Un intento de sobrevivencia

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  • Publicado : 14 de julio de 2010
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1. What is my teaching approach?

2. What is my teaching activities?

3. What is my teaching procedures?

4. What is my teaching WHAT EVER ELSE ?

5. Why you choose these in your lesson planning?

6. Explain what part of the course was useful and why ?

7. What part of the course did you use in this microteaching?

8. Talk about your personal experience and provide concrete examples to demonstrate why you believe you are doing this correctly?

9. Talk about what are your weaknesses and how are you thinking to improve then

Objetivos. Determinar la eficacia de una estrategia educativa basada en juegos populares para la enseñanza de conceptos básicos de salud en niños de edad escolar queasisten a la escuela.

Games as an alternative for teaching basic health concepts
Objective. To determine, for the teaching of basic health concepts to school-age children, the effectiveness of an educational strategy based on traditional children's games.

Conclusions. Using games that include health and hygiene messages can be an alternative for teaching basic health concepts.Teaching team invasion games and motivational climate

Team invasion games (TIG) make up a large part of the PE curriculum in Scottish schools. It is important, therefore, to understand the environmental conditions that contribute to pupils’ motivation to learn to play TIG. Consequently, this study aimed to identify the teaching behaviours exhibited when teaching TIG using a game-basedapproach and a skill-focused approach to teach secondary 1 (S1) basketball. Additionally, this study investigated pupils’ and teachers’ thoughts about their experiences during each basketball lesson. We found a change to more mastery behaviours during the game-based lessons and very similar percentages of mastery and ego behaviours during the skill-focused lessons. The game-based teacherdiscussed the pupils’ performance in terms of game performance and understanding, and the skills-focused teacher discussed the pupils’ ability to execute game skills. The pupils in the game-based class discussed game understanding, teamwork, enjoyment and involvement. The skill-focused class valued skill learning and evaluated their performance based on the successful execution of game skills. Thefindings from this study suggest that game-focused teaching strategies appear to promote a mastery oriented motivational climate and, therefore, have the potential to increase pupils’ motivation in PE and TIG.

• Therefore, classrooms must provide different
approaches to meet an individual student''s areas of strength in order
to be the most successful. Using rhythm, chanting, and songs with thesestudents can increase their attention and interest while motivating
them to learn.

• Various methods stem from these two approaches. It will be noticed that
the first principle in each contains a linguistic rather than
psychological statement. At this point of the discussion, it is
impossible to detach linguistic from psychological considerations. The cognitive code learning theoryhas been rejected as ineffective in the process of teaching modern foreign languages.

• “what is it?” and “where is it?” neural processing pathways

• Vocabulary games, activities and exercises for beginners and elementary students of English. There is a little help for Spanish students of English. Many activities are produced with Windows Media buttons so the pages load slowly.



Natural approach

Our innovative “Kermode Method” is fundamentally based on interactive communication through music, games and lots of fun learning opportunities within the classroom.

Statistics have proven time and time again, the earlier a child begins the acquisition of a second language,...
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