ESTRATEGIAS PARA EL MANEJO DE CLASE Y LA CREACIÓN DE AMBIENTES DE APRENDIZAJE UNIDAD IV MCDISL

UNIDAD IV. ESTRATEGIAS PARA LA INCLUSIÓN DE DINÁMICAS DE CLASE 4.1 Identificación de los propósitos de las dinámicas de clase 4.2 Dinámicas basadas en recursos multimedia 4.3 Story telling, juego de roles y dramatización 4.4 Energizers, lead ins, warm ups y dinámicas de relajación 4.5 Desarrollo de proyectos en diferentes ambientes de aprendizaje

IDENTIFICACIÓN DE LOS PROPÓSITOS DE LAS DINÁMICAS DE CLASE What’s the pedagogycal background of playing games? What’s the relation between interaction and games? What’s the intention of playing? Is gaming a classroom activity or a leisure? What kind of games do our students prefer? (inside the classroom, outside on the playgroud, sailing on the Internet) What are the pros and cons of teaching by playing? Could word based games be considered interactive? (jigsaws, crosswords, wordseach, etc)

THESE GUYS AGAIN??? Lev Vygotsky ZPD Scaffolding and mediation Jerome Bruner Discovery learning Jean Lave Situated learning Learning is an Active constructive process

YES !...HERE WE GO AGAIN WITH THE SOCIO- CONSTRUCTIVIST THEORIES Socio-constructivism emphasizes the impact of collaboration and negotiation on thinking and learning. A central notion in socio-constructivism is assisted learning, a concept that is influenced by socio-culturalism and its concept of proximal learning

GAMING AND THE CONSTRUCTIVIST MODEL “ …Gaming can be an individual or shared experience, but always involves construction, synthesis, and application of knowledge (when you play a game you continually develop better or alternative approaches every time you play, lose and win); and so it is a natural link for us to make between this and a constructivist model for learning.”

ANOTHER FACTS ABOUT GAMES… “… games can provide intense and meaninful practice of language, then they must be regarded as central to a language teacher’s repertoire and not merely a way of passing the time.” “… games provide the key features of “drill” with the added opportunity to sense the working of language as living communication. Games involve the emotions, and the meaning of the language in thus more vividly experienced. It is, for this reason, probably better absorbed than learning based on mechanical drills.”

GAMING? GAMIFICATION? INTERACTIVE ACTIVITIES? WARM-UPS? ENERGIZERS? ROLE PLAY? No matter what you do in your class, the interaction and collaboration will be the most important action that will ignate the learning. Be aware of the following factors: 1.The use of them in education must be driven by the pedagogic goals and needs of the learners, rather than by the technology or the game itself. 2.Integration with curriculum is a key challenge, so adapt your actions to the characteristics of the students but also to your achievements 3.Avoid making assumptions and question “universal truths” such as games are motivating, so as teachers we should motivate but also monitor the action 4.Consider to be traditional but also use multi-media environments

5. Flexibility, variety and creativity are needed to address the fact that learners (and teachers) are unique. Not all respond to the learning activities in the same way. 6. Technology, and the lack of it, is also an important consideration

STAGES OF TEACHING INTERACTION ACTIVITIES Teacher Explains the activity and its rules; key intention and writes or show symbolism if necessary Teacher and 1 or 2 students Demostrate the parts of the game and actions by modeling Some students Do a trial in front of the class All students Practice language by playing while teacher monitor and check assesment

SOME TYPES OF GAMES

ICEBREAKERS AND WARMERS “It is important for learners to feel comfortable with each other, confident in themselves and focussed on the language lesson rather than on other distractions.” Icebreaker => new class Warmer => beginning of the class

MAINLY SPEAKING “These types of games offer a reason for speaking, and thus they can give learners a confirmation and confidence resulting from the succesful use of the language in a warning signal on the unsuccesful use of the language.” Positive rewards Teacher’s role as monitor Collaboration and interaction based

STORY TELLING, ROLE PLAY, DRAMATIZATION These interactions allow students to be, sense, and produce with the language, in a scripted way, but also by improvisation. When students are freely choosing the dialogues, teacher can evaluate the learning process and correct if necessary. Imagination, repertoire of vocabulary, structured speech, and non verbal communication are shown on these activities.

COMPUTER GAMES, MULTI-MEDIA AND INTERNET BASED We work with students who are technology natives, they’re called that way because they were born on this era. Teacher => updated and technology user Technical requierements such as Internet, computers and games Real designed for ages, levels and interest of students

HOMEWORK FOR THE NEXT CLASS Collaboration task Use your Facebook or whatsapp group to communicate with your classmates. You can also plan and leverage the team work at school The purpose of this task is to enrich your knowledge and potentialize your creativity as integrating talents. Good luck!

TAREA DE COLABORACIÓN 1. Realizar un folleto con información escrita y representaciones gráficas (símbolos, diagramas, etc.) detallando con profundidad la implementación de algunas dinámicas de clase útiles e INNOVADORAS. 2. Diseñar un JUEGO DE ROLES, con la creación de tarjetas de roles y un breve sumario de la situación, contexto, conocimientos previos necesarios y los objetivos para la actividad. Ambos productos se llevarán de manera física la siguiente clase, al igual que los videos que se han quedado pendientes.

BOOKS WITH INTERACTIVE GAMES AND ACTIVITIES arning&hl=es&sa=X&ei=k8kEVaiQM_CwsASluIF4&ved=0CCEQ6AEwAA#v=onepage&q=classroom%2 0games%20for%20learning&f=falsehttps://books.google.es/books?id=k37mP9AhAoEC&printsec=frontcover&dq=classroom+games+for+le arning&hl=es&sa=X&ei=k8kEVaiQM_CwsASluIF4&ved=0CCEQ6AEwAA#v=onepage&q=classroom%2 0games%20for%20learning&f=false hl=es&sa=X&ei=PtkEVdnILIvHsQTJ0YKgAQ&ved=0CDEQ6AEwAg#v=onepage&q=classroom%20gam es%20for%20learning&f=false

REFERENCES BRIEF LEARNING PARADIGMS TEACHING + GAMES BOOK 419&sa=X&ei=rrkEVfeuE9HjsASezYBw&redir_esc=y#v=onepage&q=TEACHING%20GAMES&f=falsehttps://books.google.com.mx/books?id=wniRbc74sTIC&printsec=frontcover&dq=TEACHING+GAMES&hl=es- 419&sa=X&ei=rrkEVfeuE9HjsASezYBw&redir_esc=y#v=onepage&q=TEACHING%20GAMES&f=false TEACHING ELECTRONIC JOURNAL GAMES: PURPOSE AND POTENTIAL IN EDUCATION: PURPOSE AND POTENTIAL IN EDUCATION BOOK 8EVYHFAsrIsASZ5ICQAQ&ved=0CEMQ6AEwBA#v=onepage&q=classroom%20games%20for%20learning&f=falsehttps://books.google.es/books?id=krq9IjYSX0EC&pg=PA66&dq=classroom+games+for+learning&hl=es&sa=X&ei=v- 8EVYHFAsrIsASZ5ICQAQ&ved=0CEMQ6AEwBA#v=onepage&q=classroom%20games%20for%20learning&f=false COMPUTER GAMES FOR LEARNING: AN EVIDENCE-BASED APPROACH 8EVYHFAsrIsASZ5ICQAQ&ved=0CEsQ6AEwBQ#v=onepage&q=classroom%20games%20for%20learning&f=false