ESL-UCV

C-WHEEL

Creating optimal conditions for children's learning whatever the age. Aim: Providing a flexible tool applied to many different teaching context and taking account of the whole child, more effective and successful in our work as language teachers.

Key ingredients beginning with the letter "C":

-Context

-Connections

- Coherence

- Challenge

- Curiosity

- Care

- Community

- Creativity

DO SCHOOLS KILL CREATIVITY?

SIR KEN ROBINSON

STORY-BASED LESSONS

What I understand by planning a story-based lessons is like plan a lesson but all related on a topic you have chosen, in this case, a story. You must plan carefully what to do before, during and after, in order to create them interest and motivation on the points that you would like to work with.

Starting with a global understanding on what we are going to work with, following with the story where you can also take profit to introduce more things to learn, and finishing with many activities related on the story: plays, story productions, dramas, role play, how stories are constructed and create stories themselves.

You must practise the story before acting; otherwise you could show a wrong impression on your pupils.

Everything is important, so you have to consider the voices you can use, the place where you will play it, how to seat them, which stories would fit better with the points you would like to work with, the language level of the story and so on.

Finally, I would like to emphasize the point that children love acting. So leave them use mime, sounds, gestures, and imitation to show their understanding and to make connections between language and corporal expression. 

MULTIPLE INTELLIGENCES

Gardner’s Multiple Intelligences

1. Verbal-linguistic intelligence (well-developed verbal skills and sensitivity to the sounds, meanings and rhythms of words)
2. Logical-mathematical intelligence (ability to think conceptually and abstractly, and capacity to discern logical and numerical patterns)
3. Spatial-visual intelligence (capacity to think in images and pictures, to visualize accurately and abstractly)
4. Bodily-kinesthetic intelligence (ability to control one’s body movements and to handle objects skillfully)
5. Musical intelligences (ability to produce and appreciate rhythm, pitch and timber)
6. Interpersonal intelligence (capacity to detect and respond appropriately to the moods, motivations and desires of others)
7. Intrapersonal (capacity to be self-aware and in tune with inner feelings, values, beliefs and thinking processes)
8. Naturalist intelligence (ability to recognize and categorize plants, animals and other objects in nature) 

BLOOM'S TAXONOMY

Created in 1956 to improve forms of thinking in education rather than just remembering. We can see that knowledge it's on the bottom and we make some steps until we reach the top, evaluation.