Esta sección de mi diario será un poco más personal…hablaré de mi, mis hobbies, familia etc.

 Creo que llegué a la docencia porque definitivamente hay un destino trazado y se trata de descubrir en cada uno de nosotros los aspectos que debemos mejorar…Debo confesar que nunca antes había trabajado en un colegio y ,si bien hay momentos (viernes tipin 3 p.m) que me pregunto quién me mando a estar ahí, debo reconocer que cada día, y la mayor parte del tiempo, disfruto mucho lo que hago. Tengo grandes momentos de hilaridad y comunión con los que ya considero “mis niños”.Trabajo desde el nivel kinder hasta quinto, y tambien primero y segundo medio en la asignatura de Inglés.En lo personal, me encanta la naturaleza y cada vez que puedo me escapo a los cerros con Antonino, mi hijo de 12 años. 

Existe,por lo tanto una asignatura pendiente para  los educadores, quienes estamos llamados a evaluar las condiciones para que una determinada herramienta se explote al máximo.En este sentido un excelente ejemplo lo constituye  el Colegio de Estudios Científicos y Tecnológicos del Estado de Baja California .

Observemos por qué

Indudablemente este tipo de enseñanza-aprendizaje tiene muchas ventajas para profesores y alumnos.Por una parte promueve el desarrollo de niveles superiores de inteligencia ya que permite a los alumnos concentrarse en el análisis, síntesis y comprensión de la información y no en la obtención de ésta (copia).Por otra parte desafía al alumno a generar,manipular o mostrar información, todo lo cual contribuye a que en último término sea capaz de definir sus metas,tomar decisiones y evaluar su propio progreso.

El rol del maetro también cambia, pasa de ser el centro de la clase a un facilitador de ésta,sugiriendo, apoyando,guiando y aportando recursos para desarrollar habilidades en los alumnos.

La realidad nos ha demostrado que en la era de la información,los alumnos deben ser capaces no sólo de memorizar sino también de desarrollar habilidades que les permitan enfrentar el cambio, la inestabilidad y proponer soluciones.

http://aula.elmundo.es/aula/noticia.php/2006/10/19/aula1161188998.html

Para poner en práctica lo aprendido.actividades-de-webquest.doc

Más arriba, camino a la laguna que en realidad era un humedal..encontramos mucha nieve en el camino    

A propósito de Primavera y paisaje ,tomé estas fotos del jardin de mi papá..él sí tiene buena mano para cuidar plantas..o sino miren

As an English teacher (B. A actually) ,I know perfectly well, that the more that you use the language, the better competence you acquire, just give it a try, we can always learn from each other.

Academic Achievements:

1-11-2006

This interesting report is a serious reflection on schools’ academic achievements.The CEO Forum on Education and Technology (2001) concluded that in the 21st Century, “The definition of student achievement must be broadened to include the 21st century skills that will be required for students to thrive in the future” (p. 1).

The world in which our children live is significantly different from that of yesterday. Today’s youngsters use laptops, pagers, instant messaging, and cell phones to connect to friends, family, experts, and others in their community and around the globe. They are bombarded with visual messages from the media— messages specifically targeted to tap into the billions in discretionary spending they control or influence. Members of this generation expect to actively participate in and through their media, hence the decrease in time spent by teens in viewing television and the corresponding increase in time spent on computers, gaming, and the Internet. (See “Media Trade-Offs” on page 4.) Our children now have at their fingertips a virtual world—with all its promises and pitfalls.

Hard as it is to believe, the Internet became available to the average American less than a decade ago. Today, we still find ourselves in the process of defining cultural and societal norms for Internet and Web usage. Our children are not looking to or waiting for adults to establish those norms—they are simply jumping into the fray, exploring the world of chat rooms, avatars, MP3s, and digital communication with aplomb.

As cyberculture analyst (and author of Playing the Future) Douglas Rushkoff (2001, personal communication) quips, “Children are native to cyberspace and we, as adults, are immigrants.” And therein lies both a challenge and an opportunity: How do we, as adults, with the least experience in this milieu, provide leadership? How do we help children use their native intelligence about technology in sophisticated, responsible ways that serve them well as they make their way in the Digital Age? The solution lies in public acknowledgment that yesterday’s education is not sufficient for today’s learner. Academic excellence must be acquired within the context of today’s technological environment in order to fully prepare students to thrive in the Digital Age.

The 21st Century Workforce Commission’s (2000) National Alliance of Business summed up the economic implications for us: “The current and future health of America’s 21st century economy depends directly on how broadly and deeply Americans reach a new level of literacy—’21st Century Literacy’ ” (p. 4).

A report from the 21st Century Literacy Summit (2002) contends that “the explosive growth of technology in every aspect of society offers us a unique opportunity to engage our citizens in economic and civic life” (p. 4). The report further states that to take advantage of this opportunity, we must continually acquire and develop new knowledge and skills. Summit participants noted, “Information and communication technologies are raising the bar on the competencies needed to succeed in the 21st century, and they are compelling us to revisit many of our assumptions and beliefs” (p. 4).

The sheer magnitude of human knowledge, world globalization, and the accelerating rate of change due to technology necessitates a shift in our children’s education—from plateaus of knowing to continuous cycles of learning. Therefore, policymakers and educators alike must define 21st century skills, highlighting the relationship of those skills to conventional academic standards. As they do so, they must also recognize the need for multiple assessments to measure these skills within the context of academic standards, evaluating their application to today’s technological, global society.

enGauge 21st Century Skills

Taken from http://www.ncrel.org/engauge/skills/exec.html

http://www.aplusmath.com

El otro día encontré por casualidad un sitio sobre inteligencia verbal y como estimularla. Es de gran interes y facil de leer: http//www.uam.es/…/medicina/psiquiatria/psicomed/psicologia/descargas