunciation right. Make sure she notes the country where each language is spoken.

3. Now your child is ready to put her creativity to work. Have her write each phrase at the top of a sheet of paper, one phrase to a page. 4. Ask her to think about each country. On each country's page, have her draw something that represents the culture in some way. For example, she could draw a landmark, the country's flag, or a popular dish. Encourage her to look through a book or online for inspiration. 5. To complete her book, ask your child to design a cover page and give her book a title. 6. Line up the pages together, then punch holes along the spine and tie the pages together with ribbon. Voila! Your child now has a beautiful gift to give to a loved one for Valentine's Day. Did you know? Many other countries have special days for celebrating love. In Mexico, Guatemala, and El Salvador, people celebrate Diadel Amor y la Amistad or Day of Love and Friendship. People perform acts of appreciation for their friends on this day. In Brazil, couples exchange candy, cards, flowers, and other gifts on June 12th. In Japan, Valentine's Day is a time for women to give chocolate and gifts to men. One month later, on White Day, men return the favor by giving chocolate back to the women who gave them gifts on Valentine's Day. Ink Art Your kid probably already knows that oil and water don’t mix, but he might not be aware that this natural repulsion is used to produce beautiful art. The Japanese noticed how floating ink and oil could make undulating patterns hundreds of years ago and created the art form called suminagashi, which means “spilled ink” in Japanese. This project can involve some trial and error, so multiple test runs are recommended. But one thing is for sure: Your child will have lots of fun! What YouNeed:       

Disposable aluminum pie tin, or a small shallow pan that you don’t care about. Water Light-coloredconstructionpaper Scissors India ink, black works best, available at most craft stores (Be careful! This can stain) Light oil (baby or corn oil work fine) Small containerfortheoil

ď&#x201A;ˇ

Toothpicks

What You Do: 1. Find a stable table and cover it with protective paper. 2. Have your child fill the pie tin two-thirds of the way up with cool water. Letsettle. 3. Cut the construction paper into 4" x 4" pieces. 4. Help your child drop a single drop of black India ink into the pie tin. Letit spread. 5. Have your child use the toothpick to place a tiny drop or two of oil in the center of the ink puddle. 6. Again, using the toothpick, assist your child in lightly swirling the oil and ink. Don'tvigorouslystir, ortheeffectwill be lost. 7. Help your child drop another single drop of black India ink in the tin, in a slightly different location. 8. Have your child use the toothpick to place yet another drop of oil in the center of the new ink puddle. 9. Keep swirling, looking for unmixed places. 10. Assist your child in placing a piece of construction paper on top of the ink and oil mixture. Presslightly. 11. Remove the paper. The pattern of swirls should have transferred to the paper. 12. Place the paper on a flat surface with the ink facing upward. Let dry. 13. Is you kid having fun? Let him try it again. Dump out the contents of the pan, rinse the tin out, and fill it with fresh cool water. Letthewatersettlebeforebeginning. These marble papers can be also be used as part of bigger art projects. Your child can glue his best example to a folded piece of construction paper. He might also consider drawing fish, dolphins, boats or other objects or creatures you might see in the water on top of his wavy creations.

Create Aboriginal Handprint Art Over 3,500 years ago, Australian Aboriginals created unique handprints on cave walls by blowing a mixture of red ochre and water from their mouths over their hands. Artists also created unique rock paintings alongside their blown handprints to document their life. Traditional Aboriginal art uses lots of patterns and vibrant colors. Teach your child about the art of ancient Australia by creating your own handprint art just like Aboriginal artists did thousands of years ago. It's a cinch with watered-down tempera paint and a spray bottle. What YouNeed:     

1 sheet of brown construction paper Spray bottle Tempera paint in red or black and other colors Water Cotton swabs

What You Do: 1. Before starting the art project, take a look at Australian Aboriginal art and cave paintings online with your child to get an idea of the designs, patterns, and colors of this art style. 2. Help your child dilute the red or black tempera paint with water in a spray bottle until it's thin enough to spray through the bottle. 3. Place the brown construction paper in front of your child. The brown paper will stand in for a cave wall. Ask her to place her hand on the paper, spreading her fingers far apart. 4. Help her spray the diluted tempera paint around the edges of her hand to create a handprint outline, just like Indigenous Australians did. 5. Let the handprint dry while she washes her hands. 6. Once dry, encourage your child to decorate around her sprayed handprint using colorful tempera paint and the tip of a cotton swab, making dots and creating lines and shape patterns. Dipping the cotton swab into paint and pressing it onto the paper is a great way to boost her fine-motor skills and hand-eye coordination.

Teaching Math with Technology - Elisabeth Gomes - Ilsia Gonz谩lez - Brian L贸pez

Teaching Math

Mathematics is the science that deals with the logic of shape, quantity and arrangement. Math is all around us, in everything we do. It is the building block for everything in our daily lives, including mobile devices, architecture, art, money, engineering, and even sports.

 Teaches

logical and critical thinking.

 Teaches life skills.  Supports continuing Education and Careers.  Your daily math.

http://edtechteacher.org/index.php/teaching-technology/tmwt



Play Games



Use children’s bodies

 Problem solving instruction

 Use children’s toys and materials

 Explicit timing

 Use variety of activities

 Use dramatizations

 Use technology

 Let

it make sense

 Remember the goals Know your tools  Living and Loving math

Teaching Art & Music with Technology oLeythe Tenes oEvelyn Gonzalez

Trefoil

UNIVERSIDAD MARIANO GALVEZ FACULTAD DE HUMANIDADES ESCUELA DE IDIOMAS LESSON PLAN 2014 INSTRUCTOR Evelyn González Leythe Tenes INSTITUTION

DATE May 31st, 2014 GRADE 8th “A”

COURSE CONTENT SPECIFIC TOPIC Music/Art Types of music – elements of choreography General Competency Applies and creates a choreographic to identify the music genres that are in hi/her learning context when uses movie maker to edit and present it like a video clip. Performance indicators:  Identifies types of music when making groups according to their likes.  Creates a choreographic about a music genre in groups using a cellphone to take a video.  Uses movie maker to edit their choreographic and present it like a video clip. Digital competencies: Selects and uses the appropriate tools and digital resources to accomplish a creation of a choreography using movie maker to edit it and present a video clip. LESSON CONTENT Types of music and the elements of choreography. Links or web pages: http://createwebquest.com/node/12777 http://www.balletaustin.org/education/documents/ElementsofChoreographyHandout.pdf http://www.thetoptens.com/most-popular-types-of-music/ INSTRUCTIONAL PROCEDURES a.Focusing event - Warm up: If you know it, writes it! TIME T divides the class in two teams. Each team take turns to choose a S that has to sit in front or in the middle of the class. T gives a paper to each S, and when the T plays a song if the Ss that are in front know the 45 Min. name of the movie of the song has to write it and show the name. b. Teaching procedures Presentation: a) activate prior knowledge: T will show a video about the music genres. https://www.youtube.com/watch?v=7uxF9CsxW88 choreography.

b) emphasize function : T explains the types of music and also the elements of

c) establish structures : T shows a video about music genres, Ss have to write 2 characteristics about them. d) check-up: Ss in pairs do a worksheet; they have to match the name of the song with the correct genre. T will play the songs to help Ss to recognize them 

Guided practice/ Controlled practice: Each S has a favorite music genre; they have to do the mimic of their music genre and find other Ss that like the same and get together.



Free practice: Ss divided in two groups, have to create their own choreographic choosing

a music genre. They have to make a video clip using movie maker and present to the class. Their video clip has to include the name of the song, the name of the singer and what music genre they chose. e. Wrap-up/Closure: Each group presents their video clip. f. Reteach activity (if needed): T will provide a chart about music genres, Ss have to classify them and write the name of a song. g. Student Participation Group Work h. Homework: EVALUATION PROCEDURES: a. Formative check: Worksheet b. Summative check: Choreographic/video clip General Resources Worksheet Technological resources Computer, cellphone

Teaching Music and Art with Technology

• Boom, snap clap • Boom, Boom, snap, clap, snap

• Bom, snap, clap • Boom, boom, snap, Shhh!

BOOM, SNAP, CLAP! Major methods of teaching Music

The Orff Approach • The Orff Method is a way of teaching children about music that engages their mind and body through a mixture of singing, dancing, acting and the use of percussion instruments (i.e. xylophones, metallophones, glockenspiels).

The Kodaly Method • The Kodaly Method is a way of developing musical skills and teaching musical concepts beginning in very young children. This method uses folk songs, Curwen hand signs, pictures, movable-do, rhythm symbols and syllables. It was first introduced in Hungary but is now used in many countries, either alone or in combination with other methods.

The Suzuki Method â&#x20AC;˘ The Suzuki method, also known as the "mother-tongue approach," is a method of teaching music that stresses the importance of parental influence and involvement. Parents and teachers work together to achieve a common goal. Parents are expected to attend lessons and serve as nurturing teachers at home.

Activities for Teaching Music

"Rain, rain, go away / Come again another day / Everybody wants to play â&#x20AC;Ś

Video of teaching music

â&#x20AC;˘ Introduce your students: "Ladies and gentlemen, let's put our hands together for (child's name), who will sing ( let your student pick his/her favorite song."

Teaching Art is a balance of these areas: • Seeing in art: Developing the artists eye. • Doing art: developing skills and techniques in art. • Creativity • Knowing Art And also involves: • Planning Setting tasks Support • Stimulus Use of materials • Progression Assessment

Painting Music

Techniques for Teaching Art

Teaching 4 skills with Technology  Mayra Cruz  Karina Mendoza

Technology and 4 skills Integration: It is the use of technology tools in general content areas in education in order to allow students to apply computer and technology skills to learning and problemsolving. The International Society for Technology in Education (ISTE) has established technology standards for students, teachers and administrators in K-12 classrooms. The ISTE, a leader in helping teachers become more effective users of technology, offers this definition of technology integration: "Curriculum integration with the use of technology involves the infusion of technology as a tool to enhance the learning in a content area or multidisciplinary setting... Effective integration of technology is achieved when students are able to select technology tools to help them obtain information in a timely manner, analyze and synthesize the information, and present it professionally. The technology should become an integral part of how the classroom functions â&#x20AC;&#x201D; as accessible as all other classroom tools. The focus in each lesson or unit is the curriculum outcome, not the technology." Integrating technology with standard curriculum gives students a sense of power, but also allows for more advanced learning among broad topics. Technology contributes to global development and diversity in classrooms and helps develop upon the fundamental building blocks needed for students to achieve more complex ideas.

Technology Education Standards: National Educational Technology Standards (NETS) served as a roadmap since 1998 for improved teaching and learning by educators. As stated above, these standards are used by teachers, students, and administrators to measure competency and set higher goals to be skillful. The Partnership for 21st Century Skills is a national organization that advocates for 21st century readiness for every student. Their most recent Technology plan was released in 2010, â&#x20AC;&#x153;Transforming American Education: Learning Powered by Technology.â&#x20AC;? This plan outlines a vision "to leverage the learning sciences and modern technology to create engaging, relevant, and personalized learning experiences for all learners that mirror students' daily lives and the reality of their

futures. In contrast to traditional classroom instruction, this requires that students be put at the center and encouraged to take control of their own learning by providing flexibility on several dimensions." Although tools have changed dramatically since the beginnings of educational technology, this vision of using technology for empowered, self-directed learning has remained consistent.

Constructivism in Technology Integration: Constructivism is a crucial component of technology integration. It is a learning theory that describes the process of students constructing their own knowledge through collaboration and inquiry-based learning. According to this theory, students learn more deeply and retain information longer when they have a say in what and how they will learn. Inquiry-based learning, thus, is researching a question that is personally relevant and purposeful because of its direct correlation to the one investigating the knowledge. As stated by Jean Piaget constructivist learning is based on four stages of cognitive development. In these stages, children must take an active role in their own learning and produce meaningful works in order to develop a clear understanding. These works are a reflection of the knowledge that has been achieved through active self-guided learning. Students are active leaders in their learning and the learning is student-led rather than teacher窶電irected. Many teachers use a constructivist approach in their classrooms assuming one or more of the following roles: facilitator, collaborator, curriculum developer, team member, community builder, educational leader, or information producer. Mobile Learning: A mobile device is essentially any device that is portable and has internet access and includes, tablets, smart phones, cell phones, e-book readers, and mp3 players. As mobile devices become increasingly common personal devices of K-12 students, some educators seek to utilize downloadable applications and interactive games to help facilitate learning. This practice can be controversial because many parents and educators are concerned that students would be off-task because teachers cannot monitor their activity. This is currently being troubleshooter by forms of mobile learning that require a log-in, acting as a way to track engagement of students. Benefits: According to findings from four meta-analyses, blending technology with face-toface teacher time generally produces better outcomes than face-to-face or online learning alone. Research is currently limited on the specific features of technology integration that improve learning. Meanwhile, the marketplace of learning

technologies continues to grow and vary widely in content, quality, implementation, and context of use. Research shows that adding technology to K-12 environments, alone, does not necessarily improve learning. What matters most to implementing mobile learning is how students and teachers use technology to develop knowledge and skills and that requires training. Successful technology integration for learning goes hand in hand with changes in teacher training, curricula, and assessment practices. An example of teacher professional development is profiled in Edutopiaâ&#x20AC;&#x2122;s Schools That Work series on eMints, a program that offers teachers 200 hours of coaching and training in technology integration over a two year span. In these workshops teachers are trained in practices such as using interactive whiteboards and the latest web tools to facilitate active learning. In a 2010 publication of Learning Point Associates, statistics showed that students of teachers who had participated in eMints had significantly higher standardized test scores than those attained by their peers. Project-based activities CyberHunt: A CyberHunt, or internet scavenger hunt, is a project-based activity which helps students gain experience in exploring and browsing the internet. A CyberHunt may ask students to interact with the site (i.e.: play a game or watch a video), record short answers to teacher questions, as well as read and write about a topic in depth. There are basically 2 types of cyberhunts: ď&#x201A;ˇ ď&#x201A;ˇ

A simple task, in which the teacher develops a series of questions and gives the students a hypertext link to the URL that will give them the answer. A more complex task, intended for increasing and improving student internet search skills. Teachers ask questions for students to answer using a search engine.

WebQuests: WebQuests are student-centered, web-based curricular units that are interactive and use Internet resources. The purpose of a webQuest is to use information on the web to support the instruction taught in the classroom. A webQuest consists of an introduction, a task (or final project that students complete at the end of the WebQuest), processes (or instructional activities), web-based resources, evaluation of learning, reflection about learning, and a conclusion.

WISE: The Web-based Inquiry Science Environment (WISE) provides a platform for creating inquiry science projects for middle school and high school students using evidence and resources from the Web. Funded by the U.S. National Science Foundation, WISE has been developed at the University of California, Berkeley from 1996 until the present. WISE inquiry projects include diverse elements such as online discussions, data collection, drawing, argument creation, resource sharing, concept mapping and other built-in tools, as well as links to relevant web resources. Virtual field trip: A Virtual field trip is a website that allows the students to experience places, ideas, or objects beyond the constraints of the classroom. E-Portfolio: An e-portfolio is a collection of student work that exhibits the student's achievements in one or more areas over time. Components in a typical student eportfolio might contain creative writings, paintings, photography, math explorations, music, and videos. Among other tools that have been noted as being effective as a way of technology integration are podcasts, digital cameras, smart phones, tablets, digital media, and blogs. STRATEGIES TEACHING SPEAKING Low Beginnning: Focus on simple information exchange, expressing thoughts and asking questions Types of Materials: Texts with simple language structure and basic vocabulary. High Beginning Focus on using language to accomplish simple personal objectives appropriately Types of Materials: Texts which encourage interaction and learning of practical phrases Low Intermediate

Focus on general discussion of a variety of topics and functioning well in social situations Types of Materials: Texts which enable both structured and free discussion and role play High Intermediate Focus on elaborating and supporting opinions as well as simple formal presentations Types of Materials: Texts which engage students in thought-provoking interaction Advanced Focus on formal presentations, polished conversation skills and idiomatic expression Types of Materials: Texts providing a variety of situations for in-depth expression TEACHING LISTENING Low Beginnning Focus on getting students to recognize simple words and phrases in spoken English Types of Materials: Simple texts and audio with clear context and lots of visual cues High Beginning Focus on straightforward, easy to follow tasks which involve spoken instructions Types of Materials: Texts and audio which encourage quick response to spoken cues Low Intermediate Focus on extracting main ideas and gleaning specific information from extended speech Types of Materials: Texts and audio which provide realistic dialogues and short speeches

High Intermediate Focus on drawing accurate conclusions and inferences from conversation and lectures Types of Materials: Texts and audio with simulated lectures and complex conversations Advanced Focus on understanding authentic materials from the real world such as radio, video,

etc.

Types of Materials: Realia, taped lectures and radio programs, television and movies

TEACHING READING Low Beginnning Focus on getting students to recognize simple words and phrases in written English Types of Materials: Texts with pictures, heavily contextualized information High Beginning Focus on straightforward, easy-to-follow texts here little inference is required Types of Materials: Simplified readings, remedial texts Low Intermediate Focus on extracting main ideas and finding specific information in learner-oriented texts Types of Materials: Articles and books designed especially for non-native readers High Intermediate Focus on drawing conclusions, making inferences and outlining ideas in a variety of texts Types of Materials: Items of general interest in a variety of formats

Advanced Focus on understanding of author's intent, including tone, irony and nuance Types of materials: Literature and highly-specialized texts TEACHING WRITING Low Beginnning Focus on getting students to fill out forms and write simple sentences and messages Types of Materials: Simple forms to fill out, messages and reminders, pictures to describe High Beginning Focus

short

letters,

simple

descriptions

and

personal

events

Types of Materials: Sample letters, short stories, descriptions of common situations Low Intermediate Focus on describing personal experience, simple essay writing, responses to issues Types of Materials: Texts which introduce essays formats and idea generation techniques High Intermediate Focus on writing about and supporting opinions, narration, comparing and contrasting Types of Materials: Texts which emphasize topic exploration and thought organization Advanced Focus on formal styles of writing, such as term papers, proposals, research, creative skills. Types of materials: Texts which demonstrate professional writing and research skills

E-GRAPHY http://www.eslgold.com/writing/teaching_tips.html http://en.wikipedia.org/wiki/Technology_integration

Trefoil

UNIVERSIDAD MARIANO GALVEZ FACULTAD DE HUMANIDADES ESCUELA DE IDIOMAS LESSON PLAN 2014 INSTRUCTOR Mayra Cruz / Karina Mendoza INSTITUTION Centro de Estudios Diversificados COURSE CONTENT Language Arts

SPECIFIC TOPIC Writing Editorial

DATE June 7th/2014 GRADE 10th Grade

General Competency

Writes and creates an editorial to share information in an oral and written way by real life situation. Performance indicators: Reads what an editorial is. Knows how to write an editorial. Writes and creates an editorial. Presents their editorials Digital competencies: Students use digital media and environments to communicates and works collaboratively, contributes to project teams to produces original works or solve problems LESSON CONTENT How to write an editorial in past tense Links or web pages: http://teachingwriting.yolasite.com/ https://www.youtube.com/watch?v=fvOgOWD-rPM http://www.powtoon.com/p/dT1cbP1nPST/ https://www.youtube.com/watch?v=AxuYOR4MWGI http://www.eslgamesplus.com/irregular-past-tense-esl-grammar-jeopardy-quiz-game/ INSTRUCTIONAL PROCEDURES a.Focusing event - Warm up: Let´s watch a video! Teacher asks if they remember how to use the past tense, then students watch a video to remember. (https://www.youtube.com/watch?v=AxuYOR4MWGI ) b. Teaching procedures Presentation: a) activate prior knowledge: Jeopardy http://www.eslgamesplus.com/irregularpast-tense-esl-grammar-jeopardy-quiz-game/ students practice past tense of the verbs in groups. b) emphasize function : Teacher explains what an editorial is the students have to read in the webquest the information. http://teachingwriting.yolasite.com/ c) establish structures : Teacher explains and presents new vocabulary and it’s definitions, students must learn to write it accurately and inductively. d) check-up : Teacher asks to students to share if they have read an editorial.

TIME

Guided practice/ Controlled practice: Students must watch the video and follow direction in it. http://www.powtoon.com/p/dT1cbP1nPST/  Free practice: Ss write an editorial using simple past tense and create a little poster. c. Wrap-up: Ss practice the past tense of the verbs https://www.youtube.com/watch?v=0b4rsDuzThE d. Reteach activity (if needed): Just if the students need it. e. Student Participation Ss present their editorial to the rest of the class. f. Closure: Teacher explains a project to do by using the web. g. Homework: In your notebook ss are going to research about types of editorials. EVALUATION PROCEDURES: a.

Formative check:

Teacher checks if students understood the topic, walking around the classroom while the students are doing their editorials. · Student’s participation.

b. Summative check:

Worksheet and research (homework)

General Resources Notebooks Books Paper Markers Technological resources  youtubeVideo.  Projector.  Computer.  Internet.  Powtoon Presentation.  Webquest (yola)  Eslgamesplus.com

Links to 4 skills

http://prezi.com/fphfh3o6olqv/?utm_campaign=share&utm_medium=copy&rc=ex0share PPT http://www.storyjumper.com/book/index/12629452/How-Pigs-Got-Their-Curly-Tails# Tale http://www.eslgamesplus.com/action-verbs-interactive-crossword-ending-with-ing/ Games https://sites.google.com/site/easygrammar4kids/simple-past/simple-past Games http://www.eslgold.com/speaking.html four skills

The teachers have other tool to planning their classes using Technology in all subjects because all subjects are very important and it is a responsibility. We can use cell-phone, tablets, computer, internet, etc. Our class didnÂ´t can be traditional way. In this E-portfolio there are enough websites or link to find content to different subjects and there are some website where we do presentations. Teaching Techniques is an excellent course because put on practice each Technique that we are going to learn. I learned as use several Webpage, to explore and make videos, presentation or record.

General Conclusion:

I think that each teacher in this course learned step by step to create a plan using different resources as technology in the different subjects; so we improve our level to teach, this course had been a process for us, as English teachers and we are sure that we will achieve better result with our Ss and an excellent class. . My opinion: IÂ´m thanking for the teaching. It has been very useful!!!!! Thanks, Lic. Celeste Lemus. Godblessyou!!!!

E-graphy

Digital Competences and Lesson Planning http://prezi.com/3zscvj_hpuk/?utm_campaign=share&utm_medium=copy&rc=ex0share Syllabus http://www.e-learningforkids.org/language-arts/ http://www.e-learninglinks.com/language.htm http://www.state.tn.us/education/ci/english/doc/ENG_3081.pdf http://api.ning.com/files/bhIgfvrr9T1XvdIb3aeaIZUbIW1h2Xu 99B8CDcfSxUqTAEKW6A5e0CsqtoiJiMtsFqj0GZCRqPvSKAzslOQsCrOVY5Z9G Tx/graphicorganizers.pdf http://www.edu.gov.on.ca/eng/studentsuccess/thinkliteracy/file s/reading.pdf http://eslus.com/LESSONS/READING/READ.HTM http://www.englishexercises.org/buscador/buscar.asp?nivel=an y&age=0&contents=readings http://web2.uvcs.uvic.ca/elc/studyzone/330/reading/ http://level-up-reading.com/index.php/en/intermediate-englishreading-comprehension-activities http://busyteacher.org/classroom_activities-readingworksheets/

DI, PBL, COLLABORATIVE WORK 1. http://prezi.com/offy9hvhwug/?utm_campaign=share&utm_medium=copy&rc=ex0share Types of learning http://prezi.com/yb_mecmyvwlg/?utm_campaign=share&utm_ medium=copy&rc=ex0share Non-traditional ways http://www.montana.edu/teachlearn/Papers/activelearn2.html https://bubbl.us/ https://www.youtube.com/watch?v=5eh2NU0mjrc Scavenger Hunts http://www.livestrong.com/article/79177-human-life-cycle-stages/ http://www.youtube.com/watch?v=BSSJyX3wjM4 MovieMaker instructions http://www.youtube.com/watch?v=MiVyqQmCuw8 Webquest http://prezi.com/6wc6j6gt5krr/?utm_campaign=share&utm_medium =copy&rc=ex0share http://createwebquest.com/ Screen-O-cast https://www.youtube.com/watch?v=FoX6MqiC6Rc https://www.youtube.com/watch?v=P8sAHQYvVf0 teaching science link: http://prezi.com/10mzraqnue2z/?utm_campaign=share&utm_mediu m=copy&rc=ex0share

Language art link http://prezi.com/qvvsqtr8sups/?utm_campaign=share&utm_medium =copy&rc=ex0share Teaching Social Studies techniques http://www.udel.edu/dssep/strategies.htm Activities http://www.education.com/activity/social-studies/ Music & Art http://createwebquest.com/node/12777 http://www.balletaustin.org/education/documents/ElementsofChore ographyHandout.pdf http://www.thetoptens.com/most-popular-types-of-music/ https://www.youtube.com/watch?v=7uxF9CsxW88 Teaching 4 skills http://www.eslgold.com/writing/teaching_tips.html http://en.wikipedia.org/wiki/Technology_integration http://teachingwriting.yolasite.com/ https://www.youtube.com/watch?v=fvOgOWD-rPM http://www.powtoon.com/p/dT1cbP1nPST/ https://www.youtube.com/watch?v=AxuYOR4MWGI http://www.eslgamesplus.com/irregular-past-tense-esl-grammarjeopardy-quiz-game/

Thank you for share your knowledge with us. God bless you!!!