Magazine by Omar Villarreal and Marina Kirac ©
Number 119 December
5880 SHARERS are reading
this issue of SHARE this
Thousands of candles can be lighted from a
single candle, and the life of the candle will not be shortened. Happiness never
decreases by being SHARED
This is such a
special time of the year! Everything seems to happen at super high speed.
Events, plans for events and the feelings that go with them seem to try to
outrun one another. Making plans for the holidays? Last days at school (and
again all that goes with it!)? Giving examinations day and night?
Graduations? Planning ahead to the
Christmas holidays? Thinking about presents? Well, at home we are doing all this
and trying to survive the attempt and keep our sanity.
Last week was an
eventful week: Martin enrolled at Universidad Nacional de La Plata to start his
course of studies (if he passes the entrance tests) in April 2004. Both Marina
and I had all kinds of mixed feelings. We were super happy and super proud but
at the same time a tiny little bit sad to see how time flies and how Martin will
now spend most of the week away from the family. Next Thursday 18th
is his graduation at school and a few days later the gala (Marina is making
herself a long dress for the occasion and I will
Wear my usual
black suit and Sebas…who knows?). Our next two work weeks are filled with exams
at University and at College. Holidays? Yes! After three years of swimming pool
in the back garden we are heading for the beach again. More to come (and to be
settled!) about this soon.
find us all together at home putting up the Christmas Tree and our Nativity and
the colour lights on roof tops and windows. It´s our Holy Mother´s Day tomorrow
so after Mass we are going to have lunch together with our two nieces and they
will put up the tree with Martin and Sebas. It feels so good we can almost hear
sleigh bells on the roof.
Education: Handle with care!
Motivation and Second Language Learning.
Metacognition in Second Language Teaching and Learning.
4.- Down at the Chalkface: Song +
5.- It happened in a
6.- ADVICE Summer Seminar
International Brain and Education Congress in Buenos
E-Teaching Online Special Xmas Edition.
12.- Yes! in
13.- “Licenciatura” in
14.- Calendario Escolar 2004 for Buenos
1.- EDUCATION: HANDLE WITH CARE!
Our dear SHARER and friend
Ana Maria Rozzi de Bergel has sent us this article which she was prompted to
write after reading Stephen Krashen´s letter in SHARE
You can find SHARE 117 in
our Website www.ShareEducation.com.ar (SHARE
Phonics vs. Whole Language vs. Immigrants vs. Libraries vs.
By Ana María Rozzi de
Prof. Krashen’s letter on the problem of
poor literacy in the State of California in Issue 117 of SHARE should make us,
language teachers, reflect upon the very essence of education and the
non-scientific ways in which the problem of teaching and learning is often
approached. California, we are told, tried whole language and it did not work.
Then, they changed into phonics and it did not work either. Now two experts
recommend increasing the size of
libraries while the authorities put the blame for poor literacy on the
large number of immigrants in the State. Too similar to Argentina to make us
wonder: Whither, education?
Would sanitary authorities engage into an
irresponsible game of trying drugs out on people to see whether they kill them
or cure them? Would an engineer experiment with new ways of building bridges and
then wait to see if they fall or hold? Certainly not, because in all scientific
and technical fields experimentation and research precede implementations. What
is more, research methods are very strict, they have to comply with
internationally accepted norms and are closely controlled by the corresponding
authority. Even when a method, a drug or a technological development has passed
all the expected tests and is properly validated, professionals would first
study the addressee of the application, be it a person, a place or a particular
scientific domain, before prescribing or using the new development.
This does not seem to happen in education.
Not only do teachers and educators adopt methods and approaches whose results
have not been properly validated by empirical evidence, but they do so without
researching their addressees’ needs first. What is more, they often do not take
the time to carefully study the method in question and delve into applications
based on very personal interpretations of otherwise quite solid theoretical
principles. Thus, many sound approaches get reduced to procedures. In case of
failure, schools or teachers can always blame the approach.
Then, of course, we have the pendular
dilemmas that educators seem to love: learning or acquisition? IQ’s or multiple
intelligences? drills or communicative activities? content or strategies?
knowledge or competencies? whole language or phonics? One wonders why we can’t
just have a repertoire of principles, techniques and procedures which teachers
should be able to combine in a harmonious fashion to cater for their learners’
needs, which they should be able to research, define and analyse.
The problems in California seem to stem
from far more complex issues than the choice of an approach to the teaching of
reading and writing, if only because an approach cannot fail where schools and
teachers succeed. Good school management and the subsequent good teaching
practice rise above approaches, methods and even philosophies of education
prescribed by the authorities. They even rise above the lack of libraries.
It would be interesting to investigate, in
the first place, what kind of culture these schools are immersed in: whether the
society they spring from values refinement, knowledge, critical thinking and
honest work or rather, quick money, success, beauty and youth. It would also be
important to know what social standing is given to education and educators.
Then, we should look into the policies,
their objectives and guidelines and the resources that the state puts at the
service of education, to get an idea of the official status it enjoys, although
it is the management and not the mere availability of these resources that
should concern us.
We would need to know under what political
and economic influences policy decisions are made. New light is shed on our Ley
Federal de Educación, for example, when we learn that one of the most important
documents leading to its creation was produced by the World Bank. Teacher
education should also come under scrutiny, as well as working conditions and
In the third place, we ought to learn more
about family life and the structure of homes in the area, to find out what kind
of expectations they have for their children and what kind of examples and
guidance these children receive.
We might then focus on literacy and
language. It would be important to determine who the children’s role models are
and if they are providing an example of rich vocabulary, different levels of
formality, various registers and generally sending the message that language
should be a finely tuned instrument if it is going to serve human communication
Once all this is researched and described,
we should be able to analyse the needs of each school and its population with
reference to a state policy and within its social context. Only then might we
start considering what properly tested and validated methods and approaches to
implement, which will never be the same for all the schools or for all learners
at the same school, let alone the whole nation.
Education is a systemic field. Many
disciplines converge to create the necessary medium for teaching and learning to
flourish and develop. The
responsibility for its success lies in the hands of society at large and
future generations will hold us accountable for irresponsible implementations,
lack of concern and superficial readings of serious issues – that is, if we have
not succeeded in turning them into bricks in the wall.
Maria Rozzi de Bergel
Teacher, Licenciada en Gestión Educativa, currently working towards her Magister
en Gestión de Proyectos Educativos. Coordinator of the Licenciatura en Enseñanza
del Idioma Inglés, Universidad CAECE. Coordinator
of the English Department at CENTUM, a centre for Trinity College London's
Certificate in TESOL. Coordinator and curriculum designer of the first
post-graduate course in Applied Drama for TEFL, taught by Universidad CAECE and
CENTUM, leading to the Licentiate Diploma in Applied Drama. moderated by Trinity
College London (Drama, Speech, Music and Dance
2003 by Ana Maria Rozzi de Bergel
AND SECOND LANGUAGE LEARNING
Our dear SHARER Kent Sutherland has
written this article to SHARE with all of us.
Motivation and Second Language
By Kenton Sutherland
Senior English Language
United States Department of
H. D. Brown (2001) states that “The most
powerful rewards are those that are intrinsically motivated within the
learner. Because the behavior stems
from needs, wants, or desires within oneself, the behavior itself is
self-rewarding; therefore, no externally administered reward is
According to Brown, “…you can perform a
great service to learners and to the overall learning process by first
considering carefully the intrinsic motives of your students and then by
designing classroom tasks that feed into those intrinsic drives. Classroom techniques have a much greater
chance for success if they are self-rewarding in the perception of the
learner. The learners perform the
task because it is fun, interesting, useful, or challenging, and not because
they anticipate some cognitive or affective rewards from the
Definitions of Motivation
Motivation is the extent to which you make
choices about (a) goals to pursue and (b) the effort you will devote to that
The role of rewards is paramount in
motivating behavior. Learners
pursue goals in order to receive externally administered rewards: praise, gold stars, grades,
certificates, diplomas, scholarships, careers, financial independence, and,
Drive Theory: Motivation stems from
innate drives. Ausubel (1968) elaborated on six different drives:
These drives are innate predispositions
that compel us to probe the unknown, to control our environment, to be
physically active, to be receptive to mental, emotional, or physical
stimulation, to yearn for answers to questions, and to build our own
Hierarchy of Needs Theory:
Abraham Maslow (1970) described a
hierarchy of needs within each human being that propel us to higher and
higher and higher attainment. He
saw this a a kind of pyramid building from the lowest and most basic needs to
the highest of self-fulfilment:
Freedom from Fear
Certain cognitive psychologists (e.g)., Hunt, 1971) focused on the importance of
people deciding for themselves what to think or feel or do. We define ourselves by making our own
decisions, rather than by simply reacting to others. Motivation is highest when one can make
one’s own choices, whether they are in short-term or long-term context.
In the classroom, when learners have
opportunities to make their own choices about what to pursue and what not to
pursue, they are fulfilling this need for autonomy. When learners get things shoved down
their throats, motivation can suffer because learners have to yield to others’
wishes sand commands.
Intrinsic and Extrinsic Motivation
Edward Deci (1975) defined intrinsic
motivation this way: “Intrinsically motivated activities are ones for which
there is no apparent reward except the activity itself. People seem to engage in the activities
for their own sake and not because they lead to an extrinsic reward.
Intrinsically motivated behaviors are aimed at bringing about certain internally
rewarding consequences, namely, feelings of competence and
Extrinsic motivation behaviors are,
on the other hand, carried out in
anticipation of a reward from outside and beyond the self. Typical extrinsic rewards are money,
prizes, grades, and even certain types of positive feedback. Behaviors initiated solely to avoid
punishment are also extrinsically motivated, even though numerous intrinsic
benefits can ultimately accrue to those who, instead, view punishment avoidance
as a challenge that can build their sense of competence and
motivation is more powerful:
Intrinsic or Extrinsic?
A convincing amount of studies favor
intrinsic motivation. Jean Piaget (19720 others have
claimed that human beings universally view incongruity, uncertainty, and
disequilibrium as motivating. In
other words, we seek out a reasonable challenge. Maslow (171) claimed that we are
ultimately motivated to achieve self-fulfillment. Jerome Bruner (1962) praised the
“autonomy of self-reward” and recommended that we free children and adults from
eh control of rewards and punishments.
Stephen Krashen (1985) developed his i + 1 theory using optimal incongruity
as a basis: if a problem presents enough of a
possibility of being resolved, we will go after the resolution.
There is, however, one type of
extrinsic motivation that does seem to have a positive effect on
intrinsic motivation: the
positive feedback that learners perceive as a boost to their feelings of
competence and self-determination.
No other extrinsically administered set of rewards has a lasting
effect. In other words, sincerely
delivered positive feedback in a classroom, seen by students as a validation of
their own personal autonomy, critical thinking ability, and self-fulfillment,
can increase or maintain intrinsic motivation.
motivation in the second language class
The following activities appeal to
learners’ determination and autonomy:
Activities which involve original thinking
Strategies that enable learners to bring
in their own self.
Language experience approaches in which
students create their own materials.
Oral fluency exercises in which learners
talk about what interests them.
Listening to a lecture in their own field
of study in order to fill in gaps.
Communicative activities in which language
is taught to enable learners to accomplish certain specific functions previously
unfamiliar to them.
Grammatical explanations, providing
learners see their potential for increasing their autonomy in the
Activities that are relevant to students’
Activities in which the learners are aware
of their purpose.
Discovery activities in which the learners
discover language structures or functions for themselves.
in Foreign and Second Language Education, Standford University, USA; MA. in
Applied Linguistics; UCLA; Post-Graduate TSL Certificate, UCLA; BA. in Latin
American Studies, University of the Americas, Mexico.
ESL/EFL/ESP instruction, program administration, corporate training, teacher
training, curriculum, and materials development. Consultant to foreign
governments, binational centers, and universities. Teacher trainer for Peace
Corps, National NDEA Institutes, University of California, USIA, and
USAID/AMIDEAST. Consultant for the Center for Applied Linguistics. Textbook
editor/writer and audio program producer. Frequent presenter at professional
by Kenton Sutherland
3.- METACOGNITION IN
SECOND LANGUAGE TEACHING AND LEARNING
Our dear SHARER Mario Prada from Mar del
Plata wants to SHARE this article with all of us.
The Role of Metacognition in Second Language Teaching and Learning
During a National Public Radio
broadcast in the United States in March 1999, a sixth grader explained what she
was learning from playing the Stock Market Game, an activity designed to help
children become familiar with how the stock market functions. She said, "This
game makes me think how to think" (Prakash, 1999). What this statement reveals
is that this young learner was beginning to understand the real key to learning;
she was engaged in metacognition.
Metacognition can be defined simply
as thinking about thinking. Learners who are metacognitively aware know what to
do when they don't know what to do; that is, they have strategies for finding
out or figuring out what they need to do. The use of metacognitive strategies
ignites one's thinking and can lead to more profound learning and improved
performance, especially among learners who are struggling. Understanding and
controlling cognitive processes may be one of the most essential skills that
classroom teachers can help second language learners develop. It is important
that they teach their students metacognitive skills in addition to cognitive
The distinctions between cognitive
and metacognitive strategies are important, partly because they give some
indication of which strategies are the most crucial in determining the
effectiveness of learning. It seems that metacognitive strategies, that allow
students to plan, control, and evaluate their learning, have the most central
role to play in this respect, rather than those that merely maximize interaction
and input ... Thus the ability to choose and evaluate one's strategies is of
central importance. (Graham, 1997, pp. 42-43)
Rather than focus students'
attention solely on learning the language, second language teachers can help
students learn to think about what happens during the language learning process,
which will lead them to develop stronger learning skills.
Metacognition combines various
attended thinking and reflective processes. It can be divided into five primary
components: (1) preparing and planning for learning, (2) selecting and using
learning strategies, (3) monitoring strategy use, (4) orchestrating various
strategies, and (5) evaluating strategy use and learning. Teachers should model
strategies for learners to follow in all five areas, which are discussed below.
Preparing and Planning for Learning
Preparation and planning are
important metacognitive skills that can improve student learning. By engaging in
preparation and planning in relation to a learning goal, students are thinking
about what they need or want to accomplish and how they intend to go about
accomplishing it. Teachers can promote this reflection by being explicit about
the particular learning goals they have set for the class and guiding the
students in setting their own learning goals. The more clearly articulated the
goal, the easier it will be for the learners to measure their progress. The
teacher might set a goal for the students of mastering the vocabulary from a
particular chapter in the textbook. A student might set a goal for himself of
being able to answer the comprehension questions at the end of the chapter.
Selecting and Using Learning Strategies
Researchers have suggested that
teaching readers how to use specific reading strategies is a prime consideration
in the reading classroom (Anderson, 1999; Cohen, 1998; Oxford, 1990). The
metacognitive ability to select and use particular strategies in a given context
for a specific purpose means that the learner can think and make conscious
decisions about the learning process.
To be effective, metacognitive
instruction should explicitly teach students a variety of learning strategies
and also when to use them. For example, second language readers have a variety
of strategies from which to choose when they encounter vocabulary that they do
not know and that they have determined they need to know to understand the main
idea of a text. One possible strategy is word analysis: for example, dividing
the word into its prefix and stem. Another possible strategy is the use of
context clues to help guess the meaning of a word. But students must receive
explicit instruction in how to use these strategies, and they need to know that
no single strategy will work in every instance. Teachers need to show them how
to choose the strategy that has the best chance of success in a given situation.
For example, unfamiliar words that include prefixes or suffixes that the student
knows (e.g., anti-, -ment) are good candidates for the use of a word analysis
By monitoring their use of learning
strategies, students are better able to keep themselves on track to meet their
learning goals. Once they have selected and begun to implement specific
strategies, they need to ask themselves periodically whether or not they are
still using those strategies as intended. For example, students may be taught
that an effective writing strategy involves thinking about their audience and
their purpose in writing (e.g., to explain, to persuade). Students can be taught
that to monitor their use of this strategy, they should pause occasionally while
writing to ask themselves questions about what they are doing, such as whether
or not they are providing the right amount of background information for their
intended audience and whether the examples they are using are effective in
supporting their purpose.
Orchestrating Various Strategies
Knowing how to orchestrate the use
of more than one strategy is an important metacognitive skill. The ability to
coordinate, organize, and make associations among the various strategies
available is a major distinction between strong and weak second language
learners. Teachers can assist students by making them aware of multiple
strategies available to them-for example, by teaching them how to use both word
analysis and context clues to determine the meaning of an unfamiliar word. The
teacher also needs to show students how to recognize when one strategy isn't
working and how to move on to another. For example, a student may try to use
word analysis to determine the meaning of the word antimony, having recognized
anti as a prefix meaning against. But that strategy won't work in this instance.
Anti is not a prefix here; antimony is a metallic chemical element that has
nothing to do with being against or opposed to something. When the student finds
that word analysis does not help her figure out what this word means, she needs
to know how to turn to other strategies, such as context clues, to help her
understand the word.
Evaluating Strategy Use and Learning
Second language learners are
actively involved in metacognition when they attempt to evaluate whether what
they are doing is effective. Teachers can help students evaluate their strategy
use by asking them to respond thoughtfully to the following questions: (1) What
am I trying to accomplish? (2) What strategies am I using? (3) How well am I
using them? (4) What else could I do? Responding to these four questions
integrates all of the previous aspects of metacognition, allowing the second
language learner to reflect through the cycle of learning. Preparing and
planning relates to identifying what is to be accomplished, while selecting and
using particular strategies relates to the question of which strategies are
being used. The third question corresponds to monitoring strategy use, while the
fourth relates to the orchestration of strategies. The whole cycle is evaluated
during this stage of metacognition.
For example, while teaching the
specific reading skill of main idea comprehension, the teacher can help students
evaluate their strategy use by using the four questions:
1. What am I trying to accomplish?
The teacher wants students to be able to articulate that they are trying to
identify the main idea in the text they are reading and that they are doing so
because understanding the main idea is key to understanding the rest of the
2. What strategies am I using? The
teacher wants the readers to know which strategies are available to them and to
recognize which one(s) they are using to identify the main idea.
3. How well am I using the
strategies? The teacher wants the students to be able to judge how well they are
using the strategies they have chosen, that is, whether they are implementing
them as intended and whether the strategies are helping them achieve their goal.
4. What else could I do?If the
strategies that students are using are not helping them to accomplish their goal
(i.e., identifying the main idea), the teacher wants them to be able to identify
and use alternate strategies. Teachers need to make students aware of the full
range of strategies available to them.
Research shows that learners whose
skills or knowledge bases are weak in a particular area tend to overestimate
their ability in that area (Kruger & Dunning, 1999). In other words, they
don't know enough to recognize that they lack sufficient knowledge for accurate
self-assessment. In contrast, learners whose knowledge or skills are strong may
underestimate their ability. These high-ability learners don't recognize the
extent of their knowledge or skills. Kruger and Dunning's research also shows
that it is possible to teach learners at all ability levels to assess their own
performance more accurately. In addition, their research showed that for tasks
involving logic and grammar, improved self-assessment corresponded with
improvement in the skills being assessed.
The Interaction of Metacognitive Skills
Each of the five metacognitive
skills described in this digest interacts with the others. Metacognition is not
a linear process that moves from preparing and planning to evaluating. More than
one metacognitive process may be occurring at a time during a second language
learning task. This highlights once again how the orchestration of various
strategies is a vital component of second language learning. Allowing learners
opportunities to think about how they combine various strategies facilitates the
improvement of strategy use.
The teaching of metacognitive
skills is a valuable use of instructional time for a second language teacher.
When learners reflect upon their learning strategies, they become better
prepared to make conscious decisions about what they can do to improve their
learning. Strong metacognitive skills empower second language learners.
Anderson, N. J. (1999). Exploring
second language reading: Issues and strategies. Boston: Heinle & Heinle.
Cohen, A. D. (1998). Strategies in
learning and using a second language. New York: Longman.
Graham, S. (1997). Effective
language learning. Clevedon, England: Multilingual
Kruger, J., & Dunning, D.
(1999). Unskilled and unaware of it: How difficulties in recognizing one's own
incompetence lead to inflated self-assessment. Journal of Personality and Social
Psychology, 77, 1121-1134.
Oxford, R. L. (1990). Language
learning strategies: What every teacher should know. New York: Newbury.
Prakash, S. (Reporter). (1999,
March 19). Market games [Radio series episode]. All things considered.
Washington: National Public Radio.
© 2002 by ERIC Clearinghouse on Languages and
4.- DOWN AT THE
CHALKFACE: SONG +
Our dear SHARER Alicia Ramasco has sent us
this activity that she wrote to go with Paul Anka´s celebrated song “My Way”.
Read the lyrics
of this famous song sung by Frank Sinatra.
Look up the new
words, then answer the questions ,then listen to it and enjoy it!!!
And now the end
is near/and so I face the final curtain
My friends, I'll
say it clear
I'll state my
case of which I am certain
a life that's full
each and every highway
and more ,much
more than this
I did it my
Regrets? I have
had a few
But then again
too few to mention
I did what I had
and saw it
through without exemption
I planned each
step along the byway
and more, much
more than this
I did it my
Yes, there were
times, I'm sure you knew,
when I bit off
more than I could chew,
but though it
all, when there was doubt
I ate it up and
spit it out.
I faced it all
and I stood tall
and did it my
I've loved, I've
laughed and cried
I've had my
fill, my share of losing,
but now as tears
I find it all so
To think I did
and may I say,
not in a shy way
Oh no, oh no not
I did it my
For what is a
man? What has he got?
If not himself,
then he has naught
To say the
things he truly feels
and not the
words of one who kneels
The record shows
I took the blows
I did it my
Yes, it was my
1.- A man's life is a trip, a
journey. Where in the song does the author convey these ideas
2.- What does he mean by " I will
state my case of which I am certain"?
3.- "A life that 's full”. Full
4.- What does he mean by the
phrase "My way"?
5.- Regrets? Which structure
do you use to express regret? Give an example
6.- " I did what I had to do"
What does he mean?
7.- "When I bit off more than I
could chew" What does he mean . Make a sentence using "too”.
8.- "I faced it all and I stood
tall" : Start a sentence with: “Although...”
9.- Why do you think he is crying
now? Anyway he feels amused. Make a sentence using
10.- He says he was not shy so he
11.- According to the author, what
should a man do to be a “real man”?
imagine you are the author of this song. Write a letter to a friend telling him
about your experiences, your story etc.
Dr. María Alicia
Ramasco holds a PhD. in English from Universidad del Salvador. She has
been teaching EFL for 25 years at different schools and institutions. Currently,
she teaches American History at Universidad Católica Argentina. She is also the
co-author of the "Performance" series,3 textbooks for TEFL at Secondary
HAPPENED IN THE CLASSROOM
dear SHARER and friend Marcela Santafé y Soriano sends us this hilarious
contribution to brighten up the examination season.
little girl was talking to her teacher about whales. The teacher said it was
physically impossible for a whale to swallow a human because even though it was
a very large mammal its throat was very small.
little girl stated that Jonah was swallowed by a whale. Irritated, the teacher
reiterated that a whale could not swallow a human; it was physically
little girl said, "When I get to heaven I will ask
teacher asked, "What if Jonah went to hell?"
little girl replied, "Then you ask him".
Kindergarten teacher was observing her classroom of children while they drew.
She would occasionally walk around to see each child's work. As she got to one
little girl who was working diligently, she asked what the drawing
girl replied, "I'm drawing God."
teacher paused and said, "But no one knows what God looks
missing a beat, or looking up from her drawing, the girl replied, "They will in
teacher was giving a lesson on the circulation of the blood. Trying to make the
matter clearer, she said, "Now, class, if I stood on my head, the blood, as you
know, would run into it,and I would turn red in
why is it that while I am standing upright in the ordinary position the blood
doesn't run into my feet?"
little fellow shouted, "Cause your feet ain't empty."
6.- ADVICE SUMMER
dear SHARER Nidia from Santa Fé has got an announcement to make on behalf of
11th SUMMER SEMINAR
the auspices of ASPI
Ministerial en trámite)
Why should I go to Advice Summer
give you some tips that will make you going to this conference something you
look forward to every year.
Are you running out of ideas to keep your teaching fresh? Do you have
something you have tried out in the classroom that you would like to share? The
seminar is filled with workshops by teachers like yourself. We guarantee that
you will go home with some new ideas or at least better ways to do what you do
Meet the famous
Every conference brings in people who are well known either as textbook
writers, as teacher trainers, or as “thinkers” about our profession. This is a
chance to meet these people and interact with them.
At this seminar you can meet many fellow teachers, share your concerns
and exchange your ideas with them.
Publishers´ displays You will have the opportunity to browse
through the material the different Publishers and Advice bookshop will display
10:30 am Laura Szmuch –
“Being a Resourceful Teacher” 1st Part
12:30 am Laura Szmuch –
“Being a Resourceful Teacher”
4:30 pm Lucrecia Prat Gay –
“Meaningful Assessment; the Tools to Test” 1st
6:30 pm Lucrecia Prat Gay –
“Meaningful Assessment; the Tools to Test” 2nd
7:30 pm The Performers “Clock
World”(Teatro Luz y Fuerza)
10:00 am Patricia Gomez – “Games from A to Z”
12:00 am Patricia Gomez - “Games from A to
Z” Part 2
13:00 am The Performers “Merlin, the Wizard of
the Kingdom”(Teatro Luz y Fuerza)
4:30 pm Charlie López – “Sing
a Song 2” Part 1
6:30 pm Charlie López – “Sing
a Song 2” Part 2
7:30 pm The Performers “The
Importance of Being Earnest”(Teatro Luz y Fuerza)
ADE – Urquiza 3108 Santa
Registration: Advice Bookshop- San Martín 3031 Santa
Fee: ASPI members $35 Non members $40
Brief abstract of the
NLP workshop we will work with simple techniques to help manage our classes with
ease and save our own energy in the process. Let´s acquire some strategies to
handle challenging moments, learn simple ways of appreciating and protecting
ourselves and expand our horizons so that we can give the best to our
Meaningful Assessment; the tools to
really prepares students to live successfully in the world? learning a bunch of
stuff (which prepares them for a test) or learning how to learn (which prepares
them for life)?
workshop we will analyze the pros and cons of different evaluation systems with
the belief that there are no perfect assessment devices but a helpful
combination of old and new practices.
primary purpose of this workshop is to provide teachers with a variety of games
which can be used to develop not only language skills but also personal, social,
thinking and creative skills.
workshop, Charlie, will provide teachers with a wide variety of activities and
ideas that practise the different skills, modal verbs, verbal tenses,
Teachers will have the opportunity not only
to have creative activities at hand but also to enjoy a time full of
7.- INTERNATIONAL BRAIN
AND EDUCATION CONGRESS IN BUENOS AIRES.
dear SHARER Maria
Almeida has sent us this message:
TW Challenge Research
International Brain and Education Congress®
March 31, 2004
Join top education experts at the International Brain and
Education Congress® as they present the most recent findings in brain research
and translate them into powerful new paradigms for teaching to enhance learning,
foster student development and raise achievement. Share with other teachers what
today's amazing technology reveals about how the brain operates and what
influences our thinking, learning and memory. These revolutionary findings offer
compelling information that will allow teachers to make dramatic improvements in
student learning and performance.
Dynamic speakers and presenters
interested in leading sessions, workshops and seminars at the International
Brain and education congress ® are invited to participate in this amazing
Join an amazing group of educators at the Regent
Hotel in Buenos Aires, Argentina on July 2-3, 2004 to share your expertise and
provide valuable learning solutions. Congress attendees are particularly
interested in sessions about emerging brain science discoveries and their
potential effect on teaching and learning. They strive to be the very best
teachers and trainers that they can be and are eager to learn from education
experts like you! . If you have a presentation that will help them accomplish
these goals, we want to hear from you.
Format of submissions:
Research done by students in any related area of
Work-in-Progress Reports or Proposals for Future
Incomplete research or ideas for future research in order to
generate discussion and feedback in any areas of education.
Workshop Proposals will
be evaluated based on the potential interest level for participants.
Workshops will last approximately 90 minutes
Reports on Issues Related to
Teaching Education and brain research Reports related to innovative
instruction techniques or research related to teaching and brain research in any
of the listed or related areas of education.
1. Each submission should include a separate title page.
The title page
of the submission
b. topic area of the
c. two or three keywords that
describe the submission
d. name(s) of the
e. department(s) and
j. corresponding author if
different than lead author
2. Submissions may be made to
email@example.com, faxed, or mailed.
E-mail submissions are
preferred. Submissions will be acknowledged within
48 hours. E-Mail,
fax, or mail submissions to:
The Wasteland Challenge Research Department
- Lope de Vega 475 Ciudad Autónoma de Buenos Aires 1407, Argentina- Telephone:
(5411) 4683-6621 - Fax: (5411) 4683-6621
E-mail: firstname.lastname@example.org Website: http://twcresearch.topcities.com
If submissions are mailed, submit two
copies of your paper, report, abstract, or study. Submissions imply that at
least one author will register for the conference and be present at the time
designated in the conference program.
Our dear SHARER
Alfred Hopkins has sent us this invitation;
Why not sing
your way through sweaty January? To tell the truth you don't even have to know
how to sing! In this unique workshop, organized by Living Lab of Drama and
Communication, the idea is to act out your
Haven't you ever
asked yourself, for example, what a song was really about? Suppose you like
to sing "yesterday" while taking a shower. What do we know about the
story? There was a man and a woman. They fell in love. Then they broke up. Why?
How did they meet? Was it love at first sight? Was he unfaithful to her? Did a
former love ruin things? What was it that he did wrong? Did they make up? Get
married, get divorced, attempt suicide...did they go on to celebrate their
golden wedding anniversary?
You get together
with your companions and do a bit of brainstorming, invent your own story based
on the song. Then you act it out. The words come back in flashes, sometimes
sung, sometimes chanted, sometimes said like sermons or speeches....or maybe the
haunting music drifts in from the cd speakers to enchant the
The event is
open to all English speakers with an intermediate to superior command of
the language and will take place at "La
pictoresque old drugstore in San Telmo
converted into a
candle light restaurant and cultural center. On the top floor, where the maids
used to snore and where the bakers sometimes knead dough, the participants will
meet on Saturday afternoons to open their mouths wide.
include breathing drills, exercises aimed at freeing the voice from its hang ups
and stress, limbering up routines to achieve more free body expression,
improvisation, role-playing, characterization...how to concentrate, the
projection of energy and other aspects of the actor's
coach will be Alfred Seymour Hopkins, a Los Angeles born graduate of
the University of California, drama teacher at the Instituto superior en Lenguas
Vivas "J.R. Fernandez" and founder of Living Lab. The cost: $15 per three hour
encounter. Those interested may call 4334-1561. e-mail: email@example.com.
Further information is available at our page: http://www.a-hopkins.com
Thanks and have
a Merry Christmas and a happy summer!
9.- E-TEACHING ONLINE
SPECIAL XMAS EDITION
Our dear SHARER Alicia López has sent us this
wants to express their gratitude to all the subscribers and readers who visited
the site almost 40,000 times in 2003 wishing them the very best for the in
coming year and announces:
-Issue 13 Special Edition with...
Ideas to teach until the very last moment. Christmas crafts, stories, cards,
letters and + EXAM PRACTICE: Revision exercises for different
on education & a Calendar of Events for 2004.
will be back in February 2004
have received a number of postings with offers of a job for 2004. Here they are:
wanted in Bariloche
with children and willing to work in a team.
number: 02944- 422340
by Celeste Grimau, STEPS Institute, Bariloche,Argentina
bilingual school in southern Greater Buenos Aires requires Primary School
teachers for afternoon shift and for International Baccalaureate subjects
for morning and afternoon shifts. Candidates should reside in Lanús- Lomas
de Zamora- Alte Brown area.
your CV to: Lic. Cristina Lanoó, firstname.lastname@example.org
by Cristina Lanoó, Educational Consultant.
Training School w/Ministery of Education recognition in Comodoro Rivadavia,
seeks Professor of English. Excellent salary, OSDE, initial housing.
us at 0297-4472191 or at email@example.com
by Adriana Eugui, CELI,Comodoro Rivadavia,Chubut,
are invited for a full time job, assisting the directors of an ELT Institute in
their teaching and service duties. The candidates should be qualified English
teachers and will be required to teach all ages and levels from 3-year-olds to
Advanced English. Previous experience is an advantage, but not
your CV in Spanish together with an application letter in English stating
desired salary to Sandra Lespade, Paddington English Institute - Avda. Carlos
Arroyo 34 - (6530) Carlos Casares - Pcia. de Buenos Aires , or e-mail it in Word
format to: firstname.lastname@example.org
. Deadline: 20/12/2003
by Sandra Lespade, Paddington English Institute - Carlos Casares - Pcia. de
dear SHARER Leticia Yulita from Helen Keller Institute, Bahía Blanca has a very
special invitation to make:
PACE ( Programme for Advanced Communication in English)
with a native speaker!
and join us in December at the Christmas PACE with Santa Jem on the following
lesson is $9. Take advantage of this Christmas
information and enrolment: Necochea 354 - Bahía Blanca - Tel. (0291) 482 1468 -
dear SHARER Charlie Lopez has sent us an update of the days his well-known
programme for the ELT world will be broadcast in December and the list of his
González - 'Self Motivation'
1 de diciembre a las 19.30 Hs, martes 2 a las 11 y 17.30 Hs,
miércoles 3 a las 7 Hs y viernes 5 a las 7
Jorge Ghenadenik - 'The Teaching of Language'
de diciembre a las 19.30 Hs, martes 9 a las 11 y 17.30 Hs, miércoles
10 a las 7 Hs y viernes 12 a las 7 Hs.
Scott y Pablo Toledo (Bs As Herald) - 'Teaching English through
de diciembre a las 19.30 Hs, martes 16 a las 11 y 17.30 Hs,
miércoles 17 a las 7 Hs y viernes 19 a las 7
13- “LICENCIATURA” IN
dear SHARERS from Universidad CAECE send us the following information about
their Licenciatura en la Enseñanza del Idioma Inglés.
el agrado de invitarlos a la reunión informativa a cargo de la Coordinadora de
la Licenciatura, Lic. Ana María R. de Bergel. Tendrá lugar el 10 de diciembre, a
las 19:30, en la Sede Abasto de nuestra Universidad, Tte. Gral. Juan D. Perón
Rogamos confirmar su asistencia a email@example.com
CALENDARIO ESCOLAR 2004 FOR BUENOS AIRES
lunes 8 de marzo del año próximo se iniciará el ciclo lectivo en las escuelas
públicas y privadas bonaerenses, en tanto que la finalización del mismo está
prevista para el viernes 10 de diciembre, de acuerdo con el Calendario Escolar
aprobado por el Consejo General de Cultura y Educación provincial.
período de receso invernal se extenderá del lunes 19 al viernes 30 de
We finish this
issue of SHARE with poem that a dear SHARER and teacher-trainer in Santa Fé
Daniel Colombini has written and sent us to SHARE with you
sends me on ephemeral trips,
elliptical rounds taking me back to the
sign of insecurity
of both inner and outer foes;
rhythm and slowing down now and again;
vague expanse of mist life dwells in.
Colombini, September ‘03
Omar and Marina.
is distributed free of charge. All announcements in this electronic magazine are
also absolutely free of charge. We do not endorse any of the services announced
or the views expressed by the contributors. For more information about the
characteristics and readership of SHARE visit: http://www.groups.yahoo.com/group/ShareMagazine
OUR WEBSITE : http://www.ShareEducation.com.ar
There you can read all past issues of SHARE in the section SHARE ARCHIVES.