Multiple Intelligences

Luckily we are all different!  

There are multiple types of human intelligence, each representing different ways of processing information: 

• Verbal-linguistic intelligence refers to an individual's ability to analyze information and produce work that involves oral and written language, such as speeches, books, and emails.

• Logical-mathematical intelligence describes the ability to develop equations and proofs, make calculations, and solve abstract problems.

• Visual-spatial intelligence allows people to comprehend maps and other types of graphical information.

• Musical intelligence enables individuals to produce and make meaning of different types of sound.

• Naturalistic intelligence refers to the ability to identify and distinguish among different types of plants, animals, and weather formations found in the natural world.

• Bodily-kinesthetic intelligence entails using one's own body to create products or solve problems.

• Interpersonal intelligence reflects an ability to recognize and understand other people's moods, desires, motivations, and intentions.

• Intrapersonal intelligence refers to people's ability to recognize and assess those same characteristics within themselves.

Everyone has all eight types of intelligences at varied levels of aptitude. There are several quizzes to learn how we take in information. 

Dr. Markus Hausmann Conference

It is a wonderful opportunity to listen to a PhD speaking about Neuroscience.

The number of women who are trained and work in Science, Technology, Engineering and Mathematics has increased significantly during the last years. Even so, women remain a minority in these disciplines. This talk will give an approximation to the state of the art on the neurocognitive differences between sexes taking a theoretical-psychobiosocial framework.




Dr. Markus Hausmann is an Associate Professor in the Department of Psychology at the University of Durham, England
September 2018, Facultad de Ciencias Biomédicas, Universidad Austral.

Happy Teacher's Day

A Teacher

A Teacher

First & Second Language Acquisition

Similarities and Differences.

The video is organized in two parts. The first part is for the similarities and the second for the differences.

A Succinct Overview of the Theoretical Perspectives.

The Learning and Instructional Theory.

It is rather brief but it is a clear summary of meaningful words.

IPA Vowels

                                          

Phonemic chart

Core Features of CLIL methodology

Essential elements of good practice in CLIL

Multiple focus

supporting language learning in content classes

supporting content learning in language classes

integrating several subjects

organizing learning through cross-curricular themes and projects
supporting reflection on the learning process


Safe and enriching learning environment

using routine activities and discourse

displaying language and content throughout the classroom

building student confidence to experiment with language and content

using classroom learning centres

guiding access to authentic learning  materials and environments

increasing student language awareness

Authenticity

letting the students ask for the language help they need

maximizing the accommodation of student interests

making a regular connection between learning and the students’ lives

connecting with other speakers of the CLIL language

using current materials from the media and other sources

Active learning

students communicating more than the teacher

students help set content, language and learning skills outcomes 

students evaluate progress in achieving learning outcomes

favouring peer co-operative work

negotiating the meaning of language and content with the students

teachers acting as facilitators 

 
Scaffolding

repackaging information in user-friendly ways

responding to different learning styles

fostering creative and critical thinking 

building on a student's existing knowledge, skills, attitudes, interests and experience

challenging students to take another step forward and not just coast in comfort
 

Co-operation

planning courses/ lessons/ themes in co-operation with CLIL and non-CLIL teachers

involving parents in learning about CLIL and how to support students

involving the local community, authorities and employers

What drives the 30 core features?

Thinking drives the teaching/learning process. 

The more powerful the thinking the greater the learning. 
Thus, CLIL is driven by cognition too. 
And it implies the ability to 
perceive, recognize, judge, reason, conceive and imagine 
(Bloom’s Taxonomy)

CLIL supports the holistic development of learners. 
Its ultimate goal is to guide them towards becoming independent learners 
who gain content and language skills and who seek opportunities 
for communication.

The main focus in CLIL is the content as opposed to form. 
The purpose of this approach is to contribute to the 
long-term application of knowledge learned. So, 
teachers will provide new information and will teach students 
to create new connections with the previous knowledge they already have. 
As a result, students will be able to develop new skills and attitudes.

Meaning-making is both a personal and a social process (community). 
Therefore, new knowledge and skills are developed through personal 
as well as co-operative reflexion/analysis (cognition) and 
through a communicative process (communication).

Discussion, reflexion, the drawing of conclusions related to the experience 
associated with the use of new knowledge and skills help to cement learning.

What is and isn't unique about CLIL?

The CLIL approach encourages teachers to keep using 
their favourite strategies, but also is key to bare in mind the three essentials: 
CONTENT; LANGUAGE and LEARNING SKILLS. 

Thus, CLIL is more likely to require a modification in daily classroom practice. 
It is important to take into account the practice inside the class 
but also teaching and learning strategies.

We can find difficulties when trying to teach languages through a content, 
but in the same way content teachers find difficulties 
when they have to teach a language in particular.

This does not mean it is impossible. 
The real challenge is to find a way in which content can be delivered 
using a language as a vehicle.  
Co-operation and skill exchange among language and content teachers 
is the main strategy for implementing CLIL. 
This will imply the need of time and agreement in order to find 
and reach the best teaching strategies and activities for the students.

CLIL ESSENTIALS

Activities to do with books

Literature

If you need to work with values in class, this is what you need....

VALUES CLARIFICATION

1. As a psychiatrist, analyse the conflicts and problems of a character.
   
2. Would you like to have a character as a friend? Explain.
   
3. How did the book change your way of thinking?
   
4. Use this as a topic sentence, "This book made me (any verb)."
   
5. Explain what the main character would be least likely to do and why.
   
6. Did any character change during the book? Explain how and why.
   
7. What problems did the main characters have and how did they meet them?
   
8. If the book has a villain, was his punishment justified? 
   

Activities to do with books

Literature

Activities for real life...

CAREER EDUCATION

1. Make a job application for the main character and fill it in.
   
2. What did you learn about the vocation of the leading adult character?
   
3. Find newspaper want adds of interest to a character and explain why.
   
4. Write a business letter to the publisher and order copies of your book; explain why.
   
5. From the yellow pages of a phone book, pick out businesses you think the main character would be interested in and explain why. 
   

Prepositions

Activities to do with books

Literature

Some projects to deal with your stories....

LIBRARY PROJECTS

1. Do research on any topic connected with your book.
   
2. In the "Reader's Guide" find five articles related to your book and tell how they apply.
   
3. Find a quotation applicable to your book and tell how it applies.
   
4. See if your book is in the library: then write a letter to the librarian either congratulating her for choosing it or asking her to order it.
   
5. Find a poem which applies to your book: write it out and explain how it applies. 
   

Helping with Pronunciation!!!

Activities to do with books

Literature

More activities to improve your writing skills.....

CREATIVE WRITING

1. Write any kind of poem about your book.
   
2. Write a letter to a friend describing this book you are going to send him.
   
3. Write a different ending for your book.
   
4. Keep a journal as you read your book: your reactions, thoughts, feelings.
   
5. Write a five-line "easy" poem about your book: a noun, then two adjectives, then three verbs, then a thought about the noun, and finally a synonym for the noun.
   
6. Write two articles for a newspaper published at the time of or in the country of your book.
   
7. Write an obituary for one character.
   
8. Write a diary for your favourite character.
   

VOCABULARY

1. Make a small dictionary (at least twenty-five words) for the subject of your book.
   
2. List fifteen interesting words from your book and tell why each is interesting.
   
3. List new words learned from your book: Define them and give the sentences in which you found them.
   
4. Choose some of the following words and explain how each applies to your book: stupendous, exciting, breathtaking, horrendous, fabulous, etc. 
   

Origami Tiger

Six Actions to Save the Planet

I'm publishing the link to this interesting article and a summary of simple actions anyone can put into practice. Litter and trash are a worldwide problem and we should be conscious about it. 

https://www.nationalgeographic.com/magazine/2018/06/plastic-planet-solutions-waste-pollution/?utm_source=ngp&utm_medium=crm email&utm_content=plastics_20180516&utm_campaign=editorial&utm_rd=14081008235

Six Things You Can Do (and Feel No Pain)

1. Give up plastic bags. Take your own reusable ones to the store. A trillion plastic shopping bags are used worldwide every year, and 100 billion in the United States alone—that’s almost one per American per day. The average Dane, in contrast, goes through four single-use bags per year. Denmark passed the first bag tax in 1993.

2. Skip straws. Unless you have medical needs, and even then you could use paper ones. Americans toss 500 million plastic straws every day, or about 1.5 per person.

3. Pass up plastic bottles. Invest in a refillable water bottle. Some come with filters if you’re worried about water quality. A handful of cities, including Bundanoon, Australia, and San Francisco, have banned or partially banned bottled water. But around the world, nearly a million plastic beverage bottles are sold every minute.

4. Avoid plastic packaging. Buy bar soap instead of liquid. Buy in bulk. Avoid produce sheathed in plastic. And while you’re at it, give up plastic plates and cups. The French are (partially) banning the stuff.

5. Recycle what you can. Even in rich countries, recycling rates are low. Globally, 18 percent of all plastic is recycled. Europe manages 30 percent, China 25—the United States only 9.

6. Don’t litter. The Ocean Conservancy has run beach cleanups for 30 years. Of the top 10 types of trash they find, the only nonplastic item is glass bottles. Worldwide, 73 percent of beach litter is plastic: cigarette butts (the filters), bottles and caps, food wrappers, grocery bags, polystyrene containers. In 2016 the conservancy collected 9,200 tons of trash in 112 countries—around a thousandth of what enters the ocean each year.

Activities to do with books

Literature

Here we have more activities to enjoy the oral skills with our students.

SPEAKING

1. Deliver a sales talk for your book.
   
2. Make a tape about your book.
   
3. Write ten discussion questions for your book.
   

DRAMA

     1. Dramatize your favourite incident. 
     2. As a famous movie star, you have been asked to play a character: explain your answer.
     3. Write a TV commercial for your book.
     4. Make a TV script for one scene of your book.
     5. Play "What's My Line" with one character: write out questions to portray him.
     6. As a movie producer, explain why you will or will not make your book into a movie.
     7. Explain how your book could be make into a movie: clothes, setting, cars, props, etc. 

Prepositions

Activities to do with books

Literature

Enjoy the stories while you are reading....

LITERARY QUALITIES

1. Quote passages of good description and good dialogue and explain them.
   
2. Find and write down twenty-five similes and metaphors.
   
3. Think about who the narrator is: then write one scene from the point of view of another character and explain the switch. 
   

Modals

Activities to do with books

Literature

More awesome activities to do with our students.

PRESENTING

• Design a book cover for your book.
• Draw a comic strip of your book.
• Draw a portrait of your favourite character and explain something about it.
• Make any kind of illustration for your book (drawing, chart, graph) and explain it.
• Cut words or pictures from the newspaper to make a collage or ad for your book.
• Make a "WANTED" poster for the main character.
• Make a "thumbprint" book about your book (the figures come from thumbs dipped in paint" and write captions for these illustrations.
• Make a bulletin board about your book.
• Create a poster for your book.
• Write an ad for your book.
• Make a bookmark for your book.
• Collect pictures that go with your book and describe each.
• Write out your title decoratively and for each letter write a phrase about the book.

English Idioms

Activities to do with books

Literature

More activities to work with....

COMPARISONS

1. Compare your book with another book you've read.
   
2. Describe an experience you've had that was like the experience of a character.
   
3. Compare your book with a movie or TV show of the same kind.
   

FUN

1. Defend: This book should be read by everyone who hates reading.
   
2. Defend: This book should never be spoiled by a teacher requiring a book report.
   
3. Free choice: Do anything you want in connection with your book.
   
4. How many reasons can you think of to take your book to an isolated Antarctica camp?
   
5. Describe a field trip you would like to take because of your book.
   
6. Write one page on this: Why ...... should not read this book.
   
7. Make a crossword puzzle from your book. 
   

Activities to do with books

Literature 

Here you will find a lot of activities to deal with any book or story. 

From the point of view of:

THE PAST

• Tell what you think happened before the story began.
• Imagine that you're an eighteenth century student, How would you react to your book? 
• If your story took place one hundred years earlier, how would your main character act? 
• If your main character is from the past, how would he act if the book took place today?

THE FUTURE

• If you were a man from Mars, how would you react to your book?
• Describe what you think happened to the main character after the book ended.
• Explain why your book should be included in a capsule to be dug up in one hundred years. Make a horoscope for the main character explaining his sign and his future. 

LIE or LAY

This can be a huge confusion.... Pay attention!

Second Language Learning and Language Teaching Styles

Last class, we have been dealing with different methods such as The Academic style, The Audio-Lingual style, The Communicative style, The Task-based learning style and The Mainstream EFL style."  

For next class we need to prepare a research about The Silent Way, Suggestopedia, Confluent Language Teaching and Community Language Learning (CLL). 

Here you have some details of my research:

This is an useful link which provides first hand information about The Silent Way:

https://www.uneeducationpourdemain.org/approche-pedagogique/

http://www.lozanov.org/index.php?option=com_content&view=article&id=50&Itemid=67&lang=bg

Suggestopedia Methodology

The Silent Way by professor Luisa Piemontese

Learning is facilitated by problem solving.

Activities to do with books

Literature 

Here you will find a lot of activities to deal with any book or story.

From the point of view of:

THE AUTHOR

1. Write to the author and explain your reaction to his book.
2. Write to the author and explain why his book appeals to your age group. 
3. Make up five interview questions (with answers) for the author.
4. Pretend you're the author and explain why you chose the title of your book. 
5. Pretend you're the author and describe the part that was most fun to write. 
6. Pretend you're the author and tell what else you've written.
7. Pretend you're the author and tell about your life and how this book fits into it. 

Origami Wolf

Activities to do with books

Literature 

Here you will find a lot of activities to deal with any book or story.

From the point of view of:

THE SETTING

• Compare where you live with the neighbourhood or town in your book.
• Make a map of your book.
• Draw the setting of your book and explain it. 

Nature

Aquarium on Wheels

Great experience to watch and a lot of ideas for our classes!

Activities to do with books

Literature 

Here you will find a lot of activities to deal with any book or story.

From the point of view of:

THE CHARACTERS

• Discuss how the main character is like or unlike people you know.
  
• Pretend you're one character and introduce the other characters to your class.
  
• As an interior decorator, how would you decorate a character's bedroom and why?
  
• Invite one character to dinner and write a note of explanation to your mother.
  
• Invite three celebrities to a party for the main character and explain your choice.
  
• Write a page about a character beginning with the sentence: "I was (any verb) by ..."
  
• Make a timeline of the events in the life of the main character.
  
• Write a chronology for one character.
• Make up five interview questions (with answers) for the main character.
• Explain where you think the main character will die.
• ​For a film of your book, which actress would you choose for the leading female and why? 
• ​For a film of your book, which actor would you choose for the leading male and why? ​
• Explain what the main character would prefer for Christmas and why?
• ​Explain where the main character would prefer to vacation and why.
• ​Explain what the main character would prefer for dinner and why.
• Explain what the main character would prefer to wear  

COME - Phrasal Verbs

I hope you find it useful!