What is a Lesson Plan

Tell me, and I will forget.
Show me, and I may remember.
Involve me, and I will understand.

descargar http://www.programas-gratis.net/b/sufixes-and-prefixes

What is a Lesson Plan?


A daily lesson plan is developed by the teacher to guide the instruction. Planning the instruction is much more difficult than delivering the instruction. Planning is when you look at the curriculum standards and develop lesson content that match those standards. Luckily, textbooks that are adopted for your subject areas are typically are written with this in mind. All details should be written down to assist the smooth delivery of the content. The extent of the detail will vary depending on the number of years of experience that the teacher has and the number of times he/she has taught the lesson. Obviously a teacher with several or many years of experience may have plans that are much less detailed than beginning teachers. There will be requirements mandated by the school system that employs you regarding your responsibilities.

Below you will find a basic lesson plan model, typical components and explanations as well as "directions" for writing your plan using the template that is provided here for download. While all lesson plan models are not identical (different states may use slightly different models), the major components are found in all models. This plan matches the template used in our technology classes and is provided for download in Word and PDF format.


________________________________________

Unit name What is the Unit that this lesson is a part of? Write the name of the unit.

Lesson Title What is the title of the lesson? Write a descriptive title of the lesson that identifies the content for the reader.

Lesson Author Who is the author of the lesson plan. Enter your name.

Grade Level / Subject Area What is the grade level and subject area for which this lesson is written? Enter the grade level and subject area that this lesson is designed for.

Time allotted for lesson How many class meetings (or hours) will this lesson take for completion? Write the time planned for the lesson.

Short Description of Lesson Write a brief overview (approximately 50 words) of your lesson that explains the content to the reader. Write the lesson description.

Classroom layout and grouping of students How is the class and the students organized for this lesson? Determine how to organize the students for the lesson. Where will learning take place? How will room be organized? How will students be grouped?There are a number of grouping decisions that a teacher will have to make. What size should be group be? Should the instruction be delivered to individuals, pairs, small groups, half-class or whole class? What should the composition of the group be determined by? Should the students be organized in homogeneous groups such as same ability, interest, skill levels, etc. or should they be organized in heterogeneous groups of mixed abilities, interests, cultural backgrounds, genders, test scores, etc.? After you make these decisions, write the organization plan for this lesson. Write the classroom layout and the grouping plan for the lesson.

State Curriculum Standards The Tennessee State Learning Accomplishments used in Tennessee schools contain the broad goals and objectives which identify the minimum content required at each grade level and for each course. The curriculum standards for the State of Tennessee are found at the state department of education and are the basis for planning instructional programs in each local school system. These standards relate what students should know and be able to do in content areas and grade levels. Go to TN. Curriculum Standards. List the appropriate curriculum standard for your lesson.

NETS•S (2007) Performance Indicators The NET•S(National Education Technology Standards for Students) have been revised are now called NETS•S 2007 and are the standards that each student should master to function effectively in their future; a future that is characterized by great change and information growth. Go to NETS 2007 for Students. Select the profile for Grades PK-2, Grades 3-5, or Grades 6-8 as is appropriate for your lesson. Copy and paste performance indicators (standards are in parenthesis) from the profile that are appropriate to your lesson and students.

Instructional objectives Instructional objectives are the learning outcomes for the lesson. In other words, what do you want the student to be able to do when the lesson is over? Find information about instructional objectives. Write the instructional objectives for the lesson. Need help?? Go to information about writing instructional objectives.


Materials, resources and technology What materials, resources and technology will be needed for the lesson? List all materials (e.g. textbook, other books, maps, crayons, fulers, calculators, research data guides) technology resources (computers, printer, scanner, Internet connection, digital cameras, etc) and web addresses that are needed for this lesson. If you are using copyrighted materials, you must include title, author, date, city and publisher. List 1) materials, 2) resources and 3) technology needed for this lesson.

Students' present level of performance and skills Prerequisite skills are skills that students must already have before they can succeed with the content of a lesson. Do the students have the adequate knowledge to complete the lesson successfully? What pre-requisite skills must the students have to complete the lesson content? Include technology skills. List any prerequisite skills a student should have in order to begin this lesson.

Instructional Procedures There are a number of items to consider in the procedures section of the plan. Each lesson should begin with a Lesson set which is an introduction to the lesson. In this segment, you should relate this lesson to previous learning and to real life experiences. Explain the importance of the learning to the students and determine what procedures you are going to use to teach the content. The set is followed by the key questions that you plan to use to develop the lesson, motivate the students, facilitate thinking or monitor the learning process.

Techniques and Activities include the teaching strategies that will be used. What instructional strategies (instructional methods) will you use in this lesson? There should be a variety of strategies (methods) used. There should also be time for guided practice and review to get feedback from the students. How will you promote student participation in the lesson? This is referred to as learner involvement while the environment of the classroom is referred to as learning environment. After you determine these factors, you must determine how you are going to close the lesson.

Closure is the summation of the lesson, how it will relate to future lessons and can contain "one more example". Write the instructional procedures for the lesson. Write the step-by-step procedures for this activity. These steps should provide enough information for the activity to be replicated in another classroom with the same/similar results. Remember to use present tense and active voice. Your lesson should detail how you: Gain attention, Present objectives, Relate to present knowledge, Engage students in learning, Provide for practice, Provide feedback, Close the lesson.

Supplemental Activities: Extensions and remediation. Finally, you must determine supplemental activities. These may be the seatwork, homework, or enrichment activities that you want to use with this lesson. Extensions are additional activities to expand learning on the lesson content. Remediation activities include methods to reteach the learning for students who need more instruction/practice. Write the supplemental activities for the lesson.

Adaptations for Special Learners How will you adapt the learning or the equipment for students with special needs? How can the content and the technology be modified for special learners? Write the adaptations that are appropriate for the lesson.

Assessment How will you measure the student’s success? Formally or informally? Formal evaluation of student work requires that a grade is taken while informal might be monitoring of work, or class discussion. This section should contain a description of the assessment process, the criteria for achievement, and performance levels. The criteria should directly align to objectives and instruction.Describe your plan for providing feedback to your students. Write the assessment methods for the lesson.

Student Products Student products are the artifacts that are created by students during implementation of the lesson. Such products might include a report, newsletter, diagram, slideshow, drawing, database, etc.), Write the student artifact that will be an outcome of this lesson.

Criterios de Observación y Evaluación

Tell me, and I will forget.
Show me, and I may remember.
Involve me, and I will understand.

Virginia Adult Learning Resource Center 2003 1-800-237-0178


Teaching Analysis Form – revised 3-03

OBSERVER: TEACHER:

PROGRAM: CLASS TYPE:

NUMBER OF STUDENTS PRESENT: DATE:

Observation Overview (environment, lesson objective, activities, etc.):


Indicators Findings/Observations Examples (teacher/learners)

Curriculum:

Teacher and learners work

within a curriculum framework.

The purpose and objectives

of the framework are shared.

The content is drawn from the

real needs (goals and

problems) of the learners.

To support this content, the

teacher has selected authentic

real-life materials that are

connected with what students

need to do outside the

classroom.

Learning Experiences:

The teacher makes lesson

objectives explicit, and

learners understand the

purpose of lesson activities.

The teacher provides clear

directions and explanations.

Lessons include a variety of

methods and strategies, and

multi-sensory activities. The

teacher chooses strategies to

match the learning objectives

and situation: large or small

group work, tutoring, computerassisted

instruction, direct

teaching or discovery learning,

etc. as appropriate.

The teacher introduces skills in

appropriate sequence,

teaching less

difficult/prerequisites before

more difficult skills and breaking

complex tasks into smaller

parts.

Lesson activities are


appropriately sequenced:

introduction, background

knowledge, modeling of skills,

guided practice, independent

practice.

The teacher asks questions at

different thinking levels and

directly teaches thinking and

problem-solving skills. The

teacher models his/her own

thinking: “think-alouds.”

When appropriate, lessons are

problem-based, involving

group work to solve real

problems in learners’ lives.


Assessment:

Assessment is the basis of

instruction. Assessment

information is available for easy

reference, and the teacher uses

it to design group activities and

individualize instruction. The

teacher continuously

monitors learning and

understanding and adjusts

instruction as needed. The

learners receive feedback on

their work and are encouraged

to reflect on and evaluate their

own efforts and achievements.

Transfer:

The teacher makes frequent

connections between lesson

activities and learners’ reallife

goals. The teacher

introduces skills in meaningful

contexts, selects authentic

materials related to learners’

goals, and suggests/teaches

how to transfer to other

contexts.



Management:

Systems and Resources

Learners know classroom

routines, and learning

continues with minimal

interruptions when adults

arrive late to class or attend

sporadically. If the program has

an open-entry policy, new

enrollees are smoothly

integrated into the class. The

teacher manages time

efficiently, maintains learning

momentum and appropriate

pacing. If applicable, the

teacher makes good use of

volunteers.

Engaged Learners

The teacher knows the

learners, keeps their

attention on learning activities,

addresses all skill levels, and

paces activities

appropriately.

She/he builds rapport with

learners and interacts

equitably with everyone in the

class.

Teen Learning Environment

The teacher acts as facilitator

of learning. Learners are free

to ask questions and access

classroom resources.

Communication is multidirectional:

Learners’ voices

are heard. Learners participate

in classroom decisionmaking.

The teacher

addresses collaboration

strategies when learners work

together. She/he is sensitive to

personal issues that may

create barriers to learning.

Questions:

Suggestions/recommendations (related to the indicators of good teaching):

Primer capítulo

Tell me, and I will forget.
Show me, and I may remember.
Involve me, and I will understand.

Recuerda  que en la próxima reunion tendrás que llevar construido el primer capítulo

PRESENTACIÓN




1. MIS PRIMERAS IMPRESIONES



2. DÓNDE ESTÁ Y CÓMO ES MI ESCUELA DE PRÁCTICA



3. CÓMO ESTÁ ORGANIZADA Y CUÁLES SON LAS PRINCIPALES FUNCIONES DE CADA UNO DE SUS INTEGRANTES



4. CUÁNTOS Y COMO SÓN SUS ALUMNOS



5. CONOCIENDO AL PERSONAL DOCENTE



6. MIS EXPERIENCIAS COMO OBSERVADOR DEL TRABAJO DOCENTE DE MI TUTOR(A) Y DE OTROS PROFESORES DE INGLÉS



7. CONCLUSIONES

El diario de campo

El objetivo de llevar un diario a través de la práctica docente se centra en promover el desarrollo de competencias para la reflexión y la crítica de ti como futuro profesor.

Te invito a que entres a esta página y veas lo que otros profesores están haciendo.

http://cvc.cervantes.es/aula/didactired/default.htm

Hasta el día de hoy tendrás plasmado en tu diario lo siguiente:

¿Quién soy?
¿A dónde voy?

Mi concepción de enseñanza.
En este punto estoy...
Esto he hecho hasta el día de hoy.
Actividades y unidades didácticas.
Mi evolución.
Cómo he logrado investigar aspectos a enseñar en la clase de inglés.
Biblioteca personal
Muestras: diarios de clase, informes de clase y grabaciones

APRENDIZAJE POR PROYECTO

A TODAS LAS PERSONAS QUE ESTÁN INTERESADAS EN REALIZAR SU PRÁCTICA A TRAVÉS DEL APRENDIZAJE POR PROYECTO ESTE INFORME TE SERVIRÁ PARA COMPRENDER LOS PASOS A SEGUIR EN LA PRÁCTICA BAJO PROYECTO. http://www.omerique.net/polavide/progr_primaria/APRENDIZAJE_x_PROYECTOS.pdf

LINEAMIENTOS PARA LA CONSTRUCCIÓN DE UN PLAN DE CLASE

A continuación se te presenta una LECTURA que te será de gran ayuda para reflexionar sobre la construcción de tus planes. Por favor entra a la siguiente página y realiza un comentario en este blog sobre todos los cambios que realizaste después de haber leido este articulo.
http://www.inacap.cl/tportal/portales/tp4964b0e1bk102/uploadImg/File/FormacionDesarrolloDoc/CursosTalleres/TallerPADPlanificClasesAsignSSchm.pdf


SE TE INFORMA, QUE SERÁS EVALUADA BAJO LOS CRITERIOS QUE SE PRESENTAN EN ESTE DOCUMENTO, DE UNA FORMA GLOBAL, A TRAVÉS DE UNA RELATORÍA DE LOS ASPECTOS QUE SE MENCIONAN EN ESTE CUESTIONARIO Y TU ACTUACIÓN COMO DOCENTE.

EL DÍA MARTES 29 DE SEPT. A LAS 8 DE LA MAÑANA SE TE ESPERA EN EL CENTRO DE LENGUAS PARA REVISAR LA PLANEACIÓN DE ESTA SEMANA ASÍ COMO TU DIARIO.

POR UNA PRÁCTICA DE CALIDAD

EXPERIENCIAL LEARNING

Sabes ¿quienes son estos dos grandes hombres?

Lee las frases a continuación y menciona si alguna vez las has escuchado, en caso de una respuesta positiva di dónde y quién las dijo. ( en el área de comentarios escribe tu respuesta).

Tell me, and I will forget.
Show me, and I may remember.
Involve me, and I will understand.


...there is an intimate and necessary relation
between the processes of actual experience and education.

Tu respuesta ¿incluyó alguno de estos dos nombres?


- John Dewey, 1938 - Confucius, 450 B.C.

Ahora te invito a que visites las siguientes páginas para que leas respecto a lo que el pedagogo John Dewey tiene que decir respecto al aprendizaje a través de la experiencia.

http://wilderdom.com/experiential/


http://wilderdom.com/experiential/elc/ExperientialLearningCycle.htm#introduction


Estos espacios son de gran ayuda hacia la construcción de la comprensión de como se aprende. Te invito a que entres a está página y reflexiones sobre lo que estas haciendo en clase con tus alumnos de acuerdo ala información que se te presenta.

http://catarina.udlap.mx/u_dl_a/tales/documentos/lhr/martinez_c_r/capitulo2.pdf

http://www.itesm.mx/va/dide2/tecnicas_didacticas/sl/personajes1.htm

http://www.infed.org/biblio/b-explrn.htm

http://exchanges.state.gov/englishteaching/forum/archives/docs/07-45-2-b.pdf

http://www3.telus.net/linguisticsissues/syllabi

http://redalyc.uaemex.mx/pdf/956/95605009.pdf

LANGUAGE LEARNING STRATEGIES

Defining and Organizing Language Learning Strategies


In this chapter we will introduce you to 20 learning strategies that you can teach to your students to improve their learning of the foreign language.
As we emphasized in the preceding chapter, extensive research into learning strategies reveals the importance and relevance of this instruction for language students. However, as experienced teachers we know that incorporating a new approach into our instruction is not an easy task. This chapter focuses on preparing both teachers and students for learning strategies instruction. We begin by answering some of the most commonly asked questions about learning strategies. We also share the techniques and explain the importance of establishing a learner-centered environment in the classroom before beginning strategies instruction.

I. Answers to Some of the Most Common Questions about Learning Strategies Instruction
At this point, you may be thinking, "Twenty learning strategies? How do I find the time to teach 20 learning strategies in my already full schedule of teaching language skills?" And even more importantly, you may be thinking about your students: "How receptive will they be to learning strategies? How do I prepare them for learning strategies instruction?" Explicit strategies instruction may entail not only a new experience for you and your students, but also new roles in the learning process. The purpose of this section is to respond to these important questions and provide suggestions for getting started with learning strategies instruction.

What are Learning Strategies?
Learning strategies are the thoughts and/or actions that students use to complete learning tasks. We all know that good teachers use numerous teaching strategies to help students learn. We use visuals to introduce new ideas, we direct students' attention to important elements, and we activate students' background knowledge before introducing a new concept.

Learning strategies, however, are the tools that students themselves can employ independently to complete a language task. For instance, a student who needs to learn a list of vocabulary words might draw a picture to remember each word.

It is important to distinguish between teaching strategies and learning strategies. Think about yourself in two different roles - as a language teacher and as a language student. Look at Table 1 below for examples of strategies you might use as a teacher and those you might use as a student.

STRATEGY

Background Knowledge
Teacher: Activate your students’ prior knowledge in order to build new material on what they already know.

Learner: Think about what you already know about a topic to help you learn more about it.

Personalize
Teacher: Through discussion, link new material to your students’ experiences and feelings using guiding questions or other activities.
Learner: Link new material to your personal experiences and feelings.

Summarize
Teacher: Have your students read a text, then summarize it to aid comprehension.
Learner: After you read a text, stop a moment and summarize the meaning to help your comprehension

Use Imagery
Teacher: Create a meaningful context for your students by accompanying new information with figures, illustrations, and photographs.
Learner: Associate new information with a mental or printed image to help you learn it.

Learning strategies take different forms. Strategies like Make Inferences, in which students derive meaning from context, are mental processes that are difficult to observe. Other strategies like Use Graphic Organizers/Take Notes can be easily observed and measured. What is important for the purpose of this guide is that strategies can be learned.

What is Learning Strategies Instruction?
Students who analyze and reflect on their learning are more effective learners; that is, they are more able to acquire, retain, and apply new information and skills. Yet students often use learning strategies in a sporadic manner, applying them inappropriately or overusing the limited number they know.

Learning strategies instruction is one means of improving students' acquisition of a foreign language. It gives them an explicit vocabulary to use in talking about their learning experiences so that they can build a repertoire of strategies. Students do not just acquire new strategies; they discover how and when to apply them. Their ability to use strategies effectively and to match them appropriately with tasks has broad implications for learning both content and language.

The goal of learning strategies instruction is for students to become independent learners with the ability to use strategies aptly in a variety of contexts. In the beginning, however, learning when and in what contexts to use particular strategies or groups of strategies requires direction and guidance from the teacher.

How Do We Name and Organize Language Learning Strategies for Instruction?
There are a number of different names and classification systems for learning strategies (for a very good review see Hsiao & Oxford, 2002). There are few "rights" and "wrongs" in learning strategies taxonomies, but specific ways of organizing the strategies can be useful for different teaching situations. Here, we have provided you a with list of 20 commonly used and effective language learning strategies grouped in a way that we think will help you seamlessly integrate strategies instruction into your FL classroom teaching. Students can use these strategies to master the 5 Cs: Communication, Cultures, Connections, Comparisons, and Communities. They will improve their skills in reading, writing, speaking, listening, mastering grammatical features, vocabulary, and learning content. In other words, the strategies are relevant to the foreign language teacher's emphasis on the 5 Cs and facilitate the integration of content and language objectives.

We have divided the 20 strategies into two categories: "Metacognitive" and "Task-Based." The Metacognitive Strategies can be used for almost any task and are based on reflecting on one's own thinking while the Task-Based Learning Strategies are more determined by the specific nature of the task and the resources of the student.

II. Metacognitive Learning Strategies
Metacognitive learning strategies are general learning strategies. Reflecting upon your own thinking and learning is metacognitive thinking. Once students begin to think about their own learning, they can then begin to notice how they learn, how others learn, and how they might adjust how they learn to learn more efficiently. We list four general metacognitive strategies:

Organize/Plan Your Own Learning
Manage Your Own Learning
Monitor Your Own Learning
Evaluate Your Own Learning

These metacognitive strategies follow the sequential order of the process a learner generally goes through in accomplishing any task. What do I do before I start? (Organize/Plan) What do I do while I am working on the task? (Manage) How do I make sure I am doing the task correctly? (Monitor) What do I do after I have finished the task ? (Evaluate) It is important to remember, however, that learners are not as linear as our models suggest. In reality, we go back and forth: planning, then monitoring, then planning again, managing, organizing, etc.

III. Task-Based Learning Strategies
The "Task-Based Learning Strategies" focus on how students can use their own resources to learn most effectively. There are 16 task-based strategies in the list. We have divided them into four categories that are grouped by the kinds of resources students already have, or can get, to help them complete specific tasks. By focusing students' attention on their resources, we emphasize their ability to take responsibility for their own learning.

Strategies That Use What You Know
Strategies That Use Your Imagination
Strategies That Use Your Organizational Skills
Strategies That Use a Variety of Resources

Within each of these four groups, you will find specific strategies that are examples of what the students can do with these resources to help them learn. For example, in the group "Use What You Know" we include Use Background Knowledge, Make Inferences, Make Predictions, and Transfer/Use Cognates.

The model in Figure 1, Applying Language Learning Strategies, illustrates the relationship between the Metacognitive and the Task-Based Learning Strategies. This image embodies the learner-centered nature of strategy instruction. Oliver, our student, is at the core, and has a language learning task to complete. He decides to use a strategic, problem-solving approach. He recognizes that problem-solving involves various stages, planning, monitoring, managing and evaluating. However, these stages are exhibited as a circle because Oliver may visit and revisit each of these phases throughout the task. During each phase, he is equipped with a variety of specific learning strategies that he can use (either alone or in tandem) to help him complete the task. The strategies have been categorized according to learner-friendly sections, (What You Know, Your Imagination, Organizational Skills, Variety of Resources), to help clarify how to use the learning techniques effectively.



Looking through the list of strategies, you might think that people use learning strategies one at a time and that learning strategies are clearly delimited in function and in use. Reality, of course, is never that simple. Many learning tasks are accomplished using a number of different learning strategies, sometimes simultaneously and sometimes in sequence. However, teaching learning strategies one-by-one, giving each one a name and a definition, and using examples, gives you a way to talk to your students about thinking and learning. It gives the students a way to talk to themselves about their own thinking. You develop a common vocabulary that will then allow you and your students to talk about how to choose and integrate strategies for different kinds of language learning tasks.

Below you will find the "Learning Strategies List for Students" that you can share with your students. This list outlines the language learning strategies discussed above; it provides names for the strategies, descriptions of strategies, a picture of a key concept related to the meaning of each learning strategy, and a keyword that might be used with students to help them remember the strategy. You will probably want to teach the names of the strategies in the target language. Learning Strategies Lists in Arabic, Chinese, French, German, Greek, Hebrew, Italian, Japanese, Korean, Portuguese, Russian, Spanish, and Swedish follow the English language version.


METACOGNITIVE STRATEGIES
Strategy Description

Organize / Plan
Calendar Plan the task or content sequence.
Set goals.
Plan how to accomplish the task.

Manage Your Own Learning
Pace Yourself Determine how you learn best.
Arrange conditions that help you learn.
Seek opportunities for practice.
Focus your attention on the task.

Monitor
Check While working on a task:
Check your progress on the task.
Check your comprehension as you use the language. Are you understanding?
Check your production as you use the language. Are you making sense?

Evaluate
I did it! After completing a task:
Assess how well you have accomplished the learning task.
Assess how well you have applied the strategies.
Decide how effective the strategies were in helping you accomplish the task.

TASK BASED STRATEGIES: USE WHAT YOU KNOW

Strategy Description
Use Background Knowledge
I know. Think about and use what you already know to help you do the task.
Make associations.

Make Inferences
Use Clues Use context and what you know to figure out meaning.
Read and listen between the lines.

Make Predictions
Crystal Ball Anticipate information to come.
Make logical guesses about what will happen.

Personalize
Me Relate new concepts to your own life, that is, to your experiences, knowledge, beliefs and feelings.

Transfer / Use Cognates
telephone/
telefono/
Telefon/
telefon Apply your linguistic knowledge of other languages (including your native language) to the target language.
Recognize cognates.

Substitute / Paraphrase
Spare Tire Think of a similar word or descriptive phrase for words you do not know in the target language.

TASK BASED STRATEGIES: USE YOUR IMAGINATION

Strategy Description
Use Imagery
Mirror, Mirror Use or create an image to understand and/or represent information.

Use Real Objects / Role Play Lights, Camera, Action! Act out and/or imagine yourself in different roles in the target language.
Manipulate real objects as you use the target language.

TASK BASED STRATEGIES: USE YOUR ORGANIZATIONAL SKILLS

Strategy Description
Find/Apply Patterns
Pattern Apply a rule.
Make a rule.
Sound out and apply letter/sound rules.

Group/Classify
Sort Suits Relate or categorize words or ideas according to attributes.

Use Graphic Organizers/Take Notes
Notepad Use or create visual representations (such as Venn diagrams, time lines, and charts) of important relationships between concepts.
Write down important words and ideas.

Summarize
Main Idea Create a mental, oral, or written summary of information

Use Selective Attention
Look for It Focus on specific information, structures, key words, phrases, or ideas.

TASK BASED STRATEGIES: USE A VARIETY OF RESOURCES Strategy Description
Access Information Sources
Read all about it! Use the dictionary, the internet, and other reference materials.
Seek out and use sources of information.
Follow a model
Ask questions

Cooperate
Together Work with others to complete tasks, build confidence, and give and receive feedback.

Talk Yourself Through It (SelfTalk)
I can do it! Use your inner resources. Reduce your anxiety by reminding yourself of your progress, the resources you have available, and your goals.



INTRODUCTION: LEARNING STRATEGIES: DEFINITION AND EXAMPLES
The chart of "Learning Strategies for Elementary Immersion Students" gave you an outline of language learning strategies for children. Now you have a general idea of what learning strategies are in general and how they are organized. It is still difficult, however, to imagine how learning strategies fit into the context of teaching content in a language immersion program.

On the next few pages, you will find more detailed descriptions of each strategy. They include a definition of the purpose of each strategy, a more in-depth description of the contexts in which they can be used, and an example of how an elementary immersion student might use the learning strategy to complete an academic task.

These descriptions will be particularly useful as you prepare to teach your students how to use a specific learning strategy, or when you seek strategies to help them with a particular task.

LEARNING STRATEGIES: DEFINITIONS AND EXAMPLES
METACOGNITIVE STRATEGIES

1. ORGANIZE / PLAN

Purpose: Students make a plan of what they need to do and organize their thoughts and activities in order to tackle a complex task step-by-step. This preparation helps them complete more intricate tasks than would otherwise be possible.
Context: Organize/Plan is helpful before starting any large task that can be broken down into smaller parts to make it more manageable. It is an especially important strategy for target language writing tasks.
Example: A student wants to write a thank you letter to his teacher for tutoring him after school. He has lots of ideas about what to write, but he is not sure how to put them in order. He jots the ideas down on some index cards and organizes them (trying out different orders, eliminating less important ideas, etc.) before copying them onto clean paper.

2. MANAGE YOUR OWN LEARNING

Purpose: This strategy is central to problem solving. Students reflect on their own learning styles and strategies. They regulate their own learning conditions to maximize achieving their goals. Students determine how they learn best, they arrange conditions to help themselves learn, they focus attention on the task, and they seek opportunities for practice in the target language. Manage also refers to the self-regulation of feelings and motivation. Independent learners must have a sense of how to manage their own learning.
Context: Manage Your Own Learning is an important part of problem solving on any task.

Example: A Grade Six immersion French student is writing a science report for homework on the effects of pollution in the U.S. She decides that she will do her paper in her room where it is quiet because otherwise she could be distracted. She is not very interested in the topic, but her goal is to do well in science this year, so she motivates herself to do the task by reminding herself that she has done well so far, and that this topic is really very important. She does her research on the Web, and makes sure to do a search in French as well as English so that she will have exposure to the vocabulary and concepts she needs to write her paper in the target language. After working hard on the paper and doing a good job, she rewards herself with a break to call friends.

3. MONITOR

Purpose: Students question whether an idea makes sense in order to check the clarity of their understanding or expression in the target language. Students are aware of how well a task is progressing and notice when comprehension breaks down.
Context: Monitor is important for any task.
Example: If a student asks how to divide three in half and the teacher tells her, "Yes, you may get a drink from the water fountain," the student who is monitoring would realize that her question did not communicate her intended meaning!

4. EVALUATE

Purpose: Judging for themselves how well they learned material or performed on a task helps students identify their strengths and weaknesses so they can do even better the next time. Assessing how well a strategy works for them helps students decide which strategies they prefer to use on particular tasks.
Context: Evaluate can help students after completing a task.
Example: A student who finds writing in the target language difficult thinks about what makes it hard for her. She knows she is good at communication but makes a lot of mistakes in grammar. She decides to pay more attention to grammar in the future. In art class, a student uses Use Selective Attention to listen closely to directions while the teacher explains how to make a paper boat. She tries to do it herself but does not succeed. She decides to look at the teacher's book which has illustrations of the process. She tells her teacher that Access Information Sources worked better for her on this task than Use Selective Attention.

TASK-BASED STRATEGIES: Use What You Know

5. USE BACKGROUND KNOWLEDGE

Purpose: Students reflect on what they already know about a task or topic so that it is easier to learn and understand new information. The strategy helps them see the connection between what they know and what they are learning.
Context: Students can Use Background Knowledge whenever they know anything related to a task or topic.
Example: When beginning a Health lesson about public safety, students can tell each other what they already know about protecting themselves from strangers. They can describe how they recognize police officers and what they have been taught to do if they get lost.

6. MAKE INFERENCES

Purpose: Using context clues, students manage to decipher new vocabulary or figure out the meaning of a text or speech. They make guesses based on pictures, headlines, surrounding text, gestures and body language, or other information related to the task.
Context: Guess! Thats right: its a problem solving technique that works at any stage of the learning process and is useful in numerous contexts.
Example: To find the word for clean in German, a student reads the back of his classroom soap bottle instead of looking it up in the dictionary. He figures it will probably be on the "How to use this product" part of the label. Knowing it can be a verb, he finds clean easily. The time-honored traditions of "figuring it out from context" and "making educated guesses" are both examples of Make Inferences.

7. MAKE PREDICTIONS

Purpose: Students figure out what they can expect in a task based on their background knowledge and information about the task at hand. They prepare for the rest of the task and direct their efforts to completing it based on their predictions.
Context: Make Predictions can be used whenever students have enough relevant background knowledge to be able to make reasonable predictions about the task. As they learn new information, they may refine or modify previous predictions.
Example: A student chooses a book to read during silent reading time. The cover of the book shows a picture of a barn and some animals. Based on this picture, the student predicts that the story will take place on a farm.

8. PERSONALIZE

Purpose: Students relate information to their feelings, opinions or personal experiences in order to remember and understand it better. They may associate it with someone or something in their personal lives.
Context: This strategy is useful whenever a word or idea represents something personally important to students.
Example: A student's parents to take her to an Italian restaurant for dinner. Later, when she is learning vocabulary items in Italian, she remembers many of the words from the menu at the restaurant.

9. TRANSFER /USE COGNATES

Purpose: By recognizing similarities between words or grammar in the target language and their native language, students can easily and quickly increase their vocabulary and construct sentences.
Context: Transfer / Cognates can be used when words look or sound similar in the two languages or when knowledge of a language system, such as grammar, can aid in the understanding of the new language.
Example: A student reading a worksheet encounters the Spanish word telfono for the first time. She recognizes that it looks like the English word telephone and thinks it probably means that same thing. In context, it makes sense. The two words sound alike, too. She decides telfono and telephone are probably cognates.

10. SUBSTITUTE/PARAPHRASE

Purpose: Rather than stopping at a dead end, students find different ways to say the same thoughts. Beginners may use simple words or structures instead of more complex ones the do not know yet. More advanced learners may replace a term with its description or by explaining it in the target language.
Context: Substitute/Paraphrase helps at those otherwise awkward moments when students realize they do not know how to say exactly what they would like to say. It can also prove useful when writing as an alternative to constant reference to the dictionary.
Example: A student cannot think of the word la dinde (turkey) while he is speaking, so he says in French, "the big bird that Americans eat."

TASK-BASED STRATEGIES: Use Your Imagination

11. USE IMAGERY

Purpose: Students use or create an image that helps them remember information. It can be as simple as a pencil drawing, or as complex as a "mental movie." An image also helps students recall vocabulary without translating from their native language. Complex images can help students check their comprehension; if there are inconsistencies, then they may need to review the information.
Context: Use Imagery is well suited to any task that involves vivid images or where it is useful to put abstract ideas in concrete form.
Example: To remember idiomatic expressions, students create funny pictures that illustrate them.

12. USE REAL OBJECTS/ROLE PLAY

Purpose: By acting out a concept with props or role-playing with a partner, students can get a better feel for the situational uses of language. Associating words and expressions with an object, a context and an experience helps students recall them - what is more, they have fun!
Context: This strategy can be used with concrete concepts or with abstract concepts to make them more concrete. It can evoke daily situations and show the practical side of language learning.
Example 1: A student has been studying environmental conservation at school and notices that his parents recycle many items, including plastic containers. He explains to his teacher how to decide what to recycle by showing her some sample containers that can be recycled.
Example 2: After learning food and restaurant vocabulary, students take turns playing the parts of customer and waiter at a restaurant in the target culture. TASK-BASED STRATEGIES: Use Your Organizational Skills

13. FIND/APPLY PATTERNS

Purpose: Students either use a rule they already know or create a new rule that helps them learn new information.
Context: Find/Apply Patterns is useful in situations where students can generalize about a language structure, procedure or concept.
Example: A student who knows how to conjugate the verb mettre in French wants to conjugate permettre. Since these verbs have the same ending, she decides that they conjugate the same way.

14. GROUP / CLASSIFY

Purpose: Grouping or classifying items according to their attributes helps students organize their thoughts and/or remember the items.
Context: Group / Classify applies any time that a number of items share the same attributes and can be put into meaningful groups. It can serve to organize students' thoughts as they begin a writing or speaking task.
Example: A student has a hard time remembering the names of furniture in Spanish, so she groups them according to where each item belongs in a house.

15. USE GRAPHIC ORGANIZERS/TAKE NOTES

Purpose: By writing down important words, students can remember key concepts and note their own ideas about information in a lesson alongside its new information.
Context: Use Graphic Organizers/Take Notes is especially useful on tasks that involve listening since, without notes, students would not be able to keep a record of what they hear. It can also help students while they read and before they write.
Example 1: After watching a video on the history of Germany, students take time to draw a timeline listing all the events they can remember, including pictures, people, places, and dates they associate with the events.
Example 2: An astronomer from Argentina comes to talk to a class about constellations in the Southern Hemisphere. She describes what types of stars make up the constellations and tells Argentine folktales about them. Students take notes while she speaks so that they can remember the important points after her presentation.

16. SUMMARIZE

Purpose: Making a mental, oral or written summary guarantees that students understand the gist of a task. It not only helps them judge how well they have understood and completed the task, but also helps them learn more from it.
Context: Summarize is helpful periodically throughout a task or upon its completion.
Example: When a student listens to a song in the target language, she pauses her CD before each chorus so she can think about and summarize in her head the main point of the stanza she just heard.

17. USE SELECTIVE ATTENTION

Purpose: Concentrating on specific aspects of language or content makes it easier for students to find the information that is important to complete their task. They may concentrate on information they already know in order to understand or communicate better, or they may concentrate on key information such as times or dates.
Context: Use Selective Attention proves particularly useful when the task requires students to sift through large quantities of information. It can also help when students need to give or acquire precise details to complete a task.
Example: It is a classic technique for students to underline words they do not know in a text so they can look them up or ask the teacher about them later. For a new twist on this technique, students can underline sentences in challenging documents that they are sure they understand.

TASK-BASED STRATEGIES: Use a Variety of Resources

18. ACCESS INFORMATION SOURCES

Purpose: Using reference materials such as dictionaries, textbooks, periodicals and the Internet, students can solve complex problems and complete difficult tasks independently. Students can look up words or expressions they do not know, as well as find target language cultural information.
Context: Access Information Sources is especially handy when crucial information does not make sense to the student. However, it can be helpful any time students encounter questions, large or small, whose answers are found in reference materials.
Example: A fifth grade student in a Spanish immersion school loves popular music and wants to learn more about popular music in Latin America. He listens to music broadcasts on Latino radio stations in the U.S., looks up information on the Web, and, in a letter to his Mexican pen pal, asks about what music is popular with young students in Mexico.

19. COOPERATE

Purpose: Working together, students gain confidence, share their strengths and complete tasks more easily. Most students enjoy the chance to work with a partner or in a group and friendly competition between groups often brings out top-notch work.
Context: Cooperate can be used while students work on a specific task or during part of a larger task where students work separately. It can allow students to give each other feedback on their individual work and complete new tasks together.
Example: Two students decide to work together to create a poster with zoo animals. They make a joint list and decide which ones to include. They then agree on the materials to use and collaborate on the artwork. They take turns drawing the animals and writing the names.

20. TALK YOURSELF THROUGH IT

Purpose: Students tell themselves they are doing a good job and that they are capable of completing a task. This self-encouragement helps keep them motivated even when facing obstacles. While they work, students may explain to themselves, silently or out loud, exactly what steps they are taking to achieve their goals.
Context: This strategy can help throughout any tricky or daunting task. It is especially useful on tasks that can be divided into parts tackled one at a time.
Example: When reading an entire book in the target language for the first time, students can reassure themselves that they are good readers. Though a bit intimidated, they may tell themselves, "It's just like reading three short stories

Using tasks

Teachers have been using tasks for hundreds of years. Frequently, in the past, the task was a piece of translation often from a literary source. More recently, tasks have included projects for producing posters, brochures, pamphlets, oral presentations, radio plays, videos, websites and dramatic performances.

The characteristic of all these tasks is that rather than concentrating on one particular structure, function or vocabulary group, these tasks exploit a wider range of language. In many cases, students may also be using a range of different communicative language skills.

What makes 'task-based learning' different?

The traditional way that teachers have used tasks is as a follow-up to a series of structure/function or vocabulary based lessons. Tasks have been 'extension' activities as part of a graded and structured course.

In task-based learning, the tasks are central to the learning activity. Originally developed by N Prabhu in Bangladore, southern India, it is based on the belief that students may learn more effectively when their minds are focused on the task, rather than on the language they are using.

In the model of task-based learning described by Jane Willis, the traditional PPP (presentation, practice, production) lesson is reversed. The students start with the task. When they have completed it, the teacher draws attention to the language used, making corrections and adjustments to the students' performance. In A Framework for Task-Based Learning, Jane Willis presents a three stage process:

Pre-task - Introduction to the topic and task.

Task cycle - Task planning and report

Language focus - Analysis and practice.


Does it work?
Task-based learning can be very effective at Intermediate levels and beyond, but many teachers question its usefulness at lower levels. The methodology requires a change in the traditional teacher's role. The teacher does not introduce and 'present' language or interfere ('help') during the task cycle. The teacher is an observer during the task phase and becomes a language informant only during the 'language focus' stage.

You can read more about task-based learning in:

How to Teach English p31 by Jeremy Harmer [Longman]

The Practice of English Language Teaching 3rd edition pp86-88 by Jeremy Harmer [Longman]

A Framework for Task-Based Learning by Jane Willis [Longman]


From Wikipedia

Task-based learning is a language learning method popularised by N. Prabhu while working in Bangalore, India. Prabhu figured out that his students could learn language just as easily with a non-linguistic problems as when they are concentrating on linguistic questions. Task-based learning is used widely for language learning.

Jane Willis broke it into three sections. The pre-task, the task cycle, and the language focus.

Contents
1 Pre-task
2 Task Cycle
3 Language Focus
4 External links
5 Further reading



Pre-task
The pre-task consists of an introduction to the topic and to the task. For example; the topic is ordering food. As the teacher writes down some possible answers, she underlines the key words like cheeseburger and fries. They now may see a video of some people at a restaurant ordering food.


Task Cycle
This consists of the task itself, planning, and a report. For example; the students now get into groups and pretend order or role-play with each other as the teacher monitors. (Task) The students now have to plan on what they will tell the rest of the class about what they just did. (Plan) Finally, they have to tell the report to the class about what they did. (Report)


Language Focus
This consists of an analysis and practice. For example; the students may examine and discuss any accompanying text, audio, or visuals. The teacher may also conduct some sort of practice, like a game.

This type of method steers teachers away from traditional roles, such as a controller. The Task Language Learning method proposes that teachers take a different attitude toward accuracy, unlike attitudes from Audio-lingualism or PPP methodologies.


External links
British Council Teaching English - Methodology: A Task-based approach
Jane and Dave Willis website

Further reading
The Practice of Language Teaching by Jeremy Harmer

//Doing Task-based Teaching by Dave and Jane Willis

Retrieved from "http://en.wikipedia.org/wiki/Task-based_learning
there is an intimate and necessary relation between the processes of actual experience and education.
- John Dewey, 1938







Tell me, and I will forget.
Show me, and I may remember.
Involve me, and I will understand -confuchu









Experiential Learning Cycles are models for understanding how the process of learning works. They are distinct from other models of learning, such as behavioral models or social learning models, in two notable ways:

Experiential Learning Cycles treat the learner's subjective experience as of critical importance in the learning process. ELCs draw on experiential education principles, which are largely based on the educational philosophy of John Dewey (1920's-1950's).

Experiential Learning Cycles propose an iterative series of processes which underlies learning. Depending on the model, there is anywhere between one stage (experience alone) through to six stages of learning to be considered.

Experiential Learning Cycles are commonly used to help structure experience-based training and education programs. For example, Experiential Learning Cycle models are amongst the most important pieces of theory used in many outdoor education programs.

Why break down learning into distinct stages?
By breaking fuzzy processes (such as learning) down into distinct stages (such as a 4-stage model), the idea is that we can better understand, test out, and make use of the main components.

However, trainers and educators who use convenient models, need to be critical consumers. Whilst a good model can greatly aid research and practice, a poor model (one which is wrong or misinterpreted) can create more problems than it solves.

Here is an example of how it can helpful to break learning down into discrete steps:

Tom is a typical three-year old boy in almost all respects, except that recently he has been throwing more temper tantrums than usual, they seem to be lasting longer, and occasionally they become particularly destructive to furniture, etc. Tom's parents are struggling to find ways to help Tom learn other ways of dealing with his frustrations and anger. They are concerned that if Tom doesn't learn to deal more appropriately with his emotions, that the problem could continue through his early schooling years and perhaps longer.
Tom's parents seek help from a psychologist who recommends implementing either a Time-Out procedure or a "Stop-Say-Listen" approach. Both of these procedures have been shown to be effective in helping children learn to deal with emotions and learn more effective behaviors because they intentionally add a "reflection" stage to the "action" stage. Such approaches to parenting can be seen as similar to the 2-stage Experiential Learning Cycle (action - reflection).

In many fields related to experiential learning, education, and training, the underlying "theoretical engine" is the idea that people can learn very effectively through direct, hands-on experience, as long as these experiences are well designed and facilitated.

But there are many examples where experience alone is not sufficient for meeting particular learning goals. In such situations, it seems to work better if the raw experience is packaged together with facilitated exercises which involve thinking, discussing, or creatively processing cognitions and emotions related to the raw experience.

Note that the term "Experiential Learning Cycle" is often used to refer to the 4-stage process model discussed extensively by Kolb (1984), but 8 other models are discussed on this page, plus Juch (1983) has collated 17 models.


Underlying Philosophy
How, exactly, do people "learn from experience"? The most famous response to this question comes from John Dewey's philosophy of education (see 500 Word Summary of John Dewey's "Experience & Education").

The underlying philosophy of experiential learning cycle (ELC) models is Deweyian. By Deweyian is meant that Experiential Learning Cycle models emphasize that the nature of experience as of fundamental importance and concern in education and training.

A further, Deweyian assumption underlying ELCs is that people learn experientially and that some experiences are educative whilst other experiences are miseducative. All experiences are understood to be continuous, that is, each experience influences each future experience.

It is the teacher's responsibility to structure and organize a series of experiences which positively influence each individual's potential future experiences (Dewey, 1938/1997). In other words, "good experiences" motivate, encourage, and enable students to go on to have more valuable learning experiences, whereas, "poor experiences" tend to lead towards a student closing off from potential positive experiences in the future.

This can be easier to understand with an extremely negative example, such as child abuse. Abusive experiences, particularly at an early age, tend to lead an individual towards shutting down or turning away from potentially positive experiences, particularly those involving trust of others. On the other hand, nurturant, warm experiences, particularly during the foundational years in child development, can help to foster an openness to experience, which augurs well for the child's future.

Dewey emphasizes the subjective nature of experience - the maxim "one's man's meat can be another man's poison" applies in education and training. Thus, the educator must be constantly alert to individual uniquenesses in the background of the participants, and personality, learning style, etc.

This does not necessarily mean descending into a completely free, unstructured style of education and training. Many educators claim the headiness of completely student-driven education has been tried and failed (e.g., A. S. Neill's "Summerhill").

However, there is also much disgruntlement with over structured training approaches (such as competency-based training) and overly prescriptive, restrictive schooling, particularly for non-academically inclined students. What's more, there is an ever-increasing need to provide people with less direct "content" or "information" and more of the underlying skills that foster learning capabilities and life skills.

Thus, we might construct a philosophical spectrum with regard to the structuredness of approaches to learning:

Progressive, "Free"
Education

Semi-structured
Education

Traditional, "Structured"
Education


Free, permissive, learner-driven, practically-oriented, progressive education
Semi-structured education, e.g., the subjectivity of learning experience is recognized, however the experiences are guided somewhat via structured planning and reviewing processes
Structured, knowledge-oriented, competency-driven, normative, traditional education


At various times or in different circumstances, a more free or a more structured approach may be more appropriate. Most often, however, a learner needs some amount of freedom to develop experience-based understanding; likewise in most educational settings, learners need some degree of guidance as well.

Thus, Experiential Learning Cycles can be seen as providing a semi-structured approach. There is relative freedom to go ahead in activity and "experience", but the educator also commits to structuring other stages, usually involving some form of planning or reflection, so that "raw experience" is package with facilitated cognitive (usually) thinking about the experience.

The length of time spent of each stage can vary between seconds, minutes, hours, or even days, but a cycle is most typically applied to short activities, e.g., to 10 to 60 minute activities.

Descriptions of the 9 Experiential Learning Cycle Models
Nine Experiential Learning Cycle models commonly in experiential learning literature have been identified and can be organized in terms of the number of stages they propose, from 1 to 6.


1-stage model
The first model, a 1-stage model (experience), is simply that experience alone is sufficient for learning. In many cases this is true. Pickles (n.d.) traces this underlying philosophy further back to the oft-used by experiential educator's Confucius quote (from around 450 BC):

The goal of education from this point of view then would be to structure and organize learning activities in which experiences themselves facilitate learning. For more information about the 1-stage model, see the "Outward Bound" model in James (1980/2000), Bacon (1987) and "Are the Mountains Still Speaking for Themselves?" (Neill, 2002).


2-stage model
The second model, a 2-stage model (experience-reflection), is that experiences followed by periods of reflection is an effective way to structure and facilitate experiential education.

For more information about the 2-stage model, see the "Outward Bound plus" model in James (1980/2000), Bacon (1987) and Neill (2002).


3-stage models
At least two major, 3-stage models exist.

The simplest is experience-reflection-plan, which suggests that following an experience and reflection, it is helpful to develop a plan for future experience. For more information, see Greenaway (2002b) and "Is a 3-stage model more practical?".

The second 3-stage model is based more directly on Dewey's (1938/1997) theory of experience, involving: "observation of surrounding conditions-knowledge obtained by recollection-judgment, which puts together what is observed and what is recalled to see what they signify" (Dewey, 1938/1997, cited in Priest & Gass, 1997, p. 145)


4-stage model
The fourth model, a 4-stage model (experience-reflection-abstraction-experimentation - see Figure 1), is Kolb's (1984) classic "Experiential Learning Cycle". David Kolb drew on Dewey's philosophy in proposing a 4-stage experiential learning cycle (see figure below).



Figure 1. The Experiential Learning Cycle (from Exeter, 2001, adapted from Kolb, 1984).

This model suggests that a participant has a Concrete Experience, followed by Reflective Observation, then the formation of Abstract Conceptualizations before finally conducting Active Experimentation to test out out the newly developed principles.

Whilst attributed to Kolb, the stages of experience were derived from the work of Kurt Lewin (see Atherton, 2002; Priest & Gass, 1997). Essentially, Kolb sought to capture Dewey's notion of continuity of experience and Lewin's field theory.

Although its the most commonly cited, whether Kolb's 4-stage Experiential learning Cycle best represents learning in all situations is debatable.

There are other stage models to be considered, and many critiques have been made. Nevertheless, the Kolbian 4-stage model is widely known and used in education and training circles, and continues to grow in popularity.

1. Concrete
Experience
2. Reflective
Observation

4. Active
Experimentation
3. Abstract
Conceptualization


For more extensive summaries of Kolb's four stage model, see American Education Network Corporation, Smith (2001) and Greenaway (2002b). For an expansion of Kolb's 4-stage model, see Willis & Ricketts (2004).

5-stage modelsA variety of 5-stage Experiential Learning Cycle models have been proposed, including:

Joplin (1981) = focus-action-support-feedback-debriefing (see Priest & Gass, 1997, p. 142)
Kelly (1995) = encounter-(dis)confirmation-revision-anticipation-investment (see Greenaway, 2002b)
Pfeiffer & Jones (1975) = experiencing-publishing-processing-generalizing-applying (see Greenaway, 2002b; Priest & Gass, 1997, pp. 144-145)

6-stage modelPriest (1990) and Priest and Gass (1997) [pp. 145-146] describe a 6-stage model, called the "The Experiential Learning and Judgment Paradigm", consisting of: experience-induce-generalize-deduce-apply-evaluate.


Is a 3-stage Model More Practical?



Figure 2. Do-Review-Plan: A 3-stage experiential learning cycle.
Of course in briefly summarizing these 1- through 6-stage Experiential Learning Cycle models, details and variations and elaborations have been necessarily left aside.

One issue worth pursuing however, is whether the 4-stage stage model is the most useful, particular in practical settings.

Personally, I've found the 4 obtusely named stages of Kolb's Experiential Learning Cycle somewhat abstract and foreign. I also like to explain the learning model or process being used to students, and the 4-stage model isnd not particularly student-friendly.

Instead, I've found that a simple, 3-stage model, do-review-plan (see Figure 2) appeals, particularly when explaining the model directly to participants and for basic staff training:

DO
go forth and have an experience

REVIEW
review what happened and what can be learned

PLAN
plan a way to tackle the next round of experience


The 3-stage do-review-plan is closely related to the 3-stage plan-do-review, which is a quality improvement cycle used in management and business. The difference is that in experiential learning, experience (do) is often used as the initial stage, rather than planning (plan) which is often the initial stage for management and business. However, the cycle is continuous in both cases, so the designation of a fixed starting point is rather arbitrary.

For more background on the 3-stage model, go to Greenaway (2002b).

Applications, Critiques & Elaborations of Experiential Learning Cycle Models
The most direct application of the model is to use it to ensure that teaching...activities give full value to each stage of the process. This may mean that...a major task is to "chase" the learner round the cycle, asking questions which encourage Reflection, Conceptualisation, and ways of testing the ideas. (Atherton, 2002)


Critiques of Experiential Learning Cycles are basically, as follows:

How on earth can the fuzzy, varied process of learning be condensed into 4 ordered stages?
How many stages of learning are there really? Could be anywhere from 0 to 100, there's no real way of telling.
The teaching of experiential learning cycles to trainee teachers can narrow them down into fixed ideas about how to teach (e.g., briefing, activity, debriefing, briefing, activity, and ever onward)
The research evidence for the experiential learning cycles models is generally lacking.
Greenaway (2002) has several interesting comments, criticisms, and further links. For example, he makes the interesting point that:


It is often assumed that the stages of a 'learning cycle' are managed by a facilitator, but they can also be self-managed or even 'unmanaged' in the sense that learning from experience is a normal everyday process for most people.
My recommendations for further online critiques and elaborations of Kolb's (1984) theory of experiential learning and his Experiential Learning Cycle are to read:

Atherton (2002)
Gass (2002)
Greenaway (2000a)
Greenaway (2002b)
Kelly (1997)
Kolb and Kolb (2001)
Smith (2001).

Reflection Questions for Understanding and Using Experiential Learning Cycles
A worksheet has been developed for an introductory undergraduate class for students studying philosophy and methods of outdoor education. It includes the following reflection questions:

1. What is an Experiential Learning Cycle?

2. How are the Experiential Learning Cycles related to John Dewey’s educational philosophy?

3. Which Experiential Learning Cycle do you prefer and why? (Draw the cycle and explain)

4. What are the strengths and weaknesses of this Experiential Learning Cycle?

5. How does this Experiential Learning Cycle conceptually relate to your philosophy of learning?

6. Give an example of an activity or program which is based on an Experiential Learning Cycle and which is consistent with your philosophy of education.
there is an intimate and necessary relation between the processes of actual experience and education.
- John Dewey, 1938

CONCEPTO DE UNIDAD DIDÁCTICA

CONCEPTO DE UNIDAD DIDÁCTICA

Una unidad didáctica es la unidad de actuación y programación docente, presentada como un conjunto de actividades a realizar en un tiempo determinado para conseguir unos objetivos didácticos concretos.

La unidad didáctica es como: la unidad de trabajo relativa a un proceso completo de enseñanza/aprendizaje que no tiene una duración fija...precisa de unos objetivos, unos bloques elementales de contenido, unas actividades de aprendizaje y unas actividades de evaluación (Coll, 1991).

La función de la unidad didáctica es concretar los contenidos que aparecen en la programación docente, considerando los siguientes aspectos: qué, cómo y cuándo enseñar y evaluar, exponiendo de manera reflexiva las actividades y el empleo de recursos, como instrumentos o herramientas de trabajo que permiten al docente organizar su práctica educativa.

En conclusión, el diseñar la unidad didáctica implica una toma de decisiones conscientes y explícitas que contienen los elementos curriculares en torno a un eje organizador, planteado en la programación docente.

COMPONENTES DE LA UNIDAD DIDÁCTICA

Alves (1963) especifica que el planteamiento de cada una de las unidades didácticas consta de las siguientes partes:
• Encabezado
• Objetivos particulares: que se propone alcanzar en la unidad. Estos objetivos son una derivación y una particularización de los objetivos más generales formulados ya en el plan del curso
• Contenido esquemático: los temas abarcados por la unidad, descendiendo a sus temas y subtemas más importantes, a sus causas, relaciones, efectos o aplicaciones
• Relación de los medios auxiliares: que pretende emplear el profesor en el desarrollo didáctico de la unidad, por ejemplo: el libro de texto adoptado, con la indicación de los capítulos y páginas que los alumnos deben consultar y estudiar en lo que concierne a la unidad; la bibliografía complementaria que debe ser consultada, leída, resumida y reseñada por los alumnos, individualmente o en grupos; los medios intuitivos que el profesor va a emplear para presentar la unidad: películas, diapositivas, discos, modelos, aparatos, gráficos, vídeos, programas de ordenador, murales, cuadros, etc.; las materias primas, instrumentos y herramientas que se pondrán a disposición de los alumnos para que se realicen los trabajos proyectados para la unidad o para preparar nuevos medios intuitivos para ser usados en clase.
• Actividades docentes: especificando los procedimientos y técnicas que el profesor va a emplear en cada una de las fases del ciclo docente de la unidad, los procedimientos y técnicas que el profesor aplicará para motivar el aprendizaje; para presentar la materia; para dirigir las actividades de los alumnos; para integrar y fijar los contenidos de aprendizaje; el cómo verificar y evaluar el rendimiento en la unidad. El profesor prepara un esquema de las pruebas que aplicará para verificar los resultados del aprendizaje de la unidad. Esto le servirá para definir mejor sus miras y para dedicarse a alcanzarlas. Sin embargo, la forma definitiva de estas pruebas sólo podrá ser elaborada en víspera de su aplicación con el fin de incorporar todos los conocimientos que han aprendido realmente los alumnos.
• Actividades de los alumnos: son las de clase, como de extraescolares, que realizarán con la asistencia y bajo la orientación del profesor al estudiar la unidad.

Actualmente, los profesores estamos inmersos en un cambio en la manera de programar y de diseñar unidades didácticas; esto conlleva una planeación equilibrada con relación a todos sus componentes. Entendiendo que es fundamental ejercer nuestra profesión de manera ordenada, organizada y flexible tomando como base el diseño eficaz de la programación y de las unidades didácticas para que nuestra labor educativa se lleve a cabo con un gran éxito.

CRITERIOS DE EVALUACIÓN

A todos los participantes en este blog.

Cada una de las actividades asignadas tendrán un valor

Lecturas 30%
Trabajo en asesorias. 20%
Diario 20%
Prácticas.30%

Por favor lean este artículo. Elaboren una síntesis de este. Suban su sitesis en este espacio a más tardar para el sábado 26 de septiembre.
http://www.educ.ar/educar/site/educar/kbee:/educar/content/portal-content/taxonomia-recursos/recurso/f7892777-5bbc-48ba-93f4-7a081d2fe0e0.recurso/90df2609-e472-414a-9ff9-84d48656402b/la_lenguas_extranjeras_en_marcha.pdf

La Importancia de la Comunicación

Queridos alumnos!

Es de suma importancia que Uds. recuerden que la comunicación es la base fundamental de cualquier acto entre las personas.

Ahora que estaremos trabajando por un año escolar ,muy de cerca, quiero que lo recuerden pero más importante, que lo pongan en práctica para así lograr un trabajo de calidad.

Los puntos que hemos logrado hasta este momento son los siguientes:

Presentación y selección de secundarias.

Aplicación de cuestionario a tu maestro de secundaria

• Inicio de la relatoría del diario de campo. Elaboración del primer capitulo Contexto Escolar (fecha de entrega 19 de septiembre)
  Asistencia a los Talleres Generales de Actualización.
  Estancia en la escuela secundaria. 17-21 de agosto 2009.
  Asignación de temas a desarrollar a través de las prácticas.
  Planeación anual. 11-09-09
  Planeación por tema .
  
  Puntos por Realizar
  Inicio del trabajo Docente en la Secundaria. 12 de septiembre-16 de octubre 2009.
  Visitas de observación y reflexión
  Regreso a la ENSM . 19-6 de noviembre 2009.
  Taller de Estrategias Didácticas
  Didáticas y Análisis del trabajo Docente.
  Elaboración del Documento Recepcional.
  Regreso a la Secundaria 9 de noviembre -4 de diciembre 2009.
  Regreso a la ENSM 7-18 de diciembre 2009.
  Regreso a la Secundaria 7-22 de enero 2009.
  Regreso a la ENSM 25-29 de enero 2010.
  
  13 semanas en la escuela secundaria
  9 semanas en la ENSM