#3

In this third class we learn about two more web pages that can help us in our teaching and learning process.
www.zooburst.com and www.voki.com.

The first one was zooburst that I think is really usefull for kids, to teach them about animals, numbers and other topics. Because the colors and the images in 3D could call their attention and they can learn new vocabulary. MY BOOK:  http://www.zooburst.com/book/zb01_5244e73d68fa6



The second page is voki, which is with voice. For me this tool is great for pronunciation and the speaking and writing skills, so your students can develop this two skills. As teachers we need new tools and use creativity so our students learn new things. HERE IS MY PROJECT: http://www.voki.com/pickup.php?scid=8975950&height=267&width=200 

#2

In week to we learned about the Digital and Native learners. We also saw a video: http://www.youtube.com/watch?v=7_zzPBbXjWs

The professor show us a web page in which we can create stories, is www.storybird.com. We had to do a story with different images. THIS WAS MY STORY : http://storybird.com/books/margaret-and-her-misterious-life/.


For me this page was really interesting, and i think it could be an effective tool for teachers and students. As future teachers we can use this tool so our students use their creativity to learn new and interesting things. They can create a new story, or read stories that are already there. 

#1

In the first week we presented ourselves. We had a conversation about the differences of the 20th century and 21st century learners. I found a chart that helped me understood the differences.

20th century                                                    21st century

Time-based	Outcome-based
Focus:  memorization of discrete facts	Focus:  what students Know, Can Do and Are Like after all the details are forgotten.
Lessons focus on the lower level of Bloom’s Taxonomy – knowledge, comprehension and application.	Learning is designed on upper levels of Blooms’ – synthesis, analysis and evaluation (and include lower levels as curriculum is designed down from the top.)
Passive learning	Active Learning
Learners work in isolation – classroom within 4 walls	Learners work collaboratively with classmates and others around the world – the Global Classroom
Teacher-centered:  teacher is center of attention and provider of information	Student-centered:  teacher is facilitator/coach
Little to no student freedom	Great deal of student freedom
“Discipline problems – educators do not trust students and vice versa.  No student motivation.	No “discipline problems” – students and teaches have mutually respectful relationship as co-learners; students are highly motivated.
Fragmented curriculum	Integrated and Interdisciplinary curriculum
Grades averaged	Grades based on what was learned
Low expectations	High expectations – “If it isn’t good it isn’t done.”  We expect, and ensure, that all students succeed in learning at high levels.  Some may go higher – we get out of their way to let them do that.
Teacher is judge.  No one else sees student work.	Self, Peer and Other assessments.  Public audience, authentic assessments.
Curriculum/School is irrelevant and meaningless to the students.	Curriculum is connected to students’ interests, experiences, talents and the real world.
Print is the primary vehicle of learning and assessment.	Performances, projects and multiple forms of media are used for learning and assessment
Diversity in students is ignored.	Curriculum and instruction address student diversity
Literacy is the 3 R’s – reading, writing and math	Multiple literacies of the 21st century – aligned to living and working in a globalized new millennium - aural & visual literacy, financial literacy, ecoliteracy, media literacy, information literacy, cyberliteracy, emotional literacy, physical fitness/health, and global competencies.
Factory model, based upon the needs of employers for the Industrial Age of the 19th century.  Scientific management.	21st century model