Las partes de la carta y sus formatos - ppt descargar

Las partes de la carta y sus formatos - ppt descargar: ¿Qué es una carta? Es un medio de comunicación escrito que un emisor (remitente) envía a un receptor (destinatario). Generalmente se compone de: el encabezamiento, el saludo, el cuerpo, la despedida y la firma. La carta contiene un texto distinto para cada ocasión.

FINAL VIDEO

MY MEMORIES LICENCIATURA 

FIRST SEMESTER  2017

WE ARE THE WINNERS 😍😍😍😍😍

TECHNOLOGICAL LESSON PLAN PRESENTATION

UNIVERSIDAD MARIANO GALVEZ

FACULTAD DE HUMANIDADES

ESCUELA DE IDIOMAS

       LESSON PLAN

INSTRUCTOR: MILDRED PAOLA PALACIOS SANCHEZ		DATE: May 27th. 2017
COURSE TITLE: Listening & Reading		GRADE: 7th.
UNIT: SECOND	SPECIFIC TOPIC: SHORTH SSTORIES
TECHNOLOGICAL METHODOLOGY –TECHIQUE : TEORY CALL FLIPPED CLASSROOM
GENERAL COMPETENCY: Listens and watches short stories and understands the message in a reading comprehension.
PERFORMANCE INDICATORS: *Ss apply new vocabulary in reading comprehension. *Ss recognice and identifies the main characters of each story. *Ss understand the message in every short stories “moral message”.
DIGITAL COMPETENCIES: Analyzes the identifies the main ideas in short  stories checking the presentation in power point and playing the game.
LESSON CONTENT: Reading Comprehension and Vocabulary.
INSTRUCTIONAL PROCEDURES Focusing event b.    Teaching procedures c.    Warm up:   Brainstorming the Ss’ say words about the prior knowledge of Vocabulary words. ü  Presentation:  Power Points presentation and explanation of every short reading. ü  Controlled practice:   See a Power Point Presentation and videos.                                                                          ü  Semi controlled practice: Complete the Jeopardy game using the information given in Power Point Presentation ü  Free practice:  Write a personal comment about the “moral message” of  every reading Formative/  Summative check: Summative: Participation, collaboration Formative: Personal Comment, Worksheet. d.    Student Participation: Ss’ must answer question about the topic in Jeopardy game. e.    Closure: Ask question at the Ss’ about the messages of the short stories. f.     Feedback: Checking the comments of every Ss.			TIME 2 min. 5 min. 2 min. 5 min.
EVALUATION PROCEDURES   MATERIAL AND AIDS Worksheet Projector USB Notebook Piece of Paper Power Point Presentation Copies
JOEY, JOEY Joey, Joey goes to school every day.   Some day he didn’t find his school bag, he asked to his mom if he looked it and she said look in the kitchen. He went to see but it didn’t there. He felt angry about it. His school bag was on a chair all the time. I CAN’T SAID THE ANT Some day in the yard the bugs asked to the Ant if he can ride a bike but he said I can’t. All the time the bee said to the ant try you can do it! The ant tried again and again but he can’t. Someday the ladybug said hey Ant can you march? I can’t the bee said just try you can do it. At the end the Ant tried and he can march. THE TORTOISE AND THE RABBIT The jungle race started, the tortoise and the rabbit are ready for run and run.  The tortoise ran really slowly and the rabbit so fast.  The rabbit had a nap cause he though the tortoise run slowly.  When he gets up the tortoise won the race. THE CHICKEN AND THE ROSE In a farm someday a chicken said something fell over me, a piece of heaven a piece of heaven fell over me. He felt excited really excited.  The caw didn’t thing the same.   She started to investigate and said surprise!!! A petal rose fell down over you!! THE LIAR SHEPHER Once upon a time a shepherd boy walked with his sheep’s on a hill.  He though I make a juke to my friends.  He screamed the wolf is coming the wolf is coming, everybody run away on the hill and the shepherd made fun of them, he did it three times more but at the fourth anybody helped them because they said “he is a liar shepherd but this time was really true the wolf came to ate all his sheep’s.

REALLITY PEDAGOGY / VIRTUAL REALLITY

Reality pedagogy is a teaching and learning approach which is introduced by Christopher Emdin, professor in the Department of Mathematics,science and technology at Teachers College, Columbia University. This approach focuses on the understanding of students by the teacher. Here the teaching and learning is based on the reality of the student's experience. The teacher recognizes each student and from where he/she has come, it can be their culture or the community they belong to. Based on the information got by the teacher of the student, he/she uses that in the classroom as a point for instruction.

This approach also points out the need to create a space or environment where reality is brought into the classroom. The students should be able to relate to what the teacher teaches in class. The student's reality is the determinant of his/her behavior in the classroom. Therefore, the teacher needs to know the students,in order to have effective teaching and learning experience. Reality Pedagogy also brings to light critical thinking, where the role of the teacher is to create situations and engage students in critical thinking. This also allows them to express their views and voice out their opinion or ideas.

To have effective teaching and learning, there needs to be exchange of knowledge and skills between the teacher and students. This is done by tools called "5 C's", which allows the exchange of expertise. 1. Cogenerative dialogue- Here the students and teacher discuss the class environment, whether the classes are helpful or not, and if not, what can be done to improve it. 2. Co-teaching- Learning is more effective when one teaches. In this context, the teacher let's students make lesson plan and teach in the class. The teacher takes the place of the student, and the student takes place of the teacher. As a student knows the way in which they learn better, they know how to deliver or convey the information better and effectively. The student is allowed to teach from his/her own experiences. 3. Cosmopolitanism- This tool focuses on equal distribution of classroom responsibility, so that the class benefits and progresses. 4. Context- It is the use of certain behaviors of outside of the classroom, in the classroom. This makes learning effective as the students are as comfortable as they would be outside of the classroom environment. 5. Content- The teacher needs to focus on the content that is more relevant and which can be easy to relate to the student's real experiences. The teacher needs to also know the level of students capabilities and transact the content.

Virtual reality (VR) typically refers to computer technologies that use virtual reality headsets, sometimes in combination with physical spaces or multi-projected environments, to generate realistic images, sounds and other sensations that simulates a user's physical presence in a virtual or imaginary environment. A person using virtual reality equipment is able to "look around" the artificial world, and with high quality VR move about in it and interact with virtual features or items. VR headsets are head-mounted goggles with a screen in front of the eyes. Programs may include audio and sounds through speakers or headphones.

VR systems that include transmission of vibrations and other sensations to the user through a game controller or other devices are known as haptic systems. This tactile information is generally known as force feedback in medical, video gaming and military training applications. Virtual reality also refers to remote communication environments which provide a virtual presence of users with through telepresence and telexistence or the use of a virtual artifact (VA). The immersive environment can be similar to the real world in order to create a lifelike experience grounded in reality or sci-fi. Augmented reality systems may also be considered a form of VR that layers virtual information over a live camera feed into a headset, or through a smartphone or tablet device

For our purpose, let’s consider VR as a useful tool, and perhaps even a productive enhancement to human interaction, bringing together people from around the world to engage and interact — regardless of social, economic or geographic disparities. In the abstract as well as the applied, modern education is poised to take advantage of this latest tech innovation.

Over the last several years, VR has moved from being the purview of the military and aviation to the mainstream of professional development, as managers, instructors, coaches and therapists have claimed increasing benefit from immersive experiences.

CONNECTIVISM THINK-PAIR-SHARE

The think, pair, share strategy is a cooperative learning technique in which students think through questions using three distinct steps, encouraging individual participation. This is an excellent method for promoting critical thinking and articulate communication in the classroom.

What Is It?

The think, pair, share strategy is a cooperative learning technique that encourages individual participation and is applicable across all grade levels and class sizes. Students think through questions using three distinct steps:

1. Think: Students think independently about the question that has been posed, forming ideas of their own.
2. Pair: Students are grouped in pairs to discuss their thoughts. This step allows students to articulate their ideas and to consider those of others.
3. Share: Student pairs share their ideas with a larger group, such as the whole class. Often, students are more comfortable presenting ideas to a group with the support of a partner. In addition, students' ideas have become more refined through this three-step process.

Why Is It Important?

Students need many opportunities to talk in a linguistically rich environment. Researchers have found that students' learning is enhanced when they have many opportunities to elaborate on ideas through talk (Pressley 1992).

The think, pair, share strategy increases the kinds of personal communications that are necessary for students to internally process, organize, and retain ideas (Pimm 1987).

In sharing their ideas, students take ownership of their learning and negotiate meanings rather than rely solely on the teacher's authority (Cobb et al. 1991).

Additional benefits of using the think, pair, share strategy include the positive changes in students' self-esteem that occur when they listen to one another and respect others' ideas. Students have the opportunity to learn higher-level thinking skills from their peers, gain the extra time or prompting they may need, and gain confidence when reporting ideas to the whole class. In addition, the "pair" step of the strategy ensures that no student is left out of the discussion. Even a student who is uncomfortable discussing his or her ideas with the whole class still has an audience in this step. Finally, while the strategy may appear to be time-consuming, it makes classroom discussions more productive, as students have already had an opportunity to think about their ideas before plunging into whole-class conversations.

How Can You Make It Happen?

The think, pair, share strategy is ideal for teachers and students who are new to collaborative learning. It can be used in a variety of contexts. However, to be effective, students must consider a question or issue. It could be a complex question, such as, "What do you think were the key issues that led to World War I?" It could be a more straightforward request, such as, "Create a pattern that could be described as 'a, b, a, b.'"

As students consider the question or issue, they should derive some benefit from thinking about it further with partners, such as when there are multiple correct answers to a question. For instance, in the previous example, students could provide many examples of "a, b, a, b" patterns and seeing multiple answers will reinforce this concept. On the other hand, providing students with questions that have only one correct response, such as, "What is 5 + 2?" soon becomes tedious to students, as there is not much to share with partners or the whole class.

The "think" step may require students merely to be quiet for a few moments and ponder their thoughts about the question. They may write some thoughts in response to the question.

Some teachers find it helpful to set a time limit for the "think" and "pair" steps of the strategy. If you choose to do this, be sure to give students an idea of how much time they will have. Remember to allow sufficient time during the "pair" step to allow both students to talk about their thoughts.

In the "share" step of the strategy, students can share their ideas in several ways. One way is to have all students stand, and after each student responds, he or she sits down, as does any student with a similar response. This continues until everyone is seated. Another way is to move quickly through the class, having students respond quickly, one after the other, or to have a class vote. Responses can be recorded on an overhead projector or on a graphic organizer for future discussions. Another variation is to stop after the "pair" step, and have students write their ideas. Collect students' responses and assess any problems in understanding.

Connectivism is a learning theory that explains how Internet technologies have created new opportunities for people to learn and share information across the World Wide Web and among themselves.

Originators & Proponents: George Siemens, Stephen Downes

Keywords: communication, connection, distributed cognition, distributed learning, information, Internet, knowledge sharing, links, massive open online course (MOOC), nodes, online, open educational resources (OER), social networks.

Connectivism is a learning theory that explains how Internet technologies have created new opportunities for people to learn and share information across the World Wide Web and among themselves. These technologies include Web browsers, email, wikis, online discussion forums, social networks, YouTube, and any other tool which enables the users to learn and share information with other people.

A key feature of connectivism is that much learning can happen across peer networks that take place online. In connectivist learning, a teacher will guide students to information and answer key questions as needed, in order to support students learning and sharing on their own. Students are also encouraged to seek out information on their own online and express what they find. A connected community around this shared information often results.

The massive open online course (MOOC) phenomenon comes from connectivist theory. In a connectivist MOOC (cMOOC), it is open to anyone who wants to enroll, it uses open software and systems across the Web to facilitate learning and sharing, it takes place primarily online, and it happens according to a specified curriculum for a designated period of time. While facilitators guide the cMOOC, its participants are largely responsible for what they learn and what and how they share it; this connected behavior largely helps create the course content.

SECOND PARTIAL TEST

METHODOLOGY

VIDEOCONFERENCES FOR EDUCATIONAL PURPOSE:  Uses of technology to transmit audio and video signals to deliver course content from one location to students who are physically in other locations.

ISTE STANDARDS FOR STUDENTS: Emphasize the skills and qualities we want for students, enabling them to engage and thrive in a connected digital world.

Empowered Learner  Students use technology and understand the fundamental concepts.

Digital citizen  Ss recognize right, responsibilities and opportunities acting safe, legal and ethical students.

Knowledge Constructor: Construct and produce using variety of resources using digital tools.

Innovative designer:  Ss use variety of technology within design process to identify and solve problems creating new and creative solutions.

Computational Thinker:  Ss develop and employ strategies for understanding and solving problems using technological methods and test solutions.

Creative Communicator:  Ss communicate clearly and express themselves creative using platforms and digital media.

Global Collaborator:  SS use digital tools enrich their learning collaborating with others and working in teams locally and globally.

ISTE STANDARD FOR TEACHERS:  Effective teachers model to apply, to engage Ss and improve learning to enrich professional practice.

Facilitate and inspire Ss learning and creativity:  T use knowledge and technology to facilitate learning face to face and virtual in a creative an innovate way.

Design and develop digital age learning experiences and assessments: Teachers design, develop and evaluate authentic learning experiences and assessments including contemporary tools.

Model digital age work and learning:  T exhibit knowledge skills and work process representative of an innovative professional in a global and digital society.

Promote and model digital citizenship and responsibility.  T understand local and global responsibilities in a digital culture with legal and ethical beahviour.

Engage in professional growth and leadership:  Promote and demonstrate the effective use of digital tools and resources.

E-CREATION TOOLS AND SELF MADE COMPUTER-BASED RESOURCES:  Are software or applications of software that provide a free forum for students to publish their original work.

We publishing sites: creating webpages and publish in WWW

Presentation Software: specially to create presentations specially in education area.

Exercise creating tools: Software that create exercises.

Podcasting sites: Audio files that can be reproduced in media players or computers.

PROBLEM BASED LEARNING:  It’s a methodology in which the students are the principal and they develop projects, planning creating and showing the final result.

PROJECT BASED LEARNING: It’s a methodology based in solving problems, Ss needs to use specifics techniques and present the result or solution to a problem.

GAMIFICATION:  It’s the application of games in education to engage and develop the different skills and abilities of the Ss and enrich the knowledge.

COOPERATIVE WORKS STRUCTURES

Structures are very specific cooperative learning strategies that teachers can use to organize interactions between students. Most structures can be used with almost any academic content, but some structures are better than others for certain tasks. Some structures regulate interaction between pairs, some are best for team work, and others involve the entire class. The key is learning which structure is best-suited for a particular instructional purpose.

Dr. Spencer Kagan has developed over 100 structures, but you don't need to learn them all to use cooperative learning effectively. Most teachers have 10 or 15 favorites that they use on a regular basis. Each cooperative learning structure, or strategy, consists of specific steps. You'll find the steps of a sample structure, Numbered Heads Together, described below. Below that, you'll also find some ways to use Numbered Heads Together in your classroom.

To learn more about structures, read Cooperative Learning by Spencer Kagan. It's the best resource around for cooperative learning, and it clearly explains almost 100 structures!

Sample Structure: Numbered Heads Together

(Shared from Cooperative Learning with permission from Dr. Spencer Kagan)

Steps of Numbered Heads Together

1. Number students off from 1 to 4 within their teams.
2. Call out a question or problem. (Example: Where do plants get their energy?)
3. Students in teams put their heads together to discuss the answer. They must make sure everyone on the team knows the answer.
4. Randomly call a number from 1 to 4 (use a spinner, draw popsicle sticks out of a cup, roll a die, etc.)
5. On each team, the student whose number was called writes the answer on the team response board. They may not receive any help from their team at this point! If they didn't pay attention during the discussion, too bad! They place the response board face down when ready.
6. When all teams are ready, have the designated student stand and hold up their response board to show their answer. Check each team's answer for accuracy.
7. Repeat with additional questions as time allows.

Ideas for Using Numbered Heads in Your Class

• Science - Reviewing for a test, discussing experiment results,
• Math - Solving word problems, reviewing geometric shapes, reviewing terms like prime number, multiple
• Health - Reviewing parts of the body and body systems, discussing the food pyramid, discussing issues related to drugs and violence
• Spelling - Practicing the spellings and definitions of words, creating sentences when given a word
• Reading - Discussing setting, plot, theme, characters of a book; listing character traits of various characters in a book; finding the main idea of articles in Weekly Reader or Scholastic News magazines; reviewing poetic terms (onomatopoeia, alliteration, etc.); finding examples of poetic devices in poems
• Writing - Revising and editing written work samples (place work sample on overhead, students put heads together to discuss specific errors in punctuation, spelling, etc.)
• Grammar - Finding nouns, verbs, etc, in sentences; reviewing common versus proper nouns; plural versus possessive nouns; diagramming sentences
• Social Studies - Learning about the stock market; practicing map skills, answering chapter discussion questions, reviewing for a test
• Primary Grades - Reviewing basic shapes and colors, reviewing initial consonant sounds, working with rhyming words, answering questions about a read-aloud book, deciding when to add or subtract with math word problems, naming a pattern (AB, ABC, ABB, etc.), spelling simple words, discussing the results of an experiment, making up sentences with a given word, reviewing the parts of a plant, discussing the events of the day, talking about the calendar

Favorite Structures

Remember that Numbered Heads Together is just ONE structure from a complete list that numbers over a hundred! One key to effective cooperative learning is knowing which structure to use in a given situation. It's like having tools in a toolbox. All the tools are worthwhile, but some are useless or even dangerous in some situations! Visit Kagan Online to learn more structures. Some of my favorites include:

• Roundrobin
• Rallytable
• Roundtable
• Team Interview
• Mix-Freeze-Pair
• Think-Pair-Share
• Showdown
• Line Ups
• Teammates Consult
• Jigsaw
• Corners
• Mix-N-Match
• Find Someone Who