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Janine Benyus - - 7 views
www.bioneers.org/...janine-benyus
web2.0 education biomimicry nature science biology benyus resources
shared by Brenda Harrold on 28 Jan 10
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Presentation kaizen: Seven everyday ways to become a better presenter » sacha... - 93 views
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SPAN 103N W01 S111: Foro de lenguaje y cultura - Semana 9 - El embarazo - Due Sunday, 7/17 - 7 views
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Suggestions: Use past tense (preterite) more often to talk about things that happened in the past. The verbs you recognized are good examples. At this point, though, not only should you recognize words, but phrases and TENSES/CONCEPTS, as well. These are the grammar examples you will need to share on your chart. Did you see any reflexive verbs? Commands? Preterite? If so, share the example AND the English equivalent (translation).
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Also, for your chart you might end up being short on Country-Specific resources. When looking for things to share, think about sharing info from a particular country. It is too late for this post, but since your resource is from California, perhaps you could find some info on the Hispanic population in California. Where are they from? Then pick one of those countries of origin and find some info about it for us. Bingo! Country-specific example for your chart.
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Since this forum is over, you can post this info on the "country-specific catch-up forum" that I will make available immediately.
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I sense a lot of stress about the forum requirements, so I am going to provide group feedback this way. Make sure to click on each "sticky note" to get my feedback on the post. This will help you complete your chart as best as possible.
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HIGHLIGHTS: You will see a lot of highlights on this page. Pink/red highlights indicate a mistake is present. I have not highlighted ALL mistakes, just some that you should be able to fix with what you know at this point. GREEN means GOOD! I have highlighted many phrases that indicate good/correct grammar usage. Sometimes I highlight in green things that I really like :-) Green means GO!!!
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FOR THOSE OF YOU WHO ARE WORRIED ABOUT BEING SHORT ON COUNTRY-SPECIFIC REFERENCES, I WILL SHARE IDEAS ON HOW TO INCLUDE THOSE AND PROVIDE A SEPARATE "Country-Specific Catch-Up Forum" where you can explore individual countries a bit further.
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Completado
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mucho las
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This post is very interesting. The quote included is informative and summarizes the findings of the source Gabriela consulted. This information is very useful for all of us. The content is excellent, but I would like to see more linguistic information. For example, did you pick up any new words from reading this article? If so, you should list them (WITH English translations for the benefit of classmates). Also, to obtain country-specific resources, you could have looked up premature births in Spanish-speaking countries and focused on one in particular, perhaps sharing information or a resource from that country. Feel free to do this and post on the "make-up forum" available soon.
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los verbos reflexivos, empieza immediatemente en diapositiva 2: “se usa para identificar afecctiones serias o mortales antes que lo síntomas aparezcan. Se puede empezar el tratamiento antes que la salud del bebé se perjudique por estas afecciones.”
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Objeto Directo ejemplo, de diapositiva 4: “...el tratamiento puede salvarle o evitarle problemas....”
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Objeto Indirecto ejemplo, de diapositiva 16: “...si no le practicaron pruebas preliminares de la audición a su bebé al nacer, asegúrarse de que le practiquen estas pruebas.”
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Ahora estoy curiosa como se prueban los recién nacidos in otros países. Encuentro un sitio de Bolivia
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"Where's the Writer" TETYC March 2014 - 43 views
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We contend that student writers will see greater value in peer response if they develop tools that allow them to participate more actively in the feedback process. With teaching suggestions like those above, writers can learn how to re-flect on their experiences with peer response. They can also learn to identify their needs as writers and how to ask questions that will solicit the feedback they need.
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We like to limit each mock session to no more than seven minutes of back and forth between respondent and writer.
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This becomes a teachable moment. When the respondent asks for assistance from the class, this break in the session becomes an opportunity for the class to assist the writer and the respondent. The writer appears stuck, not knowing what to ask. And the respondent appears perplexed, too.
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we follow Carl Anderson’s suggestion to teach students how to ask questions about their writing through role-playing.
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organize the questions within categories such as tone, content, evidence-based support, style, and logistics
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raft three to five questions they have about the assignment to ask of their peers as they prepare to write or revise their assignment. When appropriate, we can direct our students to the course text, where there are
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“What would it take for you to be in-vested as writers in peer response?” Students’ typical responses include the following:>“I need to know what to ask.” >“I don’t know what to ask about my writing, except for things like punctua-tion and grammar.”>“Does the person reading my work really know what the assignment is? Bet-ter than I do?”>“I’m not really sure if I’m supposed to talk or ask questions when someone is giving me feedback about my work, so I don’t really do anything. They write stuff on my paper. Sometimes I read it if I can, but I don’t really know what to do with it.”
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it is important to offer activities to ensure that both respondents and writers are able to articulate a clear purpose of what they are trying to accomplish. These activities, guided by the pedagogies used to prepare writing center consultants
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devote more attention to the respondent than to the writer, we may unwit-tingly be encouraging writers to be bystanders, rather than active participants, in the response process.
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highlight the value of both giving and getting feedback:In 56 pages near the end of this book, we’ve explained all the good methods we know for getting feedback from classmates on your writing. . . . The ability to give responses to your classmates’ writing and to get their responses to your own writing may be the most important thing you learn from this book. (B
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we question whether textbooks provide emergent writers with enough tools or explicit models to engage actively in peer response conversations.
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While such questions are helpful to emerging writers, who depend on modeling, they lack explanation about what makes them “helpful” questions. As a result, emerging writers may perceive them as a prescriptive set of questions that must be answered (or worse, a set of questions to be “given over” to a respondent), rather than what they are intended to be: questions that could advance the writer’s thoughts and agenda.
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You will need to train students to ask good questions, which will help reviewers target their attention.Questions like “How can I make this draft better?” “What grade do you think this will get?” and “What did you think?” are not helpful, as they are vague and don’t reflect anything about the writer’s own thoughts. Questions like “Am I getting off topic in the introduction when I talk about walking my sister to the corner on her first day of school?” or “Does my tone on page 3 seem harsh? I’m trying to be fair to the people who disagree with the decision I’m describing” help readers understand the writer’s purpose and will set up good conversations. (Harrington 14, emphasis added
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uestions” when soliciting feedback (like the advice we found in many textbooks), she also provides explicit examples for doing so
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he most explicit advice for writers about ask-ing questions and, in effect, setting up good conversations is buried in an instruc-tor’s manual for The Allyn & Bacon Guide to Writing. In thi
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“Getting Response” chapter later in the book, they will benefit from the textbook authors’ instructions that they should in fact use questions that will help them solicit their feedback
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point writers to a specific set of questions that they should ask of their respondents. Such instructions take a notable step toward shifting the locus of control from the respondent to helping writers engage their peers in conversation.
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we argue that Faigley offers respondents specific examples that empower them to actively engage the process and give feedback. We contend that emergent writers need a similar level of instruction if they are to be agents in response.
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Peter Elbow and Pat Belanoff ’s first edition of A Community of Writers published in 1995, in which eleven “Sharing and Responding” techniques, d
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lthough we do not discount the importance of teaching respondents how to give feedback, we argue that writers must also be taught how to request the feedback they desire.