Dear students
Create a 4 page informational brochure that gives information on how technology can be used in learning / teaching english. your brochure should give information for listening, reading, writing and speaking. you can give websites for additional help. you can check out the following websites for getting information.
1. check the websites and decide on how technology helps in acquiring language skills. give an introduction to your brochure
http://www.wcer.wisc.edu/ARCHIVE/CL1/ILT/
http://nikpeachey.blogspot.in/
http://www.educause.edu/research-and-publications/books/educating-net-generation/using-technology-learning-tool-not-just-cool-new-thing
2. Each language skill should be given in detail. For example if it is reading, interactive reading from the following websites would be interesting to students.
http://www.johnsesl.com/templates/reading/quandry/
http://www.iq.poquoson.org/2002vasol/3rdg/3rdg02.htm
http://fog.ccsf.cc.ca.us/~lfried/stories/ihtm1bank.html
3. Similar examples and suggestions should be given for all four skills
4. Try to make it comprehesive for all four skills
5. Acknowledge your sources
regds
sujatha
Create a 4 page informational brochure that gives information on how technology can be used in learning / teaching english. your brochure should give information for listening, reading, writing and speaking. you can give websites for additional help. you can check out the following websites for getting information.
1. check the websites and decide on how technology helps in acquiring language skills. give an introduction to your brochure
http://www.wcer.wisc.edu/ARCHIVE/CL1/ILT/
http://nikpeachey.blogspot.in/
http://www.educause.edu/research-and-publications/books/educating-net-generation/using-technology-learning-tool-not-just-cool-new-thing
2. Each language skill should be given in detail. For example if it is reading, interactive reading from the following websites would be interesting to students.
http://www.johnsesl.com/templates/reading/quandry/
http://www.iq.poquoson.org/2002vasol/3rdg/3rdg02.htm
http://fog.ccsf.cc.ca.us/~lfried/stories/ihtm1bank.html
3. Similar examples and suggestions should be given for all four skills
4. Try to make it comprehesive for all four skills
5. Acknowledge your sources
regds
sujatha
Social constructivism
ReplyDeleteSocial constructivism is a sociological theory of knowledge that applies the general philosophical constructivism into social settings, wherein groups construct knowledge for one another, collaboratively creating a small culture of shared artifacts with shared meanings. When one is immersed within a culture of this sort, one is learning all the time about how to be a part of that culture on many levels. Its origins are largely attributed to Lev Vygotsky.
A very simple example is an object like a cup. The object can be used for many things, but its shape does suggest some 'knowledge' about carrying liquids (see also Affordance). A more complex example is an online course - not only do the 'shapes' of the software tools indicate certain things about the way online courses should work, but the activities and texts produced within the group as a whole will help shape how each person behaves within that group.
Conversational Model
The Conversational Model of psychotherapy was devised by the English psychiatrist Robert Hobson, and developed by the Australian psychiatrist Russell Meares. Hobson listened to recordings of his own psychotherapeutic practice with more disturbed clients, and became aware of the ways in which a patient's self - their unique sense of personal being - can come alive and develop, or be destroyed, in the flux of the conversation in the consulting room.
The Conversational Model views the aim of therapy as allowing the growth of the patient's self through encouraging a form of conversational relating called 'aloneness-togetherness'. This phrase is reminiscent of Winnicott's idea of the importance of being able to be 'alone in the presence of another'. The client comes to eventually feel recognized, accepted and understood as who they are; their sense of personal being, or self, is fostered; and they can start to drop the destructive defenses which disrupt their sense of personal being.
Cognitive Perspective Theory
DeleteCognition refers to mental activity including thinking, remembering, learning and using language. When we apply a cognitive approach to learning and teaching, we focus on the understanding of information and concepts. If we are able to understand the connections between concepts break down information and rebuild with logical connections, then our mention of material and understanding will increase.
When we are aware of these mental actions, monitor them and control our learning processes it is called metacognition.
Emotional Perspective Theory
In psychology, emotion is often defined as a complex state of feeling that results in physical and psychological changes that influence thought and behavior. Emotionality is associated with a range of psychological phenomena including temperament, personality, mood and motivation. According to author David G. Meyers, human emotion involves "...physiological arousal, expressive behaviors, and conscious experience."
The James-Lange Theory of Emotion
The Cannon-Bard Theory of Emotion
Schachter-Singer Theory
Behavioral Perspective Theory
DeleteHuman behavior is learned, thus all behavior can be unlearned and new behaviors learned in its place. Behaviorism is concerned primarily with the observable and measurable aspects of human behavior. Therefore when behaviors become unacceptable, they can be unlearned. Behaviorism views development as a continuous process in which children play a relatively passive role. It is also a general approach that is used in a variety of settings including both clinical and educational.
Contextual Perspective Theory
A contextual behavior approach is grounded in understanding behaviors—including emotions and thoughts—in the situations in which they occur. That is, thoughts and emotions, like behaviors only make sense by looking at them in the situations in which they occur. The same thought in different circumstances can have very different meanings. For example, if you were to observe two films—in each is a close up of a person crying as they walk. In both films, the crying and walking behavior looks very similar but we have no sense of the meaning of these behaviors until the camera zooms out and we see that one person is walking up an aisle to the platform at an awards ceremony and in the other film the person is walking out of an office after receiving a pink slip from his boss. The meaning implied by the behaviors look the same, but the implications become meaningful only as we seen them in context.
you are supposed to collect this material for class not for blog. webquest was the activity for the blog. where is that?
Delete