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martes, 13 de noviembre de 2012

My Vacations.

I remember when I went to the Riviera Nayarit, it was a really good experience because you can enjoy the weather and the food, as well you can enroll yourself in many activities and you can meet a lot of people, not only from Mexico but also for all the world.

jueves, 27 de septiembre de 2012

Here you can download the self assesment checklist.

http://www.divshare.com/download/19668517-b80

Amram Martinez.

miércoles, 22 de agosto de 2012


Analyzing Forum Discussion
By
Anahí Arámbula Barraza And Elizabeth Manjarrez Aguirre

We were assigned to read and to evaluate all the results obtained from the forum “What / how I´d like to learn CALL II” that our semester classmates created upon different points of view on this interesting subject of discussion, after comparing and contrasting different views of how our class should be develop during this semester we found that our main agreement is that the class will be better  to have fun and cool activities but, there is a question, If we all think in different ways, we develop ourselves not in the same environment but overall we learn total distinct strategies the facilitator must think on how he will adapt the curriculum so that all the students get to understand but mainly apply the  content in this dynamic subject.
We all know multiple intelligences are divided in different areas which show how a person acquire information and then transform it into knowledge those are:
Logical-mathematical, Spatial, Linguistic. Bodily-kinesthetic, Musical, Interpersonal, and Intrapersonal. So according to all the information we found on our classmates answers we decided to investigate about them and the best way the teacher can  arrange  the curricular topics and then create activities so the students will absorb as much information as they can.
  






Article 1)
Multiple Intelligences
Howard Gardner of Harvard has identified seven distinct intelligences. This theory has emerged from recent cognitive research and "documents the extent to which students possess different kinds of minds and therefore learn, remember, perform, and understand in different ways," according to Gardner (1991). According to this theory, "we are all able to know the world through language, logical-mathematical analysis, spatial representation, musical thinking, the use of the body to solve problems or to make things, an understanding of other individuals, and an understanding of ourselves. Where individuals differ is in the strength of these intelligences - the so-called profile of intelligences -and in the ways in which such intelligences are invoked and combined to carry out different tasks, solve diverse problems, and progress in various domains."
Gardner says that these differences "challenge an educational system that assumes that everyone can learn the same materials in the same way and that a uniform, universal measure suffices to test student learning. Indeed, as currently constituted, our educational system is heavily biased toward linguistic modes of instruction and assessment and, to a somewhat lesser degree, toward logical-quantitative modes as well." Gardner argues that "a contrasting set of assumptions is more likely to be educationally effective. Students learn in ways that are identifiably distinctive. The broad spectrum of students - and perhaps the society as a whole - would be better served if disciplines could be presented in a numbers of ways and learning could be assessed through a variety of means." The learning styles are as follows:
Visual-Spatial - think in terms of physical space, as do architects and sailors. Very aware of their environments. They like to draw, do jigsaw puzzles, read maps, daydream. They can be taught through drawings, verbal and physical imagery. Tools include models, graphics, charts, photographs, drawings, 3-D modeling, video, videoconferencing, television, multimedia, texts with pictures/charts/graphs.
Bodily-kinesthetic - use the body effectively, like a dancer or a surgeon. Keen sense of body awareness. They like movement, making things, touching. They communicate well through body language and be taught through physical activity, hands-on learning, acting out, role playing. Tools include equipment and real objects.
Musical - show sensitivity to rhythm and sound. They love music, but they are also sensitive to sounds in their environments. They may study better with music in the background. They can be taught by turning lessons into lyrics, speaking rhythmically, tapping out time. Tools include musical instruments, music, radio, stereo, CD-ROM, multimedia.
Interpersonal - understanding, interacting with others. These students learn through interaction. They have many friends, empathy for others, street smarts. They can be taught through group activities, seminars, dialogues. Tools include the telephone, audio conferencing, time and attention from the instructor, video conferencing, writing, computer conferencing, E-mail.
Intrapersonal - understanding one's own interests, goals. These learners tend to shy away from others. They're in tune with their inner feelings; they have wisdom, intuition and motivation, as well as a strong will, confidence and opinions. They can be taught through independent study and introspection. Tools include books, creative materials, diaries, privacy and time. They are the most independent of the learners.
Linguistic - using words effectively. These learners have highly developed auditory skills and often think in words. They like reading, playing word games, making up poetry or stories. They can be taught by encouraging them to say and see words, read books together. Tools include computers, games, multimedia, books, tape recorders, and lecture.
Logical -Mathematical - reasoning, calculating. Think conceptually, abstractly and are able to see and explore patterns and relationships. They like to experiment, solve puzzles, ask cosmic questions. They can be taught through logic games, investigations, mysteries. They need to learn and form concepts before they can deal with details.
At first, it may seem impossible to teach to all learning styles. However, as we move into using a mix of media or multimedia, it becomes easier. As we understand learning styles, it becomes apparent why multimedia appeals to learners and why a mix of media is more effective. It satisfies the many types of learning preferences that one person may embody or that a class embodies. A review of the literature shows that a variety of decisions must be made when choosing media that is appropriate to learning style.
from "The Distance Learning Technology Resource Guide," by Carla Lane
Article 2)
How Technology Enhances Howard Gardner's Eight Intelligences
Introduction by Dave Keefe for Contribution by Dee Dickinson
America Tomorrow has long supported the premise that all students can learn, and that a very appropriate use of technology is to help teachers and students understand the individual learning strengths of each student across the full spectrum of learning. Howard Gardner's 1983 publication of "Frames of Mind" provided the concept of Seven Types of Intelligence as a structure for exploring this spectrum. Recently Gardner added Naturalist Intelligence to expand his model to eight different forms of intelligence.
Dee Dickinson, CEO and Founder of New Horizons for Learning, is one of Gardner's most articulate and supportive advocates, and is currently working on a chapter on Naturalist Intelligence for Teaching and Learning Through Multiple Intelligence by Linda Campbell, Bruce Campbell and Dee Dickinson (Allyn and Bacon, 1998).
Dee was America Tomorrow's first contributing author and has provided excerpts from the book on ways that Technology enhances each of the Gardner Intelligences. This document will form the basis for an asynchronous discussion between Dee and the Johns Hopkins University graduate education class on "Online Coaching and Instruction on the Internet"
Dee comments to the class: "You are the first to see the section on technology and the Naturalist. It is too long for the book, but I found so much interesting material I wanted to write it up. I will have to cut it, but here's the whole thing for you.
I am looking forward to your questions, comments, and discussions about this and related subjects. Am especially anxious to learn from you. See you online soon!" --Dee Dickinson

Article 3)

Connecting Technology and Multiple Intelligences
I am a firm believer in the ways student learning relates to Howard Gardner's Multiple Intelligences. In my mind: All students can learn ... that learning takes place in different ways and is expressed in different ways. When in the classroom, I tried to create lessons to go along with the ideas of Multiple Intelligences. I now work each day to help teachers find ways to utilize technology for student instruction and learning. I have recently started thinking about the ways those two things (Multiple Intelligences and Technology in the Classroom) can go together.

Article 4)
Multiple Intelligences and Technology
The multiple intelligences can be enhanced with the use of technology. Following Howard Gardner's theory of multiple intelligence, teachers can encourage development by providing enrichment opportunities in each of the areas of the intellect. .
Linguistic: Use of word processing programs can help teach language, writing, editing, and rewriting skills. Also the Internet is an invaluable tool in learning. Through e-mail children can improve their language skills as well.
Word processors with voice annotations.
Desktop publishing programs.
Programs that allow children to create stories, poems, essays, etc.
Multimedia authoring.
Videodiscs to create presentations.
Using tape recorders.
Logical-Mathematical: Computer programs that teach logic and critical thinking skills. These are also in game formats that could motivate children. Math programs that allows drilling and practicing. Database programs that help explore and organize data and information.
Problem solving software
Computer Aided design programs
Strategy game software
Graphing calculators
Visual/Spatial: Graphics programs that help develop creativity and visual skills. Also browsing the Internet, organizing files, folders will develop some spatial understanding.
Draw programs (CorelDraw)
Image composing programs (image composer)
Paint programs (Photopaint, Microsoft paint)
Reading programs with visual clues
Web page programs
3D software
Software games
Spreadsheet programs which allow children to see charts, maps or diagrams
Multimedia authoring programs
Musical: programs that help write or play music.
Music composing software
Videodisc player
Programs integrating stories with songs and instruments
Reading programs which relate letter/sound with music
Programs which allow children to create their own music
CD-ROMs about music and instruments
Audio CDs
Tape recorders
Word processors (to write about a movie or song)
Bodily-Kinesthetic: Using computers will help develop hand-eye coordination. Working with a computer will allow children to become involved in their learning, actively.
Animation programs
Interpersonal: Students can work in groups of two to four on the computers. Working in groups will strengthen childrens communication and cooperation skills.
Computer games which requires two or more persons
Programs that allow to create group presentations (PowerPoint)
Telecommunication programs
E-mail
Distance education
Chat to discuss ideas
Help others with any programs
Intrapersonal: The computer can help children build up individual skills. It allows for differences in childrens learning styles and abilities. Children may work on their own pace with computers.
Any programs which allow children to work independently.
Games involving only one person.
Brainstorming or problem solving software.
Instructional games
Word processors for journaling and recording feelings
Developing multimedia portfolio
Video editing (Adobe Premier)
We all learn in different ways. Educators need to try to meet the needs of all children by providing a variety of lessons using various teaching methods. When integrating technology in lessons, teachers have to make sure to remember the needs of all the learners and use various methods and techniques. Using software can develop the potential of all children.








REFERENCES:

·         Multiple Intelligences

                              http://www.tecweb.org/styles/gardner.html

·         How Technology Enhances Howard Gardner's Eight Intelligences”
                                 http://www.america-tomorrow.com/ati/nhl80402.htm
·         Connecting Technology and multiple Intelligences

·         Multiple Intelligences and Technology
                         http://www.casacanada.com/multech.html

Analysing the forum discussion



CALL II Course
In order to improve the Learning style of the Course CALL II we made a kind of survey to more or less than 21 students of Languages School of 5th Semester, and here we have the resumed results in a chart:

Students’ needs from CALL II Course
What to learn in CALL II
# of students
How to learn in CALL II
# of students
General
7
Dynamically
7
Social software
4
Do not say
1
Translators
3
Participating
1
Websites
3
Searching
1
Software (Freewares)
3

Team Work

1
TIC integration
1
Human Language Technologies
5
Practicing
18


And now, here we have the statistical and graphical form of the chart in a graphic with the percentages of what students want to learn and how they want to learn it:

                Searching on the Web, we found some books and articles that support CALL, and explain how CALL is useful in the second language classroom. First we have the book called New Perspectives On CALL For Second Language Classrooms, that in the chapter Perspectives in Classroom CALL talks about the usage of CALL in the classroom and that CALL is design to increase students engagement with the target language, also that with CALL students are responsible for their own learning.
                Another book is the CALL Dimensions: Options and Issues in Computer-Assisted Language Learning which has an entire chapter of practice, named with that label Practice here the author emphasize that practice is a very important issue in CALL classrooms and that this word appears very often in CALL books, also it has the discussion Knowing What You Want to Achieve that says “Successfully use of CALL depends heavily on teachers having a clear idea of what they want to achieve in the classroom…” so I believe that with this kind of survey we are accomplishing that point.

       And last but not least, we have the book Brave New Digital Classroom: Technology and Foreign Language Learning by Robert J. Blake who is SLA and CALL researcher and also one of the premiers CALL software /courseware developers, and he is certainly an outstanding teacher. Another important thing is the way the book is written which is in a very user-friendly style and succeeds in conveying several very important points: the technology is not a methodology, that underlying principles of second language acquisition (SLA) must form the basis of computer-assisted language learning (CALL) etc. For those points we think this book will be a very good work tool for the teacher but also for the students, in order to have a successful acquisition of learning.


                Finally, our proposal is that we need to keep practicing because now that we have read some books telling us that practicing is way too important in the CALL classroom is necessarily to emphasize this part, there will always exist errors on what we purpose to do and perhaps we cannot see them but making this type of analysis makes us realize of them.
                We also need to keep updating ourselves, to not lose the track to new software or new websites because according to the chart information, that is what we most want to learn and the fact that we keep searching for new things makes our learning process more dynamic.



Escuela de Lenguas | ELe.
Valeria Hernández Nájera | Amram Martínez González
Natanael Delgado Alvarado