GENERAL DIDACTIS II

Didactic study is needed to make education more efficient, more adjusted to the nature and has the potential of the learner and society. He is interested not so much to be taught, but as will be learned. Didactics is a discipline oriented toward more practical level, since education is not rather than the direction of learning. The development of the subject can develop the necessary tools and special programming, methods, techniques, planning, resources and didactic evaluation, which apply at different levels of the education system for the benefit of better quality.

GENERAL DIDACTIS I

Enables the teacher so that it can facilitate student learning and help build their knowledge. So important to the teacher have a broad and deep technical mastery of his specialty, and learn, how to teach the student. The difficulty in student learning comes in many occasions didactics difficulty or inability of the teacher, rather than the nature of the content itself, or other intrinsic factors of student learning.

INTENSIVE BASIC ENGLISH I

 

Integration of new vocabulary and basic structural forms of American English. Developing our oral expression, through conversation practice to master the knowledge of the relevant level, communication through:

1. Contextual motivation of linguistic objectives.
2. The handling practices and the contents induce natural performed.
3. The functional and communicative application of real use.

EXPRESSION AND CREATIVITY II

 

It is a subject that requires practice based on theory for its development and understanding, which aims to provide basic knowledge in different branches of art through the exploration of artistic abilities and skills that each student possesses, powering the maximum and contribute to increased sensitivity creative, self-worth, valuing of their skills and weaknesses through the practice of creative techniques to beplaced at the service their personal and professional life .

IN THIS MATTER WE RELEASE OUR ARTISTIC SKILLS IN DIFFERENT WAYS, SUCH AS: DRAMA OF STORIES OR LEGENDS, AND FOLK DANCE DEMONSTRATION OF RHYTHM, MIMOS, ETC.

TECH AND LEARNING

Innovative educators George Engel, Rob Griffith, Scott Newcomb, Lisa Nielsen, Jason Suter, and Willyn Webb know that when it comes to preparing students for success in the 21st century, you not only have to think outside the ban, but also may have to dive in head first and break it. The following is a collection of ideas each teacher implemented to successfully break and/or work within the ban where they teach in an effort to empower students with the freedom to use their cell phones as personal learning devices.

The Ten Building Blocks for Learning with Cell Phones

1) Build RelationshipsBreaking the ban starts with the building of relationships with key constituents. Here is advice on how to get started. 
2) Embrace ResearchIn today’s educational climate providing evidence that the work you are doing is aligned to research and standards is crucial! Here are some ways to do this. 
3) Plan Activities

• Planning is key. Create and develop a plan, lessons, and activities that you can share with those who care and want to know what you have in store for the use of cell phones in the classroom.

• Develop a well thought-out plan for embedding cell phones into instruction. Invite your students to partner with you in developing ideas to meet learning goals using cell phones. This plan can be shared on your class and/or school website as well as distributed to parents, guardians, and school community members.