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.
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martes, 13 de noviembre de 2012
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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
children�s 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 children�s
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
·
How Technology Enhances
Howard Gardner's Eight Intelligences”
·
Connecting Technology and
multiple Intelligences
·
Multiple Intelligences and
Technology
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
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