Angela Braida - 4to año A

By: Amanda Morin

Source: https://www.understood.org/en/school-learning/partnering-with-childs-school/instructional-strategies/at-a-glance-classroom-accommodations-for-dyslexia

Source: https://www.youtube.com/watch?v=u7a1Mak-rMA

Florencia Rumi 4ºA

What is the teacher’s role in supporting play in early childhood classrooms?

Play is a universal phenomenon and serves both natural and biological functions. Through play, children learn about the ever-changing world (Elkind, 2003). Teachers and families often view the value of play in different ways. Early childhood teachers say that “play is a child’s work” while some parents ask, “Did my child just play all day?” Play is sometimes seen as the opposite of teacher-directed and organized activities. The different descriptions of the value and purposes of play add to the dilemma of what and how classroom teachers can support learning and development for young children by providing carefully planned and supervised experiences. This article will explain the importance of the teacher’s role in supporting play in the early childhood classroom.

Why does play belong in early childhood classrooms?

Much has been written about the cognitive, social, emotional, and language benefits of play, as well as the types and stages of play that take place in early childhood classrooms. Both the Association for Childhood Education International (ACEI) and the National Association for the Education of Young Children (NAEYC) recognize and uphold the need for play as an essential part of early childhood education (Bredekamp & Copple, 2009). The theories of Piaget (cognitive and physical development) and Vygotsky (socio-cultural experiences) describe play for children as optimal learning times (Elkind, 2004). Brain research also supports the importance of play during the critical periods of brain growth during the preschool years (Healy, 2004). Language supports symbolic thought in the play setting and is seen as a vehicle for the development of self-regulation, cognition, and social competence (Bredecamp & Copple, 2009).

What are some of the defining characteristics of play?

When children play, they have active engagement with materials. They are intrinsically motivated and have freedom from external rules. Play allows children to be attentive to the process at hand, and children display a positive affect when playing (Nell & Drew, 2013). Children begin to think symbolically when they play. For example, using a block and pretending it is a telephone, or pretending a pegboard with pegs is a birthday cake.

What is important when designing environments that promote play?

Teachers should begin by providing opportunities for children to have spontaneous, unstructured child-initiated play experiences. With this in mind, the classroom design must also be conducive to play. Children need a large enough area for playing with two or more peers in an area where they will not be interrupted. The teacher must also provide stimulating materials to enhance and entice children into play. Materials should include loose parts that are open-ended and empower creativity by providing children opportunities to think, plan, and carry out their play.

What is the role of the teacher in play?

The benefits of play are maximized when teachers facilitate play, as limited learning may take place otherwise. Teacher support is also seen as a necessary component of developmentally appropriate practice. Teacher interventions during play take on many possibilities from assisting with problem solving, questioning, redirecting undesired behaviors, and enticing children into play themes. Teachers must also teach play skills to children who have difficulty entering into a play scenario.

Source: http://www.ttacnews.vcu.edu/2014/02/what-is-the-teachers-role-in-supporting-play-in-early-childhood-classrooms/, published on 18 february , 2014.

Eliana Sequeira - 4to A

SCHOOL OF THE FUTURE, NOW

May 12, 2017 2 minute read

In Education, Global Community

Education is changing. It must and it is. The world has moved on and the educational paradigms of the past are rapidly being left behind. The static design of traditional schools and classrooms are becoming more obsolete by the day, as more dynamic approaches to education are taking hold.

An emphasis on critical thinking-skills, collaborative and creative problem solving skills, integrated learning programs, learning by taking on real projects and designing real solutions is the future of education. We are witnessing this shift in education across the globe.

Green School Bali is well established as a progressive school that educates for sustainability. With an ever evolving and engaging learning program, we focus on the development of skills  necessary for the world of today and tomorrow. For a world where resilience, adaptability, creativity, entrepreneurship and an ability to collaborate are becoming increasingly important.

When we talk about sustainability, we talk about it beginning deep within the child themselves. Being confident alone, but stronger together, being adaptable and self-aware, being mindful and being responsible. Sustaining themselves through the highs and lows of life and sustaining healthy relationships is at the core. Sustaining effort and living a life that is purposeful, rewarding and reflects care for the impact we have on our planet – this is how we are Making Our World Sustainable.

Green School is not alone in this thinking, nor is it perfect. Seeking out opportunities to connect, collaborate, share and learn, are skills not only instilled in the students, but also right throughout the School itself. Our journey continues and as we connect others in this movement, we discover inspiration and validation. Importantly, this includes confirmation that education can be both progressive and rigorous. Green School’s recent WASC (Western Association of Schools and Colleges) accreditation is further confirmation that we are on the right path.

This is the future of education. The future of education, now. Join us, as we continue our journey and move forward with establishing a Green School Foundation, to open up new opportunities and play our part in the evolution of education. Learn more about the Green School Bali, our Learning Program and how we are making an impact in our community and beyond.

http://bnmag.greenschool.org/education/2017/05/12/school-of-the-future-now/

                                                 Estefany Núñez 4ºA
How to Remember Students’ Names

Instead of resorting to “Hey, you,” try these techniques for retrieving names.

It’s a common predicament for educators: Despite working closely with all kinds of students, they can’t always easily retrieve names on demand—especially during the first weeks of school, when faced with both new students and new responsibilities. And biology does us no favors by storing visual information and names in separate parts of the brain.

Some teachers turn to awkward work-arounds. But “Hey, Boss!” or “Good to see you!” or “How is my favorite person in the whole world?” are obvious giveaways, and “Can you spell your name for me?” might be answered with “J-i-l-l.”

Here’s the secret: Take the same enthusiasm you have for fresh avocados, BuzzFeed, or Instagram and apply it to learning students’ names.

Everybody has a good memory for things that interest them, according to Richard Harris, a Kansas State University psychology professor. So take a fanatical interest in connecting with your students and using their names.

Remember why you’re studying learners’ names: because remembering them is important. Here are a few effective tactics for internalizing students’ names.

 

Suggestions for Remembering Names

1.    Assign several short written assignments in the first week, and then practice names (”Well done, Sasha”) as you personally return papers.

2.    Take photos of students wearing name tags. Review the photos before class. Attach student photos to interest inventories so that you can relate faces with experiences and affinities.

3.    Identify a unique physical feature and then think of a funny sentence involving that feature and the student’s name: Tim has a tiny tooth.

4.    Create rhymes to aid your auditory and visual memory: Fred eats monkey bread.

5.    Prioritize talking to a different group of five students every day for the first few weeks of school. Use their names frequently during your conversation.

6.    Greet students by name as they enter the classroom. Ask for help from learners whose names you cannot recall.

7.    When a student tells you their name, say it back to them and confirm that your pronunciation is correct.

Answer: 

      ¿What is your strategy to remember the names of your students?

   To reflect orally on the importance of remembering the names of our students

  Source: https://www.edutopia.org/blog/what-did-you-call-me-how-remember-students-names

Valentina Salvarrey

The assessment education is a stage of the educational process, whose purpose is to verify, in a systematic way, the extent to which the expected results have been achieved in the objetives that have been specified with anticipation.   

Camila Parise 4ºA

Technology as a Tool to Support Instruction
By Lynne Schrum

We're all familiar with the promises of technology: It will make our students smarter and it will do it faster and cheaper than before. However, we know that learning does not occur by osmosis. We need more than a place and a computer in a room.

In the 1980s, the software used in the classroom was bad. Educators were not familiar with the technology, so the technicians did this job. They defined the way technology was used. Nowadays, we live in the technology era. We use it in business and industry, which is accepted and expected.

Is technological skill enough? We should consider these points: 

Ø  TECHNOLOGY AS A TOOL

Technology is a tool that can change the nature of learning.

First, educators want students to learn. It is not enough to tell the teachers to use the technology because it is in their schools. It is important to use it with a purpose: help the students’ learning.

Technology is connected with exploration. It has to be meaningful for both, teaching and learning. In a classroom where technology is used, students might search the web for information, and record what they have learned on the computer. In this environment, students are active because they participate in their learning process. They produce and present knowledge in a variety of ways.

In this environment, teachers can encourage different outcomes instead of insisting on the right answer. They can evaluate learning in different ways. Besides, students and teachers can be part of a learning team, instead of working individually.

Activities and learning environments must be carefully guided and structured so learners are engaged in their learning. Students must learn that exploration should be a serious process.

In a technology-rich classroom, students don't "learn" technology. Technology provides the tools to be used for authentic learning. It is a means, not an end.

Ø  CHOOSING AND USING THE TOOLS

Teachers must insist on being part of the planning for technology integration. They must work together and share their experiences with other colleagues. They must help designing the staff; it should include time to practice using the equipment.

Ø  WORKING TOGETHER

In order to successfully include technology into their classrooms, teachers must have the support of the educational community. They must provide the best means of technology and the best software with educational purpose.

Finally, teachers must educate themselves on how to use those tools for teaching and learning purposes. This is a great opportunity to challenge themselves, the students and the community in order to do a better use of technology. 




http://www.educationworld.com/a_tech/tech/tech004.shtml

Whang-od

Whang-od Oggay; born February 17, 1917) is a Filipina tattoo artist from Buscalan, Tinglayan, Kalinga, Philippines.
She is believed to be the last mambabatok (traditional Kalinga tattooist) from the Butbut people in Buscalan Kalinga and the oldest tattoo artist in the Philippines. She has been tattooing headhunters and women of the indigenous people of Butbut in Buscalan Kalinga for more than 80 years but the Butbut warriors who used to earn tattoos through protecting villages or killing enemies no longer exist.
She now applies the traditional art form to tourists visiting Buscalan. There were proposals to have her as one of the National Artists of the Philippines or as one of the National Living Treasures due to her status as the last mambabatok. She has been featured in various events and television shows featuring her life and her tattoo works.
She never married and has no children. She has been doing the batok, the traditional hand-tapped tattooing, to headhunters who earned the tattoos by protecting villages or killing enemies.
 Her tattoo ink is composed of the mixture of charcoal and water that will be tapped into the skin through a thorn end of a calamansi or pomelo tree. She was tattooed when she was a teenager. Each of her arms took one day to be finished and her family paid bundles of rice for it. When her tattoo was completed her father killed a pig to celebrate it. This ancient technique of batok that dates back a thousand years before her time is relatively painful compared to other conventional techniques. She uses designs found in nature and basic geometric shapes.
 In 2015, Senator Miriam Defensor Santiago urged her colleagues in the Philippine Senate through a resolution that Whang-od should be nominated instead as one of the National Living Treasures (Gawad sa Manlilikha ng Bayan), who are of equal rank to National Artists.




 https://en.wikipedia.org/wiki/Whang-od

ALison Lucas