Foreing languages.

Aquì podràs acceder a nuestro parcial para realizar la tarea y hacer un breve comentario.

https://www.tes.com/lessons/VRket7sL1KiaSQ/foreign-languages

Alumnas: 
Viviana Repetto
Jaquelin Segovia
Estefany Nuñez.

Apartheid- Yuliana Etcheverry

APARTHEID

Was a system of institutionalised racial segregation and discrimination in South Africa between 1948 and 1991. Broadly speaking, apartheid was delineated into petty apartheid, which entailed the segregation of public facilities and social events, and grand apartheid, which dictated housing and employment opportunities by race. Prior to the 1940s, some aspects of apartheid had already emerged in the form of minority rule by white South Africans and the socially enforced separation of black South Africans from other races, which later extended to pass laws and land apportionment. Apartheid as a policy was embraced by the South African government shortly after the ascension of the National Party (NP) during the country's 1948 general elections.

A codified system of racial stratification began to take form in South Africa under the Dutch Empire in the late eighteenth century, although informal segregation was present much earlier due to social cleavages between Dutch colonists and a creolised, ethnically diverse slave population. With the rapid growth and industrialisation of the British Cape Colony in the nineteenth century, racial policies and laws became increasingly rigid. Cape legislation that discriminated specifically against black Africans began appearing shortly before 1900. The policies of the Boer republics were also racially exclusive; for instance, the Transvaal constitution barred nonwhite participation in church and state.^[8]

The first apartheid law was the Prohibition of Mixed Marriages Act, 1949, followed closely by the Immorality Act of 1950, which made it illegal for most South African citizens to marry or pursue sexual relationships across racial lines. The Population Registration Act, 1950 classified all South Africans into one of four racial groups based on appearance, known ancestry, socioeconomic status, and cultural lifestyle: "black", "white", "coloured", and "Indian", the last two of which included several sub-classifications. Places of residence were determined by racial classification. From 1960 to 1983, 3.5 million nonwhite South Africans were removed from their homes and forced into segregated neighbourhoods, in one of the largest mass removals in modern history. Most of these targeted removals were intended to restrict the black population to ten designated "tribal homelands", also known as bantustans, four of which became nominally independent states.^] The government announced that relocated persons would lose their South African citizenship as they were absorbed into the bantustans.

Apartheid sparked significant international and domestic opposition, resulting in some of the most influential global social movements of the twentieth century. It was the target of frequent condemnation in the United Nations, and brought about an extensive arms and trade embargo on South Africa.^[13] During the 1970s and 1980s, internal resistance to apartheid became increasingly militant, prompting brutal crackdowns by the National Party administration and protracted sectarian violence that left thousands dead or in detention. Some reforms of the apartheid system were undertaken, including allowing for Indian and coloured political representation in parliament, but these measures failed in appeasing most activist groups.

Between 1987 and 1993 the National Party entered into bilateral negotiations with the African National Congress, the leading anti-apartheid political movement, for ending segregation and introducing majority rule. In 1990, prominent ANC leaders such as Nelson Mandela were released from detention. Apartheid legislation was abolished in mid-1991, pending multiracial elections set for April 1994.

According to the Human Rights Commission and the Truth and Reconciliation Commission, deaths from political violence during the 46 years of Apartheid (1948-1994) totaled 21,000 people of which 92% were at the hands of indigenous people, primarily in battles for territory and 5.6% at the hands of security forces.

                                                                    Source: https://en.wikipedia.org/wiki/Apartheid

Biography Oskar Schindler - Dahiana Salvitano

OSKAR SCHINDLER

Oskar Schindler (28 April 1908 – 9 October 1974) was a German industrialist, spy, and member of the Nazi Party who is credited with saving the lives of 1,200 Jews during the Holocaust by employing them in his enamelware and ammunitions factories, which were located in occupied Poland and the Protectorate of Bohemia and Moravia. He is the subject of the 1982 novel Schindler's Ark and its 1993 film adaptation, Schindler's List, which reflected his life as an opportunist initially motivated by profit, who came to show extraordinary initiative, tenacity, and dedication to save the lives of his Jewish employees.

Schindler grew up in Zwittau, Moravia, and worked in several trades until he joined the Abwehr, the intelligence service of Nazi Germany, in 1936. He joined the Nazi Party in 1939. Prior to the German occupation of Czechoslovakia in 1938, he collected information on railways and troop movements for the German government. He was arrested for espionage by the Czech government but was released under the terms of the Munich Agreement in 1938. Schindler continued to collect information for the Nazis, working in Poland in 1939 before the invasion of Poland at the start of World War II. In 1939, Schindler acquired an enamelware factory in Kraków, Poland, which employed at the factory's peak in 1944 about 1,750 workers, of whom 1,000 were Jews. His Abwehr connections helped Schindler protect his Jewish workers from deportation and death in the Nazi concentration camps. As time went on, Schindler had to give Nazi officials ever larger bribes and gifts of luxury items obtainable only on the black market to keep his workers safe.

By July 1944, Germany was losing the war; the SS began closing down the easternmost concentration camps and deporting the remaining prisoners westward. Many were killed in Auschwitz and Gross-Rosen concentration camp. Schindler convinced SS-Hauptsturmführer Amon Göth, commandant of the nearby Kraków-Płaszów concentration camp, to allow him to move his factory to Brünnlitz in the Sudetenland, thus sparing his workers from almost certain death in the gas chambers. Using names provided by Jewish Ghetto Police officer Marcel Goldberg, Göth's secretary Mietek Pemper compiled and typed the list of 1,200 Jews who travelled to Brünnlitz in October 1944. Schindler continued to bribe SS officials to prevent the execution of his workers until the end of World War II in Europe in May 1945, by which time he had spent his entire fortune on bribes and black market purchases of supplies for his workers.

Schindler moved to West Germany after the war, where he was supported by assistance payments from Jewish relief organisations. After receiving a partial reimbursement for his wartime expenses, he moved with his wife, Emilie, to Argentina, where they took up farming. When he went bankrupt in 1958, Schindler left his wife and returned to Germany, where he failed at several business ventures and relied on financial support from Schindlerjuden ("Schindler Jews") – the people whose lives he had saved during the war. He was named Righteous Among the Nations by the Israeli government in 1963. He died on 9 October 1974 in Hildesheim, Germany, and was buried in Jerusalem on Mount Zion, the only member of the Nazi Party to be honoured in this way.

Source:

https://en.wikipedia.org/wiki/Oskar_Schindler

Victoria Peraza The story of Anne Frank

The story of Anne Frank                 

Anne Frank is a Jewish girl who has to go into hiding during World War Two to escape from the Nazis. Together with seven others she hides in the secret annex at Prinsengracht 263 in Amsterdam. After more than two years in hiding they are discovered and deported to concentration camps. Anne’s father, Otto Frank, is the only one of the eight people to survive. After her death Anne becomes world famous because of the diary she wrote while in hiding.

Life in Germany

Anne Frank was born on 12 June 1929 in the German city of Frankfurt am Main, where her father’s family had lived for generations. She has a sister, Margot, who is three and a half years older. The economic crisis, Hitler’s rise to power and growing antisemitism put an end to the family’s carefree life. Like many other Jews, Otto Frank and his wife, Edith, decide to leave Germany.

A new lifein The Netherlands

Otto sets up a business in Amsterdam and the family finds a home on the Merwedeplein. The children go to school, Otto works hard at his business and Edith looks after the home. When the threat of war in Europe increases, Otto and his family try to emigrate to England or the USA but these attempts fail. On 1 September 1939 Germany invades Poland. It is the beginning of the Second World War.

War in The Netherlands

For a while there is hope that The Netherlands will not become involved in the war, but on 10 May 1940 German troops invade the country. Five days later The Netherlands surrenders and is occupied. Anti-Jewish regulations soon follow. Jews are allowed into fewer and fewer places. Anne and Margot must attend a Jewish school and Otto loses his business.
When a renewed attempt to emigrate to the U.S.A. fails, Otto and Edith decide to go into hiding. Otto sets up a hiding place in the rear annexe of his firm at Prinsengracht 263. He does this together with his Jewish business partner Hermann van Pels and with help from his associates Johannes Kleiman and Victor Kugler.

In hiding

On 5 July 1942 Margot Frank receives a call-up to report for a German work camp. The next day the Frank family goes into hiding. The Van Pels family follows a week later and in November 1942 they are joined by an eighth person: the dentist Fritz Pfeffer. They remain in the secret annexe for more than two years.
In hiding, they have to keep very quiet, are often frightened and pass the time together as well as they can. They are helped by the office workers, Johannes Kleiman, Victor Kugler, Miep Gies and Bep Voskuijl; by Miep’s husband, Jan Gies; and by the warehouse manager, Johannes Voskuijl, Bep’s father. These helpers not only arrange food, clothes and books, they are the group’s contact with the outside world.

A diary as a best friends

Shortly before going into hiding Anne receives a diary for her birthday. She starts writing straightaway and during her time in hiding she writes about events in the secret annexand about herself. Her diary is a great support to her. Anne also writes short stories and collects quotations from other writers in her ‘book of beautiful sentences’.
When the Dutch minister of education in exile in London appeals on British radio for people to keep war diaries, Anne decides to edit her diary and create a novel called 'The Secret Annex'. She starts to rewrite, but she and the others are discovered and arrested before she has finished.

Arrest and deporation

On 4 August 1944 the people in hiding are arrested, along with their helpers Johannes Kleiman and Victor Kugler. They pass from the security service headquarters and prison to the transit camp Westerbork, from where they are deported to Auschwitz. The two helpers are sent to the Amersfoort camp. Johannes Kleiman is released shortly after his arrest and six months later Victor Kugler escapes. Immediately after the arrests Miep Gies and Bep Voskuijl rescue Anne's diary and papers that have been left behind in the secret annex. Despite intensive investigations it has never been clear how the hiding place was discovered.

Otto Frank returns

Otto Frank is the only one of the eight people in hiding to survive the war. During his long journey back to The Netherlands he learns that his wife, Edith, has died. He knows nothing about his daughters and still hopes to see them again. He arrives back in Amsterdam at the beginning of July. He goes straight to Miep and Jan Gies and remains with them for another seven years.
Otto Frank tries to find his daughters, but in July he receives the news that they both died of disease and deprivation in Bergen-Belsen. Miep Gies then gives him Anne’s diary papers. Otto reads the diary and discovers a completely different Anne. He is very moved by her writing.

Anne is diary

Anne wrote in her diary that she wants to become a writer or a journalist in the future, and that she wants to publish her diary as a novel. Friends convince Otto Frank that the diary has great expressive power and on 25 June 1947 The Secret Annexe is published in an edition of 3,000. Many more editions follow, also translations, a play and a film.
People from all over the world learn of Anne Frank's story. Over the years Otto Frank answers thousands of letters from people who have read his daughter's diary. In 1960 the Anne Frank House becomes a museum. Otto Frank remains involved with the Anne Frank House until his death in 1980 and campaigns for human rights and respect.

 Webgrafía: http://www.annefrank.org/en/Anne-Frank/Anne-Franks-history-in-brief/

Segunda prueba parcial Lenguas Extranjeras

Yuliana Etcheverry-Florencia Rumi-Eliana Sequeira

Biography of Dr. Maria Montessori

Maria Montessori was born on the 31st August 1870 in the town of Chiaravalle, Italy. Her father, Alessandro, was an accountant in the civil service, and her mother, Renilde Stoppani, was well educated and had a passion for reading.

The Montessori family moved to Rome in 1870 and in 1871 the young Montessori girl enrolled in the local state school. Breaking conventional barriers from the beginning of her education, Maria initially had aspirations to become an engineer.

When Maria Montessori graduated secondary school, she became determined to enter medical school and become a doctor. Despite her parents’ encouragement to enter teaching, Maria wanted to enter the male-dominated sphere of medicine. After initially being refused entry, Maria was eventually given entry to the University of Rome in 1890, becoming the first woman to enter medical school in Italy. Despite facing many obstacles due to her gender, Montessori qualified as a doctor in July 1896.

Soon after her medical career began, Dr Montessori became involved in the Women’s Rights movement. She became known for her high levels of competency in treating patients, but also for the respect she showed to patients from all social classes. In 1897, Dr Montessori join a research programme at the psychiatric clinic of the University of Rome, as a volunteer. This work initiated a deep interest in the needs of children with learning disabilities. In particular, the work of two early 19th century Frenchmen, Jean-Marc Itard, who had made his name working with the ‘wild boy of Aveyron’, and Edouard Séguin, his student. Montessori was appointed as co-director, of a new institution called the Orthophrenic School.

At the age of twenty-eight Montessori began advocating her controversial theory that the lack of support for mentally and developmentally disabled children was the cause of their delinquency. The notion of social reform became a strong theme throughout Maria's life, whether it was for gender roles, or advocacy for children.

In 1901 Montessori began her own studies of education philosophy and anthropology, lecturing and teaching students. In this period, the development of Rome meant that children were left at home as their parents worked. The number of children needing a guide and role model presented Maria with an opportunity to work with children with normal development and push her ideas into the mainstream. Dr Montessori opening her Casa dei Bambini in Rome, in1907 bringing some of the educational materials she had developed at the Orthophrenic School.

Dr. Montessori put many different activities and other materials into the children’s environment but kept only those that engaged them. What she came to realise was that children who were placed in an environment where activities were designed to support their natural development had the power to educate themselves. By 1909 Dr Montessori gave her first training course in her new approach to around 100 students. Her notes from this period provided the material for her first book published that same year in Italy, appearing in translation in the United States in 1912 as The Montessori Method, and later translated into 20 languages.

A period of great expansion in the Montessori approach now followed. Montessori societies, training programmes and schools sprang to life all over the world, and a period of travel with public speaking and lecturing occupied Dr Montessori, much of it in America, but also in the UK and throughout Europe.

Having long held the ambition to create her own permanent, long-standing centre for research and development. Montessori was held back by the rise of fascism in Europe. Montessori schools were closed by Nazis and both books and effigies were burned. In 1939, Maria and her son Mario moved to India to lecture, initially intending to travel for only three months, the trip lasted seven years, as  the outbreak of war, saw Mario was interned and Maria put under house arrest, as Italian citizens. In India, Maria trained over a thousand Indian Teachers. Returning to Europe, Maria addressed UNESCO in 1947 with the theme of Education and Peace and ultimately receiving her nomination for Nobel Peace Prize in 1949. Maria died in 1952, in the company of her son Mario, to whom she bequeathed the legacy of her work.

Source: https://montessori.org.au/biography-dr-maria-montessori

Luciana Calvetti - Disney Gives Fans a Glimpse of the Future

JULY 26, 2017
Disney Gives Fans a Glimpse of the Future
The entertainment giant announces plans for its theme parks, including new attractions on “the galaxy’s edge.”
BY JEREMY HSIAO | FOR THE SCHOLASTIC NEWS KIDS PRESS CORPS

A hotel shaped like a spaceship? Thanks to Disney, tourists should soon be able to travel to a “galaxy” that is located right here on Earth.

At the recent D23 Expo (D23) in Anaheim, California, Disney executives gave fans a glimpse of coming attractions. Disney revealed plans for two Star Wars-themed lands. They are set to open in 2019 at the entertainment giant’s parks in California and Florida.

Called Star Wars: Galaxy’s Edge, the lands will immerse visitors in the imaginary world of the hit movie series. Travelers to these “remote trading posts” on the edge of space will meet alien characters and droids that are well known to Star Wars fans.

“From the second you arrive, you will become a part of a Star Wars story,” said Bob Chapek, chairman of Walt Disney Parks & Resorts. “You’ll immediately become a citizen of the galaxy and experience all that [it] entails, including dressing up in the proper attire.”

HONORING MICKEY AND MINNIE

Plenty of other announcements were made at D23, which is short for “Disney” and “1923,” the year that Walt Disney founded the company. A new attraction called “Mickey and Minnie’s Runaway Railway” will honor Mickey Mouse and Minnie Mouse, the beloved cartoon characters that Disney helped create in the 1920s.

Visitors to Disney’s Hollywood Studios in California will be able to step through the movie screen and find themselves in a Mickey Mouse cartoon short. “It will be a ‘mouse-terpiece,’” said imagineer Kevin Rafferty.

Two new attractions are also planned for Epcot, a Disney theme park in Orlando, Florida. The interactive attractions are inspired by the movies Ratatouille and Guardians of the Galaxy.

“Making your dreams come true,” Chapek said, “is who we are and what we do.”

www.scholastic.com (news for the classroom)

Luciana Calvetti - Katherine Silvera - Agustina Valdez - 6 Tips For Keeping Your Students Engaged in Class

6 Tips For Keeping Your Students Engaged in Class

By George Jones on May 15, 2017

This is an extract from Edudemic , connecting education & technology.

The image of the bored, half-asleep, daydreaming teen sitting in a high school classroom is all too familiar for teachers. Most teenagers seem to treat school days like a prison sentence. A recent poll found that the top two words teenagers most associate with school are “bored” and “tired,” and this probably isn’t all that surprising. With schedules that are often packed with difficult classes, homework, and extracurricular activities, teenagers likely find sitting in a desk for hours a day to be pretty low on the excitement scale.

As teachers, the task of keeping students interested and engaged can often feel like a steep challenge. Teachers are competing with endless distractions, sleepiness, and a general lack of motivation. It may be a challenge to find new and inventive ways to help form a more positive view of the school experience for students, but it is a worthy challenge nonetheless. By implementing a few new engagement techniques, teachers may be able to encourage students to be more engaged in class and to put an end to that prison sentence.

Make Relevant Connections

One of the best ways to get teenagers interested is by talking about the things they know and care about, whether that’s pop culture, music, or television shows. For example, creating an English lesson around crafting tweets from the characters in the class novel could be a fun, new way to approach looking at the text. Making references to pop culture within the lesson, or even opening up the floor for student input and feedback about how the class material relates to their everyday lives, could make way for lively conversation.

Some teachers who use Power Point put related memes or GIFs in their presentations to break up the information and maybe get a laugh or two from the otherwise weary students. By tying in things the students enjoy engaging with outside the classroom, teachers may be able to foster more interest in the classroom.

Play Games

Teenagers like playing games, even if they might roll their eyes at first. There are tons of easy, classroom-friendly games that teachers can implement into just about any lesson in any subject to help keep students on their toes and interacting with one another. One go-to game is throwing a beach ball around the room to choose who will answer the next question. Or, write questions on the colored sections of the ball, and whichever section the catcher’s thumb lands on, they have to answer. Create a game of Jeopardy made out of questions from the study guide for an upcoming test and split the class into teams to play. Since many students are grade-driven, consider offering an extra point or two on an assignment to the winner(s).

Work in Groups

Group work is an easy, fail-safe way to get students moving around and talking. Students can be broken into groups to work on any number of assignments, from answering complex discussion questions, to creating a presentation on a textbook chapter to teach to their classmates. If students are particularly disengaged when it comes to class discussion, try putting them into small groups of 3-5 and giving them a set of questions on index cards. Challenge them to spend 5 minutes discussing each question, and ask them to be prepared to share their thoughts with the class. By giving students time to bounce ideas off of one another in a smaller setting, they may feel more prepared to share those ideas to the larger class afterwards.

Four Corners

Using the space in the room is a great way to get students on their feet, rather than sitting stagnantly through a lesson. Four corners is an activity in which the teacher will label each corner of the room with an answer of sorts (for example, the corners might be “strongly agree,” “agree,” “disagree,” and “strongly disagree,”). Then, the teacher will ask questions and/or make statements and ask students to move to which corner of the room they identify with. Once in their chosen corners, students can discuss why they chose that corner. Not only will the activity get students out of their seats, it will also require them to make a conscious and critical decision about what they think about the material of the lesson.

Use Technology

If there is any kind of technology available in the classroom for students and/or teachers to use, teachers could try implementing it into a lesson plan. With some schools around the country moving to one-to-one technology (one device per one student), there are more and more opportunities to incorporate these devices in the learning process. Since most teenagers are nothing short of glued to their tech, using it in the classroom could definitely help keep them more interested in the material. Online platforms like Kahoot! can be used to create interactive quizzes and polls that students can participate in from their own devices, giving them a bit of agency over how the lesson unfolds and what they get out of it.

Participate and Learn With Students

Just because the teacher is in the front of the room doesn’t mean there isn’t anything they can learn from their students. Rather than maintaining an entirely authoritative position in the classroom, teachers can participate in projects, share their own experiences and interests, and get to know their students’ interests. Asking students questions about the things they’re fluent in can make them feel as though the things they care about are interesting and what they have to offer is valuable.

VALERIA RODRÍGUEZ - DAHIANA SALVITANO 

Education system in Finland

Equal opportunities to high-quality education

            The main objective of Finnish education policy is to offer all citizens equal opportunities to receive education. The structure of the education system reflects these principles. The system is highly permeable, that is, there are no dead-ends preventing progression to higher levels of education.

            The focus in education is on learning rather than testing. There are no national tests for pupils in basic education in Finland. Instead, teachers are responsible for assessment in their respective subjects on the basis of the objectives included in the curriculum.

            The only national examination, the matriculation examination, is held at the end of general upper secondary education. Commonly admission to higher education is based on the results in the matriculation examination and entrance tests.

            Governance has been based on the principle of decentralization since the early 1990s. Education providers are responsible for practical teaching arrangements as well as the effectiveness and quality of the education provided. Local authorities also determine how much autonomy is passed on to schools. For example budget management, acquisitions and recruitment are often the responsibility of the schools.

            Polytechnics and universities enjoy extensive autonomy. The operations of both polytechnics and universities are built on the freedom of education and research. They organize their own administration, decide on student admission and design the contents of degree programmes.

            Most education and training is publically funded. There are no tuition fees at any level of education. An exception are the tuition fees for non-EU and non-EEA students in higher education, effective from autumn 2016. In basic education also school materials, school meals and commuting are provided free of charge. In upper secondary education students pay for their books and transport. In addition, there is a well-developed system of study grants and loans. Financial aid can be awarded for full-time study in upper secondary education and in higher education.

Modified. Taken from:

http://www.oph.fi/english/education_system

Resource:

https://www.youtube.com/watch?v=vLB1sGhJx_4

PLAY AND LEARN: THE IMPORTANCE OF PLAY FOR SCHOOL-AGE CHILDREN

Play is often defined as children’s work. It is through play that children organize and make sense of the world. Play also helps children work through tensions in their lives. Play brings out children’s creativity and so much more.

Think of the importance of play in your own life. As a child, you probably engaged in active play like riding bikes, climbing trees, or jumping rope. You probably also engaged in quieter play like drawing pictures, playing board games, and constructing elaborate structures. You learned much from these experiences, including building your strength and imagination, taking turns, and following rules. Many of us can appreciate the value of play for children under five, but it might still be a stretch to appreciate play for school-agers. And yet, play continues to be important in the lives of children as they enter school. As a matter of fact, play continues to be important even for adults.

1. Why is Play Important?

Lev Vygosky is one of the foremost child development theorists. Vygotsky believed that play was critical for children’s development. Jean Piaget, another key theorist in children’s development, sees play as building vocabulary, concentration, flexibility, and empathy, among other qualities. Stuart Brown, yet another theorist, describes properties of play. According to Brown, true play is apparently purposeless, voluntary, and free from time constraints. Note that he says “apparently purposeless,” with “apparently” being the key word. Many of us are goal-focused and outcome-driven and might have trouble justifying an activity that is apparently purposeless. Yet we all need unstructured play time, and school-agers are no exception. We also know that while play may look purposeless, it helps children in so many ways. Consider these examples of children learning through play:

• Sylvie had a recent visit to the hospital. When she comes home, her dad finds that she loves to play hospital, where she is the doctor and one of her friends or parents is the patient. Sylvie is using dramatic play to work through the stress of being hospitalized.

• Michel is into building. Whether it is connecting blocks or straws and clay, Michel builds elaborate structures. He is learning about engineering as he makes his structures. Sometimes his friend, Manuel, helps during their playdates. When that happens, they both also learn cooperation and collaboration.

• Dominique loves to play in the dirt. She digs, makes mud pies, crafts structures, and gets really dirty. Dominique’s creativity is developing as she forms structures with mud.

2.  Learning Through Play

So how do we encourage play for school-age children?

Make sure children are not over-scheduled. Leave time for open-ended, unstructured play.

Engage in play with your child when you can. Be willing to participate in pretend play; dress up, act silly, and be creative.

Follow your child’s lead. Take direction from your child and strive to follow what she wants to do, not necessarily what you want to do.

Respect when children want to play on their own. Sometimes children at play want to be on their own and sometimes they want to play with others. As children play and learn, be sure to look in occasionally to see if their preferences have changed and they are now looking for a playmate.

Provide “loose parts.” Loose parts are exactly what they sound like: they are typically lots of small pieces that can be played with in open-ended ways. Often, but not always, they are natural items. They tend to spur children’s creativity because there is no one right way to play with them. Here are just a few examples of loose parts:

• A basket of small smooth pebbles of different colors

• A small container of fabric scraps of different colors and textures

• Small blocks, spools, or balls collected in a basket

• A collection of shells, corks, wood pieces, or nuts in the shell

The importance of play doesn’t diminish as preschoolers become school-age children. Remember that play is how children learn and offer plenty of chances for school-agers to play.

More on This Topic:

• Learn about the importance of outdoor play for development and find activities to do with your school-aged child.

• Discover how playdates can help foster your child’s social development and growth.

• Learn how unstructured outdoor play can develop your child’s executive functioning and social skills.
• If you’re struggling with coordinating get-togethers for your child, try these ideas for taking on a new parenting role in the playdate planning process.

The source: https://www.brighthorizons.com/family-resources/e-family-news/importance-of-play-for-school-age-children

I. King Jordan

I. king Jordan has distinguished himself as a scholar, teacher, and leader in education. He has earned the attention and admiration of the nation as the first deaf president of an institution of higher education. As Gallaudet University's first deaf president in the institution’s 125-year history, he represents the actuality of his now famous statement, "Deaf people can do anything except hear."

Jordan lost his hearing while serving in the U.S. Navy. Undaunted, he received his bachelor's degree from Gallaudet University. After earning his master’s degree and Ph.D. in psychology from the University of Tennessee, Jordan joined the faculty at Gallaudet. He later became the Dean of the College of Arts and Science, and then president in 1988.

Jordan serves on national and international boards and committees concerned with deafness. He has been a visiting scholar to a number of universities internationally. Jordan is the recipient of numerous awards including the Leadership and Dedication Award for Civil and Human Rights for All Mankind, Washington, D.C. City Council, Ward 5, 1989; Educator of the Year, Delta Phi Epsilon Honorary Society, 1988; the United States Comptroller General ’s Award, 1987; Distinguished Leadership Award, National Association for Community Leadership, 1989; One-of-a-Kind Award, People-to-People Committee for the Handicapped, 1989; and the Hubert H. Humphrey Civil Rights Award, 1989.

The source: http://www.weber.edu/WSUToday/jordanbio.html

Valentina Salvarrey, Dahiana Curbelo, Camila Parise 5 Effective Teaching Strategies for Reading

5 Effective Teaching Strategies for Reading

By: Janelle Cox

As you know, reading is a fundamental skill that we all use every day of our lives. From reading the mail to a food menu, to reading your text messages and email, there is no escaping it, reading is everywhere. This makes the development of proficient reading skills for primary learners even more essential -- not only for their academic success, but for their daily lives as well. Unfortunately, reading can be a skill that many children struggle to master. In order for all of our students to be confident readers, we as teachers can provide our students with a few effective teaching strategies for reading. By implementing these teaching strategies, we are giving our students the tools that can help them succeed. Here are five of the most effective teaching strategies for reading that elementary teachers use with their primary learners.

1. Graphic Organizers as Teaching Strategies

Graphic organizers are an incredible teaching tool that have been used in the classroom for decades. Even before all of the new, fancy organizers, teachers would ask their students to fold their papers in half, and use the two sides to compare and contrast content. Educators like the fact that graphic organizers enable students to visually see the connections they are reading.

There is no doubt that each student in your classroom absorbs information in a different way. With a classroom full of diverse learners, a graphic organizer can help to address each individual’s needs. While one student may benefit from using a Venn diagram, another may benefit from using a semantic map.

There are a million different graphic organizers to choose, from KWL charts to sequencing events. You can even create your own to suit the needs of the concept or student.

2. Incorporating Technology

Many teachers can confidently say that they have not come across a student that didn’t like to use technology. Technology has become such an integral part of all of our lives, that it would seem like a disadvantage not to use it as a reading strategy in the classroom. Aside from the obvious choice of utilizing a tablet so students can read and play games within the apps, there are many other pieces of technology that can help students excel at reading. There are websites like PBSkids.org that offer a variety of different reading games with characters the students are familiar with. There is also Suessville.com, which offers students interactive games that bring the Dr. Seuss characters to life. In addition to apps and websites, there are activities that you can use on your Smartboard as well.

The inherent understanding that our students have for technology, and the way that they all excel so quickly about all things technology, makes integrating it as a reading strategy extremely engaging.

3. Activing Prior Knowledge

As you know, when you get your students to connect what they are learning to something that they already know, there is a better chance that they will understand it better, and remember it longer. To help activate students’ prior knowledge, try asking them a few questions: “What do you know about this topic?” and “How can you relate this to your own life?” These types of questions help students personally connect to the text. Research shows that when children care about something, they become more connected to it, which in turn helps them excel academically. Here are a few more questions to help students connect with their text.

• What event in your life does this text remind you of?
• How can you connect the text to something that happened in the past?
• Do any of these characters remind you of anyone you know?
• Does this topic remind you of anything or sound familiar to you?

4. Using a Word Wall

A word wall is much more than just a classroom display, it’s an effective strategy that can help promote literacy for primary learners. Teachers not only use them to help enhance the classroom curriculum, but to provide students with reference and support, to teach essential language skills, and to help students learn site words and patterns. Besides being a direct visual that students can reference throughout the day, teachers use word walls by incorporating various activities. Here are a few favorites.

• I Am Thinking of a Word - Start with the phrase “I am thinking of a word that …” Then, give students clues as to what word you are thinking of. Students must use your clues to determine what word you are thinking of from the word wall.
• Spell-A-Shape – For this activity, the teacher would dictate several words from the word wall. When saying a word, the teacher would orally clap or snap for each word that he/she says. Then, the teacher would select a shape (heart, circle, and square) and have students draw this shape on their paper and write the words that were dictated from the word wall repeatedly around that shape.
• The Hot Seat – One student is chosen to pick a word for the word wall. Then, the other students in the class ask that student questions to try and figure out the word.

5. Student Choice

One of the best reading strategies that you can choose for your students is the ability for students to have a choice in what they read. This is the most effective strategy to get your students to want to read. When you give students a voice and a choice, then they will choose something that is of interest to them. This makes it more likely that they will be motivated and engaged to read the book until the end.  Start by asking questions to find out what the students interests and hobbies are.

 

Janelle Cox is an education writer who uses her experience and knowledge to provide creative and original writing in the field of education. Janelle holds a Master's of Science in Education from the State University of New York College at Buffalo. She is also the Elementary Education Expert for About.com, as well as a contributing writer to TeachHUB.com and TeachHUB Magazine. You can follow her at Twitter @Empoweringk6ed, or on Facebook at Empowering K6 Educators.

Source: http://www.teachhub.com/5-effective-teaching-strategies-reading