This document shall be about the three readings that the teacher provides us (defining educational innovation, research on teacher´s attitude, and the importance of innovation) it is going to be like so because according to one’s conceptions the three readings are closely related, for that reasons it was decided to make just a reaction by doing a relationship among the three readings.
There is a certain part of a reading that says that every single innovation is risky and fraught with difficulty, and it is also shown a statistic that pronounces that approximately 75% of all innovations fail to survive in the long term, but professors do not have to be scare of these numbers and try to continue working in an innovative lessons for their learners.
It was thought that a suitable innovative pedagogical practice must present some characteristics like those ones: it should not be routinized, it should be a conscious act, one that enables a good atmosphere in the classroom, excellent participation of students, permanent interactions between teacher and students, and among students, it should enable students to construct knowledge by means of different strategies, where individual differences are taken into account and prior knowledge is recognized, the teacher varies strategies, methods and techniques according to subject, objectives and curricular content, where the teacher recovers the social and cultural knowledge of the community and adapts the curriculum to the real world and the student’s needs; therefore, those traits have to be very studied for teachers to create favorable conditions to learn.
At the moment to read this info a question arises in one´s mind; why does a new textbook succeed in an institution of one country while identical materials fail in another? So, according to the information given in the booklet of research on teacher´s attitude it might be several different aspects that can affect the resolution of an innovative education such as: teachers and students´ motivation, environment, relationship student-student or teacher-student, professors and students´ attitude, courses´ aims, cultural, economic, political, and some other ones.
Teachers´ motivation is quite significant because whether they are motivated they shall make their job appropriately; however, in this part of teachers’ job you can find some other relevant aspects that professors must figure in at the moment to plan their lessons and those features are: age, environment, students´ weaknesses and strengths, and so forth.
As it was said that environment must be take into account when people think in teaching because professors ought to know how their students live for the reason that it is going to affect in a direct form students future improvement. It is thought that there should be a kind, friendly, respectfully relationship not only teacher-students, but also student-student because it will give a harmony in the classroom and it will also improve students´ efficiency.
Since the very beginning that teachers realized what kind of course they are called to give; it is like a duty to know what kind of objectives the course has due to they have shape the course according to the courses´ goals.
Culture is something that teachers must have a special attention and more when they are teaching in a culture that is unknown for them because in certain moments they can disrespect people just for lack of knowledge of that culture and there are some extreme cases of dead teachers because they commit an error and hurt somebody's feelings and then they react by killing the other one. Therefore, professors should not only study the culture in which they are involved for not to disrespect one´s beliefs, but also to adapt their lessons with students´ culture.
To have cleared what is the economic situation of students is other key that teachers would appreciate when they prepare their syllabus because it can vary greatly students´ competence; just imagine what can be the efficiency of a student that never eats before going pre-school or school, children that do not have the proper or minimum materials for learning, or even students who are thinking in problems that face at home. Therefore, teachers ought to know their students´ economic condition and at least attempt to solve or try to find some possible solutions for their students´ complications.
Professors have to investigate and to consider what are the limitations not only by working in the place they are, but also the innovative limitations of the institution; it is with the purpose to expand as teachers as students cognitive improvements.
As a conclusion, it is well known that to teach is not an easy-relaxed task to develop, so professors have the duty to investigate all the aspects mentioned earlier on for creating a suitable environment in classrooms and to improve students´ cognitive knowledge.
viernes, 11 de marzo de 2011
Authentic Materials
Authentic Materials are language materials that were originally intended for native speakers, not second-language learners.
We offer an Authentic Materials Guide that provides in-depth information about the nature of Authentic Materials and resources for their use. On this site we also offer Authentic Materials.
For example: Menus, Letters, some publication and many others.
Using authentic materials
Using authentic materials is one of the mainstays of an imaginative and motivating higher level course, but rarely features at levels lower than intermediate. There are several reasons for this, primarily a kind of fear that students will panic when faced with language that is largely unfamiliar, and a feeling that to prevent this the language should be edited to the students' level.
In teaching language for learning purposes, the educators’ main goal is to provide learners with the linguistic knowledge about the language. This knowledge includes grammatical rules, vocabulary lists and other linguistic codes. The underlying premise of this approach is that by informing learners about the language, it will help them decode a text in the target language. order to decode the text. Under these circumstances, the language educators tend to create teaching materials that are specifically designed to teach the linguistic concepts of the language.
Non-Authentic Material
Usually the non-authentic material does not have the characteristics of real-life language. It typically consists of the linguistic items that aim to teach or advance learners’ knowledge about the language. An example of a non-authentic text is passages from textbooks that were created by the authors to illustrate or practice new linguistic items. The semi-authentic material tries to include the characteristics of real-life language, but at the same time still focus mainly on teaching and reinforcing the language goals. The latter includes newspapers in easy Hebrew or edited stories.
Authentic Materials are language materials that were originally intended for native speakers, not second-language learners.
We offer an Authentic Materials Guide that provides in-depth information about the nature of Authentic Materials and resources for their use. On this site we also offer Authentic Materials.
For example: Menus, Letters, some publication and many others.
Using authentic materials
Using authentic materials is one of the mainstays of an imaginative and motivating higher level course, but rarely features at levels lower than intermediate. There are several reasons for this, primarily a kind of fear that students will panic when faced with language that is largely unfamiliar, and a feeling that to prevent this the language should be edited to the students' level.
In teaching language for learning purposes, the educators’ main goal is to provide learners with the linguistic knowledge about the language. This knowledge includes grammatical rules, vocabulary lists and other linguistic codes. The underlying premise of this approach is that by informing learners about the language, it will help them decode a text in the target language. order to decode the text. Under these circumstances, the language educators tend to create teaching materials that are specifically designed to teach the linguistic concepts of the language.
Non-Authentic Material
Usually the non-authentic material does not have the characteristics of real-life language. It typically consists of the linguistic items that aim to teach or advance learners’ knowledge about the language. An example of a non-authentic text is passages from textbooks that were created by the authors to illustrate or practice new linguistic items. The semi-authentic material tries to include the characteristics of real-life language, but at the same time still focus mainly on teaching and reinforcing the language goals. The latter includes newspapers in easy Hebrew or edited stories.
MULTIPLE INTELLIGENCES
The theory of multiple intelligences was proposed by Howard Gardner in 1983, to more accurately define the concept of intelligence and address whether methods which claim to measure intelligence (or aspects thereof) are truly scientific.
Gardner's theory argues that intelligence, particularly as it is traditionally defined, does not sufficiently encompass the wide variety of abilities humans display. In his conception, a child who masters multiplication easily is not necessarily more intelligent overall than a child who struggles to do so. The second child may be stronger in another kind of intelligence, and therefore may best learn the given material through a different approach, may excel in a field outside of mathematics, or may even be looking through the multiplication learning process at a fundamentally deeper level that hides a potentially higher mathematical intelligence than in the one who memorizes the concept easily.
Bodily-kinesthetic
This area has to do with bodily movement and physiology. In theory, people who have Bodily-kinesthetic intelligence should learn better by involving muscular movement, i.e. getting up and moving around into the learning experience, and are generally good at physical activities such as sports or dance. They may enjoy acting or performing, and in general they are good at building and making things. They often learn best by doing something physically, rather than reading or hearing about it. Those with strong bodily-kinesthetic intelligence seem to use what might be termed muscle memory - they remember things through their body such as verbal memory or images.
Careers that suit those with this intelligence include athletes, dancers, actors, surgeons, doctors, builders, and soldiers. Although these careers can be duplicated through virtual simulation they will not produce the actual physical learning that is needed in this intelligence.
Interpersonal
This area has to do with interaction with others. In theory, people who have a high interpersonal intelligence tend to be extroverts, characterized by their sensitivity to others' moods, feelings, temperaments and motivations, and their ability to cooperate in order to work as part of a group. They communicate effectively and empathize easily with others, and may be either leaders or followers. They typically learn best by working with others and often enjoy discussion and debate.
Careers that suit those with this intelligence include sales, politicians, managers, teachers, and social workers.
Verbal-linguistic
This area has to do with words, spoken or written. People with high verbal-linguistic intelligence display a facility with words and languages. They are typically good at reading, writing, telling stories and memorizing words along with dates. They tend to learn best by reading, taking notes, listening to lectures, and discussion and debate. They are also frequently skilled at explaining, teaching and oration or persuasive speaking. Those with verbal-linguistic intelligence learn foreign languages very easily as they have high verbal memory and recall, and an ability to understand and manipulate syntax and structure.
This intelligence is highest in writers, lawyers, philosophers, journalists, politicians, poets, and teachers.
Logical-mathematical
This area has to do with logic, abstractions, reasoning, and numbers. While it is often assumed that those with this intelligence naturally excel in mathematics, chess, computer programming and other logical or numerical activities, a more accurate definition places emphasis on traditional mathematical ability and more reasoning capabilities, abstract patterns of recognition, scientific thinking and investigation, and the ability to perform complex calculations. It correlates strongly with traditional concepts of "intelligence" or IQ.
Many scientists, mathematicians, engineers, doctors and economists function in this type of intelligence.
Naturalistic
This area has to do with nature, nurturing and relating information to one's natural surroundings. This type of intelligence was not part of Gardner's original theory of Multiple Intelligences, but was added to the theory in 1997. Those with it are said to have greater sensitivity to nature and their place within it, the ability to nurture and grow things, and greater ease in caring for, taming and interacting with animals. They may also be able to discern changes in weather or similar fluctuations in their natural surroundings. Recognizing and classifying things are at the core of a naturalist. They must connect a new experience with prior knowledge to truly learn something new.
"Naturalists" learn best when the subject involves collecting and analyzing, or is closely related to something prominent in nature; they also don't enjoy learning unfamiliar or seemingly useless subjects with little or no connections to nature. It is advised that naturalistic learners would learn more through being outside or in a kinesthetic way.
The theory behind this intelligence is often criticized, much like the spiritual or existential intelligence (see below), as it is seen by many as not indicative of an intelligence but rather an interest.
Intrapersonal
This area has to do with introspective and self-reflective capacities. Those who are strongest in this intelligence are typically introverts and prefer to work alone. They are usually highly self-aware and capable of understanding their own emotions, goals and motivations. They often have an affinity for thought-based pursuits such as philosophy. They learn best when allowed to concentrate on the subject by themselves. There is often a high level of perfectionism associated with this intelligence.
Visual-spatial
Main article: Spatial reasoning
This area has to do with vision and spatial judgment. People with strong visual-spatial intelligence are typically very good at visualizing and mentally manipulating objects. Those with strong spatial intelligence are often proficient at solving puzzles. They have a strong visual memory and are often artistically inclined. Those with visual-spatial intelligence also generally have a very good sense of direction and may also have very good hand-eye coordination, although this is normally seen as a characteristic of the bodily-kinesthetic intelligence.
There appears to be a high correlation between spatial and mathematical abilities, which seems to indicate that these two intelligences are not independent.[1] Since solving a mathematical problem involves manipulating symbols and numbers, spatial intelligence is involved.
Careers that suit those with this intelligence include artists, engineers, and architects.
Musical
This area has to do with rhythm, music, and hearing. Those who have a high level of musical-rhythmic intelligence display greater sensitivity to sounds, rhythms, tones, and music. They normally have good pitch and may even have absolute pitch, and are able to sing, play musical instruments, and compose music. Since there is a strong auditory component to this intelligence, those who are strongest in it may learn best via lecture. In addition, they will often use songs or rhythms to learn and memorize information, and may work best with music playing in the background.
Careers that suit those with this intelligence include instrumentalists, singers, conductors, disc-jockeys, orators, writers (to a certain extent) and composers and sales reps.
Gardner's theory argues that intelligence, particularly as it is traditionally defined, does not sufficiently encompass the wide variety of abilities humans display. In his conception, a child who masters multiplication easily is not necessarily more intelligent overall than a child who struggles to do so. The second child may be stronger in another kind of intelligence, and therefore may best learn the given material through a different approach, may excel in a field outside of mathematics, or may even be looking through the multiplication learning process at a fundamentally deeper level that hides a potentially higher mathematical intelligence than in the one who memorizes the concept easily.
Bodily-kinesthetic
This area has to do with bodily movement and physiology. In theory, people who have Bodily-kinesthetic intelligence should learn better by involving muscular movement, i.e. getting up and moving around into the learning experience, and are generally good at physical activities such as sports or dance. They may enjoy acting or performing, and in general they are good at building and making things. They often learn best by doing something physically, rather than reading or hearing about it. Those with strong bodily-kinesthetic intelligence seem to use what might be termed muscle memory - they remember things through their body such as verbal memory or images.
Careers that suit those with this intelligence include athletes, dancers, actors, surgeons, doctors, builders, and soldiers. Although these careers can be duplicated through virtual simulation they will not produce the actual physical learning that is needed in this intelligence.
Interpersonal
This area has to do with interaction with others. In theory, people who have a high interpersonal intelligence tend to be extroverts, characterized by their sensitivity to others' moods, feelings, temperaments and motivations, and their ability to cooperate in order to work as part of a group. They communicate effectively and empathize easily with others, and may be either leaders or followers. They typically learn best by working with others and often enjoy discussion and debate.
Careers that suit those with this intelligence include sales, politicians, managers, teachers, and social workers.
Verbal-linguistic
This area has to do with words, spoken or written. People with high verbal-linguistic intelligence display a facility with words and languages. They are typically good at reading, writing, telling stories and memorizing words along with dates. They tend to learn best by reading, taking notes, listening to lectures, and discussion and debate. They are also frequently skilled at explaining, teaching and oration or persuasive speaking. Those with verbal-linguistic intelligence learn foreign languages very easily as they have high verbal memory and recall, and an ability to understand and manipulate syntax and structure.
This intelligence is highest in writers, lawyers, philosophers, journalists, politicians, poets, and teachers.
Logical-mathematical
This area has to do with logic, abstractions, reasoning, and numbers. While it is often assumed that those with this intelligence naturally excel in mathematics, chess, computer programming and other logical or numerical activities, a more accurate definition places emphasis on traditional mathematical ability and more reasoning capabilities, abstract patterns of recognition, scientific thinking and investigation, and the ability to perform complex calculations. It correlates strongly with traditional concepts of "intelligence" or IQ.
Many scientists, mathematicians, engineers, doctors and economists function in this type of intelligence.
Naturalistic
This area has to do with nature, nurturing and relating information to one's natural surroundings. This type of intelligence was not part of Gardner's original theory of Multiple Intelligences, but was added to the theory in 1997. Those with it are said to have greater sensitivity to nature and their place within it, the ability to nurture and grow things, and greater ease in caring for, taming and interacting with animals. They may also be able to discern changes in weather or similar fluctuations in their natural surroundings. Recognizing and classifying things are at the core of a naturalist. They must connect a new experience with prior knowledge to truly learn something new.
"Naturalists" learn best when the subject involves collecting and analyzing, or is closely related to something prominent in nature; they also don't enjoy learning unfamiliar or seemingly useless subjects with little or no connections to nature. It is advised that naturalistic learners would learn more through being outside or in a kinesthetic way.
The theory behind this intelligence is often criticized, much like the spiritual or existential intelligence (see below), as it is seen by many as not indicative of an intelligence but rather an interest.
Intrapersonal
This area has to do with introspective and self-reflective capacities. Those who are strongest in this intelligence are typically introverts and prefer to work alone. They are usually highly self-aware and capable of understanding their own emotions, goals and motivations. They often have an affinity for thought-based pursuits such as philosophy. They learn best when allowed to concentrate on the subject by themselves. There is often a high level of perfectionism associated with this intelligence.
Visual-spatial
Main article: Spatial reasoning
This area has to do with vision and spatial judgment. People with strong visual-spatial intelligence are typically very good at visualizing and mentally manipulating objects. Those with strong spatial intelligence are often proficient at solving puzzles. They have a strong visual memory and are often artistically inclined. Those with visual-spatial intelligence also generally have a very good sense of direction and may also have very good hand-eye coordination, although this is normally seen as a characteristic of the bodily-kinesthetic intelligence.
There appears to be a high correlation between spatial and mathematical abilities, which seems to indicate that these two intelligences are not independent.[1] Since solving a mathematical problem involves manipulating symbols and numbers, spatial intelligence is involved.
Careers that suit those with this intelligence include artists, engineers, and architects.
Musical
This area has to do with rhythm, music, and hearing. Those who have a high level of musical-rhythmic intelligence display greater sensitivity to sounds, rhythms, tones, and music. They normally have good pitch and may even have absolute pitch, and are able to sing, play musical instruments, and compose music. Since there is a strong auditory component to this intelligence, those who are strongest in it may learn best via lecture. In addition, they will often use songs or rhythms to learn and memorize information, and may work best with music playing in the background.
Careers that suit those with this intelligence include instrumentalists, singers, conductors, disc-jockeys, orators, writers (to a certain extent) and composers and sales reps.
TEACHING METHODS
Lecture
STRENGTHS:
- presents factual material in direct, logical manner
- contains experience which inspires
- stimulates thinking to open discussion
- useful for large groups
LIMITATIONS:
- experts are not always good teachers
- audience is passive
- learning is difficult to gauge
- communication in one way
PREPARATION:
- needs clear introduction and summary
- needs time and content limit to be effective
- should include examples, anecdotes
Lecture With Discussion
STRENGTHS:
- involves audience at least after the lecture
- audience can question, clarify & challenge
LIMITATIONS:
- time may limit discussion period
- quality is limited to quality of questions and discussion
PREPARATION:
- requires that questions be prepared prior to discussion
Panel of Experts
STRENGTHS:
- allows experts to present different opinions
- can provoke better discussion than a one person discussion
- frequent change of speaker keeps attention from lagging
LIMITATIONS:
- experts may not be good speakers
- personalities may overshadow content
- subject may not be in logical order
PREPARATION:
- facilitator coordinates focus of panel, introduces and summarizes
- briefs panel
Brainstorming
STRENGTHS:
- listening exercise that allows creative thinking for new ideas
- encourages full participation because all ideas equally recorded
- draws on group's knowledge and experience
- spirit of congeniality is created
- one idea can spark off other other ideas
LIMITATIONS:
- can be unfocused
- needs to be limited to 5 - 7 minutes
- people may have difficulty getting away from known reality
- if not facilitated well, criticism and evaluation may occur
PREPARATION:
- facilitator selects issue
- must have some ideas if group needs to be stimulated
Videotapes
STRENGTHS:
- entertaining way of teaching content and raising issues
- keep group's attention
- looks professional
- stimulates discussion
LIMITATIONS:
- can raise too many issues to have a focused discussion
- discussion may not have full participation
- only as effective as following discussion
PREPARATION:
- need to set up equipment
- effective only if facilitator prepares questions to discuss after the show
Class Discussion
STRENGTHS:
- pools ideas and experiences from group
- effective after a presentation, film or experience that needs to be analyzed
- allows everyone to participate in an active process
LIMITATIONS:
- not practical with more that 20 people
- few people can dominate
- others may not participate
- is time consuming
- can get off the track
PREPARATION:
- requires careful planning by facilitator to guide discussion
- requires question outline
Small Group Discussion
STRENGTHS:
- allows participation of everyone
- people often more comfortable in small groups
- can reach group consensus
LIMITATIONS:
- needs careful thought as to purpose of group
- groups may get side tracked
PREPARATION:
- needs to prepare specific tasks or questions for group to answer
Case Studies
STRENGTHS:
- develops analytic and problem solving skills
- allows for exploration of solutions for complex issues
- allows student to apply new knowledge and skills
LIMITATIONS:
- people may not see relevance to own situation
- insufficient information can lead to inappropriate results
PREPARATION:
- case must be clearly defined in some cases
- case study must be prepared
Role Playing
STRENGTHS:
- introduces problem situation dramatically
- provides opportunity for people to assume roles of others and thus appreciate another point of view
- allows for exploration of solutions
- provides opportunity to practice skills
LIMITATIONS:
- people may be too self-conscious
- not appropriate for large groups
- people may feel threatened
PREPARATION:
- trainer has to define problem situation and roles clearly
- trainer must give very clear instructions
Report-Back Sessions
STRENGTHS:
- allows for large group discussion of role plays, case studies, and small group exercise
- gives people a chance to reflect on experience
- each group takes responsibility for its operation
LIMITATIONS:
- can be repetitive if each small group says the same thing
PREPARATION:
- trainer has to prepare questions for groups to discuss
Worksheets/Surveys
STRENGTHS:
- allows people to thing for themselves without being influences by others
- individual thoughts can then be shared in large group
LIMITATIONS:
- can be used only for short period of time
PREPARATION:
- facilitator has to prepare handouts
Index Card Exercise
STRENGTHS:
- opportunity to explore difficult and complex issues
LIMITATIONS:
- people may not do exercise
PREPARATION:
- facilitator must prepare questions
Guest Speaker
STRENGTHS:
- personalizes topic
- breaks down audience's stereotypes
LIMITATIONS:
- may not be a good speaker
PREPARATION:
- contact speakers and coordinate
- introduce speaker appropriately
Values Clarification Exercise
STRENGTHS:
- opportunity to explore values and beliefs
- allows people to discuss values in a safe environment
- gives structure to discussion
LIMITATION:
- people may not be honest
- people may be too self-conscious
PREPARATION:
- facilitator must carefully prepare exercise
- must give clear instructions
- facilitator must prepare discussion questions
STRENGTHS:
- presents factual material in direct, logical manner
- contains experience which inspires
- stimulates thinking to open discussion
- useful for large groups
LIMITATIONS:
- experts are not always good teachers
- audience is passive
- learning is difficult to gauge
- communication in one way
PREPARATION:
- needs clear introduction and summary
- needs time and content limit to be effective
- should include examples, anecdotes
Lecture With Discussion
STRENGTHS:
- involves audience at least after the lecture
- audience can question, clarify & challenge
LIMITATIONS:
- time may limit discussion period
- quality is limited to quality of questions and discussion
PREPARATION:
- requires that questions be prepared prior to discussion
Panel of Experts
STRENGTHS:
- allows experts to present different opinions
- can provoke better discussion than a one person discussion
- frequent change of speaker keeps attention from lagging
LIMITATIONS:
- experts may not be good speakers
- personalities may overshadow content
- subject may not be in logical order
PREPARATION:
- facilitator coordinates focus of panel, introduces and summarizes
- briefs panel
Brainstorming
STRENGTHS:
- listening exercise that allows creative thinking for new ideas
- encourages full participation because all ideas equally recorded
- draws on group's knowledge and experience
- spirit of congeniality is created
- one idea can spark off other other ideas
LIMITATIONS:
- can be unfocused
- needs to be limited to 5 - 7 minutes
- people may have difficulty getting away from known reality
- if not facilitated well, criticism and evaluation may occur
PREPARATION:
- facilitator selects issue
- must have some ideas if group needs to be stimulated
Videotapes
STRENGTHS:
- entertaining way of teaching content and raising issues
- keep group's attention
- looks professional
- stimulates discussion
LIMITATIONS:
- can raise too many issues to have a focused discussion
- discussion may not have full participation
- only as effective as following discussion
PREPARATION:
- need to set up equipment
- effective only if facilitator prepares questions to discuss after the show
Class Discussion
STRENGTHS:
- pools ideas and experiences from group
- effective after a presentation, film or experience that needs to be analyzed
- allows everyone to participate in an active process
LIMITATIONS:
- not practical with more that 20 people
- few people can dominate
- others may not participate
- is time consuming
- can get off the track
PREPARATION:
- requires careful planning by facilitator to guide discussion
- requires question outline
Small Group Discussion
STRENGTHS:
- allows participation of everyone
- people often more comfortable in small groups
- can reach group consensus
LIMITATIONS:
- needs careful thought as to purpose of group
- groups may get side tracked
PREPARATION:
- needs to prepare specific tasks or questions for group to answer
Case Studies
STRENGTHS:
- develops analytic and problem solving skills
- allows for exploration of solutions for complex issues
- allows student to apply new knowledge and skills
LIMITATIONS:
- people may not see relevance to own situation
- insufficient information can lead to inappropriate results
PREPARATION:
- case must be clearly defined in some cases
- case study must be prepared
Role Playing
STRENGTHS:
- introduces problem situation dramatically
- provides opportunity for people to assume roles of others and thus appreciate another point of view
- allows for exploration of solutions
- provides opportunity to practice skills
LIMITATIONS:
- people may be too self-conscious
- not appropriate for large groups
- people may feel threatened
PREPARATION:
- trainer has to define problem situation and roles clearly
- trainer must give very clear instructions
Report-Back Sessions
STRENGTHS:
- allows for large group discussion of role plays, case studies, and small group exercise
- gives people a chance to reflect on experience
- each group takes responsibility for its operation
LIMITATIONS:
- can be repetitive if each small group says the same thing
PREPARATION:
- trainer has to prepare questions for groups to discuss
Worksheets/Surveys
STRENGTHS:
- allows people to thing for themselves without being influences by others
- individual thoughts can then be shared in large group
LIMITATIONS:
- can be used only for short period of time
PREPARATION:
- facilitator has to prepare handouts
Index Card Exercise
STRENGTHS:
- opportunity to explore difficult and complex issues
LIMITATIONS:
- people may not do exercise
PREPARATION:
- facilitator must prepare questions
Guest Speaker
STRENGTHS:
- personalizes topic
- breaks down audience's stereotypes
LIMITATIONS:
- may not be a good speaker
PREPARATION:
- contact speakers and coordinate
- introduce speaker appropriately
Values Clarification Exercise
STRENGTHS:
- opportunity to explore values and beliefs
- allows people to discuss values in a safe environment
- gives structure to discussion
LIMITATION:
- people may not be honest
- people may be too self-conscious
PREPARATION:
- facilitator must carefully prepare exercise
- must give clear instructions
- facilitator must prepare discussion questions
jueves, 10 de marzo de 2011
QUESTIONNAIRE
Universidad Latina de Costa Rica
Innovations
Michael Salazar Zúñiga
Instructions: answer the following questions according to your own experience.
1. Can a teacher use the same practices with different groups through years, and success with all of them?
A) Yes
B) No
2. Do professors have to find out cultural, economic, political, and other factors to shape their lessons?
A) YES
B) NO
3. Do teachers should know what technological sources have?
A) Yes
B) NO
4. Is innovation risky?
A) Yes
B) NO
5. Are top-down activities suitable for public institutions?
A) Yes
B) No
6. Do you know some characteristics of innovative pedagogical practices?
A) Yes
B) No
7. Is it important for teachers to know courses’ objectives?
A) Yes
B) No
8. Are technological sources significant in student´s learning process?
A) Yes
B) No
9. Do teacher´s attitude affect student´s learning?
A) Yes
B) No
10. Can students´ motivation, self-esteem, confidence, and communication disturb in their educative success?
A) Yes
B) No
11. Is the environment a vital aspect that teachers ought to take into account to have a triumph in their students?
A) Yes
B) No
12. Do professors have to care about students´ problems and anxieties at the moment to teach?
A) Yes
B) No
Innovations
Michael Salazar Zúñiga
Instructions: answer the following questions according to your own experience.
1. Can a teacher use the same practices with different groups through years, and success with all of them?
A) Yes
B) No
2. Do professors have to find out cultural, economic, political, and other factors to shape their lessons?
A) YES
B) NO
3. Do teachers should know what technological sources have?
A) Yes
B) NO
4. Is innovation risky?
A) Yes
B) NO
5. Are top-down activities suitable for public institutions?
A) Yes
B) No
6. Do you know some characteristics of innovative pedagogical practices?
A) Yes
B) No
7. Is it important for teachers to know courses’ objectives?
A) Yes
B) No
8. Are technological sources significant in student´s learning process?
A) Yes
B) No
9. Do teacher´s attitude affect student´s learning?
A) Yes
B) No
10. Can students´ motivation, self-esteem, confidence, and communication disturb in their educative success?
A) Yes
B) No
11. Is the environment a vital aspect that teachers ought to take into account to have a triumph in their students?
A) Yes
B) No
12. Do professors have to care about students´ problems and anxieties at the moment to teach?
A) Yes
B) No
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