Metacognitive Strategies through PLE
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Metacognitive Learning Strategies through Learning Personal Envirnoments (PLE) in student of Spanish L2
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2. Within each category are examples of specific strategies like goal-setting, memorization, asking questions, interacting with native speakers, and building confidence.
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The document discusses language learning strategies, describing their features and types including cognitive, metacognitive, compensatory, affective, and social strategies. It also covers researching strategy use, what characterizes good language learners, the benefits of strategy instruction, and factors that influence strategy choice such as motivation, environment, and personality. Research shows that greater strategy use is linked to higher language proficiency and strategy instruction can improve students' self-efficacy, motivation, and language performance if integrated appropriately into the classroom.
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Universal Design for Learning (UDL) can be defined as “a set of principles for curriculum development that gives all individuals equal opportunities to learn” (CAST, 2012).
Differentiation can be defined as meeting students at their current level of readiness and then planning instruction around individual needs. When combining these two theories, classroom instruction becomes engaging, dynamic, and inclusive.
Using one of the following free online presentation tools listed below, create an interactive presentation that:
a) Compares and contrasts the two concepts
b) Explains how you envision blending the concepts in your current or future classroom.
In your presentation be sure to include:
How you will present new information
How students will demonstrate their prior background knowledge
Your strategies to engage and motivate students
At least two scholarly resources from Ashford’s Online Library or Google scholar relating to the theoretical foundation of UDL and/or differentiation.
All in-text citations included must be cited in APA format at the conclusion of your post.
Post your link along with a brief introduction in your initial post.
Free Online Presentation Tools
Glogster
Pearltrees
Prezi
VoiceThread
Present.Me.
Guided Response:
Review at least two of your peers’ presentations and address the following questions:
Do you think that each concept has been fully explained? Why or why not? Using the information provide, do you feel children will be engaged and motivated in this classroom?
What additional suggestions that are supported by your textbook or research-based articles to improve each concept’s explanation and to keep students engaged in learning?
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provided template
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Provide a brief introduction (this can be copied from your Week Two assignment)
A brief description of your current (or fictional classroom)
Grade Level and Content Area
Total number of students – ability levels, gender, students with special needs, English language learners (ELLs)
Other relevant information (such as socioeconomic status, family background, recurring behavior issues, etc.)
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The first stage is to deter.
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3. Feel enabled to incorporate one or two new ideas into your teaching.
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1) Consider student convenience, extending the classroom, and giving preservice teachers experience with educational technology as reasons for developing an online course.
2) Moodle is recommended as a free and effective learning management system that allows engaging students online.
3) Instructors should review other online courses, take some themselves, and outline their course goals before developing content.
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Dpto. Didáctica de la Lengua y la Literatura (Universidad de Barcelona). Dirigida por el Dr. Joan Tomàs Pujolà y tutorizada por el Dr. Joan Perera.
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This is a group project from Team 7 in the course EME2040; fall semester, 2011. It was created to explore Cognitive Theory in an educational setting ,and stimulate thought about ways of applying this theory in the classroom.
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First 2 g meeting and training recap of 1st syllabus generation april5th 2016
This document provides guidelines for evaluating lesson plans based on criteria of integration. It outlines a grid for evaluating lesson plans as good, fair or poor based on criteria such as relevance to topic, organization of ideas, and use of linguistic resources. It also defines indicators for each criterion, such as writing according to the communication situation, correct use of tenses, and coherence of ideas. The document recommends not penalizing students for spelling mistakes.
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First AssignmentUniversal Design for Learning (UDL) can be def.docx
First Assignment
Universal Design for Learning (UDL) can be defined as “a set of principles for curriculum development that gives all individuals equal opportunities to learn” (CAST, 2012).
Differentiation can be defined as meeting students at their current level of readiness and then planning instruction around individual needs. When combining these two theories, classroom instruction becomes engaging, dynamic, and inclusive.
Using one of the following free online presentation tools listed below, create an interactive presentation that:
a) Compares and contrasts the two concepts
b) Explains how you envision blending the concepts in your current or future classroom.
In your presentation be sure to include:
How you will present new information
How students will demonstrate their prior background knowledge
Your strategies to engage and motivate students
At least two scholarly resources from Ashford’s Online Library or Google scholar relating to the theoretical foundation of UDL and/or differentiation.
All in-text citations included must be cited in APA format at the conclusion of your post.
Post your link along with a brief introduction in your initial post.
Free Online Presentation Tools
Glogster
Pearltrees
Prezi
VoiceThread
Present.Me.
Guided Response:
Review at least two of your peers’ presentations and address the following questions:
Do you think that each concept has been fully explained? Why or why not? Using the information provide, do you feel children will be engaged and motivated in this classroom?
What additional suggestions that are supported by your textbook or research-based articles to improve each concept’s explanation and to keep students engaged in learning?
Online Tutorials:
Creating a VoiceThread
Glogster - Learning the Basics
How to create a narrated PowerPoint using Present.me
How to create a Voki
Get started with Prezi.
Getting started with Pearltrees
Second Assignment
Creating a Unit Plan
Once you’ve gotten to know your students through learning profile inventories that identify individual areas of strength and learning styles, you can design multimodal lessons that incorporate instructional technology that engage the 21st Century learner. This week you will create a three-day unit plan outline that addresses students’ diverse learning styles and multiple intelligences, acknowledges cultural and language differences, and integrates digital tools and technology.
Using the textbook as guidance, create a Unit Plan outline, using the
provided template
that includes:
Introduction:
Provide a brief introduction (this can be copied from your Week Two assignment)
A brief description of your current (or fictional classroom)
Grade Level and Content Area
Total number of students – ability levels, gender, students with special needs, English language learners (ELLs)
Other relevant information (such as socioeconomic status, family background, recurring behavior issues, etc.)
Stage 1:
The first stage is to deter.
7 stepsincurriculumdevpitpit dr.fernando
Hilda Taba developed a 7 step model for curriculum development that emphasizes teacher involvement and a bottom-up approach. The 7 steps are: 1) Diagnosing learner needs 2) Formulating objectives 3) Selecting content 4) Organizing content 5) Selecting learning experiences 6) Organizing learning activities 7) Evaluation. Taba believed curriculum should be developed through a process that starts with identifying what students need rather than top-down imposition of objectives.
Instructional plan and presentation
This document outlines an instructional plan and presentation for a two-day training on project based learning for teachers. The training aims to teach teachers how to create project based learning units that engage students in solving real-world problems. It includes learning objectives, a schedule, instructional methods, and an evaluation plan to measure the effectiveness of the training. The overall goal is for teachers to learn how to facilitate project based learning in their own classrooms in order to improve student outcomes.
Masters Program Redesign
The document summarizes the redesign of a Master's curriculum at Northeastern University. It includes:
- An overview of the redesign process from 2012-2013, which involved defining a program mission and competencies, curriculum mapping, and planning courses and assignments.
- Details on the program competencies, which aim to develop educators who can effect change and anticipate future needs, with a focus on professional skills and understanding the impact of changes.
- Examples of signature assignments and courses that are designed to demonstrate the program competencies through authentic work, including position statements, learning plans, and case studies.
- An explanation of how ePortfolios are used throughout the program to document student learning and development as
Libraries as problem based learning environments across reader services [comp...
The document discusses problem-based learning (PBL) and the role of librarians in supporting PBL programs. It defines PBL as an instructional method that relies on collaboration, critical thinking, and hands-on learning. The document outlines six frameworks for librarian involvement in PBL including reference desk assistance, instruction, course-related support, collection management, faculty/student consultation, and group facilitation. It also discusses authentic learning approaches and their importance in developing real-world problem solving skills through activities like case studies and simulations.
Libraries as problem based learning environments across reader services [comp...
The document discusses problem-based learning (PBL) and the role of librarians in supporting PBL programs. It defines PBL as an instructional method that relies on collaboration, critical thinking, and hands-on learning. The document outlines six frameworks for librarian involvement in PBL including reference desk assistance, instruction, course-related support, collection management, faculty/student consultation, and group facilitation. It also discusses authentic learning approaches and their importance in developing real-world problem solving skills through activities like case studies and simulations.
Project based learning
Project-based learning is an instructional approach where students learn by actively exploring real-world problems and challenges. It emphasizes student-centered, hands-on learning where students work in groups to solve a problem or answer a driving question. Benefits include greater conceptual understanding, improved collaboration skills, and enhanced creativity. Teachers play a facilitator role in project-based learning by guiding student work within the curriculum standards.
Evidence-based STEM Undergraduate Teaching
Learning Objectives:
1. Describe the 8-week CIRTL MOOC, An Introduction to Evidence-Based Undergraduate STEM Teaching.
2. Identify some tools that you can use to improve STEM learning outcomes for undergraduate students.
3. Feel enabled to incorporate one or two new ideas into your teaching.
UniSon Workshop 2006
The document provides recommendations for creating online courses, including:
1) Consider student convenience, extending the classroom, and giving preservice teachers experience with educational technology as reasons for developing an online course.
2) Moodle is recommended as a free and effective learning management system that allows engaging students online.
3) Instructors should review other online courses, take some themselves, and outline their course goals before developing content.
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First AssignmentUniversal Design for Learning (UDL) can be def.docx
First AssignmentUniversal Design for Learning (UDL) can be def.docx
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Mais de Lola Torres
Tesis doctoral Estrategias metacognitivas de gestión del aprendizaje a través...
Estrategias metacognitivas de gestión del aprendizaje a través de los PLE (Entornos Personales de Aprendizaje) de aprendientes de ELE. (Universidad de Barcelona). Calificación: Cum Laude.
Programa de Doctorado y Máster oficial de Investigación en la didáctica de la lengua y la literatura (Universidad de Barcelona).
Dpto. Didáctica de la Lengua y la Literatura (Universidad de Barcelona). Dirigida por el Dr. Joan Tomàs Pujolà y tutorizada por el Dr. Joan Perera.
Redes sociales en la enseñanza de ELE
Este documento describe cómo se utilizan las redes sociales en la enseñanza de español como lengua extranjera en la UAB Idiomes. Se usan las redes para comunicación externa con otras universidades y centros de idiomas, y comunicación interna entre profesores y estudiantes. En clase, las redes permiten actividades autónomas de aprendizaje informal y colaborativo como ver películas, leer noticias y novelas, comentar imágenes y crear historias digitales en Facebook y Twitter.
Entornos y Redes Personales de Aprendizaje
Este documento describe los conceptos de PLE (Personal Learning Environment) y PLN (Personal Learning Network). Explica que el aprendizaje ocurre en red a través de múltiples espacios formales e informales. Define un PLE como la red de elementos digitales y no digitales que una persona utiliza para aprender, incluyendo herramientas, recursos, y una red de personas. El documento proporciona ejemplos de PLE de docentes y estudiantes y ofrece consejos para implementar los PLE en el aula.
Metacognitive Startegies through PLE
The document discusses research on developing metacognitive strategies in students of Spanish as a second language through personal learning environments (PLEs). It presents a preliminary categorization of metacognitive strategies used in PLEs, including connecting to various resources, updating information, and organizing content. These strategies are grouped into management strategies like connecting and updating content, and self-assessment strategies like identifying objectives, achievements, and difficulties. The research aims to develop a final categorization of how metacognitive strategies manifest in digital learning environments.
Aprender en red uab idiomes
Este documento ofrece una perspectiva sobre el aprendizaje en la era digital. Brevemente describe cómo los estudiantes aprenden compartiendo información y experiencias en línea, gestionando y comentando contenidos. También examina cómo las tecnologías están transformando la educación y cómo los profesores pueden integrar la competencia digital en sus clases de forma comunicativa y participativa.
Aprender en red UAB idiomes
Este documento ofrece una perspectiva sobre el aprendizaje en la era digital. Brevemente describe cómo los estudiantes aprenden compartiendo información y experiencias en línea, gestionando y publicando contenido. También explora cómo las tecnologías están transformando la educación y cómo los profesores pueden integrar la competencia digital en sus clases de idiomas extranjeros para conectar con la realidad actual de sus estudiantes.
Aprender a aprender: Competencia Digital y Entornos Personales de Aprendizaj...
Este documento describe cómo los estudiantes pueden desarrollar su competencia digital a través de sus entornos personales de aprendizaje (PLE). Explica que los PLE son flexibles, abiertos, conectados y propios de cada estudiante. Además, detalla cómo los estudiantes pueden mejorar su competencia comunicativa en español, así como sus estrategias de aprendizaje, al participar activamente en sus PLE a través de herramientas como blogs, wikis y Twitter.
Aplicaciones didácticas de la Web 2.0
El documento habla sobre las aplicaciones didácticas de la Web 2.0 y define lo que es una tarea 2.0. Explica algunas herramientas de la Web 2.0 como blogs, wikis, podcasts, Flickr y YouTube y cómo se pueden usar en tareas. Da ejemplos de cómo convertir actividades tradicionales en tareas 2.0 utilizando estas herramientas. Finalmente, enfatiza la importancia de aprovechar las posibilidades de la Web 2.0 y diseñar actividades centradas en los estudiantes.
Historias interminables: contar para aprender
El documento habla sobre la importancia de la escritura en el aula de lengua extranjera. Propone ejercicios de escritura como redacciones sobre Barcelona y relatos colaborativos. También presenta un decálogo sobre cómo contar cuentos que incluye principios como dejar que los personajes actúen y terminar el cuento antes que la vanidad del narrador. El objetivo es que tanto el proceso como el producto final cumplan con los objetivos comunicativos deseados.
Conocimiento y tecnología libres. Software libre y Educación
Taller de formación de profesores de la UAB IDIOMES (Universitat Autònoma de Barcelona) sobre el conocimiento y tecnología libres y software libre y educación.
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Tesis doctoral Estrategias metacognitivas de gestión del aprendizaje a través...
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Aprender a aprender: Competencia Digital y Entornos Personales de Aprendizaj...
Aprender a aprender: Competencia Digital y Entornos Personales de Aprendizaj...
Conocimiento y tecnología libres. Software libre y Educación
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Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
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Metacognitive Strategies through PLE
- 1. METACOGNITIVE STRATEGIES THROUGH PERSONAL LEARNING ENVIRONMENTS (PLE) IN STUDENTS OF SPANISH L2 III European Conference on Information Technology in Education and Society: A Critical Insight Barcelona, February 1 st – 3 rd , 2012 Lola Torres UAB Idiomes @lolatorres #ties2012
- 4. METACOGNITIVE STRATEGIES THROUGH PLE. Qualitative Process. Preliminary Categorization Strategies and PLE Theory Student's PLE analysis (ongoing) Current Categorization
- 14. Thank you [email_address] twitter.com/lolatorres nodosele.com
- 15. Images from: uncheamericanofenbarcelona.blogspot.com emmyenbarcelona.blogspot.com eldiariodeyu.blogspot.com
Notas do Editor
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- Resultados:análisis 1
- Conclusiones y continuación
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