martes, 20 de junio de 2017

CONCLUSION

AS A CONCLUSION:

Last, but not least, a complete paper form Univ. of Australia (definition, taxonomy, chart with tasks seen in class): Homework Its forms and functions revisited, Dr Eva Dobozy, PhD. "[...] Hence, the key message is: homework’s impact on achievement stems, most likely, from effort more than time. When students engage with their homework – either because it is intrinsically motivating and/or because they have good study habits – they are likely to receive long and short-term benefits from their endeavour, some of which will be reflected in improved academic performance."
   



stella

CLASS # 5 (ASSESSMENT)

Resultado de imagen para share homeworkASSESSMENT CLASS

  • bring the tasks designed (see VIRTUAL CLASS)
  • bring the results, comments, samples from your students' homework, etc.
  • get ready to SHARE your ideas, results, conflicts, ...
see you next class!

stella ;-)

Resultado de imagen para share homework

Resultado de imagen para share homeworkResultado de imagen para share homework gif

CLASS #4


CLASS #4  "virtual".

Choose one of the following tasks, develop it and APPLY IT to one of your groups. Record findings, doubts, result(s), etc.


1- Design a task for homework based on the same topic. Frame this task in one of the projects or topics students are involved in.  Decide on the grade (E.P.) or Year (E.S.)
Differentiate the task in two forms considering the taxonomy for homework presented in the previous meeting.
2- Design a task for homework based on the same topic. Frame this task in one of the projects or topics students are involved in.  Decide on the grade (E.P.) or Year (E.S.)
Differentiate the task in two forms considering the taxonomy for homework presented in the previous meeting. and the aspects for differentiation.

3- Design a task for homework to encourage students to engage with new material that will be presented in class shortly (Type B homework in the taxonomy).
Decide on the level (primary or secondary school) and grade/year.

4- Think of one your classes and try to divide the students into three groups. The criteria for group division are:

1) the readiness students have for English
2) the type of homework you may design and assign to them
Considering the three groups, design an assignment (homework) for each group following the taxonomy for homework and integrating the other aspects for differentiated instruction.


Use this HOMEWORK PLANNING TEMPLATE to plan your homework task for class #5.



SCHOOL: .................... LEVEL: ........… GRADE/YEAR: …..


TOPIC:
HOMEWORK TYPE:
PURPOSE:
DIFFERENTIATION THROUGH: (content, process, product, affect/learning environment)
SKILL INVOLVED (reading, writing, listening, speaking) + literacy
INSTRUCTIONAL STRATEGIES:
MATERIAL/S (including ICT)  and / or TASK:
FEEDBACK:



stella

martes, 2 de mayo de 2017

CLASS #3

 CLASS #3.

Would you like to read something more! Go to: 



stella :-)

CLASS #2


Etr pathworks- la tarea escolar como estrategia educativa - meetings 1, 2 and 3 de stellams

HOMEWORK

Click on the picture below to access the site:  "Resources for Teachers, Instructional Strategies."
  • browse the site
  • choose 3 or 4 strategies to share with your colleagues
  • think of a project that you're carrying out, a lesson plan that you've dessigned recently, a class that you've delivered and
    • apply one/several strategies to that/those class/es
    • create/improve some homework for your students
    • bring these ideas and material to the next meeting
    • analyse them in the light of Bloom's Taxonomy.
  • get ready for MICROTEACHING!!! 



    stella :-)

    domingo, 9 de abril de 2017

    Pathworks: la tarea escolar como estrategia educativa.


    Inglés E.P, E.S y Adultos

     Dirección de Formación Continua Provincia de Buenos Aires


    CLASS #1

    (Click on the titles to access the documents)



      • Bloom's Taxonomy (two infographics)
      According to Bloom's PYRAMID:
        • LOTS: Lower Order Thinking Skills
        • HOTS: Higher Order Thinking Skills



      Blooms-Taxonomy-650x366.jpg





        stella :-)

        viernes, 17 de junio de 2016

        ESI for ES

        COURSE: Comprehensive Sexuality Education. P. PERÓN

        Bibliography (click on the image or link below)

          
        ETR– ES2016 – ESI


        JUNE 25:
        • scan LEY Nº 26150
          • copy 2 or 3 things you knew & 2 or 3 things you didn't know (5 all in all)
          • Bring them to class
        • write a FUNDAMENTACIÓN for your future project
        • re-read: NAP document (& bring the doc to class)
        JULY 2: 
        • Scan the book: Department of Education and Early Childhood Development. (2013). Catching on Later. Melbourne. 
          • choose material, ideas, pictures that may be part of your project.
        • prepare a short BOOK REVIEW (one or two paragraphs) on: Unesco (2014) Comprehensive Sexuality Education: the Challenges and Opportunities of Scaling up. France: United Nations Educational, Scientific and Cultural Organization
        • finish the draft:of your project


        EXTRA BIBLIOGRAPHY (& IDEAS) (click on each title)



        • VIDEO: ALWAYS. LIKE A GIRL 

        • VIDEO: REAL BOYS WEAR PINK


        YOU CAN ACCESS THE SHARED DOC HERE.


        stella :-)