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Taller: Teaching Literacy with Literary Texts

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Subido el 11 de enero de 2011 por EducaMadrid

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Taller "Teaching Literacy with Literary Texts" por Dª.Miriam Esther Martínez Taboada, celebrado en el I Congreso Internacional sobre Bilingüismo en Centros Educativos el 14 de junio de 2010 dirigido a profesores de primaria, secundaria y universidades, a investigadores y responsables políticos interesados en la educación bilingüe y en metodología AICOLE (Aprendizaje Integrado de Contenidos y Lengua)

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Can you hear me now? 00:00:00
Because I'm using this microphone, but it's not for you, it's for the machine. 00:00:12
But this is also a ghost experience for all of us because we don't exist. 00:00:17
You know, the bilingual secondary is going to start next year. 00:00:24
So we don't exist, but we have been doing this for years and years. 00:00:27
So now we are in the secondary. 00:00:31
So we have a lot of information, okay? 00:00:33
So it's going to be talking about the future. 00:00:36
Oh, I didn't know that I was the future. 00:00:38
So hello. 00:00:41
So anyway, we have to do this very quickly because we have 15 minutes. 00:00:43
And the first thing I want to do is just a short introduction about what I would like 00:00:51
to do with you, but then I will see how we could manage with our real workshop and activity, 00:00:57
the interactive. 00:01:05
I love this one, you know, it's something that's, you know, lovely, okay, it's kind 00:01:06
of things, so, you know, Marisa, it's your fault, you know, okay. 00:01:11
So it's just touching, you know, and then it's changed or do I have to do this? 00:01:17
Okay, okay. 00:01:22
So teaching literacy, oh, what's a beautiful word. 00:01:24
That's the word, this is the first word that you have to keep in mind for the rest of your 00:01:28
time ever, literacy, even if you don't know what it is. 00:01:33
And then it should be my name. 00:01:37
No, my name is also a ghost. 00:01:39
Hello. 00:01:41
Oh, it's typical of me, you know, can you? 00:01:42
Ah, it's because you are gentle, okay. 00:01:51
No, because it's not balanced, that's a problem. 00:01:54
So even if you put, well, it doesn't matter, just go. 00:01:58
Okay, just. 00:02:01
Do you need help? 00:02:02
I need help. 00:02:03
Where should, it used to be easier. 00:02:04
Can I use just the computer? 00:02:10
There, okay, I stay there, it doesn't matter. 00:02:13
Here? 00:02:17
Aha, so you see, one important thing about all this so famous whiteboard technology, 00:02:20
they never work. 00:02:29
Okay, so teaching literacy, if you are a teacher of English, but also if you are a teacher 00:02:30
of any other subject, you have to teach literacy. 00:02:38
What on earth is that? 00:02:41
My favorite definition, my favorite idea about literacy is this. 00:02:44
This is what we have to do. 00:02:49
We have to teach our students to recognize, to reproduce, manipulate the conventions of 00:02:52
texts. 00:03:00
This is my favorite definition, because when we say we have to teach our students to read 00:03:02
and write, but it's more than that. 00:03:07
We have to teach them to manipulate texts, and that's also an important word, and I, 00:03:10
as I have to do this very quickly, I just quote David Crystal, and I love this sentence 00:03:16
because, and I read for you aloud just to give it, you know, three out of four English 00:03:23
speakers are now non-native. 00:03:30
Can you imagine that? 00:03:34
All these users have a share in the future of English. 00:03:37
Excuse me, you are, if you speak English, you have a share, even if your accent or your, 00:03:40
you know, it's bad. 00:03:46
Even if you speak with a Spanish accent like this, you are sharing English, okay? 00:03:48
Languages are immensely democratizing, okay? 00:03:53
You know, when I have these problems, you won't believe me, but I ask my students to 00:03:58
correct me, and they do. 00:04:01
Okay. 00:04:04
Institution, to have learned a language is immediately to have rights in it. 00:04:05
You may add to it, modify it, play with it, create in it, and ignore bits of it as you 00:04:14
will. 00:04:23
We are free to create. 00:04:24
Now that our students are learning English, they are free to make mistakes. 00:04:26
They are free to create. 00:04:31
We are free because English is more than just, you know, the British posh accent that we, 00:04:33
obviously we have to fight for accuracy and for pronunciation, but it's, you know, our 00:04:40
students are elicit to create and to make mistakes. 00:04:46
So they are entitled, they are entitled to express themselves creatively, which is important 00:04:51
when we are teaching English and when we are teaching literature and we are working 00:04:58
with texts, okay? 00:05:02
And also just to go on, you know, the method that we keep and that we have been using for 00:05:05
six or seven years now is just from reading into writing or from listening, from reading 00:05:14
into writing. 00:05:21
Later you will have the opportunity to see some examples. 00:05:22
You know, keeping this ghost microphone is okay, but I'm here. 00:05:26
Okay, from reading into writing, but if you are providing your students with good examples, 00:05:31
good examples, and then I start referring to literature, you know, as good examples. 00:05:41
But there are many other type of texts that should be included, non-fiction texts, but 00:05:47
also stories, poetry, and so on and so forth. 00:05:53
So, you know, the two main ideas, we are free and our students are free to create and to 00:05:57
speak in English, even if they make mistakes, but, you know, and we have to use real examples, 00:06:03
good examples, literary or literature, you know, and that is when English and literature 00:06:10
get together. 00:06:19
Okay, there. 00:06:21
Okay, so very quickly, what I want to insist on is that the text must be the unit from 00:06:23
now on. 00:06:29
Forget about words, vocabulary. 00:06:30
Forget about grammar, sentence. 00:06:32
Now the text is the unit. 00:06:34
We have to think about texts, okay? 00:06:35
So, they have to read and to talk and to use the text for all the subjects, not only for 00:06:38
English, and could be different kind of texts. 00:06:45
And my point, one of my points, is that then literature can be another clear subject. 00:06:48
It is, in fact. 00:06:57
It is. 00:06:59
We are talking about a short story, character, poem, and then you forget that you are using 00:07:00
English and you are teaching English. 00:07:05
Sorry, literature. 00:07:07
So, literature itself should be considered as another clear subject itself, using English 00:07:09
and then many other things, but we go on because I could spend hours talking about this, but 00:07:15
I won't. 00:07:22
Now, the method that I'm going to show you this morning is something that we have been 00:07:24
doing in our school for more than five years, if it's not six, five years. 00:07:30
And this method is, you know, could be done at any or with any subjects. 00:07:35
In fact, we have the so-called grupos interactivos, interactive groups, this collaborative learning, 00:07:42
Spanish language, maths, science, even physical education, of course English. 00:07:50
So, it's the idea. 00:07:58
Well, now, something that I have to change. 00:08:01
I gave you, you know, a kind of form to create real groups. 00:08:04
Unfortunately, I think that if I move you, it's going to be the end of the world. 00:08:10
So, you would just stay where you are and I will tell you who are you and then such 00:08:15
is life, okay? 00:08:20
So, this is thought for mixed ability students and this is the strong point about it. 00:08:21
It's not because the idea of this and there's something very peculiar about this methodology 00:08:28
is that there is a monitor, a volunteer. 00:08:36
And I was also thinking about being some of you, well, I will say I was trying to decide 00:08:41
who was the volunteer using those, you know, photocopies I gave you. 00:08:48
Just who are you? 00:08:53
But never mind, we can do it. 00:08:55
We can do it because we are so many. 00:08:57
Those who don't have the photocopies, well, I could ask my school to give me permission to. 00:09:00
But, you know, they didn't provide photocopies in the Congress. 00:09:08
So, sorry. 00:09:14
I just had 30 copies. 00:09:15
So, if you want to do it, just let me know. 00:09:17
But they will be in the internet. 00:09:20
So, you will be able to see the photocopies and get them, okay? 00:09:23
So, don't worry about that. 00:09:28
Okay. 00:09:30
So, the important idea about volunteering is that that person could be a teacher but 00:09:31
could be some of the, you know, mother. 00:09:39
Could be another student from another grade. 00:09:42
And, you know, this, when there are students and they are older, it works very, very well. 00:09:46
You know, the little ones are always looking at them, you know, as if they were gods. 00:09:53
They listen to them more than to me. 00:09:59
So, it works. 00:10:01
And even people from outside the school. 00:10:03
Well, but... 00:10:05
And the idea is that they have to learn by themselves. 00:10:09
The monitor is not teaching. 00:10:12
The monitor is controlling that they are speaking in English. 00:10:14
And that all the group is working. 00:10:18
That nobody is going to, is left behind. 00:10:21
And that they are working. 00:10:25
And if they don't have time, they could do it at home. 00:10:27
So, but the idea is working together. 00:10:29
And they are learning with and from their equals. 00:10:32
So, the idea is that they are, you know, when they are doing this activity, they do five different activities. 00:10:36
Ten minutes each activity. 00:10:47
So, it means that they work for 50 minutes without stopping. 00:10:49
Can you imagine that? 00:10:55
You know, how effective is this? 00:10:57
Fifteen minutes without stopping? 00:11:00
So, just a few ideas about this. 00:11:05
So, the learning is really focused on the student. 00:11:09
The student is the person, is the one who is in charge of learning. 00:11:12
Of course, the teacher is above, flying above and checking everything. 00:11:16
But it's a student. 00:11:21
And then, remember that, again, the monitor is not a teacher. 00:11:23
But if you are lucky enough and it's a teacher or it's the language assistant, 00:11:28
then you could use that possibility to do a good listening activity or to do a good speaking activity. 00:11:33
So, but the real idea is not only controlling, but also creating a kind of very respectful atmosphere. 00:11:39
So, when someone says, 00:11:50
First of all, you're speaking Spanish. 00:11:54
So, don't do it. 00:11:56
And then, please, be respectful. 00:11:57
Try to respect. 00:11:59
So, it's creating, it has a very social power as well as a linguistic tool, this method. 00:12:01
So, I told you, we have been doing this and could be applied for any subject. 00:12:10
And could be, in fact, we do it for reading books, for, you know, anything. 00:12:18
We have been doing and I have photographs and you will see the students working 00:12:25
and then you will understand what I'm talking about. 00:12:29
Advantages, very quickly, they're engaged. 00:12:31
Engagement. 00:12:34
Believe me, they like it. 00:12:35
And they know how to do it. 00:12:37
And when they have been doing this for years, they know exactly where they go. 00:12:38
And they do it, blah, blah, blah, blah, blah. 00:12:41
They know and they love it. 00:12:43
They always say, we like the grupos interactivos. 00:12:45
It's, you know, creating a kind of dialogue. 00:12:49
So, there's a dialogic relationship. 00:12:54
They have to discuss. 00:12:57
They have because sometimes they are there alone and they have to decide what they have to do. 00:12:58
And they have to explain to each other what they have to do. 00:13:04
So, and they have to, and they are a team. 00:13:07
So, nobody could be left behind. 00:13:10
No, I have to explain to my friend what he or she has to do. 00:13:13
So, they are creating a kind of very real situation. 00:13:19
And then, you know, students, mainly if they are older students, for instance, 00:13:25
we do these kinds of bridge, you know, the so-called bridge between primary and secondary. 00:13:32
We send our fourth year students who are 15, 16 years old to the sixth primary, sixth year primary. 00:13:41
And they look just as them. 00:13:51
You will see the faces in the photographs. 00:13:53
They are just like this. 00:13:55
So, this is important because you know that if, you know, they don't like us, they just look at us. 00:13:56
But they love the other students and they are really, really engaged. 00:14:02
So, I just go very quickly through this. 00:14:07
But this is another quote. 00:14:13
And it's just to say that this method really works. 00:14:15
And it's an excellent method to improve and to work when you are trying to teach English in a bilingual context. 00:14:21
Adding all the socially supportive and, you know, teaching to be together working in groups. 00:14:29
Okay? 00:14:38
So, that's it. 00:14:39
Now, ready to work? 00:14:41
Ready to work? 00:14:43
Suddenly? 00:14:44
Well, those who have the photocopies and the rest, it's up to you. 00:14:45
Sorry. 00:14:50
I don't know. 00:14:51
Maybe you could share the photocopies. 00:14:52
But I don't know how we are going to do it. 00:14:53
But I will explain what you have to do. 00:14:55
Okay. 00:14:58
You should be in groups of five. 00:14:59
So, those who have the photocopies, those who have the photocopies should be in groups of five. 00:15:00
Five, five, five. 00:15:05
15 people. 00:15:08
Five, five, five. 00:15:09
Okay. 00:15:11
Okay. 00:15:12
I don't know. 00:15:27
No, no, no. 00:15:28
Excuse me. 00:15:30
Excuse me. 00:15:31
Do you, you know, you are teachers. 00:15:32
So, you know how to solve difficult problems. 00:15:35
Tell me, do you have any suggestion how to solve this unexpected situation? 00:15:38
Because I have photocopies for only half of you. 00:15:43
And obviously, those who don't have the photocopies are going to be like, what on earth is going to happen? 00:15:46
I don't know. 00:15:52
So, either we share it and you see what's, maybe we could try to share the photocopies. 00:15:53
Try to find, and then I will try to, even if we don't do it, you will get the idea of how it works. 00:16:00
And believe me, we have a lot of interactive activities like the one I have prepared for you. 00:16:07
We are going to do only three, only three. 00:16:15
Now I need your help. 00:16:21
Yes, because I, you know, you could start with, well, activity three. 00:16:23
Just trying to go through it and explain what you would do, what you would have been doing. 00:16:29
Because I think that is, well, it's a pity, but I'm going to explain to you what you would have been doing if you were only 30 people. 00:16:35
So, in this case, you have three activities. 00:16:44
And those three activities are related to drama, to short stories, and to, what is missing? Poetry. 00:16:49
Poetry, my God, poetry. 00:16:59
How can I forget about poetry? 00:17:01
I was going to show you and to give you information and photocopies, but you could just have a look at this. 00:17:03
The activity I was going to ask you to do, I have examples of the students, real examples, just to show you that it's not just a tale. 00:17:10
It's real, it's real. 00:17:20
It's not just, yes, we can, thinking about the future. 00:17:22
No, it's, yes, we could. 00:17:25
Yes, we managed. 00:17:28
Past form, you know. 00:17:29
So, and I will try to show you this, because you know this, and I have examples of poems, so I will try to just show you that. 00:17:32
But more or less idea, just to try to, if you have the photocopies, just to, I think that's, because now this is over, this presentation is over. 00:17:41
Okay. 00:17:53
So, here you have, well, the first, no, reduce it as if it were one page. 00:17:54
How can you do that? 00:18:02
One page, minimize, but. 00:18:04
As if it were one page. 00:18:11
One page, so that we could see it. 00:18:13
Zoom. 00:18:16
Yeah. 00:18:19
And so, maybe. 00:18:22
No, well. 00:18:25
That's it. 00:18:28
Oh. 00:18:30
Now, okay, never mind, never mind. 00:18:33
Okay, so typical. 00:18:37
You see, you shouldn't go to the tick, you know. 00:18:39
It's just, this is what has happened. 00:18:43
So, what do I have? 00:18:45
Myself. 00:18:47
So, I will read, and I will explain to you the things that we have. 00:18:49
Anyway, I will do my best. 00:18:54
The first photocopy, you have the three activities that you were supposed to do, okay? 00:18:56
It's based on Annabelle Lee, it's a poem. 00:19:03
By the way, if some of you went to listen to me when I talk about food for your heart, food for your head. 00:19:08
Poetry, teaching poetry. 00:19:16
This is the other poem. 00:19:18
Apart from the, you know, Annabelle Lee. 00:19:20
Well, no, this is the Lady of Charlotte, and then Annabelle Lee. 00:19:22
Well, many poems, many poetry. 00:19:25
Many poems in my head. 00:19:27
Okay, you have the text resource, if you want to have a look to Annabelle Lee. 00:19:29
And the task was writing a different ending. 00:19:35
As easy as that. 00:19:39
And I could teach you examples. 00:19:41
So, the students read it, and they had to write a different ending. 00:19:44
And it's amazing, you will see in the photographs, how romantic our students could be. 00:19:49
And you could see who are the girls and who are the boys. 00:19:56
Now, they have different endings for Annabelle Lee. 00:20:00
Maybe you know that poem, maybe you don't. 00:20:02
It doesn't matter. 00:20:04
And I also explained the kind of skills, because you were going to read it first together. 00:20:06
And doing a kind of echoing, repeating Annabelle Lee, Annabelle Lee, whenever Annabelle Lee appears. 00:20:13
So, it's a kind of Annabelle Lee, Annabelle Lee, it's a kind of ghost. 00:20:19
So, you have listening, writing, and then the second activity. 00:20:22
Come here, yeah. 00:20:28
Maybe if I do this. 00:20:31
Okay, short stories. 00:20:37
It's a really difficult short story by Saki. 00:20:39
Maybe you know him, and you know that it's quite difficult to read it. 00:20:45
And by the way, you have the first part, but don't read it, don't read the second part. 00:20:51
Because you will spoil the activity, if you did it. 00:20:57
Okay, because you have to write an ending, a surprising ending for that story. 00:21:01
But the point is the file, you will see the file. 00:21:09
They have to do this scanning, reading very quickly to complete a file. 00:21:15
And I have different examples of files. 00:21:21
Could be a book report, or a short story report file, or whatever. 00:21:24
Okay, the third activity is related to Shakespeare. 00:21:29
It's for four years, you see, 30 years, four years. 00:21:33
And it's adapting, it's changing. 00:21:36
This is also another typical activity, it's changing from one genre into another. 00:21:39
By the way, what's a difficult word to pronounce? 00:21:43
I never know how to... genre? 00:21:46
Well, I'm not sure about that. 00:21:49
Genre. Okay, bilingual. 00:21:51
Two languages at the same time. 00:21:54
But it's the version adapted, and the book is there. 00:21:56
Because I always show the books to my students. 00:22:00
It's adapted. 00:22:05
I'm using Charles and Mary Lamb short stories to adapt them into a script. 00:22:07
So, the task is changing, changing from narration into script. 00:22:16
From short story into drama. 00:22:23
With all the information. 00:22:26
And also, as an example, when you are teaching grammar, 00:22:28
I included this, although I never include grammar. 00:22:34
I mean, I never include information about the kinds of grammar in teaching, 00:22:37
because grammar is there, it's always there. 00:22:42
But it could be an excellent activity to work with the so difficult and senseless reported speech, 00:22:45
if you do it without a real context. 00:22:53
You know, so changing from direct into indirect speech. 00:22:55
So, this is just the first one. 00:23:00
And now changing pages should be here? 00:23:02
Maybe here? 00:23:05
Yeah. 00:23:07
So, this is the kinds of activities that you could start. 00:23:08
Time is flying, so... 00:23:12
I always include these kinds of little jokes. 00:23:14
But my students love them. 00:23:19
You know, when you say, when you give instructions, 00:23:21
okay, so activity one, poetry, 00:23:24
let's suppose that you were here and you are dealing with poetry. 00:23:26
You would have, where is poetry? 00:23:30
It must be yellow, maybe red, poetry. 00:23:33
You would have this activity here. 00:23:36
So, you would know there, here in this group, you're working poetry. 00:23:38
Okay, and there probably would be red and blue. 00:23:43
So, you're working. 00:23:46
And then when we finish ten minutes, we change. 00:23:47
So that, but we are not going to do it because we can't move now, it will be a mess. 00:23:51
But just to have an idea, okay? 00:23:55
So, I always include this idea. 00:23:57
The tallest person, you know, because then they have to say, 00:24:00
no, it's you, it's me, it's me. 00:24:07
They have to start talking, deciding who is the tallest person. 00:24:08
So, the tallest person of the group reads the poem Annabelle Lee aloud. 00:24:12
So, now you have one task. 00:24:17
And now it's decided, and they have to do it. 00:24:19
They have to follow instructions. 00:24:21
They are alone. 00:24:23
There's not a teacher there saying, okay, who's, no, no, no. 00:24:24
No, they follow instructions. 00:24:27
And the resource is there. 00:24:29
And the rest of the group just courses or repeats the name of Annabelle Lee together, 00:24:30
whenever it appears, okay? 00:24:39
So, if we have the poem, if we could just go, shall I try to go very quickly to, oh, 00:24:41
maybe I should go to the real, no. 00:24:50
There, there, yeah. 00:24:54
Oh, yeah, here, Annabelle Lee. 00:24:56
Suddenly. 00:24:58
Oh, Lolita, here. 00:24:59
Okay. 00:25:01
A volunteer. 00:25:02
So, I always say, oh, you are a good volunteer. 00:25:03
Good volunteer. 00:25:05
Please stand up. 00:25:06
Mm-hmm. 00:25:07
You have to suffer a lot. 00:25:08
Yes, stand up. 00:25:09
This time it's not the kind of activity, but you are going to. 00:25:10
And be ready because all of you. 00:25:13
Hey, that's a good point. 00:25:16
I'm afraid that. 00:25:21
No, no, I think it's just the name. 00:25:23
You see? 00:25:25
You see? 00:25:26
They are talking. 00:25:27
They are discussing. 00:25:28
Okay, never mind. 00:25:29
Now, you are a nice, good volunteer. 00:25:30
Be ready because you have one task. 00:25:33
Okay? 00:25:36
There. 00:25:37
Okay? 00:25:38
Be ready to, when she's reading Annabelle Lee, you have to, all of you, Annabelle Lee. 00:25:39
Okay, start, please. 00:25:44
It was many and many a year ago in a kingdom by the sea, 00:25:47
there was a maiden there lived whom you may know by the name of Annabelle Lee. 00:25:51
And this maiden, she lived with no other thought than to love and be loved by me. 00:25:57
I was a child. 00:26:03
Go on. 00:26:04
It sounds lovely. 00:26:05
She was a child in this kingdom by the sea. 00:26:06
But we loved with a love that was more than love. 00:26:08
And Anna and I, Annabelle Lee. 00:26:11
Don't wait for them. 00:26:14
Just, you know, come on. 00:26:15
Go. 00:26:17
Go. 00:26:18
With a love that would bring seraphs of heaven coveted her and me. 00:26:19
And this was the reason that long ago in this kingdom by the sea, 00:26:25
a wind blew out of a cloud chilling my beautiful Annabelle Lee. 00:26:29
So that the high-born king's man came and walked away from me 00:26:34
to shut her up and support her in this kingdom by the sea. 00:26:39
The angels not so happy in heaven went and brought her and me. 00:26:44
Yes, that was the reason, as all men know, in this kingdom by the sea, 00:26:50
that the wind came out of the cloud by night, chilling and killing my Annabelle Lee. 00:26:54
Okay. 00:27:00
So, sorry, we have to stop. 00:27:01
But, unfortunately, it was great. 00:27:03
You know, I'm good at finding volunteers. 00:27:06
You know, I'm so good. 00:27:09
But the idea is that, obviously, when you finish, if you know the poem, 00:27:11
if you read it, the students could know the poem before. 00:27:15
They have to write a different ending. 00:27:19
And I have some examples, and I'm going to start moving some photocopies for you. 00:27:22
I have examples here of Annabelle Lee but also the Lady of Charlotte. 00:27:26
But I'm going to try to find some Annabelle Lee one. 00:27:31
Annabelle Lee. 00:27:37
Well, this could be an example. 00:27:39
This one, the Lady's Fool. 00:27:41
Just an example, but, you see, this is a kind of final product, final writing. 00:27:43
So it's the end of the poem. 00:27:51
So even if they start now, they could start just writing, 00:27:53
but the final draft has to be like this. 00:27:58
And then it could be classified or emanated, whatever you say, you know. 00:28:02
And then it could be very creative. 00:28:07
You would have been writing poetry now if you weren't only 30, so you're lucky. 00:28:10
So we go back to very quickly. 00:28:16
Time left? 00:28:19
Yeah. 00:28:20
Yeah. 00:28:21
Yeah, do you want to see the end of the poem? 00:28:24
Yeah. 00:28:27
How can I? 00:28:28
Ah. 00:28:30
And many years later in that kingdom by the sea, the moon was confident of my secret wish, 00:28:33
of my soul starting enjoying the soul of lovely Annabelle Lee, 00:28:41
and forever my young spirit will fly along the seas, 00:28:46
always accompanied by the soul of the beautiful Annabelle Lee. 00:28:52
So this was just an example. 00:29:01
They worked more with the Lady of Shalott. 00:29:04
They were more, you know, but it's a possibility. 00:29:06
So they are, by the way, they are students of Segundo, Segundo del Aisho, okay? 00:29:10
So second years. 00:29:17
Now, how can I go back to maybe person here to the? 00:29:19
I want to go to activity two very quickly. 00:29:26
There. 00:29:29
Now, oh, ha, ha, ha. 00:29:30
No, just you see the raven. 00:29:32
Okay, but there we go. 00:29:35
Short stories. 00:29:38
Okay, this is the idea of the fire. 00:29:39
So now reading, scanning, scanning for reading. 00:29:44
Before, this is an activity that our students know how to do very well. 00:29:49
Believe me. 00:29:54
They do it, and they know how to do it, and they do it even sometimes better, 00:29:55
well, many times better than me, Annabelle Lee. 00:30:00
So it's so easy for them just to do these kinds of activities, you know, title and information. 00:30:03
I always show them the book. 00:30:10
I have all the books there just in case you want to see them. 00:30:12
But what I do, they have a kind of a story file. 00:30:15
And by the way, if you don't know how to solve the problem, 00:30:19
the last photocopy you have, those who have photocopies, can you see that? 00:30:24
It's the file. 00:30:28
It's filled for you. 00:30:29
Yeah, yeah. 00:30:35
It's that one. 00:30:36
Teachers handout, yeah. 00:30:37
Teachers love to feel confident. 00:30:39
And when they have, you know, they are not, you know, they don't have time. 00:30:42
That's the problem. 00:30:45
They don't have time to do it. 00:30:46
So they need this kind of, you know, don't worry, this is the answer. 00:30:47
Anyway, as you can see, the important thing about this is that we are analyzing ideas that maybe we, 00:30:53
how can I just move? 00:31:01
There must be an easy way of moving this. 00:31:03
Just to, no, a little bit, you know, but yeah. 00:31:05
Like when you are moving the raton like this, the mouse. 00:31:09
Okay, okay, more or less here. 00:31:14
Okay, there. 00:31:16
You see, these are the kinds of things that we have to think when we are dealing with a short story or with a book. 00:31:17
You know, we have to think about the narrator, the characters, the setting, the plot, the tone, 00:31:26
which is quite difficult to explain, the style. 00:31:31
You could include vocabulary, difficult vocabulary, personal opinion, of course. 00:31:36
Always include it, it's fine. 00:31:40
And then write a surprising end of a story, blah, blah, blah, that was included. 00:31:42
Okay, but the first is reading, but reading, scanning, and then they have to read the end of the story at home. 00:31:46
And you will say, well, this is difficult. 00:31:55
Well, I did this activity two years ago with a tercero de la ESO, and they did it in one hour. 00:31:59
They wrote the end of the story, and one of the teachers who was observing me said, 00:32:07
well, but probably they don't know what a French window is. 00:32:15
And they said, okay, let's check it. 00:32:18
Who knows what a French window is? 00:32:20
A French window is blah, blah, blah, because when I went to Cheffield, blah, blah, blah, there was a French window, blah, blah, blah, blah, blah, blah, blah, blah, blah. 00:32:22
So the teacher was just, okay, okay, they know, they know what we, so. 00:32:28
Because she couldn't believe that my students were able to understand and read that short story. 00:32:32
Okay, so that will be your second activity. 00:32:40
And now we go on. 00:32:44
Drama. 00:32:47
I love drama, as you can see. 00:32:48
This is a kind of revision, general revision. 00:32:51
This is something that they did, and I must be somewhere. 00:32:55
This is part of it. 00:33:01
It's a mess. 00:33:02
But they did, when they were in Primero, first years, okay, they did a kind of specific activity to deal with all the features related to drama. 00:33:04
So they learned about how to create a good character, how to write a dialogue. 00:33:18
It's difficult to write the layout of everything. 00:33:26
So the information I put there is just to remind you all the things that you need when you are writing a script. 00:33:28
So setting, stage directions, that's important. 00:33:36
Stage directions, effects you could include. 00:33:40
Now suddenly there's some, you know. 00:33:43
And they knew how to do it. 00:33:46
In fact, I have a, well, you will see all the photocopies, or maybe you won't see any of the examples, but they are done. 00:33:48
Okay, a police station is there in green because this machine doesn't understand that a police station, full stop, is just a police station, full stop. 00:33:57
Here, as you can see, I told you, finish it at home if you didn't have time. 00:34:08
So you're just working, trying to do your best at your own pace. 00:34:15
And if you don't have time to finish, you could just go and then finish at home. 00:34:21
And I will check it. 00:34:26
I could take it. 00:34:27
I could correct it. 00:34:28
And I give it back to you, correct it. 00:34:29
Now, clean, neat, draft, and then. 00:34:32
So it's a procedure. 00:34:35
It's not just an activity and then the photocopy is forgotten. 00:34:37
No, they have to keep it. 00:34:41
So, next one, please. 00:34:43
This is the first resource. 00:34:47
And then the second is the, this is the open window. 00:34:48
Believe me, if you didn't know this author. 00:34:51
And, by the way, I like showing my students the real books. 00:34:55
And even in Spanish. 00:35:01
Why not? 00:35:03
Even bilingual editions. 00:35:04
This is in Spanish, for instance. 00:35:06
It's an example. 00:35:08
A very good edition. 00:35:09
And you have another example from the, you know, this is from a collection, Osborne, Macmillan, or maybe this collection, which is, by the way, an excellent collection to work with. 00:35:10
I don't receive any money. 00:35:24
I just tell you what I feel, you know, the wicked and humorous tales. 00:35:26
And the story is funny and peculiar. 00:35:31
And then you have the photocopy topics to talk about it when you have. 00:35:35
And, by the way, a lot of students discovered the end. 00:35:40
I don't know why, but they are good at ghost stories. 00:35:44
Okay. 00:35:49
So, another, just to see the other, this is a good part. 00:35:50
Don't read it before you try to write it. 00:35:54
The Merchant of Venice. 00:35:57
Okay, potion, blah, blah, blah, blah, blah. 00:36:00
This is the end. 00:36:02
And discussion. 00:36:03
Can you see? 00:36:04
After the end of the story, after you finish, after everything, you could talk about the shorter story. 00:36:05
And then you could start talking and discussing and talking about more topics. 00:36:12
Okay? 00:36:16
So, this would have been the activity changing and doing, well, fortunately or unfortunately, because we share this with more people. 00:36:17
This is a possibility of working with these collaborative groups. 00:36:28
And we have plenty of them. 00:36:35
And not only for English. 00:36:38
They have science, social science, natural science, everything. 00:36:41
Even maths. 00:36:47
Believe me, it's just activities and they go and they really don't think about the time. 00:36:48
They just stay there working and they change. 00:36:54
And that possibility of just getting up, sorry, stand up and move is very good for teenagers. 00:36:56
They feel relaxed and happy. 00:37:04
So, just to show you, because my time is, I have ten minutes. 00:37:05
So, I want to show you real faces. 00:37:10
Real people. 00:37:13
Real. 00:37:15
So, I want to, if it's possible to close this one. 00:37:16
And then, no, celebrating achievement. 00:37:19
Okay. 00:37:22
So, this is, whoops. 00:37:24
Okay. 00:37:28
This is going to move along if it works. 00:37:31
Because I don't. 00:37:33
Okay. 00:37:34
Please, never, never, ah, it's going to go very quickly. 00:37:35
Please, always celebrate with displays or whenever. 00:37:41
Just saying congratulations with your students. 00:37:44
Can you see? 00:37:46
These are the students with the poems of the Lady of Charlotte. 00:37:47
Can you see the faces? 00:37:49
They're happy and proud of them. 00:37:50
Okay. 00:37:52
Another two examples with the Lady of Charlotte. 00:37:53
Beautiful. 00:37:56
They just finished. 00:37:57
And, you know, can you see how proud they feel with the broken mirror of the Lady, the cracked mirror? 00:37:59
And when they see these photographs and when they are proud of the displays, 00:38:06
they start enjoying writing and doing these kinds of things. 00:38:11
Believe me, this is an important part. 00:38:15
Celebrating, well, this is a prize we got, you know, to go to London to our students. 00:38:18
And I have more information, you know, between the schools program. 00:38:26
There we are. 00:38:29
You know, from the things that started, by the way, between the schools. 00:38:30
English and Spanish students talking together. 00:38:34
So there's a lot of things to do once you are in the bilingual. 00:38:37
And the so-called, the so well-known United Nations model, the global classroom. 00:38:40
Can you see how, you know, elegant my, you know, Alejandro, you know, wearing ties? 00:38:45
I'm so proud of them. 00:38:51
And they were even visiting the embassies just to get information. 00:38:53
And can you see, you know, this ambassador? 00:38:57
And exchanges to York and things like this. 00:39:00
So there are many, many, many possibilities. 00:39:04
Another important method, literary circles, which are amazing. 00:39:07
This is with English people. 00:39:12
And, of course, companions, exhibitions, but displayed all over, creating an atmosphere. 00:39:13
Everything is just there. 00:39:20
We were in Austria working, but the photograph doesn't appear. 00:39:22
It doesn't matter. 00:39:24
And then is my city, Cuenca, because I just wanted to say, well, I'm from Cuenca. 00:39:27
And I just wanted to show you, celebrating that I'm from Cuenca. 00:39:33
And I just want to, just to finish up, two seconds, two minutes, another presentation. 00:39:37
Well, this is a rush. 00:39:43
Grupos interactivos. 00:39:45
There. 00:39:47
Because maybe you don't. 00:39:49
This is in Spanish because it belongs to another of my, you know. 00:39:51
So grupos interactivos en ciencias sociales, primero de la ESO, curso, voluntarios. 00:39:54
Can you see? 00:40:00
This is just someone from outside. 00:40:01
It's a person who comes every Tuesday, you know, another. 00:40:03
I think that he's a father. 00:40:07
Can you see? 00:40:08
They are working. 00:40:09
This is the way they are working, groups, interactive groups. 00:40:10
Can you see? 00:40:13
That's another mother just working to do the activity they have to do. 00:40:14
Explaining sometimes. 00:40:18
This is in Spanish. 00:40:19
But it doesn't matter. 00:40:21
It's just how it works. 00:40:23
Just to see the idea of how they work in groups. 00:40:25
And they, gracias, profe, you know. 00:40:29
It was, you know, Rafa, just there. 00:40:32
Okay. 00:40:35
And then the other presentation, just to. 00:40:36
The students move around while there's somebody in charge. 00:40:39
Yeah, of just saying, every ten minutes you say, one, two, three, puff. 00:40:42
And they change. 00:40:46
Yeah. 00:40:47
This one. 00:40:48
No, this one. 00:40:49
This one. 00:40:50
Just to see more photographs of the grupos interactivos because, well, gallery. 00:40:51
You will see the faces. 00:40:55
Now, pay attention to the faces. 00:40:57
They are secondary students together with primary students. 00:40:59
Can you see? 00:41:04
And now, I love one of the photographs because this is in the primary school, by the way. 00:41:06
We went there to do our visit. 00:41:11
So they are working. 00:41:13
She's just, maybe they are just. 00:41:15
And, by the way, another thing that I forgot. 00:41:17
We practiced the five skills. 00:41:20
Some reading, speaking, listening, interactive, interaction. 00:41:22
And now, working with Toro Toro, you know. 00:41:26
But you see they are doing their activity. 00:41:30
This is a student from Bachillerato. 00:41:35
And they are in Tercero. 00:41:38
And as you can see, they are really working and just without stopping. 00:41:41
Biting the pen. 00:41:48
It's a way of proving that she's thinking. 00:41:50
So, okay. 00:41:52
And go. 00:41:54
And you see this is the full classroom, the way it looks, you know. 00:41:57
Could be a mess. 00:42:01
It sounds like a mess. 00:42:03
But they manage. 00:42:04
And you are working at the same time with all of them. 00:42:05
And you see this photograph, you know. 00:42:08
Students of Cuarto de la Herzo helping students of Sesto. 00:42:11
This face. 00:42:18
This is the face I was talking about. 00:42:19
You know, he was just proud, happy. 00:42:21
Alberto was so happy to be with, you know, Daniel. 00:42:25
And Frank. 00:42:29
Frank is really great. 00:42:30
He could be a teacher, you know. 00:42:31
He was just involved helping them. 00:42:33
So, it's really a completely different atmosphere. 00:42:36
A great, well, science. 00:42:39
Sorry. 00:42:41
You know, a science interactive group. 00:42:42
Yeah. 00:42:45
Can you see the photo? 00:42:46
You know. 00:42:47
Fish. 00:42:48
Don't ask me. 00:42:49
But they are proud of that. 00:42:50
Ana. 00:42:51
He's the teacher who was just doing this activity. 00:42:52
But you see, the students are proud and happy with all this. 00:42:55
Just a couple of photographs, extra photographs. 00:43:00
And then we are over. 00:43:02
Ah, now. 00:43:05
Here you have. 00:43:06
Practicing with the portfolio. 00:43:07
We have here the speaking. 00:43:08
So, there is interaction. 00:43:10
And we could work with the students who are working with us. 00:43:13
The trainees. 00:43:16
Interaction. 00:43:18
And they are working with the portfolios. 00:43:19
The European portfolios. 00:43:21
And then it's just listening. 00:43:23
So, we have escuchar, listening, and écouter. 00:43:25
My French is not good. 00:43:30
I'm sorry. 00:43:31
And here. 00:43:33
So, this is the way this method works. 00:43:35
You see, apparently it's a lot. 00:43:41
But it really works. 00:43:43
And this is Lali just hablar. 00:43:45
Of course. 00:43:47
Talking, talking, talking, talking. 00:43:48
So, they have their own activities. 00:43:50
And it's almost finished. 00:43:53
Just to see that we were. 00:43:55
At the end, we were celebrating all the volunteers who helped people from the old caps. 00:43:57
And, you know, students, volunteers, just very happy. 00:44:04
And they received a present. 00:44:10
Just a mug with a I love you or thank you from the others. 00:44:11
And then I devote or I dedicate this to Rosa Pirit in my school. 00:44:16
Who is the person who is in charge of all these methods and these activities. 00:44:21
So, that's it. 00:44:27
Thank you very much. 00:44:29
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Idioma/s:
en
Etiquetas:
Miscelánea
Autor/es:
Dª.Miriam Esther Martínez Taboada
Subido por:
EducaMadrid
Licencia:
Reconocimiento - No comercial - Sin obra derivada
Visualizaciones:
481
Fecha:
11 de enero de 2011 - 13:00
Visibilidad:
Público
Enlace Relacionado:
Universidad Rey Juan Carlos de Madrid en colaboración con la Consejería de Educación de la Comunidad de Madrid
Descripción ampliada:

La Universidad Rey Juan Carlos de Madrid en colaboración con la Consejería de Educación de la Comunidad de Madrid acogió el I Congreso Internacional sobre Bilingüismo en Centros Educativos que se celebró en Madrid en la Universidad Rey Juan Carlos los días 14, 15 y 16 de junio de 2010.


En los últimos años, se ha observado una implicación cada vez mayor en los países europeos respecto a la educación bilingüe con el fin de preparar a sus alumnos para sus futuros estudios, trabajo y vida en una Europa cada vez más multilingüe. Si el objetivo es conseguir una Europa multilingüe, el Aprendizaje Integrado de Contenidos y Lengua (AICOLE) sería el instrumento necesario para conseguir esta meta. Como consecuencia, el AICOLE ha provocado un gran interés en los últimos años en Europa, y  especialmente en España.


Por otro lado la Comunidad de Madrid se ha convertido en una región de referencia gracias a su decidida apuesta por el bilingüismo en los centros educativos. Un ambicioso proyecto iniciado en el año 2004 que cuenta en la actualidad con 242 colegios públicos en los que se desarrolla una enseñanza bilingüe de gran calidad. Este curso 20010-2011 el modelo alcanza a la enseñanza secundaria donde se extenderá con la puesta en marcha de 32 institutos bilingües. Estas políticas educativas están produciendo resultados muy apreciables y han generado un gran interés entre los profesores que se sienten cada vez más atraídos por este tipo de enseñanza.


Por estas razones, este I Congreso Internacional sobre Bilingüismo en Centros Educativos ha estado dirigido a profesores de primaria, secundaria y universidades, a investigadores y responsables políticos interesados en la educación bilingüe y en metodología AICOLE.
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