Five principles of effective second language acquisition

Vocabulary instruction in Byki (Before you know it)

Now, we are going to tell you what it is. For years, to learn a foreign language we focused on grammar and sentences and then on vocabulary. Nowadays instead, there has been a change that demonstrates that learning vocabulary first leads to more success. Byki is an acronym for “Before you know it” and following we are going to show the five principles of effective vocabulary learning.

1. Present new word frequently and repeatedly in input. That’s means that to learn and know correctly a word you have to use it in different contexts and use it in several situations.

2. Use meaning-bearing comprehensible input when presenting new words. So, not only you have to input new vocabulary in different contexts but you have to show the sound and pronunciation of this word too.

3. Limit forced output during the initial stages of learning new words. It isn’t correct to force the children to do sentences or use a word in a sentence until you know this word appropriately. Then, the child has to embrace the meaning in order to make a sentence with logical.

4. Limit forced semantic elaboration during the initial stages of learning new words.
The article emphasizes the idea of associate the word with his meaning. You can do it with flash cards that have the foreign language terms and their native language meanings.

5. Progress from less demanding to more demanding vocabulary-related activities. This principle says that is more effective to learners take up with easy words and once you know it, learn others. The Byki exercises progress from easier to more challenging, and that’s way, learners build their confidence and motivate their selves to carry on with the foreign language.

CONCLUSION:

To sum up we have learned that we have to prevent in the first period the construction of sentences and take up a solid vocabulary in order to achieve to control successfully a new language.

http://www.transparent.com/about/second-language.html

Cooperative learning

Students’ learning goals may be structured to promote cooperative, competitive, or  individualistic efforts.  In every classroom, instructional activities are aimed at accomplishing goals and are conducted under a goal structure.  A learning goal is a desired future state of demonstrating competence or mastery in the subject area being studied.  

The teacher decides which goal structure to implement within each lesson.  The most important goal structure, and the one that should be used the majority of the time in learning situations, is cooperation.

Cooperation is working together to accomplish shared goals.  Within cooperative situations, individuals seek outcomes that are beneficial to themselves and beneficial to all other group members.

TYPES OF COOPERATIVE LEARNING

In formal cooperative learning groups the teachers’ role includes:

1.  Making preinstructional decisions.  Teachers (a) formulate both academic and social skills objectives, (b) decide on the size of groups, (c) choose a method for assigning students to groups, (d) decide which roles to assign group members, (e) arrange the room, and (f) arrange the materials students need to complete the assignment.

2.  Explaining the instructional task and cooperative structure.Teachers (a) explain the academic assignment to students, (b) explain the criteria for success, (c) structure positive interdependence, (d) structure individual accountability, (e) explain the behaviors (i.e., social skills) students are expected to use, and (f) emphasize intergroup cooperation

3.  Monitoring students’ learning and intervening to provide assistance in (a) completing the task successfully or (b) using the targeted interpersonal and group skills effectively.While conducting the lesson, teachers monitor each learning group and intervene when needed to improve taskwork and teamwork.  Monitoring the learning groups creates individual accountability; whenever a teacher observes a group, members tend to feel accountable to be constructive members.

4.  Assessing students’ learning and helping students process how well their groups functioned.  Teachers (a) bring closure to the lesson, (b) assess and evaluate the quality and quantity of student achievement, (c) ensure students carefully discuss how effectively they worked together (i.e., process the effectiveness of their learning groups), (d) have students make a plan for improvement, and (e) have students celebrate the hard work of group members.

 

http://www.co-operation.org/home/introduction-to-cooperative-learning/

Addressing diversity in schools: culturally responsive pedagogy

Specific Activities for culturally responsive instruction 

1.Acknowledge students differences as well as their commonalities

While it is important for teachers to note the shared values and practices of their students, it is equally incumbent that teachers recognize the individual differences of students. Certainly, culture and language may contribute to behaviors and attitudes exhibited by students. For example, some cultures forbid children to engage in direct eye contact with adults; thus, when these children refuse to look at the teacher, they are not being defiant but practicing their culture. However, for teachers to ascribe particular characteristics to a student solely because of his/her ethnic or racial group demonstrates just as much prejudice as expecting all students to conform to mainstream cultural practices. Moreover, because each student is unique, learning needs will be different. Recognizing these distinctions enhances the ability of the teacher to address the individual needs of the students. The key is to respond to each student based on his/her identified strengths and weaknesses, and not on preconceived notions about the student’s group affiliation

2.Validate students cultural identity in classroom practices and instructional materials

Teachers should, to the extent possible, use textbooks, design bulletin boards, and implement classroom activities culturally supportive of their students. When the school assigned textbooks and other instructional materials perpetuate stereotypes (e.g., African Americans portrayed as athletes) or fail to adequately represent diverse groups (e.g., books containing no images or perspectives of Native Americans, Latinos(as), and other non-Anglo), teachers must supplement instruction with resources rich in diversity and sensitive in portrayal of individuals from different backgrounds. By utilizing images and practices familiar to students, teachers can capitalize on the strengths students bring to school. The more students experience familiar practices in instruction and are allowed to think differently, the greater the feeling of inclusion and the higher the probability of success. For example in some communities, members work together in a supportive manner to accomplish many tasks in their daily lives. Reflecting these home practices in instructional approach, such as the use of cooperative learning (Putnam, 1998), increases the likelihood of success for these students.

 3.Educate students about the diversity of the world around them

As the “village” in which students live becomes more global, they are challenged to interact with people from various backgrounds. When students are ignorant about the differences of other groups, there is a greater probability of conflicts. Particularly in the classroom where student diversity is increasing, students need the skills to relate to each other positively, regardless of cultural and linguistic differences. Teachers need to provide students with learning opportunities (e.g., have students interview individuals from other cultures; link students to email pals from other communities and cultures) so that they might become more culturally knowledgeable and competent when encountering others who are different. Furthermore, students will develop an appreciation for other groups when they learn of the contributions of different peoples to the advancement of the human race. A word of caution, this requires active research and planning by teachers so that cultural stereotypes are not inadvertently reinforced.

 

4.Promote equity and mutual respect among students

In a classroom of diverse cultures, languages, and abilities, it is imperative that all students feel fairly treated and respected. When students are subjected to unfair discrimination because of their differences, the results can be feelings of unworthiness, frustration, or anger, often resulting in low achievement. Teachers need to establish and maintain standards of behavior that require respectful treatment of all in the classroom. Teachers can be role models, demonstrating fairness and reminding students that difference is normal. Further, teachers need to monitor what types of behaviors and communication styles are rewarded and praised. Oftentimes these behaviors and ways of communicating are aligned with cultural practices. Care must be taken so as not to penalize a student’s behavior just because of a cultural difference.

5.Assess students ability and achievement validly

The assessment of students’ abilities and achievement must be as accurate and complete as possible if effective instructional programming is to occur. This can only be accomplished when the assessment instruments and procedures are valid for the population being assessed. In today’s schools students possess differences in culture and language that might predispose them to different communication practices and even different test-taking skills. Hence, assessment instruments should be varied and suited to the population being tested. When this does not occur, invalid judgments about students’ abilities or achievement are likely to result. Further, tests that are not sensitive to students’ cultural and linguistic background will often merely indicate what the students don’t know (about the mainstream culture and language) and very little about what they do. Thus, the opportunity to build on what students do know is lost.

6. Foster a positive interrelationship among students, their families, the comunity and the school

When students come to school they bring knowledge shaped by their families and community; they return home with new knowledge fostered by the school and its practitioners. Students’ performance in school will likely be affected by the ability of the teacher to negotiate this home-community-school relationship effectively. When teachers tap into the resources of the community by inviting parents and other community members into the classroom as respected partners in the teaching-learning process, this interrelationship is positively reinforced. To further strengthen their bond with the students and their community, teachers might even participate in community events where possible. Moreover, everyone benefits when there is evidence of mutual respect and value for the contributions all can make to educating the whole student.

7. Motivate students to become active participants in their learning 

Teachers must encourage students to become active learners who regulate their own learning through reflection and evaluation. Students who are actively engaged in their learning ask questions rather than accept information uncritically. They self-regulate the development of their knowledge by setting goals, evaluating their performance, utilizing feedback, and tailoring their strategies. For example, by examining his or her learning patterns, a student may come to realize that reviewing materials with visual aids enhances retention, or that studying with a partner helps to process the information better. It is important, therefore, that teachers structure a classroom environment conducive to inquiry-based learning, one that allows students to pose questions to themselves, to each other, and to the teacher.

8.Encourage the students to think critically

A major goal of teaching is to help students become independent thinkers so that they might learn to make responsible decisions. Critical thinking requires students toanalyze (i.e., examine constituent parts or elements) and synthesize (i.e., collect and summarize) information, and to view situations from multiple perspectives. When teachers provide opportunities for students to engage in this kind of reasoning, students learn how to think “outside the box.” More important, these students learn to think for themselves. These students are less likely to accept stereotypes and to formulate opinions based on ignorance. To foster these skills, teachers might devise “what if” scenarios, requiring students to think about specific situations from different viewpoints.

9. Change students to strive for excellent as defined by their potential

All students have the potential to learn, regardless of their cultural or linguistic background, ability or disability. Many students often stop trying because of a history of failure. Others, disenchanted with a low-level or irrelevant curriculum, work just enough to get by. Teachers have a responsibility to continually motivate all students by reminding them that they are capable and by providing them with a challenging and meaningful curriculum. Low teacher expectations will yield low student performance. It is important to engage students in activities that demonstrate how much they can learn when provided with appropriate assistance. As students progress, teachers need to continually “raise the bar,” giving students just the right amount of assistance to take them one step higher, thereby helping students to strive for their potential. 

10. Assist students in becoming socially and politically conscious

Teachers must prepare students to participate meaningfully and responsibly not only in the classroom but also in society. Meaningful and responsible participation requires everyone to critically examine societal policies and practices, and to work to correct injustices that exist. Students must be taught that if the world is to be a better place where everyone is treated fairly, then they have to work to make it so. This is their responsibility as citizens of their country and inhabitants of the earth. To foster this consciousness, teachers might have students write group or individual letters to politicians and newspaper editors voicing their concerns about specific social issues; or students might participate in food or clothing drives to help people less fortunate. students provides teachers with a unique opportunity to either further the status quo or make a difference that will impact not only the achievement but also the lives of their students. Indeed, teachers must recognize their “power” and use it wisely in teaching other people’s children (Delpit, 1988). Although the curriculum may be dictated by the school system, teachers teach it. Where the curriculum falls short in addressing the needs of all students, teachers must provide a bridge; where the system reflects cultural and linguistic insensitivity, teachers must demonstrate understanding and support. In short, teachers must be culturally responsive, utilizing materials and examples, engaging in practices, and demonstrating values that include rather than exclude students from different backgrounds. By so doing, teachers fulfill their responsibility to all their students.

http://www.nccrest.org/Briefs/Diversity_Brief.pdf

Relationship between school and families

We want to talk about the relationship between family and school because we think that it is an important way to help the children learning’s process. According to Sandra L. Christenson, psychologist of education at University of Minnesota, family-school partnerships are a viable and essential way to increase the opportunities and supports for all students to enhance their learning progress.

Others authors talk about the importance of constructing family- school relationships. For example: Powell noted that family involvement during early childhood had moved from the orientation of how to get parents involved to how to support families to promote positive child development. Similarly, the most interesting questions regarding school-age children have moved from how to get parents involved toward what schools can do to promote positive child and family development (Smith et al. 1997). Pianta and Walsh (1996) emphasized the importance of establishing shared meaning across home and school to interrupt the cycle of failure for children.

The education of the children is determined by his family, the community and the school. For this reason it’s important to the children learning’s process that these three contexts, where the children will live, have to work together. The students whose families are involved in their education are more likely to:

• Adapt well to school
• Attend school more regularly
• Complete homework more consistently
• Earn higher grades and test scores
• Graduate and go on to college
• Have better social skills
• Show improved behaviour
• Have better relationships with their parents
• Have higher self-esteem

In other way, if the school link the community activities to the classroom it:

• Improves school-related behaviours
• Positively impacts academic achievement
• Reduces school suspension rates

We can find some different types of family-school involvement:

• Parenting: the families help the students making home environments to support learning. School offers information to the parents on how can they help the children and develops family support programs
• Communicating: it is to create a two-way of communication between the school and the family to know the children’s progress.
• Volunteering: families help school activities and functions.
• Learning at home: the families help the child to learn at home. School have to give the needed information to create a family learning environment.
• Decision making: family participate in governance activities. They make decisions about practices and policies.
• Collaborating with the community: collaborate with local business in ways to support student’s learning and their experiences in school.

Finally, if you want more information you can visit the web pages where we have toke the information:

• Department of education of New Hampshire. http://www.education.nh.gov/aboutus/index.htm
• Virgina’s Department of Education, Office of Student Services, Office of Special Education. http://www.doe.virginia.gov/support/student_family/family-school_relationships/collaborative_family-school_relationships.pdf
• Schools and families. Sandra L. Christendon and Susan M. Sheridan. http://books.google.es/books?id=eBEpEmC8f64C&printsec=frontcover&hl=ca#v=onepage&q&f=false

Learning Styles: Three ways to process information

Today we’re talking about “Learning styles” and we choose a text written by Susan Baxter who is a writer, independent scholar, educator and speaker. She has focused her labor on deconstructing the complex underpinnings of health, medicine and science.

“When working through a problem, do you prefer to make a list or talk it out? Do you hum along to the music, or tend to tap your foot? Would you rather look at a map, or read turn-by-turn driving directions? Would you choose to take an art class or an exercise class? When you're happy do you grin, or jump for joy? Your answers indicate some of the ways in which you choose to interact with the world around you, and your preferences might have something to do with your learning style.

Everyone takes information through their senses this it isn’t new, you can use your senses to learn and teach.[…] We are going to talk about the three main categories.[…] There are three basic styles: Aural, Visual and Kinesthetic. […]Understanding the way you or your child prefers to take in information can help you maximize learning opportunities inside and outside the traditional classroom.

Aural (or Auditory) Learners

These learners generally prefer to hear information. They will typically learn most easily from lectures, group discussions, music, web chats, or talking things through. […]Often people with this style will process things by talking about them, rather than talk about things after they've processed them.

Visual Learners

Maps, charts, diagrams, graphic organizers, patterns and shapes—these are some of the best tools for visual learners. They tend to be "big-picture" people and are often interested in layout and design.  Individuals who prefer this learning style generally can learn more quickly when it is organized graphically.

This category also includes learners who prefer learning through reading and writing. We can find two kind of visual learners: […] the first one is a Visual Learners and the other one Read/Write Learners. […] Both types of visual learners tend to take detailed notes. […]They close their eyes in order to visualize or remember something.

Kinesthetic Learners

The word kinesthetic is related to a Greek word that means movement, and certainly these learners prefer to learn by doing something physical (such as a hands-on activity or a field trip).  However, demonstrations, exhibits, case studies, and concrete applications also appeal to kinesthetic learners. […] Interestingly, movies and videos (particularly videos of "real" things) align with this the kinesthetic style more than with the visual style, as video connects learning to a simulated "real" experience. Kinesthetic learners will benefit by using all of their senses (taste, smell, touch, sight, and hearing) to ground their learning in real experience.”

Researchers caution that these learning styles are not destiny, and they are not set in stone. They are just preferences. In fact, most people favor two or more of the styles, depending on the situation.

Understanding the ways you prefer to take in and remember information can help with learning and retaining information, particularly when you're dealing with something that is difficult for you. Alternatively, when you have the opportunity to work with something that comes easily, you might choose to practice using methods from different styles. 

This new information and new ways to learn is a good chance for the teachers who can present information in a variety of different ways, allowing for students with different preferences and learning needs.[…]”

Here we share with you some interesting videos wich explain in diferents ways this interesting method.

http://www.youtube.com/watch?v=fQYW6vYSGXs&hd=1

http://www.youtube.com/watch?v=zXb0Bj97yDU&hd=1

Then, If you are interest in what is you learning style here you have a webside where you can do a questionnare and find more information.

http://www.vark-learn.com/english/page.asp?p=questionnaire

Find your learning style and enjoy learning! 

10 Ways To Promote Your Classroom Library

You have a classroom library. Your library is chock full of useful resources and information that's just waiting to be absorbed by your eager students. Here's a fabulously simple way to start the word out about your treasure trove.

A few quick ideas are below and they should be a great way to get you thinking about a new way to start communicating with your students. You can read aloud, give book talks, and even engage the parents in the process. For example, you could create a sort of "wish list" of books that you and your students assemble. Then you can share that list with your classroom's parents who can donate some books to the classroom library. It's a great way to get students, parents, and others thinking about and discussing literature of any variety. Does it need to be War and Peace or Shakespeare? Of course not. Just get others engaged!

By Jeff Dunn

     1. Give Books Talks

Schedule time for Book Talks, led by students and yourself, so that students are continually introduce to new books from the classroom library. Then watch the books fly off the shelf!

     2.Read Aloud

Conduct read alouds featuring books from your classroom library. Afterwards, attractively displays them in your library or around the room.

     3.Create Book Displays

Create attractive book displays in your classroom library and around the classroom. Invite readers to browse, browse, browse.

    4.Visit a Bookstore

Yes, get out of your classroom and visit a local bookstore. Notice how they display and feature books. Look at book displays for both adults and students. You'll learn tips that you can use and apply in your classroom.

     5.Organize your books

Make certain that books and materials are organized and esay to find. Use bins so that you can label and display them so that the students can easily locate books that interest them.

     6.Build Your Book Collection

Keep building your book collection so that students have new books and materials to choose from. Keep interest high by adding 30-60 new titles a year so that the classroom library includes 300-600titles wich students can select.

     7. Create Engagement through online Book Reviews &Tweets

Use online tools -blogs, wikis, Twitter, class website- to create a space for increading students engagement and interaction around books. 

     8. Make your classroom Library Comfortable

Create a comfortable space that accommodates 4-6 students at a time. Deending on the age level of students and your space, use beanbags, comfy chairs or cubes so that students can choose place to read.

     9. Feature Authors

Create an author's display each month in the classroom library. Include books, interesting information, and a book bin featuring the author's titles. Have students make posters about authors or vote on authors to feature and explore each month.

     10. Develop a "Wish List" For Parents

Promote your classroom library by creating a "wish list" of new title and materials so that parents are aware of and can assist in helping you build a library that your students need and will support their independent reading.

Classroom libraries increase reading...A LOT.

Created by "Dr. Kimberly"

For more information: www.learningunlimitedllc.com

Judith Pinar and Florencia Poropat.

SOCIAL AND EMOTIONAL LEARNING (SEL):

What is SEL?

When students work together on project teams, they learn to collaborate, communicate, and resolve conflicts. Cooperative learning and character development supports the social and emotional development of students and prepares them for success in the modern workplace. Helping students develop a sense of self will ultimately help them to better manage their emotions, communicate, and resolve conflicts nonviolently.

Numerous research reports show that social and emotional learning (SEL) can have a positive impact on students' academic performance. Some experts discuss how educating the whole child by including social and emotional skills with academics is critical for success in school and in life.

Social and emotional techniques to help students in academic progress:

In Mount Desert Elementary School situated in Northeast Harbor, Maine, has created a learning community that is the basis of the school’s academic success, different key practices seem crucial to the school's success:

• Responsive Classroom:
  • An approach that helps to build positive relationships: helping students to build positive relationships, manage their behavior, and take an active role in their own learning.
    

    Examples:

• Every morning, the entire class comes together to greet one another, share news,
• Positive language plays a key role.
• Teachers use positive words and tone to promote active learning.

• Using discipline challenges as learning opportunities: Logical consequences play a key role in addressing student misbehavior by sending the message that misbehavior - not the student - is the problem.Example:
• If a student breaks an object, the teacher and student will have a conversation, figure out ways to amend the situation, and then the student will take action to make the situation more positive for everyone involved.

In this video you can see how teachers at Mount Desert Elementary School in Northeast Harbor, Maine use Responsive classroom techniques to get students focuses and ready to learn.

• Adapting curricula to student's learning needs and interests:
  • Personalized attention for each student: Classrooms often have a specialist assisting the teacher and providing additional support to students.
  • Differentiated Instruction: Many teachers at Mount Desert also report differentiated instruction as an approach that they use to support students' academic success. "Differentiated instruction" refers to modifying the curriculum and learning activities attending to the individual needs and maximizing learning potential.
  • Writing from Personal Experiences: the writing component is based on the Reading and Writing Project, it emphasizes an autobiographical approach to writing, which uses "small moments" to connect a student's writing to his or her own personal experiences. Students begin writing by thinking about a personal experience that generated strong feelings.

• Making Math Relevant: Mount Desert students in grades 6-8 use MathScape, a math curriculum that connects math to human experience. A typical lesson plan uses real-world examples and data to engage students.

• A community-based learning atmosphere: Research supports the role of school community in improving student learning, students who felt a sense of belonging were more highly motivate.
  • The Importance of Teacher Autonomy: An important aspect of the culture at Mount Desert is allowing teachers to have autonomy to determine what works best in their classrooms for promoting students' learning. Teachers unanimously describe the culture at Mount Desert as one in which every person is dedicated to ensuring students' success.           
    Example:
    • In one classroom, a teacher has found that doing yoga helps her students focus between the morning meeting and their first class, which is writing

Noelia Moral and Carla Prieto

Links:

http://www.edutopia.org/social-emotional-learning

http://www.edutopia.org/stw-sel-classroom-management-research