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Teaching Assistance: Using Graphic Organizers

Graphic organizers can improve learning outcomes for students. They provide a visual representation of relationships between facts, concepts, and ideas. Graphic organizers come in many forms and each type is best suited to organizing a particular type of information. Types of graphic organizers include knowledge maps, concept maps, story maps, and diagrams.

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Freddy Cedeño
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59 views

Teaching Assistance: Using Graphic Organizers

Graphic organizers can improve learning outcomes for students. They provide a visual representation of relationships between facts, concepts, and ideas. Graphic organizers come in many forms and each type is best suited to organizing a particular type of information. Types of graphic organizers include knowledge maps, concept maps, story maps, and diagrams.

Uploaded by

Freddy Cedeño
Copyright
© Attribution Non-Commercial (BY-NC)
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Teaching Assistance

Using Graphic organizers


Graphic organizers come in many varieties and have been widely researched for their effectiveness in improving learning outcomes for various students. A graphic organizer is a visual and graphic display that depicts the relationships between facts, terms, and or ideas within a learning task. They are also sometimes referred to as knowledge maps, concept maps, story maps, cognitive organizers, advance organizers, or diagrams.

Types of Graphic Organizers


Graphic organizers come in many different forms, each one best suited to organizing a particular type of information.

For more templates visit:


http://office.microsoft.com/en-us/templates/CT010144349.aspx?tl=2#ai:TC101887900|

3. HOW TO WRITE A PARAGRAPH A paragraph is a group of sentences sharing ideas about one subject. The first sentence in a paragraph usually states the subject, and the other sentences give details and facts about it. A paragraph has three parts: a topic sentence, the body of a paragraph and the closing sentence. PARTS OF A PARAGRAPH THE TOPIC SENTENCE tells what the paragraph is going to be about. A good topic sentence names the subject and states your feelings about it. Here is a simple formula for writing good topic sentences: Formula: An interesting subject + your specific feelings about it = a good topic sentence. THE BODY - The sentences in the body of a paragraph must give readers all of the information they need to understand the topic. Use a lot of details to make your paragraph interesting.

THE CLOSING SENTENCE comes after all of the details have been included in the body. This sentence should remind readers about the paragraph topic.

Go ahead and do your best!


HOW THE CHILDREN LEARN TO READ

Word identification

Word familiarization

Phrase and sentence identification

Reading paragraphs, Stories..Book

PROFICIENCY
A prerequisite comparison

NORM-REFERENCED TESTS
Which group you are in (PROFICIENCY,PLACEMENT)

PLACEMENT
Appropriate level at beginning

ACHIEVEMENT
Objectives learned

CRITERIONREFERENCED
How much you know (ACHIEVEMENT,DIAGNOSIS)

DIAGNOSIS
Objectives still needed

ADOPTING
You must select a good test

DEVELOPING
You must make a previous diagnosis

OR ADAPTING
You must pick, revise and create

CHAPTER SIX

.............TEACHING

ORIENTING AND INVOLVING STUDENTS WITH CURRICULUMS OBJECTIVES

SUPPORT FROM ADMINISTRATION


Providing frameworks and politics

TEACHING

MONITORING TEACHERS REVITALIZING TEACHERS


Conferences, workshops, Resources Administrators and peers observations

CHAPTER SEVEN...PROGRAM

EVALUATION

PURPOSE OF GATHERING INFORMATION

TYPES OF INFORMATION GATHERED FOR FORMATIVE OR SUMMATIVE EVALUATION

QUANTITIVE OR QUALITATIVE TYPES OF DATA

POINT OF VIEW SHAPED BY PREVIOUS DIMENSIONS

DECISION-FACILITATION EVALUATING, PROVIDING AND HELPING

PROCESS-ORIENTED FORMATIVE EVALUATIONS UNEXPECTED OUTCOMES

THE PRODUCT

STATICCHARACTERISTIC ACCREDITATION BY EXPERTS

STRENGTH - Interesting class for students - They control the learning pace - Self-adjusting level for learners - Other atractive and reinforcing side to the syllabus topics

TOPICS TO DISCUSS
- Used only by computers owners and

restricted to a time and area. - It requires a good budget from schools and students. - Updated and trained teachers are neccesary - Softwares can only measure limited ranges of language use

Learning activity 1.2


Read the chapter 2 of your text; and make a graphic organizer about the (Highlighting several developments of hardware and software). HISTORY OF CALL

21st. century

1990s
1970s and 1980s
Microcomputers arose and small applications with them Macario - videodisc program for learning spanish ALLP - a network connected to a textual-visual database No recuerdos, Eliza, la rencontre de Phillipe - Virtual characters helping learners to achieve objectives. Macintosh by Apple, 1984 with HyperCard - Instructive collection of index cards

Improving CALL programs. Getting more interactive

Computers and devices like them make the learning by programs easier. Internet offers thousands of ways in the teaching and learning of languages

1960s
1950s
University mainframe computers PLATO project (focused on teaching)

Learning activity 1.6


1.6.1. Classify the articulation of film language in a graphic organizer.

CINEMA AND AESTHETIC TRADITION - LACK OF AESTHETICAL CRITERIA - ONLY ILLUSIONISM - LITERARY NARRATION

MONTAGE, PERCEPTION & MEMORY


- ARTICULATION THROUGH CLOSE-UPS. AESTHETICS OF MONTAGE - SELECTION OF OPTICAL SPACES AND DISCONTINUITY FOR REMEMBRANCE SELECTIVITY OF HUMAN MEMORY AND PERCEPTION

MONTAGE ORIGIN / EDITION


- ELABORATING FILMS THROUGH SLOW PROCESS - FIRST EXAMPLES OF MONTAGE EITHER TOO COMPLEX OR CAMERA WAS UNFIT

SIMILARITIES

In both cases students will benefit, that may be in disciplined students with tasks and well informed about second language Both kinds of teachers are well-prepared. They need to be ready to control students performing tasks or to apart some period to reflect on what is necessary to emphasize in the next class EFFECTIVE TEACHERS REFLECTIVE TEACHERS They concentrate on teaching and transmitting a deep knowledge of language They concentrate more on the what and why questions beyond such methods They invite the students to continue with the learning process even outside the classroom.

They concentrate on learning They focus in on methods, tasks and techniques so as to answer the how to questions limitation of the learning experience to the classroom and a learning time

DIFFERENCES

INDEXES ICONS SYMBOLS

SIGNS

PERSPECTIVE

FILM
CODES

PLAYED BY: TECHNOLOGI CALS VISUALS VOICED ICONOGRAPH Y (black and white color)

FEELINGS SENSATION

WORLD AROUND US

ARTISTIC OBSERVER

TOUCHING WATCHING LISTENING

WORDS SONGS

MEDITATION APPREHENSION

SMELLING

THINGS

EVALUATION APPRECIATION

TASTING

ACTIONS

KNOWLEDGE

2.6.2. Answer the following questions about THE SCRIPT. Use a concept map to do it. What is it? What are its limitations? What is used for?

articulates

DIRECTOR

analyzes character

ACTORS

planing through

PRODUCTION MANAGER

technical means

PHOTOGRAPHY DIRECTOR

SCRIPT
Document: Detailed description to enable all involved in the film making

locations, environments

ARTISITIC DIRECTOR

design clothes

TAYLOR

character of music

SOUND MANAGER

EDITOR processing shots

expenses

ADMINISTRATOR

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