These give such a fun twist on the grammar and are very catchy. I can't wait to use them in my modules to help reinforce grammar rules. I'd love to have them come up and video tape their own songs as well.
These give such a fun twist on the grammar and are very catchy. I can't wait to use them in my modules to help reinforce grammar rules. I'd love to have them come up and video tape their own songs as well.
z, 'Colleges and universities ought to be concerned not
with how fast they can "put their courses on the Web" but with finding out how this technology can be used to
build and sustain learning communities' (1998, p. 7). Furthermore, the world's increasing dependence on lifelong
access to new knowledge is transforming the landscape of higher education and forcing the academy to rethink
virtually all of its systems and traditions (Rowly et al., 1998).
Criticalness - looking at the underlying assumptions, looking at theory base;
* Scholarship - quality of the writing/discourse community. Ability to use language to refer to other people
such as other scholars. Are we referencing each other? Are we learning from each other?;
* Connection to experiences - building on our learning from ideas and concepts gained from our experiences
as educators and learners; and
* Professionalism - acting professionally, using the correct grammar and contributing on time (Article No. 78)
My objectives in developing this course were twofold. Firstly, the aim was to promote interactions amongst learners
and to promote interactions between the learners and myself. Secondly, the aim was to create a student-centred
approach to learning where students could own their learning and feel a sense of responsibility towards their own
and the learning of others.
Using social constructivism as a referent for my teaching approach, I encouraged students to engage in peer
learning through focused discourse that was based on the theoretical ideas they read and shared with others. It
was made clear to the students that the unit, and in particular the Activity Room (as the hub of the unit), was
designed based on social constructivist theory to enhance opportunities for peer learning
Are you helping your peers to improve?
* How are you continuing/promoting the conversation? Conversation suggests a 'dialogue', a going back and
forth rather than merely a one-way-one-time posting.
When borne out in practice, social constructivism can be facilitated through activities that involve peer-learning,
reflective thinking and the joint construction of knowledge.
students also need induction on how to work on line. In particular, they need scaffolding in relation to
collaborative learning and reflective thinking, which are the more challenging, yet, elusive aspects of online
learning.
teaching authentically, without abandoning the precepts of grammar and the fundamentals of the language. By integrating skills and through authentic instruction, we will prepare students not only for the examination but also for the practical use of the language in our current, diverse society.
"By integrating skills and through authentic instruction, we will prepare students not only for the examination but also for the practical use of the language in our current, diverse society."
My students quickly fall into the habit of saying "good job, it was good" rather than being specific - this would also be applicable to constructive feedback.
make corrections on the sample by checking for spelling, grammar, and punctuation errors.
I love this site! It presents reading material at three levels: beginner, intermediate and advanced Spanish readers. After you make your selection, you are brought to a page offering pre-reading activities, the story in text form, and post-reading activities. Students can't help but learn from this site. A balanced blend of grammar, vocabulary, culture and history makes this site interesting and engaging. A pop-up dictionary enables students to understand new vocabulary in context. Awesome!