Martin Luther King Jr.

No olviden usar las TICs y este video es ideal para usarlo el viernes.
No olviden estas etapas de su clase:
Antes
Durante
Y después
Con clases basadas en CLIL este sería una manera ideal de enseñar algo real.

Are flashcards an effective learning tool?

Via: Voxy Blog

Stop Stealing Dreams

Para leer este manifiesto sobre la educación, sólo
den un click en la imagen.

Earth day pledge

Encontré este printable para el día de la tierra. El link está abajo.

http://babalisme.blogspot.mx/2009/04/earth-day-pledge.html

Patterns of classroom interaction

In ELT interaction patterns are the different ways learners and the teacher can interact in the class. Using the right interaction pattern is a fundamental factor in the success of any activity and the achievement of aims. 
 n the classroom
Different interaction patterns can support the aims of different kinds of activities. For example, if the learners are doing group writing then small Ss-Ss groups are best, but for elicitation of ideas the interaction pattern could be Ss-T. Changing interaction patterns can help vary the pace and choosing an appropriate pattern can help achieve learning aims, for example, making learners take the place of the teacher (S-Ss) can be very productive. 

 

Group work

Students work in small groups on tasks that entail interaction: conveying information, for example, or group decision-making. The teacher walks around listening, intervenes little if at all.

Closed-ended teacher questioning (‘IRF’)

Only one ‘right’ response gets approved. Sometimes cynically called the ‘Guess what the teacher wants you to say’ game.

Individual work

The teacher gives a task or set of tasks, and students work on them independently; the teacher walks around monitoring and assisting where necessary.

Choral responses

The teacher gives a model, which is repeated by all the class in chorus; or gives a cue, which is responded to in chorus.

Collaboration

Students do the same sort of tasks as in ‘Individual work,’ but work together, usually in pairs, to try to achieve the best results they can. The teacher may or may not intervene. (Note that this is different from ‘Group work,’ where the task itself necessitates interaction.)

Student initiates, teacher answers

For example, in a guessing game: the students think of questions and the teacher responds; but the teacher decides who asks.

Full-class interaction

The students debate a topic or do a language task as a class; the teacher may intervene occasionally, to stimulate participation or to monitor.

Teacher talk

This may involve some kind of silent student response, such as writing from dictation, but there is no initiative on the part of the student.

Self-access

Students choose their own learning tasks, and work autonomously.

Open-ended teacher questioning

There are a number of possible ‘right’ answers, so that more students answer each cue.

Education by the numbers

Social learning

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