PLANNING AND ORGANIZING A COURSE

UNIVERSIDAD AUTONOMA DEL CARMEN

Actividad 2.3

María Conchita Monzón Cancino

TIC'S

26  noviembre 2015

 

PLANNING A LESSON

Set Lessons Goals

Lesson goals are most usefully stated in terms of what students will have done or accomplished at the end of the lesson. Stating goals in this way allows both teacher and learners to know when the goals have been reached.

1. Identify a topic for the lesson. The topic is not a goal, but it will help you develop your goals. The topic may be determined largely by your curriculum and textbook, and may be part of a larger thematic unit such as Travel or Leisure Activities. If you have some flexibility in choice of topic, consider your students’ interests and the availability of authentic materials at the appropriate level.

2. Identify specific linguistic content, such as vocabulary and points of grammar or language use, to be introduced or reviewed. These are usually prescribed by the course textbook or course curriculum. If they are not, select points that are connected in some significant way with the topic of the lesson.

3. Identify specific communication tasks to be completed by students. To be authentic, the tasks should allow, but not require, students to use the vocabulary, grammar, and strategies presented in the lesson. The focus of the tasks should be topical, not grammatical. This means that it may be possible for some students to complete the task without using either the grammar point or the strategy presented in the first part of the lesson.

4. Identify specific learning strategies to be introduced or reviewed in connection with the lesson. See Motivating Learners for more on learning strategies.

5. Create goal statements for the linguistic content, communication tasks, and learning strategies that state what you will do and what students will do during the lesson.

 

 

 

Structure the Lesson

 

A language lesson should include a variety of activities that combine different types of language input and output. Learners at all proficiency levels benefit from such variety; research has shown that it is more motivating and is more likely to result in effective language learning.

 

 

An effective lesson has five parts:

 

1.- preparation

 

2. Presentation/Modeling

 

3. Practice

 

4. Evaluation

 

5. Expansion

 

 

 

Strategies for Effective Lesson Planning

 

A lesson plan is the instructor’s road map of what students need to learn and how it will be done effectively during the class time. Before you plan your lesson, you will first need to identify the learning objectives for the class meeting.  Then, you can design appropriate learning activities and develop strategies to obtain feedback on student learning. A successful lesson plan addresses and integrates these three key components:

• Objectives for student learning

• Teaching/learning activities

• Strategies to check student understanding

 

 

reference

 

Linsay, W. (2005, March 27). Image. Retrieved from http://langoland.co.uk/images/ProStructure.png

 

Moony, S. (2010, February 6). Image. Retrieved February 11, 2010, from http://blog.commlabindia.com/wp-content/uploads/2011/09/broad-learning-goals2.jpg

 

Baley, L. (2013, August 16). Information. Retrieved September 20, 2013, from http://www.nclrc.org/essentials/planning/plindex.htm

 

 

Trevor, J. (2014, April 18). Information. Retrieved August 15, 2014, from http://www.crlt.umich.edu/gsis/p2_5

 

 

 

 

Synthesis about WEB 2.0

INTERNET AND WEB 2.0

We use WEB 2.0 for teaching and learning. there are something learning's factors such as to can learn: intelligent and knowledge previous,  experiences and motivations.

professor's objetives:

*the student progressive in their positive developing integral in their person.

* research education resources.

100 tools of the WEB 2.0 for the classroom

More and more teachers are using blogs, podcasts and wikis, as another approach to teaching. We have created a list of 100 tools that you think will encourage interactivity and engagement, motivate and empower their students, and create differentiation in their learning process.

 

Oh the joy of the first week of school. Nothing like going with mom to the store and buying your new clothes, school supplies and Snoopy lunch box. Today, students are probably no different. I can see it now... go with mom and dad to get a new laptop, iPod, digital camera and upgrade to unlimited text messaging on the cell phone along with the latest Snoopy lunch box (or not).

 

 

every day there are new tools WEB 2.0 that It show up around the world.
 It is clear that Web 2.0 has real educational value that teachers enjoy the application in their classrooms

REFERENCE



Discovery Education is a subsidiary of Discovery Communications, LLC

 

Online written tracks

UNIVERSIDAD AUTONOMA DEL CARMEN

MARIA CONCHITA MONZON CANCINO

3ER SEMESTER

ACTIVITY 1.19

ICT/CALL

OCTOBER 09, 2015

 

 

 

 

PRESENTATIONS

 

Act 1.2 Introduction

Act 1.8 presentation on power point

Act 1.11 presentation on power point

Act 1.15 Mindmap about web 2.0

 

QUIZZES

 

Act 1.5 Questionnaire

Act 1.10 Quizz

Act 1.12 Quizz about CALL/ICT

Act 1.17 Quizz

 

ENSSAYS

 

Act 1.7 Synthesis

Act 1.5 Summary

Activity 1.13 Essay about Information and communications technology (ICT)

Activity 1.14 Essay about WEB 2.0

Act 1.16 Reflection about WEB 2.O TOOLS

 

GLOSSARY

 

Act 1.4 Glossary
Act 1.6 Glossary online



ESSAY. ACTIVITY 1.13

MONZÓN CANCINO MARIA CONCHITA
TIC’S
RAFAEL FERRER MÉNDEZ
SEPTEMBER 29, 2015

Information and communications technology (ICT)

ICT can be considered to be built on the 4c’s –computing, communications, content, and human capacity. ICT is much more than computers and the internet or even telephony, even though the digital divide and issues of internet governance were much of the focus of applications of ICT can be divided under two broad categories. The first are those largely dependent on traditional telecommunications networks (including the internet) that enable on-demand communications to provide information tailored the user’s convenience and needs. How that information is processed, whether it is used at all, and whether it is transformed into knowledge is left to the human user who asked for that information in the first place. The second group of ICT applications, for want of a more appropriate name, we shall call human independent, where information is processed and decisions are arrived on the basic of preset criteria without human intervention at the time of decision making. These can be nearly passive system, or part of a larger system.

 

ICT and development Information and communications technology (ICT) is viewed as both a means and end for development. With roughly two-third of the word economy based on services, and the rise of India, Philippines and other nations as global it players, many developing countries have accepted ICT as a nation mission. Even within manufacturing and industry, ICT has an increasingly important role to play.

 

 

COMPUTER ASSISTED LANGUAGE LEARNING (CALL) IN THE PERSPECTIVE OF INTERACTIVE APPROACH: ADVANTAGES AND APPREHENSIONS

 

To begin with the question whether computers really assist second language learning, many teachers who have never touched a computer tend to respond with an emphatic no; whereas, the overwhelming number of teachers who give computers a try find that they are indeed useful in second language learning. No doubt, computers make excellent teaching tools, especially in teaching languages in any aspect, be it vocabulary, grammar, composition, pronunciation, or other linguistic and pragmatic communicative skills. And the major benefits offered by computer in enhancing language acquisition apparently outweigh its limitations. Is very important talk about interest and motivation. It is often necessary, in a language learning classroom, to provide repeated practice to meet important objectives. Because this can be boring, painful, and frustrating, many students lose interest and motivation to learn foreign languages.

 

CALL programmers present the learner with a novelty. They teach the language in different and more interesting, attractive ways and present language through games, animated graphics and problem-solving techniques. As a result even tedious drills become more interesting. In fact, CALL motivates the students to go beyond the point of initial mastery and practice activity until they become automatic.

Many students need additional time and individualized practice to meet learning objectives. The computer offers students self-instructional tasks that let them master prerequisite skills and objectives at a speed and level dictated by their own needs. Besides, additional programmers can be made available for students who master objectives quickly. Computer database can be used by the instructor to classify and differentiate the type of general errors as well as errors committed by learners on account of the influence of the first language. In spite of its glaring merits, the prospect of computer-assisted language learning has troubled teachers more. Perhaps, the major cause of their worry might have developed from the basic problem of accessibility.

Often the computers have been kept in Science or Math’s department causing a real and psychological distance in the minds of the Arts faculty. Nevertheless, many see computer as a threat not only in terms of its power to replace the traditional skills, which the language teachers promote, but also its eventual replacement of the teacher himself. Furthermore, shifting the control center from the authoritarian teacher to the need-based learner and accepting the humble role of a facilitator/moderator instead of being a veritable dictator does not come easy for the traditionally clad chalk-talk teacher. In addition, the computer-student interactive learning not only allows the possibility of role changes, but also the potential for role-reversal, endangered by physical reversal by students.

 

Computer-Assisted Language Learning (CALL) contrasted with Textbook-Assisted Language Learning (TALL), demands certain extra-skills such as typography, graphic design, or paper making and the lack of which panics the teacher and the taught alike.

 

 For instance, an inadvertent typographical error on the part of the student input may be classified wrong although the grammar of the student's answer is correct. Further, in terms of communication of ideas, a book is a means of communication between the author and the reader. Yet, these apprehensions should be seen in the backdrop of a developmental stage of computerization of individuals and institutions and as a temporary phenomenon. The next generation of teachers and learners will be part of a computer generation. They will take for granted the skills demanded by computer technology and handle it as coolly as switching on a tape recorder or watching a television. Similarly, the pupils will need no readjustment of attitude when faced with a computer in a classroom and their familiarity and frequent association with the machine would replace the sense of awe and alienation felt by older people.

 

An ideal CALL courseware remains not an alternative but a complementary tool in reinforcing classroom activities. Apart from relying on the ability of educators to create suitable CALL courseware, the effectiveness of CALL depends on the teacher's readiness to adopt new attitudes and approaches toward language teaching. The teacher should avoid being skeptical about the use of computer in language teaching and Begin to re-evaluate his methods in the light of computer's tremendous teaching potential and boldly address to the challenges offered.

 

MENDOZA, M. (2015, June 17). CALL. Retrieved October 17, 2015.

 

KITCHEN, D. (2009, August 10). ICT. Retrieved September 21, 2016.

 

CORNEY, H. (2011, February 27). Technology ICT. Retrieved July 12, 2019.

ACTIVITY 2.5

A documentary about learning

 

Learning theories are conceptual frameworks describing how information is absorbed, processed, and retained during learning. Cognitive, emotional, and environmental influences, as well as prior experience, all play a part in how understanding, or a world view, is acquired or changed and knowledge and skills retained.

 

Behaviorists look at learning as an aspect of conditioning and will advocate a system of rewards and targets in education. Educators who embrace cognitive theory believe that the definition of learning as a change in behavior is too narrow and prefer to study the learner rather than their environment and in particular the complexities of human memory. Those who advocate constructivism believe that a learner's ability to learn relies to a large extent on what he already knows and understands, and the acquisition of knowledge should be an individually tailored process of construction.

Transformative learning theory focuses upon the often-necessary change that is required in a learner's preconceptions and world view. Outside the realm of educational psychology, techniques to directly observe the functioning of the brain during the learning process, such as event-related potential and functional magnetic resonance imaging, are used in educational neuroscience.

As of 2012 such studies are beginning to support a theory of multiple intelligences, where learning is seen as the interaction between dozens of different functional areas in the brain each with their own individual strengths and weaknesses in any particular human learner.

Multimedia learning

 refers to the use of visual and auditory teaching materials that may include video, computer and other information technology. Multimedia learning theory focuses on the principles that determine the effective use of multimedia in learning, with emphasis on using both the visual and auditory channels for information processing.


The auditory channel deals with information that is heard, and the visual channel processes information that is seen. The visual channel holds less information than the auditory cannel.
 If both the visual and auditory channels are presented with information, more knowledge is retained. However, if too much information is delivered it is inadequately processed, and long term memory is not acquired. Multimedia learning seeks to give instructors the ability to stimulate both the visual and auditory channels of the learner, resulting in better progress

Illeris, Knud (2004). The three dimensions of learning. Malabar, Fla: Krieger Pub.

Understanding multimedia learning: Integrating multimedia in the k-12 classroom." (n.d.).

WEB 2.O TOOLS

María Conchita Monzón Cancino -activity 1.16                                                                
                                     

REFLECTION TO PREZI

                                             
Prezi is a very easy to use because the product is used online and do not need to download it also is important to note that its use is free and can create many presentations in a very simple manner using only the imagination.


personally I helped me too because I can make my presentations without putting great texts.

He works to another level with the software that has revolutionized the way you present.


 storage Unlimited Unlimited

Controlled privacy settings

Access from any device

premium Help

Image editing tolos

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Centralized account management

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CLICK HERE FOR ENTER TO PREZI
 

REFERENCES

 "Topozoo". Geared for Imagination. Retrieved 25 July 2012.

Susan Gunelius (2012-04-18). "Stand Out From Competitors With Prezi Presentations - Forbes





 

ESSAY ABOUT WEB 2.0

UNIVERSIDAD AUTÒNOMA DEL CARMEN

 

Monzòn Cancino Maria Conchita

 

English Language 

ICT 

Rafael Ferrer Mèndez

 

ACTIVITY 1.14

 

September 30, 2015

 

ESSAY ABOUT WEB 2.0

 

Tim Berners-Lee and Robert Cailliau web invented around 1990, during the last two decades has been an extraordinary and amazing evolution, appearing in 2004 the concept of Web 2.0 is the result of evolving technology.

Before the advent of Web 2.0 technologies static pages programmed in HTML (Hyper Text Markup Language) which were not updated frequently were used. Successful.com depended more dynamic websites (sometimes called Web 1.5) where content management systems served dynamic HTML pages created on the fly from an updated database.

Either way, getting hits (visits) or visual aesthetics were considered as factors.

Theorists approach to Web 2.0 think that the use of the website is aimed at interaction and social networks that can serve content that exploits network effects, creating or not interactive and visual websites. That is, the Web 2.0 sites act more as meeting points or sites dependent users than as traditional websites.

 

Web 2.0 is nothing more than the evolution of the Web or Internet in which users are no longer passive users to become active members, who participate and contribute to the content of the network being able to support and be part of a company reporting, communicating and generating knowledge.

 

 

THE USE OF THE WEB 2.0 IN THE EDUCATION

 

The use of social networks in the development of higher education, and especially what distance education is a clear demonstration of the forms of interaction that allows it, for teachers to establish good communication and dynamic development tutoring and the scope proposed in the development of activities by student achievement.
 Web 2.0 has been a transition from Web 1.0, which established a one-way system between users, who only exercised the role of receptors, and Web 1.5 is the use of dynamic pages for communication.

These pages are developed in languages ​​Perl, Python, PHP, etc., which are application servers in building Web pages programming.
 It is indisputable highlight the importance exercised by the Information Technology and Communications as the appropriate means of communication and transmission of information, either asynchronously or synchronously, for interaction between actors (students' guardians) in Education.
 Social networks play a leading role today and too important in the development or transformation of education.

 The use of blogs or Weblogs, use of them to climb and communication equipment set offers too many benefits in the organization of virtual communities. Also, the use of multimedia resources such as photos, sounds, videos, etc., do you take into account as important in the progress of regional and community actors as they allow sharing of digital resources more easily. Obviously, they also have disadvantages such as the massive participation of all people who want to enter them.

This can lead to the loss of privacy in the production of ideas and the restriction of a possible copyright violation.
 No doubt, these elements help us to have better resources to qualify for better conditions in the development of education, especially in remote communities of large cities.

 

 WHAT INCIDENTS HAVE IN EDUCATION WEB 2.0?

Web 2.0 moves over the one-way system of Web 1.0, where only users are recipients of information. Web 2.0 allows the interaction is done with a relay system of ideas or information that can be shared directionally by users.

 The developed technology is so simple that even novice users can upload the information you wish to share for others to view or download. The use of Weblogs, or blogs, which are structured forms ordered by items of dates where users post information, enable easy use and access.

Allow the documentation of information through messages they can do to feedback ideas. Also the use of Podcast, which are as sound programs uploaded in MP3 format, allowing for easy download and access to them. Although they are a little harder to use blogs also allow these can be shared easily.

 The Videocast let you set video formats easily created by users so they can be uploaded and shared by users. Using Wikis, which are places where users allow you to place content or articles. In addition, you can correct and easily edit them so that it can be shared with other user communities.

Perhaps the concept of Virtual Education is part of the context that this is, to reach the most remote villages, where the limiting existence of schools, teachers and resources for the development of it is.

 

It should be understood that students use self-study as a means of knowledge and training. The use of digital resources, colleagues, and the same means provided by society, are an example of how a student can learn through what is called "Self Learning".

 

This is the teaching method used today by most universities to reach market penetration students in distant geographic locations. This methodology has relegated teachers to the role of guardians, as mediators in the teaching-learning process. The traditional model in which the teacher was the one who imparted knowledge is no longer a dogma for education.

 

 With the advent of the Internet, these processes have been disconnected and the teacher just happens to be a mediator in the process of student learning.

 

Carlos Cano Fernández. Definición de Web 2.0 y su evolución hacia web 3.0

HERRERA, Francisco, 2006, ¿Se aprende con la Web 2.0?

TOBÓN, Sergio, 2007, Formación Basada en Competencias. Ecoe Ediciones. Bogotá.

Web 2.0 ¿Reconfiguración Tecnológica o Social? (2009, 15 de agosto).