How do students learn? The students have some conception about the learning: 1.-learning is memorizing: it is about getting it into your head, you have just to keep writing it out and eventually it will go in . 2.-learning is understanding reality: is enables you to perceive the world differently. 3.-learning is acquiring facts to the procedures that are to be used: it is about learning. It is more usual in your conception the students. In other ways other people that considered the students learn with varying degrees of success through of reading, writing , observing ,listening to and talk with others and by doing things. Here These above description about the student learn, for answer to test questions one has to turn to various perspectives and theories of learning as: Behaviorism: it is build connection between stimuli and responses,task,analisys and refoircement.relevan to course design instruction and assessment. Constructivism: we learn trough building schemata to interpreted the world as the schemata become more sophisticated so does our understanding of the world . central to the notion of constructivism is that view that the experience and knowledge are filtrated through the learned perception and personal theories the process is dynamic as new knowledge is assimilated it is fitted into the existing schemata until there comes a point when new experience . this is basic ideas of earlier form of constructivism owes much to the work of paged and vigotsky. Implication for teaching and learning: The role of the teacher is to the help students to explore and develop their construction of the subject which they are studding. ascertaining and activating prior knowledge and existing concepts through discussion task or the use of mind maps . Creating a supportive climate in which students feel safe enough. Helping the students to deconstruct s exiting concepts and rebuild more sophisticated ones through the use of challenging ,questions ,problem ,task, discus and study guides. Actually we are work with that method because the student is form your knowledge and are considered active . . My practices there are some students that according at the theory they learn through behaviors because they were imitation some words what I have been says in the classroom as sit down , stand up , come here , the student can acquiring the learning and other point very important that method constructivism is the student learn through building schemata to interpreted , in my practices through of interpretation they can understand a text about personal identification some characteristics that they identify the questions that´s used for the communication and they were in group of four they asked each one and they were a experience of communication Implication for teaching and learning: The role of the teacher is to the help students to explore and develop their construction of the subject which they are studding. I was helping all time check and observing how they were asking. ascertaining and activating prior knowledge and existing concepts through discussion task or the use of mind maps . In my practice I was creating a supportive climate in which students feel safe enough. I was says to the student must show respect a other classmate. Into the classroom is impotent the drive of topic for the learners because they have clarify the topic and achieve a learn and therefore the communication is important for the student and your learners is establish a context. The teacher must show nice with the student ,already that they were ask about the topic and teacher should covering the needs the them. (Also see Cognitivism) Piaget's theory is fundamental to cognitive and to constructivism. His central idea is that "knowledge proceeds neither solely from the experience of objects nor from an innate programming performed in the subject but from successive constructions." (Fosnot, 1996). Piaget (1985) proposed that the mechanism of learning is the process of equilibration, in which cognitive structure assimilates and accommodates to generate new possibilities when it is disturbed based on human's self-organizing tendency. It is important in the class because the student started themselves to recognizated the that have been done or tried of interconnected with ideas before. The student were using the metacognitive strategies because the student thinking about learning and how to make it effective ,self monitoring during learning and evaluation of how successful learning has been after working on language in some way. In other case the teacher is observing the working of the student and ask it were used and they pay attention. Bibliography: 1.-Research into learner strategies hedge ,T 2000 oxford university press.pp.79-82. . http://www.personal.psu.edu/wxh139/construct.htm http://www.infed.org/thinkers/gardner.htm Didactics activities: Instruction; teaching; pedagogy. The teacher used the term activity because an activity implies some sort of activate performance on the part the learners . There is a theory about the multiple intelligences Howard Gardner's work around multiple intelligences has had a profound impact on thinking and practice in education - especially in the United States. Here we explore the theory of multiple intelligences; why it has found a ready audience amongst educationa lists; and some of the issues around its conceptualization and realization. Howard Gardner initially formulated a list of seven intelligences. His listing was provisional. The first two have been typically valued in schools; the next three are usually associated with the arts; and the final two are what Howard Gardner called 'personal intelligences' (Gardner 1999: 41-43). Linguistic intelligence involves sensitivity to spoken and written language, the ability to learn languages, and the capacity to use language to accomplish certain goals. This intelligence includes the ability to effectively use language to express oneself thetorically or poetically; and language as a means to remember information. Writers, poets, lawyers and speakers are among those that Howard Gardner sees as having high linguistic intelligence. Logical-mathematical intelligence consists of the capacity to analyze problems logically, carry out mathematical operations, and investigate issues scientifically. In Howard Gardner's words, it entails the ability to detect patterns, reason deductively and think logically. This intelligence is most often associated with scientific and mathematical thinking. Musical intelligence involves skill in the performance, composition, and appreciation of musical patterns. It encompasses the capacity to recognize and compose musical pitches, tones, and rhythms. According to Howard Gardner musical intelligence runs in an almost structural parallel to linguistic intelligence. Bodily-kinesthetic intelligence entails the potential of using one's whole body or parts of the body to solve problems. It is the ability to use mental abilities to coordinate bodily movements. Howard Gardner sees mental and physical activity as related. Spatial intelligence involves the potential to recognize and use the patterns of wide space and more confined areas. Interpersonal intelligence is concerned with the capacity to understand the intentions, motivations and desires of other people. It allows people to work effectively with others. Educators, salespeople, religious and political leaders and counsellors all need a well-developed interpersonal intelligence. Intrapersonal intelligence entails the capacity to understand oneself, to appreciate one's feelings, fears and motivations. In Howard Gardner's view it involves having an effective working model of ourselves, and to be able to use such information to regulate our lives. This is important because how already know that the student had some one of skills we can selecting a material for the learners the away best depend of characteristic. The first what I did is warm up because it is pay attention about samon says. this activity has the propose of getting the students stimulated ,relaxed , motivated ,attentive or otherwise engaged and ready for the classroom lesson . the next is give some pictures of the vocabulary and they have told me the verb in English . after I given the students a text in English in where they reading and identify the vocabulary know in it activity is application the skimming and scanning. They are asked to identify some general topic or information. Some of that can do use because the finality of the activities is that the student can help to learn the knowledge meanings .it is according with the proposes that you can achieve in your class room .and the material also is important they can do . Bibliography: [http://www.ericdigests.org/1998-1/multiple.htm. Accessed June 15, 2008] http://www.infed.org/thinkers/gardner.htm Ur. Penny. (1996) a course in language teaching cambrige.pp.122-199

http://www.slideshare.net/jaz-lady-blue/domina-copia

didactica

didactica  es  tecnica  ciencia   aplicada teoria  instruccion   educacion   y  formacion  de  los  modelos   didacticos  pueden  ser    modelos  teoricos   descriptivos  ,explicativos ,predictivos  (normativos )
normativo:  hacer pensar   un  saber   centrado  en  el  contrenido  arte de  comunicar  , *nociones introduce ejemplos *alumno  aprende,escucha ,imita,se  ejercita y  aplica.
iniciativo  o  gremial:   centrado  en el  maestro    escucha al  alumno   ayuda  a utilizar  fuentes  de  informacion.*saber  ligar  a  las  necesidades  de  la vida.*motivacion , busca la   organizacion    aprende .
aproximativo  o  constructivo;:  construccion  del  saber   propone  organiza  obstaculos  variables  didacticos   o  fases,  formulacion :alumno  ensaya  propone  soluciones  las  confronta   discute  el  saber.

ESTA  ES  LA  GUIA  DE OBSERVACIONES  EN   EL SALON DE 1  "D"

video de primer año 1 D

ESCUELA NORMAL SUPERIOR DEL ESTADO DE PUEBLA PROFESORA :JAZMIN POTRERO SANCHEZ ESPECIALIDAD : INGLES 2 ESCUELA SECUNDARIA FEDERAL N0 1 ¨ “PRESIDENTE CARDENAS” GRADO: 1 “ D “ DEACUERDO CON LAS OBSERVACIONES REALIZADAS EN EL PLAN DE ESTUDIOS NOS INDICA EL USO y MANEJO DEL IDIOMA INGLES ADEMAS DE LA INTERACCION SOCIAL DEL ALUMNO, EN EL SALON DE CLASES ,ES ESENCIAL, EL USO DEL LENGUAJE CON LOS ALUMNOS PARA ALCANZAR EL APRENDIZAJE , POR LO QUE FUE NOTABLE QUE LA MAESTRA SI USABA ALGUNAS PALABRAS ,PERO NO TENIA UNA PLANEACION ELABORADA Y POR LO TANTO NO HABIA MUCHAS PARTICIPACIONES POR PARTE DE LOS ALUMNOS , A CAUSA DE ESTA LA PARTICIPACION EN CLASE Y ACTIVIDADES SE ENCONTRABAN DESORGANIZADAS ESTO ES UN PROBLEMA YA QUE NO SE PUEDEN REALIZAR O ALCANZAR OBJETIVOS CONCRETOS PARA LOGRAR UN APRENDIZAJE DENTRO DE LOS PROPOSITOS DEL PLAN DE ESTUDIOS COMO ALGUNOS ALUMNOS NO SE EXPRESAN ,POR LO TANTO NO ESTAN DESARROLLANDO NINGUNO DE LAS HABILIDADES DE CADA UNO DE ELLOS , COMO CONSECUENCIA ELLA MANTENIA EL GRUPO DESMOTIVADO, CANSADO ,ETC. CABE MENCIONAR QUE NO HABIA MUCHOS RECURSOS PARA EVALUARLOS PORQUE NO EXISTE LA PLANEACION , TRABAJANDO CON SOLO LOS RECURSOS DISPONIBLES COMO : LAS LIBRETAS, PIZARRON Y LOS LIBROS. EN LA INTERACCION SI HABIA PERO MUY POCA ,TAL VEZ H ABRIA UN POCO MAS DE INTERES POR PARTE DE LOS ALUMNOS SI LA PROFESORA UTILIZARA UNA PLANEACION PARA CADA CLASE, HABRIA MAS TIEMPO DETERMINADO EN CADA UNA DE SUS ACTIVIDADES ADEMAS DE APLICAR ALGUNAS DE LA S METODOLOGIAS DIDACTICAS EN ESTAS NOS DA VARIEDADES PARA LA APLICACIÓN DE CADA UN A DE ELLAS Y APLICAR LA QUE ESTE MAS ACORDE A LOS PROPOSITOS QUE SE QUIEREN LOGRAR PARA EL DESARROLLO DE LAS HABILIDADES DE CADA UNO DE ELLOS , EN ESTE CASO EL MODELO QUE NOS PLANTEA LA METODOLOGIA ES CONSTRUCTIVISTA EN DONDE EL PROFESOR DEBE DE COORDINAR ALGUNOS OBSTACULOS VARIABLES, EL ALUMNO DEBE ENSAYAR Y PROPONER SOLUCIONES PARA LA CONSTRUCION DE SU PROPIO CONOCIMIENTO , O TAMBIEN PODRIA UTILIZAR EL INICIATIVO O GERMINAL EN DONDE EL MAESTRO ESCUCHA AL ALUMNO Y AYUDA A UTILIZAR FUENTES DE INFORMACION Y SU SABER DEBE ESTAR LIGADO A LAS NECESIDADES DE LA VIDA , TAL VEZ A LA MAESTRA LE FALTA ACTITUD TAMBIEN POR LA RAZON DE QUE AL EVALUAR A LOS ALUMNOS ES TRADICIONALISTA DEBIDO A QUE CALIFICABA SOLO TAREAS Y NO CHECABA EL CONTENIDO. CONCLUSION : HAY DISTRINTOS MODELOS CREADOS PARA ALCANZAR EL PROPOSITO DE EL APRENDIZAJE,SOLO DEBEMOS DE USAR UNO QUE ESTE ACORDE ALAS NECESIDADES DE LOS ALUMNOS CON EL MATERIAL ADECUADO,ADEMAS DE TENER ENCUENTA EL TIEMPO DE NUESTRAS ACTIVIDADES Y PROMOVER LA PARTICIPACION; ES NECESARIO TENER UNA PLANEACION PARA TENER OBJETIVOS SATISFACTORIOS. ESCUELA NORMAL SUPERIOR DEL ESTADO DE PUEBLA PROFESORA :JAZMIN POTRERO SANCHEZ ESPECIALIDAD : INGLES 2 ESCUELA SECUNDARIA FEDERAL N0 1 ¨ “PRESIDENTE CARDENAS” GRADO: 2 “ B “ ¿DONDE QUEDO LOS MATERIALES DIDACTICOS? TAL VEZ TODOS SE LO PREGUNTEN , PERO EN ESTE CASO ES UN PROBLEMA QUE ALGUNOS NO BUSQUEN EL MATERIAL PARA DAR UNA INSTRUCCIÓN ADECUADA ,Y QUE LOS ALUMNOS EN ALGUNOS CASOS NO ENCUENTREN LA MANERA DE RELACIONARLO CON LA VIDA ,PUES LA BUSQUEDA DE MATERIALES DE APOYOS PARA LOGRAR EL OBJETIVO SE AJUSTA A LAS NECESIDADES , ES UTIL PARA EL APRENDIZAJE YA QUE ESTE SIRVE PARA FACILITAR LOS PROCESOS DE ENSEÑANZA Y LA CONSTRUCCION DEL CONOCIMIENTO ,SE PUEDE ENCONTRAR EN DIFERENTES MATERIALES COMO DIAPOSITIVAS ,IMÁGENES ETC. ESTAS SON COMUNICATIVAS ,PSICOLOGICAS Y CONTRIBUYEN AL APRENDIZAJE. LO QUE PREOCUPA MUCHO ES QUE HABIENDO TANTO MATERIAL NO SE OCUPE ,PUEDO DECIR QUE LAS ACTITUDES DEL MAESTRO INFLUYEN MUCHO EN LA CLASE PORQUE DEPENDE DE LA DEDICACION QUE LE DE A SUS ALUMNOS ,EN UNA OCACION LA MAESTRA DESESPERADA ,PREGUNTANDOSE QUE HACER CON SUS A LUMNOS ¿ PORQUE NO TRABAJAN DENTRO DE CLASE? QUEJANDOSE POR QUE SUS ALUMNOS NO QUIEREN TRABAJAR ESTAN DESMOTIVADOS , LES ABURRE Y DICEN QUE NO ENTIENDEN,ESTOS SON ALGUNOS DE LOS MAESTROS QUE NO PONEN DEDICACION A SUS ALUMNOS O NO BUSCAN MATERIAL DE APOYO NO BUSCAN ALGUNA ALTERNATIVA PARA QUE LOS ALUMNOS SE MOTIVEN Y NO VER TAN ABURRIDAS LAS CLASES, ESTE USO SE DEBE DE DAR DIA CON DIA PARA LOGRAR UN APRENDIZAJE SIGNIFICATIVO EN EL ALUMNO . http://es.wikipedia.org/wiki/Materiales_did%C3%A1cticoshttp://www.psicopedagogia.com/definicion/material%20didactico

PRIMERA CLASE EN SEGUNDO AÑO

EN LA  PRIMERA  HR

SEGUNDA

EVALUACION

ESTA  ES  LA  EVALUACION  DE  MI  PRACTICA  DOCENTE.

PAGINA SEGUNDA

segunda planeacion

la planeacion primera practica

ENSEP