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Erin DeBell

SPAN 103N W01 S111: Foro de lenguaje y cultura - Semana 9 - El embarazo - Due Sunday, 7/17 - 7 views

    • Erin DeBell
       
      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).
    • Erin DeBell
       
      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.
    • Erin DeBell
       
      Since this forum is over, you can post this info on the "country-specific catch-up forum" that I will make available immediately.
    • Erin DeBell
       
      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.
    • Erin DeBell
       
      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!!!
    • Erin DeBell
       
      YELLOW highlights are for important things - read them!
    • Erin DeBell
       
      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.
  • siertas
  • ...49 more annotations...
  • Vi la pagina
  • Me encanta
  • unico
  • Lo unico que puedes hacer es revisar y leer tus viejos forums y buscar ejemplos que
  • usastes.
  • Me pongo
  • nervioso
  • Completado
    • Erin DeBell
       
      If you want to say "I completed," you should use the preterite.  Verb = COMPLETAR.  Yo completé.
  • están encontrando
  • mucho las
    • Erin DeBell
       
      muchas
  • encontre
  • promueve
  • parecer
  • matres
  • olvido
    • Erin DeBell
       
      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.
  • Yo necesito leer mis viejos forums
  • Yo escribo el charto pronto
  • unico problema
  • ayudan
  • yo vi que usaron el preterite(pasado tenso) como "se logro-was accomplished".
  • usted sito
  • son
  • son embarazado
  • Encuentré
  • en español: http://www.youtube.com/watch?v=AXmHnpBgEqw.
  • muchísimas ejemplos
  • 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.”
  • Objeto Directo ejemplo, de diapositiva 4: “...el tratamiento puede salvarle o evitarle problemas....”
  • 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.”
  • Y Objecto Doble en diapositiva 22: “...y al recién nacido se les da de alta antes que el bebé....”
  • Ejemplos de vocabulario nuevo
  • Ahora estoy curiosa como se prueban los recién nacidos in otros países. Encuentro un sitio de Bolivia
  • No la encuentro la misma que Bolivia
  • la situación en Venezuela
  • me dijo
  • Hablé con mis vecinos, quienes son de El Salvador
  • Tuve que buscar
  • Completado
  • Completado
  • Completado
  • Completado las
  • decidí esperar
  • yo no realizo que “verb use” fue el verbos yo uso en “my post.”
  • haci
  • y haci vino
  • el nacio vajo
  • Escuchado
  • nombre de la operación
onepulledthread

Duolingo | Learn Spanish, French, German, Portuguese, Italian and English for free - 85 views

  •  
    This site looks amazing and a clever way of using the power of crowd sourcing to translate the web. translate text into another language to learn Spanish, German, French, Italian and Chinese. The text is levelled to your ability. http://ictmagic.wikispaces.com/Languages%2C+Culture+%26+International+Projects
  • ...2 more comments...
  •  
    With Duolingo you learn a language for free
    while helping to translate the web
  •  
    Online program for learning a new language or ESL students - haven't quite figured out if there is a cost...
  •  
    I have been using Duolingo since November and is it fantastic. Not only is it free, but the system works. I am studying German and Spanish and I am amazed at not only how much I have learned, but how much I have retained.
  •  
    free resource using crowd sourcing to promote translation of web resources and chance to practice learning a new language.  worth exploring
Siri Anderson

C3 Resources from the C3 Literacy Collaborative | National Council for the Social Studies - 39 views

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    Disciplinary literacy for Social Studies and Common Core. Organized with webinars, resources, information. College, Career and Civic life standards -- state social studies translation of national standards translation to classroom context.
Tonya Thomas

Future Work Skills 2020 - 3 views

  • Transdisciplinarity: literacy in and ability to understand concepts across multiple disciplines. More about transdisciplinarity.Virtual collaboration: ability to work productively, drive engagement, and demonstrate presence as a member of a virtual team. More about virtual collaboration.Sense-making: ability to determine the deeper meaning or significance of what is being expressed. More about sense-making.Social intelligence: ability to connect to others in a deep and direct way, to sense and stimulate reactions and desired interactions. More about social intelligence.Cross-cultural competency: ability to operate in different cultural settings. More about cross-cultural competency.Cognitive load management: ability to discriminate and filter information for importance, and to understand how to maximize cognitive functioning using a variety of tools and techniques. More about cognitive load management.Novel and adaptive thinking: proficiency at thinking and coming up with solutions and responses beyond that which is rote or rule-based. More about novel and adaptive thinking.Computational thinking: ability to translate vast amounts of data into abstract concepts and to understand data-based reasoning. More about computational thinking.New media literacy: ability to critically assess and develop content that uses new media forms, and to leverage these media for persuasive communication. More about new media literacy. More about new media literacy.Design mindset: ability to represent and develop tasks and work processes for desired outcomes. More about design mindset.
  •  
    "Transdisciplinarity: literacy in and ability to understand concepts across multiple disciplines. More about transdisciplinarity. Virtual collaboration: ability to work productively, drive engagement, and demonstrate presence as a member of a virtual team. More about virtual collaboration. Sense-making: ability to determine the deeper meaning or significance of what is being expressed. More about sense-making. Social intelligence: ability to connect to others in a deep and direct way, to sense and stimulate reactions and desired interactions. More about social intelligence. Cross-cultural competency: ability to operate in different cultural settings. More about cross-cultural competency. Cognitive load management: ability to discriminate and filter information for importance, and to understand how to maximize cognitive functioning using a variety of tools and techniques. More about cognitive load management. Novel and adaptive thinking: proficiency at thinking and coming up with solutions and responses beyond that which is rote or rule-based. More about novel and adaptive thinking. Computational thinking: ability to translate vast amounts of data into abstract concepts and to understand data-based reasoning. More about computational thinking. New media literacy: ability to critically assess and develop content that uses new media forms, and to leverage these media for persuasive communication. More about new media literacy. More about new media literacy. Design mindset: ability to represent and develop tasks and work processes for desired outcomes. More about design mindset."
Martin Burrett

Researchers claim that educational success among children of similar cognitive ability depends on their background - 8 views

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    "Children of similar cognitive ability have very different chances of educational success; it still depends on their parents' economic, socio-cultural and educational resources. This contradicts a commonly held view that these days that our education system has developed enough to give everyone a fighting chance. The researchers, led by Dr. Erzsébet Bukodi from Oxford's Department of Social Policy and Intervention, looked at data from cohorts of children born in three decades: 1950s, 1970s and 1990s. They found significant evidence of a wastage of talent. Individuals with high levels of cognitive ability but who are disadvantaged in their social origins are persistently unable to resources their ability into educational attainment to the same extent as their more advantaged counterparts."
Siri Anderson

Welcome to The IRIS Center - 2 views

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    Visit the IRIS Center for Training Enhancements for free online interactive resources that resources research about the education of students with disabilities into practice. Our materials cover a wide variety of evidence-based topics, including behavior, RTI, learning strategies, and progress monitoring.
  •  
    Wonderful resources on how to meet the needs of exceptional learners.
Ed Webb

Please Sir, how do you re-tweet? - Twitter to be taught in UK primary schools - 2 views

  • The British government is proposing that Twitter is to be taught in primary (elementary) schools as part of a wider push to make online communication and social media a permanent part of the UK’s education system. And that’s not all. Kids will be taught blogging, podcasting and how to use Wikipedia alongside Maths, English and Science.
  • Traditional education in areas like phonics, the chronology of history and mental arithmetic remain but modern media and web-based skills and environmental education now feature.
  • The skills that let kids use Internet technologies effectively also work in the real world: being able to evaluate resources critically, communicating well, being careful with strangers and your personal information, conducting yourself in a manner appropriate to your environment. Those things are, and should be, taught in schools. It’s also a good idea to teach kids how to use computers, including web browsers etc, and how those real-world skills resources online.
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  • I think teaching kids HOW TO use Wikipedia is a step forward from ordering them NOT TO use it, as they presently do in many North American classrooms.
  • Open Source software is the future and therefore we need to concentrate on the wheels and not the vehicle!
  • Core skills is very important. Anyone and everyone can learn Photoshop & Word Processing at any stage of their life, but if core skills are missed from an early age, then evidence has shown that there has always been less chance that the missing knowledge could be learnt at a later stage in life.
  • Schools shouldn’t be about teaching content, but about learning to learn, getting the kind of critical skills that can be used in all kinds of contexts, and generating motivation for lifelong learning. Finnish schools are rated the best in the world according to the OECD/PISA ratings, and they have totally de-emphasised the role of content in the curriculum. Twitter could indeed help in the process as it helps children to learn to write in a precise, concise style - absolutely nothing wrong with that from a pedagogical point of view. Encouraging children to write is never a bad thing, no matter what the platform.
  • Front end stuff shouldn’t be taught. If anything it should be the back end gubbins that should be taught, databases and coding.
  • So what’s more important, to me at least, is not to know all kinds of useless facts, but to know the general info and to know how to think and how to search for information. In other words, I think children should get lessons in thinking and in information retrieval. Yes, they should still be taught about history, etc. Yes, it’s important they learn stuff that they could need ‘on the spot’ - like calculating skills. However, we can go a little bit easier on drilling the information in - by the time they’re 25, augmented reality will be a fact and not even a luxury.
  • Schools should focus more on teaching kids on how to think creatively so they can create innovative products like twitter rather then teaching on how to use it….
  • Schools should focus more on teaching kids on how to think creatively so they can create innovative products like twitter rather then teaching on how to use it….
  •  
    The British government is proposing that Twitter is to be taught in primary (elementary) schools as part of a wider push to make online communication and social media a permanent part of the UK's education system. And that's not all. Kids will be taught blogging, podcasting and how to use Wikipedia alongside Maths, English and Science.
BTerres

CanvasMol - 30 views

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    Applet para visualizar moléculas.
  •  
    Gracias por este mensaje. Será muy útil con una pizarra blanca interactiva. Estoy usando Google Translate para enviar este mensaje para que lo siento por mi torpe español.
Annemarie Rodriguez

Eye on Idioms - 133 views

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    This is great because the student not only gets to interpret the idiom, it gives a visual of the literal translation, and the student also uses the expression in his/her own sentence.
anonymous

newspaper map | all online newspapers in the world, translate with one click - 106 views

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    Very cool map mashup of online newspapers from around the world. You can filter by language and help them update the map.
Deven Black

0-startpage4 education - 63 views

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    What a great tool! The ability to embed code, import live web sites and include other tools such as Google calendar and translator is really useful. The only trouble I had was accessing the templates the site includes.
tapiatanova

A Social Network Can Be a Learning Network - The Digital Campus - The Chronicle of Higher Education - 98 views

  • Sharing student work on a course blog is an example of what Randall Bass and Heidi Elmendorf, of Georgetown University, call "social pedagogies." They define these as "design approaches for teaching and learning that engage students with what we might call an 'authentic audience' (other than the teacher), where the representation of knowledge for an audience is absolutely central to the construction of knowledge in a course."
    • tab_ras
       
      Very important - social pedagogies for authentic tasks - a key for integrating SNTs in the classroom.
    • Daniel Spielmann
       
      Agreed, for connectivism see also www.connectivism.ca
  • External audiences certainly motivate students to do their best work. But students can also serve as their own authentic audience when asked to create meaningful work to share with one another.
    • Daniel Spielmann
       
      The last sentence is especially important in institutional contexts where the staff voices their distrust against "open scholarship" (Weller 2011), web 2.0 and/or open education. Where "privacy" is deemed the most important thing in dealing with new technologies, advocates of an external audience have to be prepared for certain questions.
    • tapiatanova
       
      yes! nothing but barriers! However, it is unclear if the worries about pravacy are in regards to students or is it instructors who fear teaching in the open. everyone cites FERPA and protection of student identities, but I have yet to hear any student refusing to work in the open...
  • Students most likely won't find this difficult. After all, you're asking them to surf the Web and tag pages they like. That's something they do via Facebook every day. By having them share course-related content with their peers in the class, however, you'll tap into their desires to be part of your course's learning community. And you might be surprised by the resources they find and share.
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  • back-channel conversations
  • While keynote speakers and session leaders are speaking, audience members are sharing highlights, asking questions, and conversing with colleagues on Twitter
    • tab_ras
       
      An effective use of Twitter that can be translated to classrooms.
    • Daniel Spielmann
       
      All classrooms?
    • John Dorn
       
      classrooms where students are motivated to learn. Will this work in a HS classroom where kids just view their phones as a means to check up on people? Maybe if they can see "cool" class could be if they were responsible for the freedoms that would be needed to use twitter or other similar sites.
  • Ask your students to create accounts on Twitter or some other back-channel tool and share ideas that occur to them in your course. You might give them specific assignments, as does the University of Connecticut's Margaret Rubega, who asks students in her ornithology class to tweet about birds they see. During a face-to-face class session, you could have students discuss their reading in small groups and share observations on the back channel. Or you could simply ask them to post a single question about the week's reading they would like to discuss.
  • A back channel provides students a way to stay connected to the course and their fellow students. Students are often able to integrate back channels into their daily lives, checking for and sending updates on their smartphones, for instance. That helps the class become more of a community and gives students another way to learn from each other.
  • Deep learning is hard work, and students need to be well motivated in order to pursue it. Extrinsic factors like grades aren't sufficient—they motivate competitive students toward strategic learning and risk-averse students to surface learning.
  • Social pedagogies provide a way to tap into a set of intrinsic motivations that we often overlook: people's desire to be part of a community and to share what they know with that community.
  • Online, social pedagogies can play an important role in creating such a community. These are strong motivators, and we can make use of them in the courses we teach.
  • The papers they wrote for my course weren't just academic exercises; they were authentic expressions of learning, open to the world as part of their "digital footprints."
    • Daniel Spielmann
       
      Yes, but what is the relation between such writing and ("proper"?) academic writing?
  • Collaborative documents need not be text-based works. Sarah C. Stiles, a sociologist at Georgetown, has had her students create collaborative timelines showing the activities of characters in a text, using a presentation tool called Prezi.com. I used that tool to have my cryptography students create a map of the debate over security and privacy. They worked in small groups to brainstorm arguments, and contributed those arguments to a shared debate map synchronously during class.
  •  
    A great blog post on social pedagogies and how they can be incorporated in university/college classes. A good understanding of creating authentic learning experiences through social media.
  •  
    A great blog post on social pedagogies and how they can be incorporated in university/college classes. A good understanding of creating authentic learning experiences through social media.
  •  
    A great blog post on social pedagogies and how they can be incorporated in university/college classes. A good understanding of creating authentic learning experiences through social media.
Sharin Tebo

50 Ways to Use Twitter in the Classroom | TeachHUB - 77 views

  • Summarize. At the conclusion of each lecture, ask students to type a 140-character or less summary of what they have learned
    • Sharin Tebo
       
      EXIT Ticket strategy!
  • Typing keywords into Twitter’s search engine wields every microblog entry on the subject, providing an excellent way for students to research ideas,
  • Set up a foreign language news stream. Keep foreign language students informed of current events from relevant nations while simultaneously challenging them to use their translation skills by keeping a specific news feed.
  • ...1 more annotation...
  • Facilitate discussions.
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