sábado, 30 de septiembre de 2023

Adopting a Criticial Position Towards Bilinguilism

Objective

It will show the importance of Colombia's national bilingualism programmes, with the aim of highlighting their progress in terms of improvements in the teaching of one or more languages, within a multicultural and multi-ethnic country, with the strengthening and use of these spaces for their professional and educational growth. 

Differences between bilingual, bicultural and bilingual and bicultural 

Bilingualism: This term can be understood as a person's ability to understand two languages, only one of which is spoken and the other written, one being more widely used than the other, depending on the context and culture.

Examples
  • Let's take the example of a child, from a very young age he is interested in learning English and his mother tongue is German, he starts taking classes in order to learn about grammar, structures, reading, listening to the language and as he becomes more proficient he starts to master all his skills.
  • Let's also talk about the indigenous people, who speak their own mother tongue, but in order to be able to communicate with their environment and benefit from it, they decide to learn Spanish, so they look for social tools to learn how to use it in different aspects of life.

Bicultural: Biculturalism can be defined as the approach to cultures within education, in order to bring them closer to their customs, habits, among others. 

Examples

  • An example of this term comes from Canada, as their mother tongue is English, but there are people with English-speaking roots from England and other French speakers from France.

Bilingual and bicultural: Bilingualism refers to the teaching of languages and biculturalism refers to the culture of the languages being learned, both of which are part of a learning process that come together to complete and form beings with linguistic and cultural capacities in one or more languages.



Link of the video: https://youtu.be/H7OreuRFez8 



Conclusions


  1. In conclusion, I would like to stress that it is important to know about the terms bilingual and bicultural, because in this way we can get a little closer to the ways of learning a second language, acquiring solid knowledge that will allow us to move forward in the process.
  2. On the other hand, I believe that a much more in-depth analysis can be made of the bilingualism programmes not only in our country but also in others, from which we can learn to apply in our own country and increase our capacities each time.
  3. To conclude, the strengthening of knowledge and mastery of one or more languages is becoming more and more indispensable in order to succeed and grow professionally and in the workplace.


martes, 9 de mayo de 2023

 

 – Task 4 - Creating learning guides for a virtual and face-to-face science class.



Elia Rosa Ruiz Torralvo

                                                                                   




                                                            Course: Didactics of Science Code:

 551033 

 







Teacher’s Name: Elia Rosa Ruiz Torralvo

Grade: fourth grade

 

Topic: The cell

 Level in English of student: A2_________________________________________

Purpose of the lesson: This activity is designed for fourth graders.

  learn, understand, identify and practice the new vocabulary related to cells.

Grammar point: NA

Learning skills (how are you going to include the four skills)?

 

First: Presentation of the subject on cells, and interact with the students and make an acknowledgment of previous knowledge by asking them some questions so that they talk about the subject.

 

Second. The explanation of the subject is made, they will be shown a video so that they repeat and write in their notebook the vocabulary related to cells in English.

 

Third: The proposed activities are carried out, where they must write and answer the questions that the teacher will ask to find out if they have understood the subject taught.

 

Fourth: They will talk about the subject taught, they must also carry out an online evaluation

Vocabulary (words your students may not know):

Parts of toe animal cell

·         * Golgi body.

·         * Ribosomes.

·         * Nuclear membrane.

·         * Lysosome.

·         * Endoplasmic reticulum.

·         * Nucleus.

·         * Cytoplasm.

·         * Mitochondria.

Parts of the plant cell.

  • Cellular membrane
  • Cell nucleus:
  • Cytoplasm:
  • Cellular wall:

 

Methodologies: The task-based method will be used for teaching, where what is intended to teach the subject of cells and therefore reinforce writing, reading, speaking and listening skills, through different activities.

Techniques: The techniques that will be used are:

Auditory, in this, videos will be used so that the students listen to the vocabulary related to the cells and the functions of each part.

Writing. Through the use of sheets, they will be asked to write the functions of the parts of the cells.

Experience, through online games they will carry out practical exercises.



 

Stage

Activity description

Link of the resources

Presentation: In the presentation stage, the teacher introduces and teaches the subject that the students will be required to master

At this stage, the teacher teaches them the definition of what a cell is and explains the classes that there are and their parts. He also shows them a video so that they better understand the topic to be taught.

He shares a link for them to carry out the activity and begin to better understand the subject of cells.

Parts of toe animal cell

·         * Golgi body.

·         * Ribosomes.

·         * Nuclear membrane.

·         * Lysosome.

·         * Endoplasmic reticulum.

·         * Nucleus.

·         * Cytoplasm.

·         * Mitochondria.

Parts of the plant cell.

  • Cellular membrane
  • Cell nucleus:
  • Cytoplasm:
  • Cellular wall:

 

https://youtu.be/-YBEdWExplw

 

https://www.liveworksheets.com/iq3023110em

 

 

 

 

 

 

Practice: In the practice stage, the students engage in exercises and

activities based on the subject taught in the first stage: this will usually be done with the guidance of the teacher

The teacher also shows them a video to learn the vocabulary related to the cell.

10 minutes: the teacher reviews what the students have done and asks them questions to see if they understood the topic explained in class about cells.

30 minutes: The teacher after teaching shares a new activity to do in class.

 

 

https://youtu.be/-YBEdWExplw

 

https://es.educaplay.com/recursos-educativos/1023985-partes_de_la_celula_en_ingles.html

 

https://www.liveworksheets.com/fl158298gs

 

Production: In the production stage, the students engage in exercises or activities based on the taught subject without the guidance of the ESL teacher

Phase 1: Students divide into working groups.

Phase 2: The teacher shares some online cards on the parts of the cell so that the students can put the names corresponding to each of the indicated parts.

Phase 3: A member of each group will read a part of the cell that corresponds to them.

 

To finish, each student must carry out the activity online and share evidence of its completion with the teacher.

https://www.liveworksheets.com/vk2179947zx

 

 

https://www.liveworksheets.com/dn1320454nl

 

 

Evaluation: During the Evaluation stage, students self-evaluate them

learning on the science topic. Teachers also have an opportunity to evaluate student learning via formal summative assessments and informal formative assessments

To find out what the students learned, the teacher will carry out an evaluation on the subject of cells.

https://www.liveworksheets.com/oy1261060kp

 

 

An introduction to your learning guides.

 

Bear in mind that you must consider the stages worked in task number 3 of the course, then each learning guide must contain at least one (1) activity for the presentation stage, two activities for the practice stage, two activities for the production stage and one activity for the evaluation stage. Here you can find the explanation of the stages to remind you which activities you can include.

References

 

https://www.liveworksheets.com/search.asp?content=THe+cell

 

https://es.educaplay.com/

 

https://youtu.be/-YBEdWExplw

 



 

miércoles, 12 de abril de 2023

STAGE EVALUATION

 Paula Valentina Fajardo

Evaluation, During the Evaluation stage, students self-evaluate their learning on the science topic. Teachers also have an opportunity to evaluate student learning via formal summative assessments and informal formative assessments.

1.    1. Match the words in column A with the concepts in column B. Which description matches the planet?

2. Make a chronological graphic representation of how the universe was created according to the big bang theory.


3. Answer the following questions considering the information you know about the universe.


1. The Big Bang theory bases its foundations on the theory of general relativity of: 

a) Einstein  b) Hawking  c) Isaac Newton

 

2. The universe is not static but is in expansion and constant movement.

a) True   b) False

 

3. Grouping of stars, celestial bodies, and cosmic matter that is concentrated in a certain region of space.

a)    Universe   b) Constellation  c) Stars


4. Small rocky object orbiting the Sun

a) Star   b) Planet   c) Asteroid


Achievement indicators

ü  The student recognizes the name of the planets and other elements that are part of the universe.

ü  The student identifies important facts about the planets that are part of the solar system.

ü  The student understands the Big Bang theory about the creation of the universe.

ü  The student masters the meaning of different terms related to the universe topic.



Martha Liliana Mosquera Pascuas


General Objectives

Strategies

Resources

Evaluation indicators

Describe how the solar system is made up through identification, investigation of the subject in a model

Preparation of the theme dynamics: of the planets

What is the name of the solar system where we live?

What is the planet called red?

Identify each planet of the solar system and its characteristics

Describe how the solar system is formed

Theme preparation, model or design

Describe the topic how the solar system is formed and where the earth is formed, what do you think if there are other galaxies

Technique observation

Instrument to evaluate research, preparation, mastery of the subject, description of the model's characteristics, materials used, the verbal and visual part, structure and phonetics of the language, in the end feedback is carried out



References

    ESL Lesson on Universe. (s. f.). www.listenaminute.com. https://www.listenaminute.com/u/universe.html

    What is a Universe? (s. f.). twinkl.com. https://www.twinkl.com.co/teaching-wiki/universe

    Rodríguez, L. (s. f.). Origen del Universo. studocu.com. https://www.studocu.com/co/document/universidad-de-santander/antropologia-historica/lectura-origen-del-universo/14701111

    ESA - Space for Kids - El Universo. (s. f.). https://www.esa.int/kids/es/Aprende/Nuestro_Universo/Historia_del_Universo/El_Universo  

    De Campuseducacion, E. P. (2023, 27 marzo). Taxonomía de Bloom - Campuseducacion.com. BLOG Noticias Oposiciones y bolsas Trabajo Interinos. Campuseducacion.com. https://www.campuseducacion.com/blog/recursos/articulos-campuseducacion/taxonomia-de-bloom/ 

    Digital Text. El Universo. Recuperado de http://www.educa.jcyl.es/educacyl/cm/gallery/recursos_digitaltext/dt/g1/g11/pdf/g11_res_e.pdf

    National Geographic. (2018 1 de marzo). Origins of the unigerse 101 | National Geographic. [Video]. YouTube. https://youtu.be/HdPzOWlLrbE

    Redacción National Geographic. (2010). ¿Cuál fue el origen del universo?. National Geographic. Recuperado de https://www.nationalgeographic.es/espacio/cual-fue-el-origen-del-universo

Rodriguez, H. (2023). Asi son los 8 planetas del sistema solar. National Geographic. https://www.nationalgeographic.com.es/ciencia/asi-son-8-planetas-sistema-solar_18432

Etecé. (2021). Universo. https://concepto.de/universo/  


STAGE PRODUCTION

 Olga Lucia Torres Ladino.

Production: In the production stage, the students engage in exercises or activities based on the taught subject without the guidance of the ESL teacher


Taken from: 
https://www.educaciontrespuntocero.com/noticias/que-es-trabajo-colaborativo-aula/ 

Phase 1.

The group is divided into pairs according to the number of students.

Phase 2.

The teacher distributes bibliographic cards so that the students create a brochure on the theme "Universe" where they will describe some things that compose it. (Galaxies, planets, stars, living beings, among others).

Phase 3.

Each group will take turns reading and explaining their brochure, using consistent and clear language on the topic.

Phase 4.

To finish, the teacher will give the students reading about the origin of the universe, which helps the student expand their vocabulary and learn new structures.

The Origin of the Universe

The most accepted theory about the Origin of the Universe is the Big Bang theory, this theory says that in the beginning the entire Universe was concentrated in an infinitely dense and hot point where neither time nor space existed. For some reason, it exploded and began to expand, from 13,000 million years ago to the present. With this explosion, time and space were created and the laws of Physics that govern all the processes of the Universe arose.

  Despite the fact that the Big Bang Theory is widely accepted by the scientific community, there are discussions about whether the Universe will continue to expand forever or if, on the contrary, it will compress again at some point.

The universe is all the things that we can touch, feel, perceive, measure, or detect. From living beings, planets, stars, galaxies, dust clouds, light, and even time. Before the birth of the universe, there was no time, space, or matter. All that is, has been, and will be in the universe. In the universe, you can find objects such as planets, stars, nebulae, and galaxies.

Planets are very small compared to stars, they orbit around one or more stars forming planetary systems and do not emit light. Stars are large clumps of matter that are at very high temperatures and are much larger than planets. Its main component is hydrogen, and it is said that "we are all stardust" since stars are furnaces in which all the elements that makeup matter are formed. Nebulae are regions of the interstellar medium made up of gases as well as chemical elements in the form of cosmic dust, they occupy gigantic regions of space, and it is believed that millions of stars are born inside. Finally, there are the galaxies, which are formed by stars that, although they are gigantic and are separated by an unimaginable distance from each other, group together and revolve around a center of gravity and, when rotating, acquire spiral or globular shapes. Our sun is part of the galaxy called "The Milky Way". When talking about the universe, several questions arise, such as: How big is it? Does it have limits? Is it infinite or finite? What is "beyond"? Some scientists have entered a debate to see who is right, but in the end, no agreement is reached, by definition it can only be said that there is nothing. Only within the universe do time and space exist. The universe is so large that it cannot be measured with the typical measurement units known as the Kilometer, Mile, or Feet, for this other appropriate measurements are used such as Astronomical Unit (AU), which is equivalent to the measured distance between the Earth and the Sun, about 150,000,000,000 km. A light year is a distance that light travels in a year, this is used to measure the distance between stars.

Some stars have planets orbiting around them. This is called the Planetary System. The Solar System is our Planetary System, which is made up of a star. which has been called "SUN" and the eight planets that revolve around it represent slightly elliptical orbits. These are classified depending on their distance from the sun, as they are:

- Satellites, are those small bodies that revolve around the planets, as the Earth has a satellite which is known as the "Moon".

- Dwarf planets, are rocky bodies that also describe orbits around the sun, the best known is Pluto, which was previously considered a planet and is located on the outskirts of the Solar System.

- Asteroids and Meteorites, asteroids are very small rocky bodies that wander through space, they do not have the spherical shape of the planets, which is due to the fact that they have their own gravity. The largest asteroids measure about 9oo km in diameter and the smallest ones barely reach the size of a stone, these smaller ones are called Meteoroids. Many asteroids head straight for the planets, when they enter the atmosphere at high speed, air friction causes them to crush and ignite, leaving a bright trail in the sky and this is known as a shooting star. Many times, the friction with the atmosphere causes it to disintegrate and if a part manages to reach the ground, the rocky fragment will be called a meteorite. The Sun covers 99.8% of the mass of the Solar System and has a diameter of 1.4 million km. Approximately the Sun is 75% hydrogen, which constitutes the fuel of the reactions of nuclear fusion that make it shine and radiate heat, these reactions cause hydrogen to become helium, which has been the second most important component of the sun, carbon, and iron can also be found in small amounts.

The Solar System is made up of 8 planets and these are divided into two well-differentiated groups that are separated by the asteroid belt.

1.     Inner, rocky, minor, or terrestrial planets: They are Mercury, Venus; Earth, and Mars. These are the closest to the sun, they are the smallest and are made of solid and dense materials, and are characterized by having a thin atmosphere, except Mercury.

• Mercury: It is the smallest planet and the closest to the Sun. Its name is due to the fact that it is the richest in metals in the Solar System. Being so close to the Sun and not having an atmosphere, its daytime temperature can reach 430°C and -170°C at night.

 • Venus: It is the planet that is closest to Earth and is almost the same size. Its atmosphere is so heavy and thick that the pressure on the planet's surface can be equal to that found 1,000 meters underwater on Earth. Its temperature reaches 480 ° C and is full of huge active volcanoes.

 • Earth: It is located 150 million km from the Sun and is the only planet (as far as is known) that has life. Its main characteristic is that it has liquid water and its own satellite: The Moon.

• Mars: This is the closest to Earth, although it is a little smaller in size. It is said that in the past this planet had water. Its temperature is too low and only frozen water has been found in the polar caps. It is also known as "the red planet" since its surface is red because it is rich in oxidized iron.

2.     Outer, gaseous, major, or jovian planets: They are Jupiter, Saturn, Uranus, and Neptune.

They are planets of large dimensions and low density. They are made of gases and light elements.

 • Jupiter: It is the largest in the entire Solar System, it is composed of hydrogen and helium. It has more than 60 moons orbiting around it.

• Saturn: It is best known for having rings that revolve around it. At first glance, it seems to have 7 rings, but in reality, it has hundreds of smaller rings.

 • Uranus: It is formed mainly by hydrogen and methane. Its most peculiar characteristic is the fact that it is tilted on its trajectory, that is, it rolls like a ball in the plane of its orbit.

 • Neptune: It is surrounded by a system of 6 rings and 8 satellites. The blue color of this is due to an atmosphere very rich in methane. All the planets of the Solar System are characterized by making two movements at the same time: Rotation, they rotate on themselves, some doing it faster than others. In translation, they move drawing slightly elliptical orbits around the Sun.

Adopting a Criticial Position Towards Bilinguilism

Objective It will show the importance of Colombia's national bilingualism programmes, with the aim of highlighting their progress in ter...