Friday, October 22, 2010
Thursday, October 21, 2010
Listening as process: Learning activities for self-appraisal and self-regulation
By Prof. Licda. Virginia Mora Realvimoreal@costarricense.cr
This process is called metacognitive instruction in listening. I had realized about this concept previously and got impressed by the magnitude itself. As the author states it refers to an awareness of one´s process in learning.
So when teaching we should be aware of the topic or content, but most important of all, be aware of the different ways to increase this metacognition in our students capacities.
The literature also includes a distinction between metacognitive experience and metacognitive knowledge. Besides, the metacognitive knowlegde contains three dimensions: person, task, and strategy.
Wednesday, October 13, 2010
Priorities for Evaluating Instructional Materials: Research Update
By Prof. Licda. Virginia Mora Real
vimoreal@costarricense.cr
Learning review is not an easy task. As a matter of fact, it is an activity not every teacher takes into account. As the literature states it includes:
1. Motivation strategies
2. Big ideas
3. Explicit instruction
4. Guidance and support
4. Active participation
5. Instructional and assessment strategies
Reading the whole article, I really enjoyed the one about motivation, which deals with features or aspects to keep our learners motivation and optimism toward the language. It is extremely important to keep a positive climate for our students to learn. As a teacher you may know this implicit characteristic, but experience is the one that teaches you this lesson.
Another trait I consider to be relevant is the one that mentions "Personal connections improve learning." To learn a language there must be any type of connection. I relate this assumptions to the idea the Ministry of Education presents us: the use of "Interculturality" within our monthly didactic plans. To tell the truth, I am certain we have used them, but it is named now. The reading mentions the points to take into account. For example, teachers may use examples from student life, current events, and popular culture. It is applicable to my teaching and learning concern.
Friday, October 8, 2010
Principles of Effective Materials Development
By Prof. Licda. Virginia Mora Real
vimoreal@costarricense.cr
The reading Principles of Effective Materials Development is easy to understand and gives us info about the different principles we must take into account when creating materials: for language acquisition and for language teaching.
I strongly believe that, as teachers we may know these principles in practice. I mean, when I create materials, I have several aspects within my mind like the level of English my students have, awareness of their level, flexibility, my objectives and my students´ needs. They are in your mind like in an unconscious way. But what the author, Brian Tomlinson, does is to give us the theoretical part. He names the steps we should follow.
The principle I enjoy the most is the principle of language 3 which stands that those language learnes who achieve positive affect are much likely to achieve communicative competence thatn those who do not.
It is important to give our students positive feedback when receiving input or when they are giving their output. That kind of feedback is a must if we want a positive growth from them.
On the other hand, it caught my attention the principle that states: teaching should be designed to help learners to achieve language development and not just language acquisition.
That is the main struggle I have when teaching. I mean, sometimes it is hard to be just in the middle of the ideal teaching.
That is, I cannot just engage myself in teaching just vocabulary and grammar, but also I need to make them communicate and grow with the language.
That is, I cannot just engage myself in teaching just vocabulary and grammar, but also I need to make them communicate and grow with the language.
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