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Curso-Planifcacion Remota Efectiva Modulo 1
Curso-Planifcacion Remota Efectiva Modulo 1
Luciana Fernández
The following activities are for teachers to complete and submit after having
watched the six mini videos within Module 1.
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Planning Remote Tasks that guarantee autonomous Learning: It is possible!
Luciana Fernández
In these unusual times for us as educators, for families and for our students, it is
critical that we reflect upon how we can best contribute to an effective
pedagogical plan of (1) __CONTINGENCY_. Teachers and students are facing
the challenge of teaching and learning (2) _REMOTELY _which has very
different characteristics to doing so (3) __FACE TO FACE. Understanding these
differences is very important.
(5)_STRESSFUL and lifesaving as new technologies are, they are the means
through which we can get to our students in these harsh times we are
undergoing. However, the question remains as whether we teachers have to
focus on developing our mastery of technology or rethink our
(6)__METHODOLOGY.
2) About homework: Read the following article which supports the ideas
discussed in Module 1 with reference to homework and remote
learning and teaching and then match the comments made in the
webinar and by the specialist in the article with the problems listed A-
H.
Article:
https://www.xn--lamaanaonline-lkb.com.ar/noticia/39695/mara-
zysman-pidi-no-elevar-el-nivel-de-exigencia-para-aquellas-tareas-
que-se-realizan-en-el-hogar/
Problems
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Planning Remote Tasks that guarantee autonomous Learning: It is possible!
Luciana Fernández
D- PARENTS ARE NOT TEACHERS
E- QUANTITY OR QUALITY?
12) “In the situation in which we are now, school contents shouldn´t be in the
first place. It is fundamental that children keep having a bond with school,
teachers, peers and learning.” H
13) ”School will never be replaced with doing numerous assignments at home.”
A
14) “Do all the families have computers, laptops or tablets? How many devices
are there at home? Are parents also doing home office? Do they have to share
devices with their children? C
15) “ It is important that children comply with homework and that they work, and
that they are provided with these homework through the means each
community has, so that an ongoing communication between school and home
is guaranteed.” B
16) “Parents are desperate. They claim they keep receiving lots of assignments
for their children when they have to cope with their work at the same time. They
need to accompany their kids with homework, not do the teacher´s work.” D
17) “I don´t think this is the time for teachers to learn a thousand magic
technological tricks. It is the time for them to rethink their role in this unusual
context.” F
18) “We need to assume that contents and objectives as they were set in
February will not be covered.” G
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Planning Remote Tasks that guarantee autonomous Learning: It is possible!
Luciana Fernández
22) It is very important that students can deal with homework on their
own, as much as possible. That is to say, it is important they can
do homework with AUTONOMY.
23) Students need to understand what they have to do and how to do
it. They can´t be _PUZZLED.
W H Y
I N S T R U C T I O N
A U T O N O M Y
P U Z Z L E D
O W N E R S H I P
C O N F I D E N T
P U R P O S E
F E E D B A C K
https://www.ivywise.com/ivywise-
knowledgebase/newsletter/article/self-studying-whats-the-benefit-
and-how-to-do-it/
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Planning Remote Tasks that guarantee autonomous Learning: It is possible!
Luciana Fernández
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Planning Remote Tasks that guarantee autonomous Learning: It is possible!
Luciana Fernández
PRIMARY STUDENTS SECONDARY STUDENTS
Limited attention span Acute need for peer approval
They learn from what they Can get easily bored
see, hear and have a chance Search for identity and need of
to interact with self-steem
Can get easily bored Respond to meaning even if
Ability for abstract thinking they do not understand
Need for individual attention individual words.
and approval from the teacher Need to feel valued and good
General enthusiasm for about themselves
learning Extreme vulnerability to the
negative judgements of their
own age group.
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Planning Remote Tasks that guarantee autonomous Learning: It is possible!
Luciana Fernández
When teaching grammar it is very important to understand the
__DIFFERENCES_ (57) IFREECDFENS between younger and older
students. Younger students do not benefit from learning RULES_ (58)
ULRSE whereas older students do.
TARGET (59) RTTEAG grammar structures need to
be__CONTEXTUALIZED (60) ZOTXTAIECNULED, that is to say,
they need to be presented in a clear and _MEANINGFUL_ (61)
UMALFNINEG context. By doing so, students get to experience
the__FUNCTIONS (62) SUNOTFCIN of those grammar structures.
This means that they will be able to work out what those structures
are used for, communicatively speaking.
It is advisable to EXTRACT (63) TRTCAXE sentences used in that
context where the structure is used for what we call the LANGUAGE
ANALYSIS (64) ENGGGAUAL NASYALIS. In this moment of the
lesson students deduce both _USE (65) EUS and _STRUCTURE
(66) EUUTSRCTR. This is called teaching grammar INDUCTIVELY
(67) EVIUNIDCTYL.
Each of the following A-G has been explained below. Match A-G to
68-74.
A- PARATEXT
B- PREVIEWING
C- PRE-READING
D- READING STRATEGIES
E- READING FOR DETAIL
F- SKIMMING
G- SCANNING
68) This is when you pay attention to every single word and spend
time thinking about what each individual sentence means .
READING FOR DETAIL
69) The broad term used to describe the planned and explicit
actions that help readers translate print to meaning. READING
STRATEGIES
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Planning Remote Tasks that guarantee autonomous Learning: It is possible!
Luciana Fernández
70) A strategic, selective reading method in which you focus on
the title, pictures, topic sentences, etc. in order to anticipate what
the text will be about. PARATEXT
73) All the matter that surrounds the text on the page; it includes
the format of the text itself, such as the font used and the point
size of the type. SKIMMING
74) A strategy that readers use to recall prior knowledge and set a
purpose for reading. It calls for readers to skim a text before
reading, looking for various features and information that will help
as they return to read it in detail later. PREVIEWING
9) Decide which of the following A-G is the best suggestion for the
teachers´comments 75 – 82
A- WRITING PLANNER
B- GENRE ANALYSIS
C- PRE-WRITING
D- TEACH USEFUL EXPRESSIONS
E- TEACH TEXT STRUCTURE
F- READING-WRITING CONNECTION
G- PRE-TEACH VOCABULARY
75) “My students usually complain they don´t know what to write about.” C
76) “The problem I have in class is that I ask them to write a letter and I get a
story!” B
77) “My students use the same words over and over again…their pieces of
writing are dull as a result.” G
78) “When I start correcting their pieces of writing it is so hard to read them…
there is no coherence, no cohesion.” E
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Planning Remote Tasks that guarantee autonomous Learning: It is possible!
Luciana Fernández
80) “All the different pieces of writing they write have the same language, when
in cases, people would never use that language for that genre.” D
81) “I give them a writing task and I give them the whole class to write, but I get
such low-quality pieces!” F
10) Last but not least, in Module 1 we also went over some important
considerations when teaching listening and speaking. Choose the
best option A, B or C for each of the following statements and
questions:
A- they can talk about themselves or anything else that matters to them.
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Planning Remote Tasks that guarantee autonomous Learning: It is possible!
Luciana Fernández
C- to have listened to something before.
86) If you sense students might not be familiar with the topic or situation of the
listening activity you need to: C
88) Making students discuss what they think they will be listening to: C
A- is optional.
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Planning Remote Tasks that guarantee autonomous Learning: It is possible!
Luciana Fernández
1. CONTINGENCY
2. REMOTELY
3. FACE TO FACE
4. TECHNOLOGY
5. STRESSFUL
6. METHODOLOGY
7. DIAGNOSTIC
8. RECYCLED
9. NEW
10. SKILLS
11. CONTENTS
12. H
13. A
14. C
15. B
16. D
17. F
18. G
19. E
20. WHY
21. INSTRUCTION
22. AUTONOMY
23. PUZZLED
24. OWNERSHIP
25. CONFIDENT
26. PURPOSE
27. FEEDBACK
28. PROJECTS
29. SELF-STUDY
30. CLASSROO
31. AFFORDABLE
32. INSTITUTION
33. REALISTIC
34. BRAIN
35. REVIEWING
36. FREQUENT
37. STUDY-SPACE
38. . SECONDARY
39. PRIMARY – SECONDARY
40. SECONDARY
41. PRIMARY
42. SECONDARY
43. PRIMARY
44. SECONDARY
45. PRIMARY
46. PRIMARY- SECONDARY
47. PRIMARY- SECONDARY
48. PRIMARY
49. FALSE
50. TRUE
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Planning Remote Tasks that guarantee autonomous Learning: It is possible!
Luciana Fernández
51. FALSE
52. TRUE
53. TRUE
54. FALSE
55. TRUE
56. TRUE
57. DIFFERENCES
58. RULES
59. TARGET
60. CONTEXTUALIZED
61. MEANINGFUL
62. FUNCTIONS
63. EXTRACT
64. LANGUAGE ANALYSIS
65. USE
66. STRUCTURE
67. INDUCTIVELY
68. READING FOR DETAIL
69. READING STRATEGIES
70. PARATEXT
71. SCANNING
72. PRE-READING
73. SKIMMING
74. PREVIEWING
75. C
76. B
77. G
78. E
79. A
80. D
81. F
82. B
83. A
84. B
85. A
86. C
87. C
88. C
89. A
90. B
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