t5_recursos-didacticos (1)
TRANSCRIPT
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Administracin Federal de Servicios Educativos en el Distrito Federal
Direccin General de Innovacin y Fortalecimiento Acadmico
Direccin de Programas de Innovacin Educativa
Coordinacin del Programa de Ingls en el Distrito Federal
RECURSOS DIDCTICOS
Taller
Material del Participante
Abril, 2013
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Administracin Federal de Servicios Educativos en el Distrito Federal
Direccin General de Innovacin y Fortalecimiento Acadmico
Direccin de Programas de Innovacin Educativa
Coordinacin del Programa de Ingls en el Distrito Federal
DIRECTORY
Dr. Luis Ignacio Snchez Gmez
Administrador Federal de Servicios Educativos en el Distrito Federal
Jenny Taboada Coblentz
Coordinadora del Programa de Ingls en el Distrito Federal
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Administracin Federal de Servicios Educativos en el Distrito Federal
Direccin General de Innovacin y Fortalecimiento Acadmico
Direccin de Programas de Innovacin Educativa
Coordinacin del Programa de Ingls en el Distrito Federal
DESCRIPCIN DEL TALLER
Objetivo: Proporcionar a los participantes un repertorio de Recursos Didcticos congruentes con el enfoque
del PNIEB y el Plan de Estudios 2011.
CONTENIDO
1. National English Program in Basic Education.
Educational Materials
Teaching Guidelines
2. PEP 2011 y Programa de Educacin Primaria 2011
Propsito del Campo Formativo Lenguaje y Comunicacin
Materiales Educativos, Recursos Didcticos
3. Characteristics of childrens development by cycle
4. The nature of effective teaching (The Language Teaching Matrix)
ACTIVIDADES
1. Actividad 1
2. Actividad 2
3. Actividad 3
4. Actividad 4
BIBLIOGRAFA
ANNEXOS1. Listado de Recursos Didcticos
2. Sugerencias de Bibliografa (para leer ms)
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Administracin Federal de Servicios Educativos en el Distrito Federal
Direccin General de Innovacin y Fortalecimiento Acadmico
Direccin de Programas de Innovacin Educativa
Coordinacin del Programa de Ingls en el Distrito Federal
1.- NATIONAL ENGLISH PROGRAM IN BASIC EDUCATION.CURRICULAR FOUNDATIONS.
PROGRAMA DE ESTUDIO 2011. GUA PARA LA EDUCADORA. EDUCACIN BSICA.
PREESCOLAR Y PROGRAMA DE EDUCACIN PRIMARIA 2011.
Educational Materials
Teaching materials play a highly significant role in this program. As it can be inferred from the
characteristics and definition of the components in the English syllabuses, the quality and type ofmaterials that the students will use printed or multimedia influence greatly on their learning of English.
Since the social practices and competencies of and with the language are the main reference of the NE
PBE, texts and materials should be authentic, for instance, commercial labels, letters, dialogues,
instructions, rhymes, etc. However, it is also true that teachers do not have frequent access to these
English language materials or texts.
Nonetheless, it is of paramount importance that those particularly the spoken and written texts
designed for teaching, reflect the characteristics of those used in real life, that is, they have a clear social
and communicative purpose, a context, and respond to authentic language models.
Information and communication technologies (ICT) offer countless opportunities to interact with oral
and written texts in the English language; they are bound to enhance the social practices of the language,
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Administracin Federal de Servicios Educativos en el Distrito Federal
Direccin General de Innovacin y Fortalecimiento Acadmico
Direccin de Programas de Innovacin Educativa
Coordinacin del Programa de Ingls en el Distrito Federal
looking for information in electronic sources, listening to native speakers of English in a conversation or a
song, among others. It is important to foster and take advantage of their effective use, allowing new ways
to acquire knowledge. It is necessary to mention that ICT are not limited to computer- related tools, butthey also include media such as radio, TV, and video.
Finally, it is important to bear in mind that the authenticity of the tasks is as important as the authenticity
of the spoken and written materials. If students are to be successful participants in the social practices of
the language, it is paramount for them to engage in tasks that resemble the real world.English Program in Basic Education. Second Language: English. Curricular Foundations. Preschool, Elementary school, and Secondary s chool. Phase of
expansion (English version). Pages. 21-24.
2. PROPSITO DEL CAMPO FORMATIVO DE LENGUAJE Y COMUNICACIN.
PEP 2011
Los propsitos que se establecen en el Programa de Educacin Preescolar 2011 constituyen el principal
componente de articulacin entre los tres niveles de la Educacin Bsica y se relacionan con los rasgos del
perfil de egreso de la Educacin Bsica.
Al reconocer la diversidad social, lingstica y cultural que caracteriza a nuestro pas, as como las
caractersticas individuales de las nias y los nios, durante su trnsito por la educacin preescolar en
cualquier modalidad general, indgena o comunitaria se espera que vivan experiencias que contribuyan a
sus procesos de desarrollo y aprendizaje, -especficamente en relacin con el Campo Formativo de
Lenguaje y Comunicacin- que gradualmente:
Adquieran confianza para expresarse, dialogar y conversar en su lengua materna; mejoren su capacidad
de escucha, y enriquezcan su lenguaje oral al comunicarse en situaciones variadas.
El compromiso de los profesionales de educacin preescolar es fundamental, ya que este nivel conforma el
primer periodo escolar dentro del mapa curricular. En la medida en que ofrezcan a los nios diversas
experiencias orientadas al logro de los aprendizajes esperados y estndares curriculares, estarn
promoviendo el desarrollo de las competencias para la vida. Se deben propiciar las condiciones idneas
para que los alumnos accedan sin dificultad al siguiente perodo escolar. Del mismo modo, es necesario
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Direccin General de Innovacin y Fortalecimiento Acadmico
Direccin de Programas de Innovacin Educativa
Coordinacin del Programa de Ingls en el Distrito Federal
privilegiar el trabajo colaborativo, no slo entre los docentes de la misma escuela, sino tambin establecer
canales de vinculacin con otras escuelas, por ejemplo, con primarias cercanas, e incluso con escuelas
secundarias.
Es oportuna la reflexin acerca de las aportaciones que el nivel preescolar puede compartir a primaria y
secundaria, por ejemplo: el uso de ciertos recursos didcticos (cuentos, tteres, cantos, juegos tradicionales,
visitas a la comunidad, entre otros), estrategias (el juego, fundamentalmente), organizacin para el trabajo
(parejas, tradas, cuartetos), vinculacin con las familias (escuela para padres, maanas o tardes de trabajo
con ellos), entre otras ms, que son catalogadas como propias del nivel, pero que incorporadas en una
planificacin adecuada, son posibles de trabajar con nios mayores y jvenes.
Es esencial el compromiso que deben asumir los docentes de educacin preescolar con los nios de los tres
grados que integran ese periodo escolar y que sus postulados sean congruentes con la RIEB, y su labor
profesional sea orientada desde los siguientes referentes:
Centrar la atencin en los estudiantes y en sus procesos de aprendizaje.
Planificar para potenciar el aprendizaje.
Evaluar para aprender.
Generar ambientes de aprendizaje.
Trabajar en colaboracin para construir el aprendizaje. Poner nfasis en el desarrollo de competencias, el logro de los estndares curriculares y los
esperados.
Usar materiales educativos para favorecer el aprendizaje.
Favorecer la inclusin para atender a la diversidad.
Incorporar temas de relevancia social.
Renovar el pacto entre el estudiante, el docente, la familia y la escuela
Reorientar el liderazgo.
La tutora y la asesora acadmica a la escuela.
Recursos didcticos
Es importante que el docente tenga informacin actualizada acerca de los recursos con los que cuenta en el
aula y en el plantel. Contar con recursos sofisticados e innovadores no garantiza el xito de los aprendizajes
si se desconoce su uso y utilidad. Por el contrario, si tiene un manejo de las opciones que ofrecen, se podr
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Administracin Federal de Servicios Educativos en el Distrito Federal
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Direccin de Programas de Innovacin Educativa
Coordinacin del Programa de Ingls en el Distrito Federal
incorporar en ms de una ocasin y su empleo ser diferente. El recurso de una visita extra escolar ofrece la
oportunidad de experiencias nuevas y atractivas, sin embargo, si el docente desconoce las condiciones del
lugar, as como los contenidos y actividades que ofrece, posiblemente la experiencia no aportaraprendizajes significativos, e incluso puede ser frustrante. Otro ejemplo se da al no prever anticipadamente
recursos y tratar de obtenerlos al momento en que se desarrolla la situacin, provocando desde tiempos
muertos, desinters en los nios, hasta riesgos de seguridad al dejarlos solos en el aula.
SEP. Programa de Estudio 2011. Gua para la Educadora. Educacin Bsica Preescolar. Pgs. 17, 125, 169
Propsitos de la enseanza del Espaol en la educacin primaria
Si bien la educacin primaria no representa para los estudiantes el inicio del aprendizaje ni la adquisicin
de la oralidad, la lectura y la escritura, s es el espacio en el que de manera formal y dirigida inician su
reflexin sobre las caractersticas y funciones de las lenguas oral y escrita.
Durante los seis grados de educacin primaria, los alumnos participan en diferentes prcticas sociales del
lenguaje; al utilizarlas encuentran oportunidades para la adquisicin, el conocimiento y el uso de laoralidad y la escritura, hasta contar con bases slidas para continuar desarrollando sus competencias
comunicativas. La educacin primaria recupera lo iniciado en la educacin preescolar respecto de la
enseanza de la lengua, y sienta las bases para el trabajo en secundaria. As, la escuela primaria debe
garantizar que los alumnos:
Participen eficientemente en diversas situaciones de comunicacin oral.
Lean comprensivamente diversos tipos de texto para satisfacer sus necesidades de informacin y
conocimiento. Participen en la produccin original de diversos tipos de texto escrito.
Reflexionen consistentemente sobre las caractersticas, funcionamiento y uso del sistema de
escritura (aspectos grficos, ortogrficos, de puntuacin y morfosintcticos).
Conozcan y valoren la diversidad lingstica y cultural de los pueblos de nuestro pas.
Identifiquen, analicen y disfruten textos de diversos gneros literarios.
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Direccin de Programas de Innovacin Educativa
Coordinacin del Programa de Ingls en el Distrito Federal
Al trabajar con la lengua oral es necesario atender cuatro aspectos:
a) Hablar sobre temas especficos. Permite explorar y discutir ideas, argumentar, comparar y adquirir unvocabulario especfico sobre el tema del que se habla. Aqu, es importante que el docente ponga en marcha
estrategias que permitan al grupo volver a retomar el tema a discusin cuando ste se desva.
b) El propsito y el tipo de habla. La escuela debe brindar a los alumnos oportunidades de usar un lenguaje
estructurado que requiere de un mayor manejo de las convenciones de la conversacin habitual, por lo que
es importante que los alumnos se familiaricen con los objetivos de su intervencin y con las normas
admitidas de hacerlo en diferentes prcticas sociales. No es lo mismo, por ejemplo, tener una discusin
para llegar a un acuerdo, que argumentar una posicin o exponer informacin a otras personas.
c) Diversidad lingstica. Si bien las participaciones en eventos comunicativos orales responden a
determinantes culturales, es importante que dentro de la escuela se amplen los contextos de expresin para
que los alumnos enriquezcan sus posibilidades comunicativas, respetando la variante lingstica que
posean. Lo que se pretende es la promocin de un ambiente en el que los alumnos se comuniquen con
confianza y seguridad, y que al mismo tiempo favorezca el aprendizaje de los variados registros de uso del
lenguaje, tanto oral como escrito, con el fin de ampliar su dominio sobre diferentes contextos
comunicativos.
d) Los roles de quienes participan en el intercambio. Las personas cambian su manera de hablar segn el
nivel de confianza y el grado de formalidad, por lo que es importante que los alumnos aprendan a regular
estos aspectos. Adems, asumir diferentes roles durante el trabajo colaborativo requiere aprender el tipo de
lenguaje que dicho rol demanda. Por ejemplo, no usa el mismo lenguaje el expositor principal, el que
aclara un punto, o el moderador de la discusin posterior a una exposicin.
SEP (2011), Programas de Estudio 2011. Primer, Segundo, Tercer, Cuarto, Quinto y Sexto grado. Educacin Bsica Primaria, Mxico, SEP.
Pgs. 16, 40
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Dentro de las orientaciones pedaggicas y didcticas para la Educacin Bsica se considera de manera
importante:
- Ambientes de aprendizaje
Son escenarios construidos para favorecer de manera intencionada las situaciones de aprendizaje.
Constituye la construccin de situaciones de aprendizaje en el aula, en la escuela y en el entorno, pues el
hecho educativo no slo tiene lugar en el saln de clases, sino fuera de l para promover la oportunidad de
formacin en otros escenarios presenciales y virtuales.
Sin embargo, el maestro es central en el aula para la generacin de ambientes que favorezcan losaprendizajes al actuar como mediador diseando situaciones de aprendizaje centradas en el estudiante;
generando situaciones motivantes y significativas para los alumnos, lo cual fomenta la autonoma para
aprender, desarrollar el pensamiento crtico y creativo, as como el trabajo colaborativo.
En la construccin de ambientes de aprendizaje destacan los siguientes aspectos:
La claridad respecto del propsito educativo que se quiere alcanzar o el aprendizaje que se buscaconstruir con los alumnos.
El enfoque de la asignatura, pues con base en l deben plantearse las actividades de aprendizaje en
el espacio que estn al alcance y las interacciones entre los alumnos, de modo que se construya el
aprendizaje.
El aprovechamiento de los espacios y sus elementos para apoyar directa o indirectamente el
aprendizaje, lo cual permite las interacciones entre los alumnos y el maestro; en este contexto
cobran relevancia aspectos como: la historia del lugar, las prcticas y costumbres, las tradiciones, el
carcter rural, semirural, indgena o urbano del lugar, el clima, la flora y fauna, los espacios
equipados con tecnologa, entre otros.
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Uso de materiales y recursos educativos
Los materiales ofrecen distintos tipos de tratamiento y nivel de profundidad para abordar los temas; sepresentan en distintos formatos y medios. Algunos sugieren la consulta de otras fuentes as como de los
materiales digitales de que se dispone en las escuelas.
Los acervos de las bibliotecas escolares y de aula, son un recurso que contribuye a la formacin de los
alumnos como usuarios de la cultura escrita. Complementan a los libros de texto y favorecen el contraste y
la discusin de un tema. Ayudan a su formacin como lectores y escritores.
Los materiales audiovisuales multimedia e Internet articulan de manera sincronizada cdigos visuales,verbales y sonoros, que generan un entorno variado y rico de experiencias, a partir del cual los alumnos
crean su propio aprendizaje.
La tecnologa como recurso de aprendizaje
- Portales HDT, tienen tres niveles de portales educativos, cuyo propsito es conformar comunidades de
aprendizaje donde directivos, maestros, alumnos y padres de familia participan activamente en laconstruccin de su propio conocimiento:
Portal federal: www.hdt.gob.mx
Portal estatal: Cada entidad cuenta con un sitio para difundir los logros, avances y noticias, en el caso del
D.F.: www.sepdf.gob.mx
Portal local o de aula. Tambin conocida como Explora, ofrece herramientas que permiten generar
contenidos digitales; interactuar con los materiales educativos digitales como: Objetos de Aprendizaje
(ODA), Planes de clase (PDC) y Reactivos, as como realizar trabajo colaborativo a travs de redes sociales
como blogs, wikis, foros y la herramienta de proyecto de aprendizaje.
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Direccin General de Innovacin y Fortalecimiento Acadmico
Direccin de Programas de Innovacin Educativa
Coordinacin del Programa de Ingls en el Distrito Federal
Herramientas de trabajo colaborativo disponibles en los portales HDT
Blogs
Foros Wikis
Materiales Educativos Digitales
Objetos de aprendizaje (ODA)
Plan de Clase (PDC)
Uso de tecnologas con seguridad y responsabilidad. La estrategia HDT aporta a la construccin
de esta ciudadana a travs del sitio Clic Seguro (www.clicseguro.sep.gob.mx)
SEP (2011), Programas de Estudio 2011. Primer, Segundo, Tercer, Cuarto, Quinto y Sexto grado. Educacin Bsica Primaria, Mxico, SEP. Pgs. 203,204, 207-213
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3. CHARACTERISTICS OF CHILDRENS DEVELOPMENT BY CYCLE
Important note: The information presented here reflects general characteristics children at the differentages have; teachers should be aware that individual children might have different needs and qualities.
CYCLE 1 / 3RD PRE-SCHOOL, 1ST & 2ND GRADE PRIMARY / 5-8 YEARS OF AGE.
CYCLE
PURPOSES
Acknowledge the existence of other cultures and languages.
Acquire motivation and a positive attitude towards the Englishlanguage.
Begin developing basic communication skills, especially the receptive
ones.
Reflect on how the writing system works.
Get acquainted with different types of texts.
Start exploring childrens literature.
Use some linguistic and non-linguistic resources to give information
about themselves and their surroundings.
PHYSICAL
DEVELOPMENT
They show development of permanent teeth.
They are developing good use of large muscles and of smaller muscles;
so they enjoy testing muscle strength and skills.
They are developing hand-eye coordination, may not be ready for
some close work without eye strain.
They are skilled at using scissors and small tools.
They enjoy copying designs, shapes, letters and numbers.
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COGNITIVE,
SOCIAL AND
EMOTIONAL
DEVELOPMENT
Short attention spans (20 min) make hands- on activities a must for
these grade levels.
Activities divided into small pieces or steps with physical activity inbetween work best.
Very concrete thinkers and do best with activities in which they are
both doing and seeing things.
Both boys and girls are usually more concerned with the doing of a
project rather than the completion and/ or comparison of a project.
Activities that can be completed successfully by the child are a must.
They are easily upset by changes in routine.
They desire repetition of favorite activities and experiences. They are able to assume responsibility.
They begin to see things from other childrens point of view, but still
very self centered.
They have a strong need to feel accepted and have adult approval.
Adults should provide lots of praise and encouragement for even small
successes.
They cannot separate themselves from the project or activities and
view any evaluation as a reflection on themselves. Therefore, avoidcompetition or activities that select a single winner or best person.
They seek any sense of security in groups and organized play and
enjoy working in small groups with plenty of adult attention.
Early school-agers are now ready for a steady pace of growing and
learning, one in which real life tasks and activities overtake pretend
and fantasy.
Being with friends becomes increasingly important.
They show interest in rules and rituals.
They want to play more with similar friends girls with girls, boys
with boys.
They may have a best friend and enemy.
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CYCLE 2 /3RD &4TH GRADE PRIMARY / 8-10 YEARS OF AGE.
CYCLE
PURPOSES
Express simple opinions and requests in familiar contexts.
Recognize basic instructions, information, and advertisements. Identify basic aspects of pronunciation and vocabulary used in
everyday life contexts.
Use expressions to refer to personal aspects and needs.
Respond to spoken and written language in different linguistic and
non-linguistic ways.
Use different strategies to solve everyday problems, as well as to look
for information about concrete topics.
Identify similarities and differences between their own culturalexpressions and those of the English language.
Establish basic social contact by means of their linguistic repertoire.
PHYSICAL
DEVELOPMENT
Their growth is slow and steady; arms are lengthening, hands are
growing. Girls are growing faster.
Eyes are ready for both near and far vision. Nearsightedness may
develop.
Permanent teeth are continuing to appear.
Their attention span is getting longer. Manipulative skills with smallmuscles are improving.
Eye hand coordination is good. Eyes are almost adult size. Ready for
close work with less strain.
Girls: are generally as much as 2 years ahead of boys in physical
maturity, and may begin to menstruate.
Active, full of energy, and anything but quiet. Activities should
encourage physical involvement.
COGNITIVE, Fairly concrete thinkers and tend to be more attentive if they have an
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Coordinacin del Programa de Ingls en el Distrito Federal
SOCIAL AND
EMOTIONAL
DEVELOPMENT
opportunity for hands-on learning (seeing and doing, rather than just
listening).
They are just beginning to think logically and symbolically and arebeginning to understand abstract ideas.
Activities divided into small pieces or steps work best.
They become more product and goal oriented.
Interests may change often, jumping from one thing to another.
Beginning to move out of the stage in which the satisfaction of
completing a project often comes from pleasing the teacher or parent
rather than from the value of the activity itself.
They are more responsible and need reminders of that responsibility. They enjoy games with more complex rules.
They need wise guidance and channeling of interests and enthusiasm,
rather than domination or unreasonable standards.
They look for adult approval and have a strong need to feel accepted
and worthwhile. Adults should provide lots of encouragement and
recognize even small successes.
Individual evaluation is preferred over group competition. Instead of
comparing success with others, youngsters prefer to know how muchthey have improved and what they should do to be better next time.
They are easily embarrassed about doing either better or worse than
their friends.
They tend to see things as right or wrong, with no room for difference
of opinion.
They have a new awareness of individual differences, and have the
capacity for self-evaluation.
Clicks of friends are beginning to form, mostly of the same sex and
short duration and changing membership.
They have better control of anger.
They show interest in the opposite sex by teasing, joking, showing off.
They may sometimes be verbally cruel to classmates with harsh put
downs and snide remarks.
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Have considerable interest in sex information and bodily functions.
Tell sex and bodily function jokes.
They are fond of team games, comics, television, movies, adventurestories, and collections.
They enjoy activities that involve manual dexterity and fine muscle
coordination.
CYCLE3 / 5TH
& 6TH
PRIMARY / 10-12 YEARS OF AGE.CYCLE
PURPOSES
Understand and produce everyday or routine information and its
general meaning.
Begin or participate in some conversations or transactions using verbal
and nonverbal strategies.
Recognize similarities and differences in the form and social use
between their mother tongue and English.
Use strategies to present information, understand academic texts, and
solve simple problems. Express opinions and provide short descriptions.
Produce comprehensible messages, adapting their linguistic forms and
pronunciation.
Use strategies to recognize form and understand content in a variety of
simple literary texts.
Interact with oral and written text for specific purposes, and use them
as a basis for further interaction.
Socialize by means of common expressions.
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PHYSICAL
DEVELOPMENT
Growth spurts may begin at this age. Sexual development is more
rapid, with girls being more advanced than boys and may be
developing secondary sex characteristics such as breast developmentand menstrual periods.
Many 10-12 year olds experience a plateau is growth followed by a
large growth spurt, or sporadic growth spurts, accompanied by the
onset puberty and hormonal changes, leaving many young adolescents
feeling awkward and uncoordinated, presenting a major challenge to a
young persons self-perception.
Boys mature as much as two years later than the girls. Girls are usually
taller and heavier than boys. For girls, growth spurs usually begin atage 10 and peak about 12. For boys, the spurts usually begin at 11
and peak about 14.
They undergo rapid muscular growth, and uneven growth of different
parts of the body. These rapid changes may make some teens
uncomfortable with their changing body images.
Their activity level seems to increase noticeably and they have trouble
sitting still or being quiet. They are as likely to experience periods of
high energy and activity, as they are to loll about in a state of dreamylethargy.
They have an enormous, but often capricious appetite.
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COGNITIVE,
SOCIAL AND
EMOTIONALDEVELOPMENT
Young adolescents are beginning to move from the concrete thinking into the
abstract realm which Piaget called formal operations. They gradually gain the
ability to reflect and imagine the possibilities of what might be in a situationrather than holding to preconceived notions of what is based solely on the
specifics of their own previous experience.
They have an increasing ability to understand metaphors, abstract and
mathematical concepts, and ideas like justice and love.
Since changes in thinking ability occur slowly, it is common for youth to think
abstractly and reflectively in one area, but think concretely in another situation.
They need the opportunities to develop the skills and competencies
which will enable them to move most productively into the real adult world. Moving from concrete to more abstract thinking. Ready- made solutions from
adults are often rejected in favor of finding their own solutions. Small groups
provide an opportunity to test ideas.
Young adolescents begin to question formerly accepted rules and beliefs. Although
frustrating for teachers, this shows and ability to use their new cognitive abilities,
and therefore an opportunity for adults to facilitate the true internalization of
positive values and to find personal meaning and relevancy in the rules and beliefs
of society. Adults should continue to avoid comparing young people with each other, being
careful not to embarrass them.
Desiring a sense of independence from parents, opinions of peers become more
important than opinions of parents and other adults in the areas of dress, music
and activities.
In their enthusiasm, they often forget about their manners, and are loud, rude and
physical. Because of their constant activity and carelessness, they are often being
disciplined and may develop a belligerent attitude. They often forget that others
may get hurt as they push and shove each other in fun.
Boys tend to move in large, loosely organized groups with a few closer friends
within the group which may change from time to time. Girls tend to move in
smaller groups and are more likely to have intense friendships with serious
periods of being mad at each other and getting back together.
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3.- THE NATURE OF EFFECTIVE TEACHING
TEACHER STRATEGIES
Every teacher aims to be an effective teacher. The concept of effective teaching is somewhat elusive one,
however. Can it be determined from the teachers behavior, the learners behavior, classroom interaction or
the results of learning? Researchers have attempted to operationalize the notion of effective teaching by
describing it as teaching that produces higher -than- predicted gains on standardized achievements.
In a comprehensive survey of the research of effective schooling, Blum (1984: 3-6) summarizes effectiveclassroom practices as follows:
Instruction is guided by a preplanned curriculum.
There are high expectations for student learning.
Students are carefully oriented to lessons.
Instruction is clear and focused.
Learning progress is monitored closely.
When students dont understand, they are retaught.
Class time is used for learning. There are smooth and efficient classroom routines.
Instructional groups formed in the classroom fit instructional needs.
Personal interactions between teachers and students are positive.
Several dimensions of teaching have been found to account for differences between effective and
ineffective instruction (Doyle 1977; Good 1979). These include classroom management, structuring, tasks
and grouping.
CLASSROOM MANAGEMENT
Classroom management refers to the ways in which student behavior, movement and interaction during a
lesson are organized and controlled by the teacher to enable teaching to take place most effectively. Good
managerial skills on the part of the teacher are an essential component of good teaching. In a well-
managed class, discipline problems are few, and learners are actively engaged in learning tasks and
activities; this contributes to high motivation and expectations for success.
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STRUCTURINGA lesson reflects the concept of structuring when the teachers intentions are clear and instructional
activities are sequenced according to a logic that students can perceive. Fisher et al. (1980) conclude that
students pay attention more when the teacher spends time discussing the goals or structures of the lesson
and/or giving directions about what the students are to do (p.26)
TASKS
Tasks, or activity structures, refer to activities that teachers assign to attain particular learning objectives.For any given subject at any given level, a teacher uses a limited repertoire of tasks that essentially define
that teachers methodology of teaching. According to Tikunoff (1985), class tasks vary according to the
three types of demands they make on learners:
a) Response mode demands -the kind of skills they demand, such as knowledge, comprehension,
application, analysis/synthesis, evaluation-.
b) Interactional mode demand -the rules governing how classroom tasks are accomplished, such as
individually, in a group, or with help of the teacher-.
c) Task complexity demands -how difficult the learner perceives the task to be-.Good teaching is hence said to be task oriented. Effective teachers also monitor performance on tasks,
providing feedback on how well tasks have been completed.
EFFECTIVE TEACHING IN BILINGUAL CLASSROOMS
Tikunoff (1983) suggests that three kinds of competence are needed for the student of limited English
proficiency (LEP): participative competence, the ability to respond appropriately to class demands and
the procedural rules for accomplishing them; interactional competence, the ability to respond both to
classroom rules of discourse and social rules of discourse, interacting appropriately with peers and adults
while accomplishing class tasks; and academic competence, the ability to acquire new skills, assimilate
new information, and construct new concepts Furthermore, to be functionally proficient in the
classroom, the student must be able to utilize these competences to perform three major functions:
a) To decode and understand both task expectations and new information
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b) To engage appropriately in completing tasks, with high accuracy
c) To obtain accurate feedback with relation to completing tasks accurately
This approach to teaching is one in which methodological principles are developed from studying theclassroom practices and processes actually employed by effective teachers. Good teaching is not viewed as
something that results from using Method X or Method Y, or something that results from the teacher
modifying teaching behaviors to match some external set of rules and principles. Rather, it results from
the teachers active control and management of the processes of teaching, learning and communication
within the classroom and from an understanding of these processes.
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4.- ACTIVIDADES
ACTIVIDAD 1Reflexin. Observe y analice las siguientes caricaturas de Tonucci .
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ACTIVIDAD 2
En parejas comparta las ideas principales del marco terico referencial (pginas 1-8), que subrayaronpreviamente.
ACTIVIDAD 3
Juego Maratn
ACTIVIDAD 4
Vea los ejemplos de Recursos Didcticos del anexo, elija cinco que sean acordes a:
Las caractersticas de sus estudiantes (pginas 9-12)
Una Prctica Social de lenguaje, considerando:
A. La Competencia Especfica
B. Los Aprendizajes Esperados
C. Los contenidos del: Hacer con el lenguaje, Saber sobre el lenguaje y Ser con el lenguaje
D. El producto y sus etapas
Proponga tres que haya usado exitosamente o que pueda usar.
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ANEXO
IMAGEN RECURSOS DIDCTICOS
Libros
Cuentos
Rimas digitales
Juegos (de relacin, memoria,
lotera, bingo, rompecabezas)
PGINAS WEB
Storytimekatie.com
www.indiana.eduwww.preschoolrainbow.org
www.fastq.com
www.grin.com
Flashcards
Tteres
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IMAGEN RECURSOS DIDCTICOS
WEATHER CHART
SunnyCloudy
RainyWindy
JANUARY 2013
S
Sunday
M
Monday
T
Tuesday
W
Wednesday
Th
Thursday
F
Friday
Sa
Saturday
1 2 3 4 5
6 7 8 9 10 11 12
13 14 15 16 17
Calendario
Grfico de estados del tiempo
(weather chart)
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IMAGEN RECURSOS DIDCTICOS
Estrategias de participacin
Presentaciones Power Point
MsicaCDs
Videos
Five little monkeysWhat is it ?Its a pencilThe octopus has eight tentacles
Tarjetas de palabras (Word
cards)
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ESTRATEGIAS PARA CAPTAR LA ATENCIN
- Canciones y rimas ilustradas Im a Little Teapot
Im a little teapot,(stand still)
Short and stout
Here is my handle,(Put hand on hip)
Here is my spout.(extend other arm)
When I get all steamed up, hear me shout. (bend to side of extended arm)
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Just tip me over, and pour me out.
Two little blackbirds
Two little black birds,
Sitting on the wall (hold up one finger of each hand)
One named Peter, One named Paul.
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Fly away Peter! (put a hand behind your back)
Fly away, Paul! (put the other hand behind you back)
Come back, Peter! (bring the first hand from behind your back)
Come back, Paul! (bring the second hand from behind your back)
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BIBLIOGRAFA
SEP. (2011) Programa Nacional de Ingls en Educacin Bsica. Segunda Lengua: Ingls. Fundamentos
Curriculares. Preescolar. Primaria. Secundaria. Mxico.
SEP (2011), Programas de Estudio 2011. Primer, Segundo, Tercer, Cuarto, Quinto y Sexto grado.
Educacin Bsica Primaria, Mxico, SEP
SEP. Programa de Estudio 2011. Gua para la Educadora. Educacin Bsica Preescolar. Mxico, SEP.
Tonucci, Francesco (2008). Los materiales. SEP. Primera edicin SEP/Editorial Losada /Editorial
Ocano de Mxico.
Richards, Jack C. The Language Teaching Matrix. Cambridge Language Teaching Library.
SUGERENCIAS DE BIBLIOGRAFA (PARA LEER MS)
De Puig, Irene y Anglica Stiro (2000), Jugar a pensar. Recursos para aprender a pensar en educacin
infantil, Espaa, Eumo-Octaedro (Recursos, 27).SEP. CAJA DE HERRAMIENTAS. Lnea de Trabajo - Aprendizaje de lenguas adicionales
GUA METODOLGICA. Hess, N. Teaching Large Multilevel Classes. Cambridge University Press.
SEP (2010). Descubrir el mundo en la escuela maternal. Lo vivo, la materia, los objetos.