Finally it's over!!!
It's not that I've got no results. A lot of lesson plans and materials is worthy enough but ... summer time, the beach, time for family and rest, ... I'm sorry Jessica but Lisbon and Cádiz Beaches have no rival.
A group photo will be a nice memory and I hope to get into contact with everybody for help, for talk, ...
Bye and I hope we can take advantage of all what we'v learnt.
Tuesday, 27 July 2010
Thursday, 22 July 2010
We've presented our Writing Lesson Plan - Group work
After watching some of our group work lesson plans for Writing Activities, people who have chosen ones for 1st and 2nd graders have prepare more visual work than the ones who have decided it was for 3rd graders,....
Analysing and defending ideas in our writing is also better with older students because they have background ideas to defend their points of view.
It would be great to share correction symbols in the department, more simple for younger students, of course.
The US subdivision into three sessions may be taken into account:
Session 1 Session 2 Session 3
outline the draft 1st draft final version
Peer correction with some questions to guide them can be prepared for the first draft.
I'll check for Bob Wilson's Grammar Aquarium (in the WEB?)
Well, The photocopies with some paragraph writing with samples may be useful for my Bachillerato group if I practice with them a couple of times within the classroom. It will be a good guide for the ones who really want to learn.
Analysing and defending ideas in our writing is also better with older students because they have background ideas to defend their points of view.
It would be great to share correction symbols in the department, more simple for younger students, of course.
The US subdivision into three sessions may be taken into account:
Session 1 Session 2 Session 3
outline the draft 1st draft final version
Peer correction with some questions to guide them can be prepared for the first draft.
I'll check for Bob Wilson's Grammar Aquarium (in the WEB?)
Well, The photocopies with some paragraph writing with samples may be useful for my Bachillerato group if I practice with them a couple of times within the classroom. It will be a good guide for the ones who really want to learn.
Wednesday, 21 July 2010
Shakespeare's Julius Caesar - FINISHED AT LAST!
We've included our graphic organiser, a rubric (ernie's one is marvellous and complete) and we have made it more visual, adding a couple images and a link to bbc.co.uk (I copied it in my journal yesterday).
The whole group is marvellous: Ernie, Helena Masso, Elena Mazariegos, Cristina and Luisa. Everyone has given their best, so I want to thank you all and I want to say it has been a pleasure.
Thanks especially to Elena because of her IT knowledge and Cristina for being so good typing for us.
The whole group is marvellous: Ernie, Helena Masso, Elena Mazariegos, Cristina and Luisa. Everyone has given their best, so I want to thank you all and I want to say it has been a pleasure.
Thanks especially to Elena because of her IT knowledge and Cristina for being so good typing for us.
Tuesday, 20 July 2010
A New Group, NEW GREAT IDEAS!!!
New group work, new group, new ideas!
It’s incredible how an idea to begin with can change after a short debate!
Mine began with a previous reading text including some remarkable moment in British
or American History to end gossiping about kings’, queens’ or politicians’ marriages,
divorces, who was beheaded or sent to jail, … “The Monarchy HELLO!!!”.
Now it ends analysing and defending different ideas, using Shakespeare’s JULIUS
CAESAR. It sounds great for us. I hope you’ll think so, too. And, of course, more work tomorrow.
Monday, 19 July 2010
Comparing writing style in English and Spanish
We wrote two short texts about a place we’d visited, one in English (Istambul) and another one in
Spanish (Cuba). Most people said that there were differences: In Spanish we “vomit” ideas
and structures, use more complex vocabulary, use more idioms and different links and
connects; we are even more poetic. In English we tend to use shorter sentences and
paragraphs, simpler vocabulary, less idioms, to be more descriptive and use different
links and connector.
It was curious but neither Helena Massó nor I said that after reading our texts: only shorter
paragraphs and sentences. Our writing styles are different, but we writer more or less
the same in both languages. (I’ll keep mine in my portfolio to revise them! And our
photocopies, too).
What I’m worried about is RUBRICS. I always forget to write them or they are not
good ones. I MUST IMPROVE!
To end up with it today, HOW COULD YOU, COLLEAGUES, HAVE SO MUCH
TIME AS TO PREPARE SO WONDERFUL ACTIVITIES!!! Let me know.
Spanish (Cuba). Most people said that there were differences: In Spanish we “vomit” ideas
and structures, use more complex vocabulary, use more idioms and different links and
connects; we are even more poetic. In English we tend to use shorter sentences and
paragraphs, simpler vocabulary, less idioms, to be more descriptive and use different
links and connector.
It was curious but neither Helena Massó nor I said that after reading our texts: only shorter
paragraphs and sentences. Our writing styles are different, but we writer more or less
the same in both languages. (I’ll keep mine in my portfolio to revise them! And our
photocopies, too).
What I’m worried about is RUBRICS. I always forget to write them or they are not
good ones. I MUST IMPROVE!
To end up with it today, HOW COULD YOU, COLLEAGUES, HAVE SO MUCH
TIME AS TO PREPARE SO WONDERFUL ACTIVITIES!!! Let me know.
Friday, 16 July 2010
ICT - ILT - PDA - FYI - What a MESS!!!
What a mess to understand all acronyms, but they are curious about them. I remember the end of three sessions where I asked the students to understand and write short mobile phone messages. These PDA (Public Display of Affection) or FYI (for your information), TMI (too much information) seem funny, too.
But the real topic is methodology and skills – How do to it? - and using the WEB, learning to do it specifically (for example: Shakespeare + “Romeo and Juliet” + first edition ...) to reduce down the number of possibilities.
I have to revise my PPT presentations. They have been useful now to show information, to deal with cultural and historical aspects, for the students to describe photos but ...Hot Potatoes activities ("Australia" was the example) can be added – for kids better. JClic is similar, but I must check my informatic course to revise how to do it.
It is too much work, but better if you prepare the Presentation first, as I have mentioned above. Activities and assessment may be added according to our free time and our necessities and they may be varied according to our experiences using them. But SAVE YOUR WORK.
But the real topic is methodology and skills – How do to it? - and using the WEB, learning to do it specifically (for example: Shakespeare + “Romeo and Juliet” + first edition ...) to reduce down the number of possibilities.
I have to revise my PPT presentations. They have been useful now to show information, to deal with cultural and historical aspects, for the students to describe photos but ...Hot Potatoes activities ("Australia" was the example) can be added – for kids better. JClic is similar, but I must check my informatic course to revise how to do it.
It is too much work, but better if you prepare the Presentation first, as I have mentioned above. Activities and assessment may be added according to our free time and our necessities and they may be varied according to our experiences using them. But SAVE YOUR WORK.
Thursday, 15 July 2010
Our traditional evaluation systems: IMPROVEMENTS
We have commented on our traditional evaluation systems. We have accepted the ideas for ours and they are in our lesson plan by now. We have added the grading system, completed the multiple choice test (first to be done or for low-level students) and made simpler and with specific instructions the vocabulary activity (second to be done or for higher-level students).
Why were not perfect? Apart than having not enough time, we should mixed different types of questions (Yes/No questions - answer in your own words - multiple choice, answer briefly, ...), enough time, and specific and clear instructions, apart from marking system.
KEEP IN MIND:
- What are you testing (Vocabulary, comprehension, concepts, ...)?
- How long is the quiz / test?
- What is the point distribution? How will you grade?
- Very clear specific instructions are necessary.
- Versions for different levels.
- Identifying or producing?
- Quiz, test, lesson, reading comprehension. Specify, please.
TYPES OF QUESTIONS:
- True / False - Identify or identify and correct or add an evidence.
- Fill in the blanks (with or without wordbank)
- Multiple choice (open or closed)
- Finish sentencs
- Answer in short (2/3 sentences,...)
- Specify points (total and for each question)
* Possible Extra Credit (personal opinion, ...)
They can create their own tests and quizzes. They will be responsible for their own word. Of course, questions and answers must be checked by the teacher.
Why were not perfect? Apart than having not enough time, we should mixed different types of questions (Yes/No questions - answer in your own words - multiple choice, answer briefly, ...), enough time, and specific and clear instructions, apart from marking system.
KEEP IN MIND:
- What are you testing (Vocabulary, comprehension, concepts, ...)?
- How long is the quiz / test?
- What is the point distribution? How will you grade?
- Very clear specific instructions are necessary.
- Versions for different levels.
- Identifying or producing?
- Quiz, test, lesson, reading comprehension. Specify, please.
TYPES OF QUESTIONS:
- True / False - Identify or identify and correct or add an evidence.
- Fill in the blanks (with or without wordbank)
- Multiple choice (open or closed)
- Finish sentencs
- Answer in short (2/3 sentences,...)
- Specify points (total and for each question)
* Possible Extra Credit (personal opinion, ...)
They can create their own tests and quizzes. They will be responsible for their own word. Of course, questions and answers must be checked by the teacher.
Wednesday, 14 July 2010
WE ARE REALLY ORIGINAL, but NOTE-TAKING is really important
First, going back to games, what about “Troley Data Bank”?. It is for grammar, vocabulary but using points and establishing a competition, it may be used for fun and revision at the same time. And you can buy it to avoid long hours preparing funny activities.
How great are some of the ideas presented today!!! Of course I’ll check all of them, for example http://www.xtranormal.com/ for characters and comics. Our Bachillerato de Artes will love it. Dioramas, on the other hand, will be better for 1st and 2nd graders. And about the MOVIEMAKER, ask Elena Masso to revise the use in case I cannot; but I think it is similar to a PPT + music + transitions from slide to slide.
About NOTE TAKING, after doing group work for a while, I think we all have a problem as students are not ready to do it in a proper way, even if we tell them how to do it. Perhaps adding points if they do it OK will encourage the younger ones, but I’m not so sure about Bachillerato students. They will continue writing terrible notes impossibl to understand and revise. I'm a bit negative, I'm afraid, but many years of experience have taught me that it is a bit late to change their learning habits.
My Example was about “Falling Leaves” by Adeline Yen Mah. Note-taking is basic to understand the plot and don’t get confused with the characters. A guide or an organiser is basic: character – characteristics – relationship – other facts. Also a couple of sentences about what and where happens in each chapter. A Family Tree may be written at the end. All these for assessment and a test (T/F questions, answer in your opinion, cities and facts in the story, personal opinion is important) as a kind of traditional evaluation. This test is a percentage in each term result and it is given to parents in a photocopy with a cut-off they must send back.
NAME HOW IS HE/SHE? RELATIONSHIP OTHER FACTS
Adeline Timid, sad, ... main character, narrator ...
Aunt BABA
The strategy for NOTE TAKING is usually from general to specific, using short sentences and simple vocabulary. There must be a process along the sessions and we have to following the suitable procedures (OUTLINE, UNDERLINE – A DRAFT). I have check Jessica’s links in the web to complete my own list of resources in the WEB.
Ask my colleagues about the Note-taking activities in group work (fairytales).
How great are some of the ideas presented today!!! Of course I’ll check all of them, for example http://www.xtranormal.com/ for characters and comics. Our Bachillerato de Artes will love it. Dioramas, on the other hand, will be better for 1st and 2nd graders. And about the MOVIEMAKER, ask Elena Masso to revise the use in case I cannot; but I think it is similar to a PPT + music + transitions from slide to slide.
About NOTE TAKING, after doing group work for a while, I think we all have a problem as students are not ready to do it in a proper way, even if we tell them how to do it. Perhaps adding points if they do it OK will encourage the younger ones, but I’m not so sure about Bachillerato students. They will continue writing terrible notes impossibl to understand and revise. I'm a bit negative, I'm afraid, but many years of experience have taught me that it is a bit late to change their learning habits.
NAME HOW IS HE/SHE? RELATIONSHIP OTHER FACTS
Adeline Timid, sad, ... main character, narrator ...
Aunt BABA
The strategy for NOTE TAKING is usually from general to specific, using short sentences and simple vocabulary. There must be a process along the sessions and we have to following the suitable procedures (OUTLINE, UNDERLINE – A DRAFT). I have check Jessica’s links in the web to complete my own list of resources in the WEB.
Ask my colleagues about the Note-taking activities in group work (fairytales).
Tuesday, 13 July 2010
Especial and original uses of Internet - Glogster.com
I have tried twice to check and complete Goldilocks … reading group work. The same for my glog. I cannot write user's name or password. Perhaps I have to begin again. As in classrooms, informative problems are a great problem.
Elena Mazariegos system is interesting, but my abilities on computers are far away from that, I think. Check the material shared on the Net. I'll ask her the last day. If she is so kind, if we have enough time, if ...
Glogster is easy for students. I think that the advantages are creativity and the lay out, because I can't make a similar use with blogs… but I know how to use my blog. Prehaps students are good and they have intuition for glogs and they'll love drawings, … The same can be said about the link to “how to make cartoon”. Is there anything more complex for my Bachillerato Artes Plásticas students? Look for it.
Share my blog and the blog for teachers about informatics. If they are more able than I am, JClic and other activities will be useful.
GMAIL for my glog: www.mjsaizdomingo.glogster.com/goldielocks-and-the-three-bears (try if it is correct)
www.mjosesaiz.glogster.com/goldilock-and-the-three-bear-classic-and-new (the newest version)
Elena Mazariegos system is interesting, but my abilities on computers are far away from that, I think. Check the material shared on the Net. I'll ask her the last day. If she is so kind, if we have enough time, if ...
Glogster is easy for students. I think that the advantages are creativity and the lay out, because I can't make a similar use with blogs… but I know how to use my blog. Prehaps students are good and they have intuition for glogs and they'll love drawings, … The same can be said about the link to “how to make cartoon”. Is there anything more complex for my Bachillerato Artes Plásticas students? Look for it.
Share my blog and the blog for teachers about informatics. If they are more able than I am, JClic and other activities will be useful.
GMAIL for my glog: www.mjsaizdomingo.glogster.com/goldielocks-and-the-three-bears (try if it is correct)
www.mjosesaiz.glogster.com/goldilock-and-the-three-bear-classic-and-new (the newest version)
Monday, 12 July 2010
Reading Lesson Plan - Group work
Presenting into fours our lesson plan, we chose Mónica’s one with more visual resources and ready to present. Mine was shared but I didn’t have the copies. All groups did the same and it was great because ours were commented personally in detail, but the presentations to the whole class were quicker and not so many. Easier to deal with it and all was on the WEB to check.
Isabel Casero “To Build a Fire” by Jack London (history about the Gold Rush, nature and London’s life and pictures, man together with nature)
Manuela’s "At the Zoo" by Thackeray was great, beautifully presented (how she could have time????). Simon & Garfunkel’s song 'At the Zoo' and 'Man put name to all the Animals' were great ones. My activities about parts of the animals and how to arrange a zoo would be nice; show her in case they may be useful.
Beatriz’ Oliver Twist is the most adaptable – Radiohead ‘All I need’ In Youtube. She includes links to everything she used and dealing with Children’s Rights is a good topic for debate, moral, …
Aesop’s Fables. Use their links and also in http://www.esl.about.com/.
Youtube videos Revolting Stories (Cinderella, Red Riding Hood,…) by Roald dahl were the funniest but the most difficult because we need the computer room, which may be busy or... out of work.
They mention again http://www.amazon.com/ to buy book or listening. If they are so fast and they work so correctly as when I bought many books some years ago, ...DO IT!!!
Another system to have in mind: Venn Diagrams can also be useful for our ‘Politically Correct Bedtime Stories’ to compare classical and new versions.
The second part of our session dealt with sharing and completing our Reading Group Lesson Plan. It includes two kinds of evaluations: a traditional one / a Rubric and something more updated.
As a final idea to say that it is impossible to deal with only with skill: from Listening and Speaking, completing, reading for information or writing was required at the end; from Reading, we must talk, share information, prepare dialogues or writings.
Our traditional assessment will be based on checking their answers for a sheetwork or their graphic organised (fulfilled or not) and the final dialogue or writing activity. The Updated is a rubric (compared teacher’s and students’ assessment) and if there are some posters, cartoons, … on walls.
Isabel Casero “To Build a Fire” by Jack London (history about the Gold Rush, nature and London’s life and pictures, man together with nature)
Manuela’s "At the Zoo" by Thackeray was great, beautifully presented (how she could have time????). Simon & Garfunkel’s song 'At the Zoo' and 'Man put name to all the Animals' were great ones. My activities about parts of the animals and how to arrange a zoo would be nice; show her in case they may be useful.
Beatriz’ Oliver Twist is the most adaptable – Radiohead ‘All I need’ In Youtube. She includes links to everything she used and dealing with Children’s Rights is a good topic for debate, moral, …
Aesop’s Fables. Use their links and also in http://www.esl.about.com/.
Youtube videos Revolting Stories (Cinderella, Red Riding Hood,…) by Roald dahl were the funniest but the most difficult because we need the computer room, which may be busy or... out of work.
They mention again http://www.amazon.com/ to buy book or listening. If they are so fast and they work so correctly as when I bought many books some years ago, ...DO IT!!!
Another system to have in mind: Venn Diagrams can also be useful for our ‘Politically Correct Bedtime Stories’ to compare classical and new versions.
The second part of our session dealt with sharing and completing our Reading Group Lesson Plan. It includes two kinds of evaluations: a traditional one / a Rubric and something more updated.
As a final idea to say that it is impossible to deal with only with skill: from Listening and Speaking, completing, reading for information or writing was required at the end; from Reading, we must talk, share information, prepare dialogues or writings.
Our traditional assessment will be based on checking their answers for a sheetwork or their graphic organised (fulfilled or not) and the final dialogue or writing activity. The Updated is a rubric (compared teacher’s and students’ assessment) and if there are some posters, cartoons, … on walls.
Friday, 9 July 2010
Ending with Listening and speaking
My group was formed by Mónica Ortega, Rita Loeda, Isabel Casero and me. Our group lessons have been checked and revised at the beginning of the Reading Activities and Lesson Plans. I think we are having more informatic problems than difficulties to prepare our plans. As everything is shared, we admit opinions, of course. Are folders shared?
Some of the ideas are so great that I'm going to include them into my little daughter's favourites (http://www.shelsilverstein.com/). She'll love them as I have.
I have to ask if we can consider the possibility of a cross curricular activity, comparing Readings between texts in Spanish and in English; for example Saramago’s “De todos los nombres” and Melville’s "Bartleby, the Scrivener" / or Jules Verne’s “Round the world…” in English and Manu Leguineche's “La vuelta al mundo en 81 días”. So we connect English and Spanish literature. Perhaps the Literature teachers can help us to find more examples.
We have gone back to "The politically Correct Bedtime Stories". A profundity Question Scale may be useful as it is related to a cultural point of view, American mainly. Why are they like this? 
Some of the ideas are so great that I'm going to include them into my little daughter's favourites (http://www.shelsilverstein.com/). She'll love them as I have.
I have to ask if we can consider the possibility of a cross curricular activity, comparing Readings between texts in Spanish and in English; for example Saramago’s “De todos los nombres” and Melville’s "Bartleby, the Scrivener" / or Jules Verne’s “Round the world…” in English and Manu Leguineche's “La vuelta al mundo en 81 días”. So we connect English and Spanish literature. Perhaps the Literature teachers can help us to find more examples.
We have gone back to "The politically Correct Bedtime Stories". A profundity Question Scale may be useful as it is related to a cultural point of view, American mainly. Why are they like this? Our reading and preparing activities for “GOLDIELOCKS...” have been interesting. Most groups coincided with what they prepared for their stories. Asking what they knew about the classical one, introducing the new version using a CD, the speaking assistant or the teacher reading. I think I have to check if they can be bought in Booksellers, Pasajes, ... . If not, I can buy in AMAZON.COM – it is great; I’ve used it before and they are secure and punctual and responsible and serious.
Thursday, 8 July 2010
Games and Reading material - ideas and some changes
The first part of the session today was dedicated to show our ideas for games. They are all included in our "Listening and Speaking " Folder and most of them are great, if changed, to deal with literature and writers. The Clue Game for detective stories, may be funny. Nuria's game is even better as students will help us to prepare material (not so much work).
Why don't we try with TV contests using words and so on? They know them and rules are clear from the very beginning.
The second part dealt with the list of suggested reading material for the 1st graders included in the BOCM. As we can add or change the material, 30 people have more ideas than just one. It's fantastic to share ideas!!!
The debate dealt about what was better: abridged or unabridged versions, more difficult and simpler texts, if Emerson or Dickinson were adaptable to young students or if other authors were betters. I'll check the list of reading material, again included in our Shared material.One last comment about "Politically Correct Fairy Tales"? Is it necessary? Fairy tales show values like love or friendship, even if they show Snow White cooking and cleaning for the Dwarfs. They love her and help her. I consider that using a Profundity Question Scale is better. But I have to say that it has been funny to read these new versions.
GOOD LUCK TO YOU ALL!
Wednesday, 7 July 2010
FOLDERS, DOCS, INFORMATIC in general - An unknown world
Again having a "battle" with the computer. Trials, mistakes, problems, ... I promise to use some time after the summer course and holidays to revise it and ask doubts to experts, real experts.
I'll see tomorrow when presentation are shown in DOCS but as a summary:
About the list of group activities, I consider empathy the most difficult for the 1st graders.
Assessment on cooperation? GREAT, GREAT, GREAT. I remember a system we used in my former school as student. I was 12/13 and they did this in relation to the tutorial system. When you practise you learn to evaluate and comment seriously cooperation. Remember it takes TIME TO LEARN how to do it.
Till tomorrow
I'll see tomorrow when presentation are shown in DOCS but as a summary:
- The Circus: Silverstein's poem "Where the sidewalk ends"
- Brainstorming with a poem, Which one?
- Cooperative story: revise my cooperative story dealing with cards "upside down on the table"
- ...
About the list of group activities, I consider empathy the most difficult for the 1st graders.
Assessment on cooperation? GREAT, GREAT, GREAT. I remember a system we used in my former school as student. I was 12/13 and they did this in relation to the tutorial system. When you practise you learn to evaluate and comment seriously cooperation. Remember it takes TIME TO LEARN how to do it.
Till tomorrow
Tuesday, 6 July 2010
Google.Docs - A real practice
A real computer practice using DOCS. Correcting Jennifer's text gave us an idea of the difference between writing an e-mail to the teacher including students' texts and sending their texts back including correction symbols (I've done it myself) or in blogs where I add my comments and general ideas for correction.
But there are lots of possibility and time is always required. I've tried to upload material, for example. I GOT IT!!! But, jpg documents cannot be uploaded so easily. Perhaps It's that I'm not able enough. More time is needed.
About the material shown, poems for children were great. Silverstein's website is fantastic. CHECK FOR OTHERS. I don't usually teach to first and second graders but a file or my "online link and resources" my be renewed.
For GROUP WORK we dealt with buzz groups using hypothesis. Is it adaptable for 1st graders? Be careful with the hypothesis and the starting question. That's why we establish different graded questions. The better you are at English, the more difficult your question is.
Our problem was to reach an agreement just for the RUBRIC. Ours included in the activity in DOCS is a very basic one. Everyone can give ideas and change it according to their needs. RUBRICS: check in the web for the first lessons plans and to include a suitable one in the lessons plans I've prepared (the menu, Much Ado About Nothing A and B, the Group Work) and the my reading and writing plans.
But there are lots of possibility and time is always required. I've tried to upload material, for example. I GOT IT!!! But, jpg documents cannot be uploaded so easily. Perhaps It's that I'm not able enough. More time is needed.
About the material shown, poems for children were great. Silverstein's website is fantastic. CHECK FOR OTHERS. I don't usually teach to first and second graders but a file or my "online link and resources" my be renewed.
For GROUP WORK we dealt with buzz groups using hypothesis. Is it adaptable for 1st graders? Be careful with the hypothesis and the starting question. That's why we establish different graded questions. The better you are at English, the more difficult your question is.
Our problem was to reach an agreement just for the RUBRIC. Ours included in the activity in DOCS is a very basic one. Everyone can give ideas and change it according to their needs. RUBRICS: check in the web for the first lessons plans and to include a suitable one in the lessons plans I've prepared (the menu, Much Ado About Nothing A and B, the Group Work) and the my reading and writing plans.
Monday, 5 July 2010
Sharing Listening and Speaking Lesson Plans
Lots of ideas have been explained during the first part of the session. All of them, I think, may be useful for all of us as most of them are adaptable enough just by cutting or adding or changing the activities to the levels we need.
When checking our "Listening and Speaking" Foder in google.docs, with tim to think over it carefully, we'll see that lots of lesson plans are ready to be put into practice.
http://www.glog.com/ has been explained by one of our colleagues. I'm not sure how it really works so ... I have to CALM DOWN and TAKE IT EASY. Glogs, Blogs, Docs,... too many possibilities and I suppose all of them great for different purposes.
I've tried and, as it often happens, I have had problemswith technology and I forgot to "save"what I did. Next time, perhaps.
When checking our "Listening and Speaking" Foder in google.docs, with tim to think over it carefully, we'll see that lots of lesson plans are ready to be put into practice.
http://www.glog.com/ has been explained by one of our colleagues. I'm not sure how it really works so ... I have to CALM DOWN and TAKE IT EASY. Glogs, Blogs, Docs,... too many possibilities and I suppose all of them great for different purposes.
I've tried and, as it often happens, I have had problemswith technology and I forgot to "save"what I did. Next time, perhaps.
Friday, 2 July 2010
RUBRICS AND GOOGLE.DOCS
Two different aspects were dealt along this session. We put into practice the creation of RUBRICS for different listening activities and we learn how to use google.docs as a tool in our classrooms.
About Rubrics, I think that the shorter the piece of listening text, the more difficult is to establish the criteria and the different marks (advanced learner, average level, need to learn more). Once prepared, they may be useful; but we have to think about them carefully first.
I'll try to rewrite a better one for SONGS, which was the type my group was working during class time. I consider is quite basic. Any comments for help?
About Docs, as usually with informatic tools, the number of computers and students, our own ability to use them, and many other criteria can make that the results may vary a lot. This system may be useful, I don't know, but I'll try with my students. I've tried myself receiving my students' writings by educa.madrid.org e-mail and sending back their texts using correction symbols and the experience was good. They love new techniques even if they are going to do the same activity.
I'll also try with glogs. Both are great ideas to work directly in the classroom. My previous use of educa.madrid.org was good just to begin with but only as homework, directly corrected by the teacher and sent back to the student. It worked OK because new techniques make students more interested,... at least for a little while.
I promise I'll do it.
http://www.glogster.com/
About Rubrics, I think that the shorter the piece of listening text, the more difficult is to establish the criteria and the different marks (advanced learner, average level, need to learn more). Once prepared, they may be useful; but we have to think about them carefully first.
I'll try to rewrite a better one for SONGS, which was the type my group was working during class time. I consider is quite basic. Any comments for help?
About Docs, as usually with informatic tools, the number of computers and students, our own ability to use them, and many other criteria can make that the results may vary a lot. This system may be useful, I don't know, but I'll try with my students. I've tried myself receiving my students' writings by educa.madrid.org e-mail and sending back their texts using correction symbols and the experience was good. They love new techniques even if they are going to do the same activity.
I'll also try with glogs. Both are great ideas to work directly in the classroom. My previous use of educa.madrid.org was good just to begin with but only as homework, directly corrected by the teacher and sent back to the student. It worked OK because new techniques make students more interested,... at least for a little while.
I promise I'll do it.
http://www.glogster.com/
Thursday, 1 July 2010
GRAPHIC ORGANIZERS AND RUBRICS
It is interesting to deal with poetry. I have always considered poetry as too difficult for students and most adults. The new point of view expressed about being short enough to deal with them in classroom and the questioning system practised with our examples is very useful as I will have to have in mind that the new students will be able to express themselves more fluently and we'll have enough time to deal with new aspects.
On the other hand, GRAPHIC ORGANIZERS and RUBRICS, being new names for me, are not new as I have used them in the classroom. Not frequently, I must say, as time and other factors make it quite difficult now. After having a look at the examples, I have remembered some activities including graphic organizers of different kinds. And about the use of rubrics, very basic ones were very useful when I evaluated the students' oral presentations once every term: if their grammar level was good or not according to their grade, if they used suitable vocabulary or very basic one, if they pronounced correctly or not and, finally, if they could communicate their opinions to their classmates.
It was just an attempt to make them aware they were able to say something and to avoid their being too much worried about marks, they were told that they would pass the activity just trying the very first time.
Here below there are two useful links for one example of each, but the gadget entitled "Graphic organisers and rubrics" on the left column has a few more and some more will be added.
http://www.eduplace.com/graphicorganizer/spanish/pdf/treechart.pdfhttp://makeworksheets.com/samples/
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