DIDACTICS I
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Newsletter 8 5th
August 2001
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Universidad Tecnológica Nacional
Instituto Nacional
Superior del Profesorado Técnico
Cátedra de Didáctica
Especial del Primer y Segundo Ciclo de la EGB
Profesores: Omar
Villarreal, Fernando Armesto, Claudia Alvarez.
&
Adriana Lauri.
Instituto Superior de Formación
Docente Nro 41 – Adrogué.
Escuela Normal Superior
"Próspero Alemandri" - Avellaneda.
Profesor : Omar
Villarreal
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"Start by doing what's
necessary, then what's possible and suddenly you are doing the
impossible."
Saint Francis of Assisi
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Dear All,
The big day is over. The
winter holidays are over. Some of you have been surely doing plenty of reading
for the Make –up. Due to the University
strike this week, the dates have been altered:
Make-up:
Monday 13th and Tuesday 14th August usual times for Morning and Afternoon Shifts
Keep in touch and we will keep you posted if further changes are necessary.
In the meantime some more material to prepare the Make-up and revise Fichas de Cátedra Nro 1 and Nro 2..
Use your time wisely and remember : It is always best to hold hands and stick together.
Lecturers, assistant teachers, graduates, students, administrative staff and maintenance workers, we should all stand as one in defence of the our University
in particular and of the free University system of the whole country in general.
A big hug to you all
Omar
Villarreal
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|
Topics used for a
Parcial at ISFD Nro 41- Adrogué |
Traditional and Non Traditional Approaches To Language Teaching Early Viewpoints Traditional Direct Methods The Audio-lingual Method Communicative Approaches and Methodologies Factors which influence SLA SL Aptitude The role of the 1st Language Individual Variation Age Differences Some
Current Issues
Two-way interaction Production preceding perception? The “Alternative route” : acquisition without Comprehensible Input. “fossilization” as counter evidence to the Input Hypothesis. Understanding versus the possibility of speaking ------------------------------------------------------------- Articles by Stephen Krashen
on the WWW |
You can
find them at http://www.languagebooks.com/2.0/articles/default.html. or at http://www.languagebooks.com and click on "articles"
Articles by Stephen Krashen
Literacy
1. One Page a Year Commencement Speech delivered at California State
University, Bakersfield, June 9, 2000
2. The National Reading Panel Report on Phonics: Consistent with and
Supportive of the Comprehension Hypothesis (We Learn to Read by
Reading) (2000)
3.There was no decline in California, whole language has a theoretical base
and solid research support, developing literacy is natural, and the role of
phonics instruction: A response to K. Anderson's Review, "The Reading
Wars"(2000)
4. The Lexile Framework: Unnecessary and Potentially Harmful (2000)
5. Does Phonemic Awareness Develop Without Special Training? (2000)
6. Do Teenagers Like to Read? A Comment on Literacy Campaigns (2000)
7. The National Reading Panel: Errors and Omissions (2000)
8. Errors Remain, New Errors Added, Omissions Not Justified: Additional
Comments on the National Reading Panel's Report (2000)
9. Low PA Can Read OK (2000)
Bilingual Education
1. Proposition 227's Success in California Never Happened: Response to
O'Sullivan. (2000)
2. Is One Year /180 Days Enough?(2000)
3. Does Transition Really Happen?(2000)
4. No evidence that English immersion worked: A response to Michael Barone
(letter to the editor of US News) (2000)
5. Misunderstandings about bilingual education: The nature of the problem,
what we can do about it, and a reason to be optimistic (1999)
6. Another Response to Keith Baker(1999)
7. Bilingual Education: Arguments For and (Bogus) Arguments Against (1999)
Language Acquisition and Language Teaching
TPR: Still a Very Good Idea(1998)
A Conjecture on Accent in a Second Language (1997)
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A Contribution by
Bernardo Banega, (see http://bernieh.com.ar), former
student of Didactics I in 2000.
Hello, Xchangers!
We all know (or at least, are supposed to know) about Stephen Krashen's
thing on the "affective filter", that ominous wall that sometimes
rises
between a teacher and their students to hamper the learning processes.
Basically, Stevie (should it be Steph?) posits that if you feel emotionally
good, you are able learn; if not, learning is impaired or even impeded. A
lot of pedagogical implications are derived from this.
Up to now, what I've read about the affective filter do not provides a
"scientific proof" on Krashen's assumptions... hence, the term
"hypothesis"
that always comes pre-appended to this concept. The whole thing looks
pretty sound to need further demonstration but, anyway, I was gladly
surprised when I found "How emotions affect learning", a 1994 article
by
Robert Sylwester, a Professor of Education from the University of Oregon,
U.S.A. Here the author, based on facts derived from cognitive and
neurological sciences, explains -without even mentioning it- the affective
filter in terms of the molecules (peptides) that carry emotional
information, and the body and brain structures that activate and regulate
emotions. Then, he derives some interesting general principles and their
applications to the classroom. You can read Sylwester's article at:
http://www.tcams.org/sylwester.htm
Regards,
Bernieh.
P.D.: If you wish to read more on the Natural Approach, see "the Natural
Approach Web Site" at:
http://maxpages.com/thena, which
proudly quotes the very Stephen Krashen as
saying "I liked the web site." This is quite an endorsement, uh?
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News for Instituto Superior de Formación Docente Nro 41 , Adrogué and Escuela Normal Superior Próspero Alemandri, Avellaneda.
PARCIAL : Monday August 13th for ISFD 100
Wednesday 22nd for ISFD 41
Make ups - during the ordinary Make-up periods at the end of the year.
Material to be included the whole of Fichas de Cátedra 1 & 2
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