Thursday 2 December 2010
Monday 29 November 2010
PRAGMATICS: TOPICS FOR WRITING.
1. The mass media, including TV, radio and newspapers, have great influence in shaping people's ideas. To what extent do you agree or disagree this statement? Give reasons for your answer.
2. Education is recognized as vital to the future of any society in today's world. Governments throughout the world should make education compulsory for all children between the ages of 5 and 15. To what extent do you agree or disagree with this statement?
3. The idea of going overseas for university study is an exciting prospect for many people. But while it may offer some advantages, it is probably better to stay home because of the difficulties a student inevitably encounters living and studying in a different culture. To what extent do you agree or disagree this statement? Give reasons for your answer.
2. Education is recognized as vital to the future of any society in today's world. Governments throughout the world should make education compulsory for all children between the ages of 5 and 15. To what extent do you agree or disagree with this statement?
3. The idea of going overseas for university study is an exciting prospect for many people. But while it may offer some advantages, it is probably better to stay home because of the difficulties a student inevitably encounters living and studying in a different culture. To what extent do you agree or disagree this statement? Give reasons for your answer.
Monday 22 November 2010
Saturday 13 November 2010
Qualitative Research
Educational qualitative research is research relying on collected qualitative (i.e. non-numerical data) designed to explore or discover areas of interest. Since the data is often comprised of words, pictures, interviews, etc., this type of research follows a distinctly different path than does quantitative, numerically driven research. The findings are usually presented in narrative form with the results being induced through observation of real events.
Steps in a typical qualitative research study
In a qualitative research paradigm, 8 steps are identified and often depicted cyclically as shown below
Often researchers do not go in step-by-step order since new questions may arise from the fluid nature of the data gathering process, findings suggest other directions, or topics have to be further narrowed to conduct the research. However, most qualitative research eventually uses all of the steps and will generally fall into four major categories: Phenomenology, Ethnography, Case Study and Grounded Theory. The remainder if this writing strives to summarize the salient points of each category of qualitative research.
http://knol.google.com/k/chapter-14-qualitative-research# ( The complete text here )
click on comments to read more
Educational qualitative research is research relying on collected qualitative (i.e. non-numerical data) designed to explore or discover areas of interest. Since the data is often comprised of words, pictures, interviews, etc., this type of research follows a distinctly different path than does quantitative, numerically driven research. The findings are usually presented in narrative form with the results being induced through observation of real events.
Steps in a typical qualitative research study
In a qualitative research paradigm, 8 steps are identified and often depicted cyclically as shown below
Often researchers do not go in step-by-step order since new questions may arise from the fluid nature of the data gathering process, findings suggest other directions, or topics have to be further narrowed to conduct the research. However, most qualitative research eventually uses all of the steps and will generally fall into four major categories: Phenomenology, Ethnography, Case Study and Grounded Theory. The remainder if this writing strives to summarize the salient points of each category of qualitative research.
http://knol.google.com/k/chapter-14-qualitative-research# ( The complete text here )
click on comments to read more
Ethnographic Case Study
An Ethnographic Case Study Approach to Studying the Process of Child Abuse Investigation in the United Kingdom
Jon Prosser
ABSTRACT: This article is concerned with methodological issues related to studies into investigative practices following accusations of child abuse. Part One describes an ethnographic case study approach adopted by a study conducted in the UK and explores how research design was in part molded by the circumstances and context in which the study took place. Part Two takes a broader perspective and identifies some of the problems and benefits which may ensue as a result of adopting a qualitative approach. It is apparent that adopting a qualitative strategy, particularly an ethnographic one, is problematic. However, whilst ethnographic case study work brings with it significant methodological problems it offers valuable insights into the process of child abuse investigation carried out by protection agencies.
Part One
Prosser and Lewis (1992) conducted a study between 1989 and 1991. They considered 30 cases of families who claimed to have been wrongly accused of child abuse. The central aim of the study was not to establish the guilt or otherwise in each case but to identify families' perceptions (children, mothers, fathers, and grandparents) of the process of child abuse investigation. What is presented here is not a prescriptive or "ideal" model of how such a study should be conducted, but an attempt to record one approach. This approach reflects some of the difficulties, uncertainties and mistakes made by a research team who used a sociological framework in studying how accusations of child abuse were investigated.
CLICK ON COMMENTS TO READ MORE...
Jon Prosser
ABSTRACT: This article is concerned with methodological issues related to studies into investigative practices following accusations of child abuse. Part One describes an ethnographic case study approach adopted by a study conducted in the UK and explores how research design was in part molded by the circumstances and context in which the study took place. Part Two takes a broader perspective and identifies some of the problems and benefits which may ensue as a result of adopting a qualitative approach. It is apparent that adopting a qualitative strategy, particularly an ethnographic one, is problematic. However, whilst ethnographic case study work brings with it significant methodological problems it offers valuable insights into the process of child abuse investigation carried out by protection agencies.
Part One
Prosser and Lewis (1992) conducted a study between 1989 and 1991. They considered 30 cases of families who claimed to have been wrongly accused of child abuse. The central aim of the study was not to establish the guilt or otherwise in each case but to identify families' perceptions (children, mothers, fathers, and grandparents) of the process of child abuse investigation. What is presented here is not a prescriptive or "ideal" model of how such a study should be conducted, but an attempt to record one approach. This approach reflects some of the difficulties, uncertainties and mistakes made by a research team who used a sociological framework in studying how accusations of child abuse were investigated.
CLICK ON COMMENTS TO READ MORE...
Friday 12 November 2010
APRENDIZAJE AUTONOMO
What is Learning?
When we learn, we organize, shape, and strengthen our brains.
Humans are learning machines. From the day we are born—and even before—our brains are ready to capture our experiences and encode them into a web of nerve connections.
Our brains are the engines driving the human learning machines. A hundred billion or more nerve cells are crammed into three pounds of complex tissue inside our skull.
Each of these cells is capable of making thousands of connections with others. These cells and connections are the nuts and bolts of the learning machine.
Recent brain research suggests that actively engaging our brains in learning throughout life significantly affects how well we age. Let's explore what we mean by learning.
What Does "Learning" Mean?
To most of us, "learning" means an attempt to create a memory that lasts. Mastering new dance steps, learning foreign languages, or remembering acquaintances' names require our brains to encode and store new information until we need it.
How much do you remember of what you learned in school?
Unless you've used skills from school in your day-to-day life, you may have trouble recalling the details. This is why brain researchers draw differences between learning and memory. They are closely linked—but they are not the same thing.
Difference between Learning and Memory
Not all learning is transformed into lasting memories.
"Learning is how you acquire new information about the world, and memory is how you store that information over time," says Eric R. Kandel, M.D., vice chairman of The Dana Alliance for Brain Initiatives and recipient of the 2000 Nobel Prize in Physiology of Medicine for his work on the molecular basis of memory. "There is no memory without learning, but there is learning without memory."
For example, you may look up a telephone number and remember it just long enough to make your call. This is sometimes called "working memory." It requires learning—but not for the long haul.
CLICK ON COMMENTS TO READ MORE
When we learn, we organize, shape, and strengthen our brains.
Humans are learning machines. From the day we are born—and even before—our brains are ready to capture our experiences and encode them into a web of nerve connections.
Our brains are the engines driving the human learning machines. A hundred billion or more nerve cells are crammed into three pounds of complex tissue inside our skull.
Each of these cells is capable of making thousands of connections with others. These cells and connections are the nuts and bolts of the learning machine.
Recent brain research suggests that actively engaging our brains in learning throughout life significantly affects how well we age. Let's explore what we mean by learning.
What Does "Learning" Mean?
To most of us, "learning" means an attempt to create a memory that lasts. Mastering new dance steps, learning foreign languages, or remembering acquaintances' names require our brains to encode and store new information until we need it.
How much do you remember of what you learned in school?
Unless you've used skills from school in your day-to-day life, you may have trouble recalling the details. This is why brain researchers draw differences between learning and memory. They are closely linked—but they are not the same thing.
Difference between Learning and Memory
Not all learning is transformed into lasting memories.
"Learning is how you acquire new information about the world, and memory is how you store that information over time," says Eric R. Kandel, M.D., vice chairman of The Dana Alliance for Brain Initiatives and recipient of the 2000 Nobel Prize in Physiology of Medicine for his work on the molecular basis of memory. "There is no memory without learning, but there is learning without memory."
For example, you may look up a telephone number and remember it just long enough to make your call. This is sometimes called "working memory." It requires learning—but not for the long haul.
CLICK ON COMMENTS TO READ MORE
pregunta sobre AUTONOMÍA.
Dear All,
Nuevamente les envio la pregunta sobre AUTONOMÍA.
Pregunta ECAES
Cómo implementaría el aprendizaje autónomo en su aula de L2.
De qué manera las instituciones educativas y los profesores pueden fomentar la autonomía en sus estudiantes.
LA IDEA ES LEER PRIMERO LOS TEXTOS,
GC
Nuevamente les envio la pregunta sobre AUTONOMÍA.
Pregunta ECAES
Cómo implementaría el aprendizaje autónomo en su aula de L2.
De qué manera las instituciones educativas y los profesores pueden fomentar la autonomía en sus estudiantes.
LA IDEA ES LEER PRIMERO LOS TEXTOS,
GC
Monday 8 November 2010
Ethnography. Reaction papers are to contain your reaction, analysis and reflections on the week’s readings.
Theorizing Class Through Ethnography
*Ethnography: Ethnography is both a method of research as well as a type of text. Ethnography as a research method is most closely associated with the discipline of anthropology. Ethnographies are also monographs (texts) that are, more often than not, based on the method of participant-observation – in which the ethnographer (the researcher) produces knowledge and a text by being physically present (e.g. participating and observing the lives/experiences of the people he/she is interested in). As such, ethnographies are usually focused on relatively small groups of people and are based on long-term intensive fieldwork – research – traditionally in one location (although this is changing with “multiple-site ethnography”).
For those who question whether class and other identities matter in education, there are numerous ethnographic studies that demonstrate the way social class frames educational opportunities and relationships between communities and schools. These studies have turned our attention to the lived experiences of poor and working-class students. Through ethnographic and other forms of qualitative investigation, some researchers have highlighted the relationship between social class and access to knowledge (Anyon, 1981; Hemmings & Metz, 1990; Metz, 1986; Oakes, 1985; Page, 1991). Working-class students, for example, have been found to receive unequal access to knowledge because of academic tracking and differential teacher expectations.
Many critical ethnographers have focused on working-class students’ creative and often resistant responses to schooling (Fine, 1991; Weis, 1990; Willis, 1977). These scholars have focused on working-class students as active agents in their own education. In his seminal book Learning to Labor, Paul Willis (1977) found that working-class boys created a culture of resistance and opposition to school that ultimately contributed to their class reproduction. By identifying working-class boys as active agents in their education, Willis challenged purely structural accounts of education that focused on the role of schools in reproducing existing class inequalities (Bowles & Gintis, 1976).
Even good ethnographies, however, are limited in their ability to show the fluidity of social life; ethnographies often freeze people, cultures, and communities in time.
READ MORE ON COMMENTS
*Ethnography: Ethnography is both a method of research as well as a type of text. Ethnography as a research method is most closely associated with the discipline of anthropology. Ethnographies are also monographs (texts) that are, more often than not, based on the method of participant-observation – in which the ethnographer (the researcher) produces knowledge and a text by being physically present (e.g. participating and observing the lives/experiences of the people he/she is interested in). As such, ethnographies are usually focused on relatively small groups of people and are based on long-term intensive fieldwork – research – traditionally in one location (although this is changing with “multiple-site ethnography”).
For those who question whether class and other identities matter in education, there are numerous ethnographic studies that demonstrate the way social class frames educational opportunities and relationships between communities and schools. These studies have turned our attention to the lived experiences of poor and working-class students. Through ethnographic and other forms of qualitative investigation, some researchers have highlighted the relationship between social class and access to knowledge (Anyon, 1981; Hemmings & Metz, 1990; Metz, 1986; Oakes, 1985; Page, 1991). Working-class students, for example, have been found to receive unequal access to knowledge because of academic tracking and differential teacher expectations.
Many critical ethnographers have focused on working-class students’ creative and often resistant responses to schooling (Fine, 1991; Weis, 1990; Willis, 1977). These scholars have focused on working-class students as active agents in their own education. In his seminal book Learning to Labor, Paul Willis (1977) found that working-class boys created a culture of resistance and opposition to school that ultimately contributed to their class reproduction. By identifying working-class boys as active agents in their education, Willis challenged purely structural accounts of education that focused on the role of schools in reproducing existing class inequalities (Bowles & Gintis, 1976).
Even good ethnographies, however, are limited in their ability to show the fluidity of social life; ethnographies often freeze people, cultures, and communities in time.
READ MORE ON COMMENTS
Sunday 7 November 2010
For next Wednesday's class I prepared a document about argumentative presentations which I would like the students to have access to and get a copy.
An argumentative presentation – 5-6 minutes
1. Introduction to presentation: BRIEF- What is the topic? What are you going to talk about? Why is it important?
2. Structure: BRIEF- Structure of your argument.
3. Analyse the topic: give statistics, facts and examples – do not argue yet.
4. Argument: Propose an argument related to the topic, use argument-example-explanation structure. Maybe give 2 or 3 arguments.
5. Counter-argument: For a balanced debate you need a counter argument. You can refute the previous arguments and argue why the other point of view may be valid. REMEMBER- you are not yet giving your opinion, a mature argument considers both sides and cleverly refutes the other point of view.
6. Opinion: With the above arguments considered you should have set yourself up to give your point of view. You can build on previous arguments and assert why you have such an opinion. It can be for one side, or balanced.
7. Solution/ Conclusion: Finish the presentation. If possible propose a solution. Try to conclude with a strong, clear statement.
Connectors
1.
In the following presentation, I will explore/analyse...
It is a topic/problem/phenomenon that has created lots of controversy/debate
2.
Firstly, next, afterwards, following that, finally
I will explain/analyse/focus on/emphasise/centre on/concentrate on
3.
According to, statistics suggest, it is interesting to note that
4 and 5.
It could be argued
Some may assert
On the one hand
In theory/theoretically
For that reason/therefore/consequently
In addition/also/added to that
With reference to
Similarly/in the same way/in the same manner
It is clear that/the reality is that
For example/an example of that is....which demonstrates
If conditional – If there was/were...
However/on the other hand/contrastingly/in contrast/in opposition to
Even though/despite
At the same time
6
In my opinion
My intuition tells me
To my judgement
According to my own point of view
7.
Finally/in conclusion/To conclude
The above considered
It is necessary to/it makes sense to
In order to combat/eradicate/help
If I were the president...
1. Introduction to presentation: BRIEF- What is the topic? What are you going to talk about? Why is it important?
2. Structure: BRIEF- Structure of your argument.
3. Analyse the topic: give statistics, facts and examples – do not argue yet.
4. Argument: Propose an argument related to the topic, use argument-example-explanation structure. Maybe give 2 or 3 arguments.
5. Counter-argument: For a balanced debate you need a counter argument. You can refute the previous arguments and argue why the other point of view may be valid. REMEMBER- you are not yet giving your opinion, a mature argument considers both sides and cleverly refutes the other point of view.
6. Opinion: With the above arguments considered you should have set yourself up to give your point of view. You can build on previous arguments and assert why you have such an opinion. It can be for one side, or balanced.
7. Solution/ Conclusion: Finish the presentation. If possible propose a solution. Try to conclude with a strong, clear statement.
Connectors
1.
In the following presentation, I will explore/analyse...
It is a topic/problem/phenomenon that has created lots of controversy/debate
2.
Firstly, next, afterwards, following that, finally
I will explain/analyse/focus on/emphasise/centre on/concentrate on
3.
According to, statistics suggest, it is interesting to note that
4 and 5.
It could be argued
Some may assert
On the one hand
In theory/theoretically
For that reason/therefore/consequently
In addition/also/added to that
With reference to
Similarly/in the same way/in the same manner
It is clear that/the reality is that
For example/an example of that is....which demonstrates
If conditional – If there was/were...
However/on the other hand/contrastingly/in contrast/in opposition to
Even though/despite
At the same time
6
In my opinion
My intuition tells me
To my judgement
According to my own point of view
7.
Finally/in conclusion/To conclude
The above considered
It is necessary to/it makes sense to
In order to combat/eradicate/help
If I were the president...
Wednesday 27 October 2010
Sunday 24 October 2010
Thursday 21 October 2010
Thursday 14 October 2010
Culture: international quiz, Idioms
International quiz
Idioms.
Vocabulary.
French kissing
Spanish inquisition
Dutch uncle
Scot free
Russian salad
Greek to me
Scotch mist
Byzantine
Chinese water torture
Russian roulette
Venetian blind
go Dutch
1. If I may speak like a ________________ you are being an arrogant imbecile.
2. We always eat_________________ at Easter and Christmas.
3. She had always thought______________ was unhygienic until she met Guiseppe.
4. One day they will find out about Fred's affair with the boss' wife. He's playing _____________________ .
5. His privacy was protected by a _______________ on the window.
6. Her constant complaining was like _______________ for poor Fred.
7. He got off_______________ for speeding. The magistrate is his best friend.
8. His ______________ mind helped him to become a master politician.
9. You can't find your glasses. so what's on your nose ________________ ?
10. I came home late last night and got the ________________ from my parents.
11. I can't read my doctor's handwriting. It's just _____________________ .
12. The students decided to__________ because the restaurant was quite expensive.
Idioms.
Vocabulary.
French kissing
Spanish inquisition
Dutch uncle
Scot free
Russian salad
Greek to me
Scotch mist
Byzantine
Chinese water torture
Russian roulette
Venetian blind
go Dutch
1. If I may speak like a ________________ you are being an arrogant imbecile.
2. We always eat_________________ at Easter and Christmas.
3. She had always thought______________ was unhygienic until she met Guiseppe.
4. One day they will find out about Fred's affair with the boss' wife. He's playing _____________________ .
5. His privacy was protected by a _______________ on the window.
6. Her constant complaining was like _______________ for poor Fred.
7. He got off_______________ for speeding. The magistrate is his best friend.
8. His ______________ mind helped him to become a master politician.
9. You can't find your glasses. so what's on your nose ________________ ?
10. I came home late last night and got the ________________ from my parents.
11. I can't read my doctor's handwriting. It's just _____________________ .
12. The students decided to__________ because the restaurant was quite expensive.
Anglophone Culture and Thought
PRESENTATION WORK
GREAT BRITAIN AND IRLAND
1. Earliest Settlements in Britain and Ireland (worked in class)
2. Roman Period and the Great Invasions (worked in class)
3. The Period of Unification = Viviana rueda
4. The Tudor Age = Marigny
5. The war of the Roses = Yaneth
6. Crusades = Wilky
7. Black Plague and Dark age. XIV Century = Ibrahim
8. The Civil War, Republic, Restoration and Union = Diana Baron
9. Politics, Society, Economy and Culture in the XVIII Century= Lina Salas
10. The XIX Century (I): Politics and Society = Liceth Camargo
11. The XIX Century (II): Population, Culture and Economy = Karen Causil
12. The Early XX Century = Marcy Uribe
13. From the Post-War Years to the XXI Century= Marcela Meneces
Segunda parte:
UNITED STATES OF AMERICA
1. Early America = Yajanis Molina
2. Revolution, Independence, Formation and Consolidation of the Federal Republic=
Pedraza
3. The Sectional Conflict, the Civil War and Reconstruction= Mayerly Ariza
4. Industrial America and the Growth of Capitalism = Claudia
5. American Expansionism= Veronica Mayorga
6. Prosperity and Depression = Tatiana Guzman
7. Franklin D. Roosevelt's New Deal and World War II = Marco Anton
8. The Cold War= Ronald Palma
9. From John F. Kennedy's Arrival to the XXI Century= Carlos Stivens
10. Other Anglophone Countries (already done)
GREAT BRITAIN AND IRLAND
1. Earliest Settlements in Britain and Ireland (worked in class)
2. Roman Period and the Great Invasions (worked in class)
3. The Period of Unification = Viviana rueda
4. The Tudor Age = Marigny
5. The war of the Roses = Yaneth
6. Crusades = Wilky
7. Black Plague and Dark age. XIV Century = Ibrahim
8. The Civil War, Republic, Restoration and Union = Diana Baron
9. Politics, Society, Economy and Culture in the XVIII Century= Lina Salas
10. The XIX Century (I): Politics and Society = Liceth Camargo
11. The XIX Century (II): Population, Culture and Economy = Karen Causil
12. The Early XX Century = Marcy Uribe
13. From the Post-War Years to the XXI Century= Marcela Meneces
Segunda parte:
UNITED STATES OF AMERICA
1. Early America = Yajanis Molina
2. Revolution, Independence, Formation and Consolidation of the Federal Republic=
Pedraza
3. The Sectional Conflict, the Civil War and Reconstruction= Mayerly Ariza
4. Industrial America and the Growth of Capitalism = Claudia
5. American Expansionism= Veronica Mayorga
6. Prosperity and Depression = Tatiana Guzman
7. Franklin D. Roosevelt's New Deal and World War II = Marco Anton
8. The Cold War= Ronald Palma
9. From John F. Kennedy's Arrival to the XXI Century= Carlos Stivens
10. Other Anglophone Countries (already done)
Tuesday 12 October 2010
Monday 11 October 2010
TASK A. New Technologies.
Below you will find several statements referring to the subject and the information given on New Technologies. Say whether you AGREE or DISAGREE. You should justify your answers.
1. The factor that individuals can tailor their learning, as well as the novelty factor, are possible reasons that contribute to students’ motivation
2. A certain amount of CD-ROM training is necessary.
3. Computers may substitute teachers in the future.
4. The quantity of data enables provision of learning opportunities in a variety of ways for a variety of learners.
5. The computer is non-threatening and non-judgmental.
6. CALL is able to provide learning experiences that go beyond just providing a mechanical pattern practice or stimulus for problem solving.
7. The internet, for example, where almost all communication and information is English, seems to be most natural environment for improving learner language.
8. Language id for communication between people and machine-generated task, obviously, are one step removed from authentic communication.
9. Multimedia resources are a tool which facilitates effective self-study.
1. The factor that individuals can tailor their learning, as well as the novelty factor, are possible reasons that contribute to students’ motivation
2. A certain amount of CD-ROM training is necessary.
3. Computers may substitute teachers in the future.
4. The quantity of data enables provision of learning opportunities in a variety of ways for a variety of learners.
5. The computer is non-threatening and non-judgmental.
6. CALL is able to provide learning experiences that go beyond just providing a mechanical pattern practice or stimulus for problem solving.
7. The internet, for example, where almost all communication and information is English, seems to be most natural environment for improving learner language.
8. Language id for communication between people and machine-generated task, obviously, are one step removed from authentic communication.
9. Multimedia resources are a tool which facilitates effective self-study.
Thursday 7 October 2010
OBSERVATION SHEET
OBSERVATION SHEET
Name: _________________________
Date: __________________________
School: _________________________
Classroom Teacher: ______________
The purpose of your observation is to give you a better perception of the classroom you may be working in. Be watchful of how the teacher and his/her assistant interacts with the children, and the environment.
Listed below are a few questions to help guide you in what to look for while you are there. Please complete the Observation Sheet and return to me when the observation is completed. Most of all, have fun! I look forward to hearing all about your experiences at the schools.
Number of children in classroom __________
Number of adults in classroom __________
1. Locate the classroom schedule (should be located somewhere in the classroom) and write it down.
2. Describe the classroom. How is it set up? That is, is it set up into centers, is it an open setting, neat or cluttered, use multicultural materials or pictures, etc.?
Is it a safe, warm, loving place to have children?
3. Follow the teacher/teacher assistant for 15 minutes and write down what she/he is doing.
4. Follow the child with special needs for 10 minutes and write down what she/he is doing.
5. Follow the teacher for 15 minutes and write down what she/he is doing. What is his/her role in the classroom?
6. How does the teacher interact with the children?
7. How does the teacher interact with his/her assistant?
8. What techniques does the classroom staff use to motivate children to do things?
9. What is done when the child misbehaves? What is their discipline policy?
10.What is your overall impression of the classroom and the classroom teacher?
Name: _________________________
Date: __________________________
School: _________________________
Classroom Teacher: ______________
The purpose of your observation is to give you a better perception of the classroom you may be working in. Be watchful of how the teacher and his/her assistant interacts with the children, and the environment.
Listed below are a few questions to help guide you in what to look for while you are there. Please complete the Observation Sheet and return to me when the observation is completed. Most of all, have fun! I look forward to hearing all about your experiences at the schools.
Number of children in classroom __________
Number of adults in classroom __________
1. Locate the classroom schedule (should be located somewhere in the classroom) and write it down.
2. Describe the classroom. How is it set up? That is, is it set up into centers, is it an open setting, neat or cluttered, use multicultural materials or pictures, etc.?
Is it a safe, warm, loving place to have children?
3. Follow the teacher/teacher assistant for 15 minutes and write down what she/he is doing.
4. Follow the child with special needs for 10 minutes and write down what she/he is doing.
5. Follow the teacher for 15 minutes and write down what she/he is doing. What is his/her role in the classroom?
6. How does the teacher interact with the children?
7. How does the teacher interact with his/her assistant?
8. What techniques does the classroom staff use to motivate children to do things?
9. What is done when the child misbehaves? What is their discipline policy?
10.What is your overall impression of the classroom and the classroom teacher?
Ficha de Observacion
FICHA DE MONITOREO DE LA PRÁCTICA PEDAGÓGICA
Institución Educativa:
Lugar:
Profesor/a:
Especialidad
Tiempo Formación:
Tutor:
Fecha: ______ /______ / 2010
Duración de la visita:
Turno: .Mañana ( ) 2. Tarde ( )
ASPECTO: DESEMPEÑO DOCENTE
1. El docente propicia situaciones para que los alumnos expresen sus opiniones y sentimientos.
2. El docente atiende y responde asertivamente a las objeciones y preguntas de los alumnos.
3. El docente se dirige a los alumnos por sus nombres.
4. El docente promueve en sus alumnos el trabajo colectivo, de ayuda y colaboración permanente.
5. El docente y los alumnos muestran puntualidad, orden y limpieza en el aula.
6. El docente acepta las opiniones y aportes de los alumnos, y de ser el caso, lo incorpora en el desarrollo de las actividades.
6. El docente acepta las opiniones y aportes de los alumnos, y de ser el caso, lo incorpora en el desarrollo de las actividades.
7. El docente alienta el avance de los alumnos.
8. El docente conduce el proceso de aprendizaje-enseñanza de acuerdo al diseño planificado.
9. El docente facilita el desarrollo de capacidades y actitudes en los alumnos.
9. El docente facilita el desarrollo de capacidades y actitudes en los alumnos.
10. El docente aplica estrategias metodológicas orientadas al desarrollo de capacidades y actitudes.
11. El docente emplea estrategias y/o instrumentos para relacionar los saberes previos con el nuevo conocimiento.
12. El docente propicia la aplicación, de parte de los alumnos, de diversas estrategias cognitivas (para aprender a aprender, aprender a pensar).
13. El docente crea un espacio para reflexionar sobre cómo se ha desarrollado las capacidades.
14. El docente usa medios y materiales educativos pertinentes para el desarrollo de las capacidades y actitudes planificadas.
15. El docente promueve la participación de los alumnos en actividades de autoevaluación.
16. El docente utiliza instrumentos de evaluación que permiten recoger y analizar información relacionada con las capacidades de área, considerando las capacidades específicas y actitudes y valores a través de contenidos y métodos
ASPECTO: PROGRAMACIÓN CURRICULAR DEL AULA
Unidad Didáctica:
Incorpora estrategias pertinentes para el logro de aprendizajes esperados, indicadores, técnicas e instrumentos de evaluación,
Sesión de aprendizaje: Diseño de clase
El docente cuenta con el diseño de la sesión de aprendizaje el mismo que incluye una secuencia lógica
El diseño consigna los indicadores de evaluación en coherencia con el desarrollo de capacidades y actitudes seleccionadas.
El diseño considera contenidos contextualizados.
La escala de valoración es A: completo, B: incompleto y C: no cuenta
Institución Educativa:
Lugar:
Profesor/a:
Especialidad
Tiempo Formación:
Tutor:
Fecha: ______ /______ / 2010
Duración de la visita:
Turno: .Mañana ( ) 2. Tarde ( )
ASPECTO: DESEMPEÑO DOCENTE
1. El docente propicia situaciones para que los alumnos expresen sus opiniones y sentimientos.
2. El docente atiende y responde asertivamente a las objeciones y preguntas de los alumnos.
3. El docente se dirige a los alumnos por sus nombres.
4. El docente promueve en sus alumnos el trabajo colectivo, de ayuda y colaboración permanente.
5. El docente y los alumnos muestran puntualidad, orden y limpieza en el aula.
6. El docente acepta las opiniones y aportes de los alumnos, y de ser el caso, lo incorpora en el desarrollo de las actividades.
6. El docente acepta las opiniones y aportes de los alumnos, y de ser el caso, lo incorpora en el desarrollo de las actividades.
7. El docente alienta el avance de los alumnos.
8. El docente conduce el proceso de aprendizaje-enseñanza de acuerdo al diseño planificado.
9. El docente facilita el desarrollo de capacidades y actitudes en los alumnos.
9. El docente facilita el desarrollo de capacidades y actitudes en los alumnos.
10. El docente aplica estrategias metodológicas orientadas al desarrollo de capacidades y actitudes.
11. El docente emplea estrategias y/o instrumentos para relacionar los saberes previos con el nuevo conocimiento.
12. El docente propicia la aplicación, de parte de los alumnos, de diversas estrategias cognitivas (para aprender a aprender, aprender a pensar).
13. El docente crea un espacio para reflexionar sobre cómo se ha desarrollado las capacidades.
14. El docente usa medios y materiales educativos pertinentes para el desarrollo de las capacidades y actitudes planificadas.
15. El docente promueve la participación de los alumnos en actividades de autoevaluación.
16. El docente utiliza instrumentos de evaluación que permiten recoger y analizar información relacionada con las capacidades de área, considerando las capacidades específicas y actitudes y valores a través de contenidos y métodos
ASPECTO: PROGRAMACIÓN CURRICULAR DEL AULA
Unidad Didáctica:
Incorpora estrategias pertinentes para el logro de aprendizajes esperados, indicadores, técnicas e instrumentos de evaluación,
Sesión de aprendizaje: Diseño de clase
El docente cuenta con el diseño de la sesión de aprendizaje el mismo que incluye una secuencia lógica
El diseño consigna los indicadores de evaluación en coherencia con el desarrollo de capacidades y actitudes seleccionadas.
El diseño considera contenidos contextualizados.
La escala de valoración es A: completo, B: incompleto y C: no cuenta
Saturday 2 October 2010
Thursday 23 September 2010
Friday 17 September 2010
Monday 13 September 2010
Sunday 12 September 2010
Better Public Speaking And Presentation!!!
In this webside you can find some tips for improving your speaking... I hope you read it, have a nice week!!!
http://www.mindtools.com/CommSkll/PublicSpeaking.htm
http://www.mindtools.com/CommSkll/PublicSpeaking.htm
Friday 3 September 2010
The famiy and school environments are the most influential in the development of the child and their educational process. The participation of the parents in their school life seems to have repercussions such as self-esteem, improved parent-child relationships, and a more positive attitude from parents toward the school. The teachers themselves feel some of these effects, as the parents now consider the teachers, more competent as a result of having worked with the family.
For this reason, we have considered it necessary to involve the parents in the "Value of Values 2010", we believe that the responsibility that parents have in the transmission of these values to their children is crucial and we are sure that with the collaboration of parents and educators, the children will learn to recognise the difference between what is right and what is wrong and the importance of fairness in their lives.
Monday 30 August 2010
Friday 13 August 2010
Wednesday 11 August 2010
Friday 25 June 2010
Cultural Awareness
Anne-Brit Fenner
Most educators would agree that cultural awareness is an important aim in foreign language teaching. There are, however, differing views on what cultural and intercultural awareness is, and how learners can be encouraged and assisted in moving towards this goal.
In considering cultural awareness in relation to textbooks, I would first like to discuss the term in a wider educational and methodological context. In this context I find it useful to look at two different ways of defining education: according to the Oxford Dictionary the term can mean 'instruction' or it can mean 'development and personal growth'. If we, as textbook authors, regard our task solely as providing reading material and exercises in order to transmit a set of skills that might enable the learner to cope in a foreign country, we are faced with a purely instrumental and utilitarian view of foreign language teaching.
This is the traditional view of teaching culture, which has its roots in teaching methods long before the advent of a communicative approach to language learning with its focus on the learner. Instruction by the teacher or textbook followed by exercises designed to make the learner merely reproduce or copy language rather than produce his or her own, is very difficult to combine with the development of personal awareness on the part of the learner. If we only try to provide a body of knowledge, hoping that it can be transferred to the learner by the teacher or the textbook, we reinforce what Bourdieu (1994) calls' symbolic power'; i.e. we enforce, through our choice of teaching material, our own values upon the learners without giving them a chance to develop a critical awareness of this knowledge. And in so doing, we manage to preserve our own set of values. If, on the other hand, we regard education as 'development and personal growth', our aim must be to give the learner opportunity to develop cultural knowledge, competence and awareness in such a way that it might lead to a better understanding of the foreign culture, the 'other', as well as of the learner's own culture, the ‘self’.
The former definition of education, 'instruction', falls into a category of teaching where the relationship between teacher and learner, or textbook and learner, can be categorized as a subject-object relationship (Skjervheim 1992). In a cultural awareness context, the encounter between one's own and the foreign culture can be seen in terms of a similar type of relationship, with the foreign culture as object while 'I, myself and 'my culture' constitute the subject. In such a relationship it will always be the aim of the subject to impose its own cultural values upon the object. Historically and politically, the relationship between colonial powers and their colonies can be characterized and recognized in this way. In a foreign language learning context such a view, conscious or unconscious, may result in an attitude towards the foreign culture which enhances symbolic power instead of resulting in cultural awareness as a basis for developing empathy and tolerance. Rather than remaining in a subject - object relationship with the learners within which they are 'instructed' or taught about culture, textbooks and teachers need to open up ways in which learners can gain insights into the foreign culture in a subject - subject relationship; in other words, a dialectic process between equals. Is it possible for textbook authors to provide material and tasks which can assist such a process?
Most educators would agree that cultural awareness is an important aim in foreign language teaching. There are, however, differing views on what cultural and intercultural awareness is, and how learners can be encouraged and assisted in moving towards this goal.
In considering cultural awareness in relation to textbooks, I would first like to discuss the term in a wider educational and methodological context. In this context I find it useful to look at two different ways of defining education: according to the Oxford Dictionary the term can mean 'instruction' or it can mean 'development and personal growth'. If we, as textbook authors, regard our task solely as providing reading material and exercises in order to transmit a set of skills that might enable the learner to cope in a foreign country, we are faced with a purely instrumental and utilitarian view of foreign language teaching.
This is the traditional view of teaching culture, which has its roots in teaching methods long before the advent of a communicative approach to language learning with its focus on the learner. Instruction by the teacher or textbook followed by exercises designed to make the learner merely reproduce or copy language rather than produce his or her own, is very difficult to combine with the development of personal awareness on the part of the learner. If we only try to provide a body of knowledge, hoping that it can be transferred to the learner by the teacher or the textbook, we reinforce what Bourdieu (1994) calls' symbolic power'; i.e. we enforce, through our choice of teaching material, our own values upon the learners without giving them a chance to develop a critical awareness of this knowledge. And in so doing, we manage to preserve our own set of values. If, on the other hand, we regard education as 'development and personal growth', our aim must be to give the learner opportunity to develop cultural knowledge, competence and awareness in such a way that it might lead to a better understanding of the foreign culture, the 'other', as well as of the learner's own culture, the ‘self’.
The former definition of education, 'instruction', falls into a category of teaching where the relationship between teacher and learner, or textbook and learner, can be categorized as a subject-object relationship (Skjervheim 1992). In a cultural awareness context, the encounter between one's own and the foreign culture can be seen in terms of a similar type of relationship, with the foreign culture as object while 'I, myself and 'my culture' constitute the subject. In such a relationship it will always be the aim of the subject to impose its own cultural values upon the object. Historically and politically, the relationship between colonial powers and their colonies can be characterized and recognized in this way. In a foreign language learning context such a view, conscious or unconscious, may result in an attitude towards the foreign culture which enhances symbolic power instead of resulting in cultural awareness as a basis for developing empathy and tolerance. Rather than remaining in a subject - object relationship with the learners within which they are 'instructed' or taught about culture, textbooks and teachers need to open up ways in which learners can gain insights into the foreign culture in a subject - subject relationship; in other words, a dialectic process between equals. Is it possible for textbook authors to provide material and tasks which can assist such a process?
How to Hear English Everywhere
Two simple definitions
• to hear: to receive sound with the ears
• to listen: to try to hear
You are very good at languages. That's obvious, because you already speak one language very well - your own! And if you can learn and speak one language well, then you can certainly learn and speak one or more other languages.
But did you ever ask yourself: "How did I learn my own language?" In fact, you never really "learned" it at all - you just started speaking it. One day, when you were about two or three years old, you started speaking your language. A few words at first, not full sentences. But you spoke. And very soon you made progress without even thinking about it. It was like magic!
But it wasn't magic. It was the result of hearing. For two to three years before you spoke, you heard people speaking your language all day, and maybe all night. You heard people speaking your language. Maybe you listened to people, but more importantly you heard. them. Then, as if by magic, you started to speak. All that hearing was necessary for you to start speaking. For two to three years words went IN to your head. Then words came OUT of your head! That is why hearing (and listening to) English as much as possible is so important to you now. The more English you put in, the more you'll get out!
So how can you hear a lot of English when you're not in an English-speaking country or family? Fortunately, there are many ways of hearing English in almost all countries of the world.
Radio
You can receive English language radio in most countries. Two of the best international networks are the BBC World Service and Voice of America. Both of them have special programmes for learners of English. You can find information about times and frequencies for your country on their web sites.
Television
TV is an excellent resource for hearing and listening to English. The pictures help you understand what is being said. If you don't have access to English-language TV, you may be able to watch TV on Internet.
Internet
It is now a lot easier to hear English by Internet. If you're reading this at your computer, you can probably listen to some English-language radio news right now, without even moving! To be able to listen to radio on the Internet, you'll need to have special software called a "player" installed in your computer. Most sites work with two players - the RealPlayer from RealNetworks and the Windows Media Player from Microsoft. Don't worry. Both these players are free and you may already have them installed on your computer.
Music/songs
Songs in English are everywhere, even on foreign-language radio and TV stations. Listen to them often. Buy some cassettes or CDs, or make recordings, and try to write the words for an entire song. But choose one that is not too difficult. That means it should be reasonably slow, and with real words sung clearly. Some pop songs are very unclear and are difficult even for native English-speakers to understand fully!
Cinema
Outside the English-speaking world, many large cities have cinemas that show films in English, usually with sub-titles. Make it a habit to go to these films. If you need to read the sub-titles, at least you'll be hearing English even if you don't understand it.
Video
Video has one really great advantage. You can play it again . . . and again. You can use video to watch film cassettes that you buy or borrow. If there are sub-titles, you can cover them with paper (which you can remove if you really don't understand after listening several times). And you can use video to record programmes from television and then watch them several times to improve your understanding.
Friends
Try to make friends with English-speaking people so that you can practise your English through conversation. Of course, this will practise your speaking as well as your listening. And if you don't have a lot of time to go out and meet people, at least you can chat a little by telephone.
Finally, don't worry if you don't understand everything you hear. Hearing comes first! Understanding comes next!
• to hear: to receive sound with the ears
• to listen: to try to hear
You are very good at languages. That's obvious, because you already speak one language very well - your own! And if you can learn and speak one language well, then you can certainly learn and speak one or more other languages.
But did you ever ask yourself: "How did I learn my own language?" In fact, you never really "learned" it at all - you just started speaking it. One day, when you were about two or three years old, you started speaking your language. A few words at first, not full sentences. But you spoke. And very soon you made progress without even thinking about it. It was like magic!
But it wasn't magic. It was the result of hearing. For two to three years before you spoke, you heard people speaking your language all day, and maybe all night. You heard people speaking your language. Maybe you listened to people, but more importantly you heard. them. Then, as if by magic, you started to speak. All that hearing was necessary for you to start speaking. For two to three years words went IN to your head. Then words came OUT of your head! That is why hearing (and listening to) English as much as possible is so important to you now. The more English you put in, the more you'll get out!
So how can you hear a lot of English when you're not in an English-speaking country or family? Fortunately, there are many ways of hearing English in almost all countries of the world.
Radio
You can receive English language radio in most countries. Two of the best international networks are the BBC World Service and Voice of America. Both of them have special programmes for learners of English. You can find information about times and frequencies for your country on their web sites.
Television
TV is an excellent resource for hearing and listening to English. The pictures help you understand what is being said. If you don't have access to English-language TV, you may be able to watch TV on Internet.
Internet
It is now a lot easier to hear English by Internet. If you're reading this at your computer, you can probably listen to some English-language radio news right now, without even moving! To be able to listen to radio on the Internet, you'll need to have special software called a "player" installed in your computer. Most sites work with two players - the RealPlayer from RealNetworks and the Windows Media Player from Microsoft. Don't worry. Both these players are free and you may already have them installed on your computer.
Music/songs
Songs in English are everywhere, even on foreign-language radio and TV stations. Listen to them often. Buy some cassettes or CDs, or make recordings, and try to write the words for an entire song. But choose one that is not too difficult. That means it should be reasonably slow, and with real words sung clearly. Some pop songs are very unclear and are difficult even for native English-speakers to understand fully!
Cinema
Outside the English-speaking world, many large cities have cinemas that show films in English, usually with sub-titles. Make it a habit to go to these films. If you need to read the sub-titles, at least you'll be hearing English even if you don't understand it.
Video
Video has one really great advantage. You can play it again . . . and again. You can use video to watch film cassettes that you buy or borrow. If there are sub-titles, you can cover them with paper (which you can remove if you really don't understand after listening several times). And you can use video to record programmes from television and then watch them several times to improve your understanding.
Friends
Try to make friends with English-speaking people so that you can practise your English through conversation. Of course, this will practise your speaking as well as your listening. And if you don't have a lot of time to go out and meet people, at least you can chat a little by telephone.
Finally, don't worry if you don't understand everything you hear. Hearing comes first! Understanding comes next!
Formal Letter Writing
Layout of a Formal Letter
Rules for Writing Formal Letters in English
In English there are a number of conventions that should be used when writing a formal or business letter. Furthermore, you try to write as simply and as clearly as possible, and not to make the letter longer than necessary. Remember not to use informal language like contractions.
Addresses:
1) Your Address
The return address should be written in the top right-hand corner of the letter.
2) The Address of the person you are writing to
The inside address should be written on the left, starting below your address.
Date:
Different people put the date on different sides of the page. You can write this on the right or the left on the line after the address you are writing to. Write the month as a word.
Salutation or greeting:
1) Dear Sir or Madam,
If you do not know the name of the person you are writing to, use this. It is always advisable to try to find out a name.
2) Dear Mr Jenkins,
If you know the name, use the title (Mr, Mrs, Miss or Ms, Dr, etc.) and the surname only. If you are writing to a woman and do not know if she uses Mrs or Miss, you can use Ms, which is for married and single women.
Ending a letter:
1) Yours Faithfully
If you do not know the name of the person, end the letter this way.
2) Yours Sincerely
If you know the name of the person, end the letter this way.
3) Your signature
Sign your name, then print it underneath the signature. If you think the person you are writing to might not know whether you are male of female, put you title in brackets after your name.
Content of a Formal Letter
First paragraph
The first paragraph should be short and state the purpose of the letter- to make an enquiry, complain, request something, etc.
The paragraph or paragraphs in the middle of the letter should contain the relevant information behind the writing of the letter. Most letters in English are not very long, so keep the information to the essentials and concentrate on organising it in a clear and logical manner rather than expanding too much.
Last Paragraph
The last paragraph of a formal letter should state what action you expect the recipient to take- to refund, send you information, etc.
Abbreviations Used in Letter Writing
The following abbreviations are widely used in letters:
• asap = as soon as possible
• cc = carbon copy (when you send a copy of a letter to more than one person, you use this abbreviation to let them know)
• enc. = enclosure (when you include other papers with your letter)
• pp = per procurationem (A Latin phrase meaning that you are signing the letter on somebody else's behalf; if they are not there to sign it themselves, etc)
• ps = postscript (when you want to add something after you've finished and signed it)
• pto (informal) = please turn over (to make sure that the other person knows the letter continues on the other side of the page)
• RSVP = please reply
Outline: A Covering Letter
A covering letter is the one that accompanies your CV when you are applying for a job. Here is a fairly conventional plan for the layout of the paragraphs.
Opening Paragraph
Briefly identify yourself and the position you are applying for. Add how you found out about the vacancy.
Paragraph 2
Give the reasons why you are interested in working for the company and why you wish to be considered for that particular post. State your relevant qualifications and experience, as well as your personal qualities that make you a suitable candidate.
Paragraph 3
Inform them that you have enclosed your current CV and add any further information that you think could help your case.
Closing Paragraph
Give your availability for interview, thank them for their consideration, restate your interest and close the letter.
Outline: A Letter of Enquiry
A letter of enquiry is when you are approaching a company speculatively, that is you are making an approach without their having advertised or announced a vacancy.
Opening Paragraph
Introduce yourself briefly and give your reason for writing. Let them know of the kind of position you are seeking, why you are interested and how you heard about them.
Paragraph 2
Show why their company in particular interests you, mention your qualifications and experience along with any further details that might make them interested in seeing you.
Paragraph 3
Refer to your enclosed CV and draw their attention to any particularly important points you would like them to focus on in it.
Closing Paragraph
Thank them, explain your availability for interview and restate your enthusiasm for their company and desire to be considered for posts that might as yet be unavailable.
1. Write a formal letter to enroll in an English school.
a. Dear Sir/Madam
I am a second year student on a Fine Arts course in Switzerland, at [name of institution], and am interested in transferring to [name of institution] to complete my Bachelor's course.
Before I apply to you for the third year or even your second year courses, I would like to be certain that it's possible. Despite the Bologna agreement, I have heard that my credits will not always be recognized in all art schools.
I would be grateful if you could inform me about that.
I enclose a copy of my ECTS credits and a detailed account of my educational background.
If you need more information, please do not hesitate to contact me.
I look forward to hearing from you.
yours faithfully
b. Dear Sir/Madam
I am a second year student on a Fine Arts course in Switzerland, at [name of institution], and am interested in transferring to [name of institution] to complete my Bachelor's course.
Before I apply to you for the third year or even your second year courses, I would like to be certain that (if instead of that?) it's possible. Despite the Bologna agreement, I have heard that my credits will not always be recognized in all art schools.
I would be grateful if you could inform me about that.
I enclose a copy of my ECTS credits and a detailed account of my educational background.
Enclosed you find a copy of ...
If you need more information, please do not hesitate to contact me.
Please do not ... , if you ....
I look forward to hearing from you.
Thanks in advance for your attention to this matter.
Yours faithfully,
Rules for Writing Formal Letters in English
In English there are a number of conventions that should be used when writing a formal or business letter. Furthermore, you try to write as simply and as clearly as possible, and not to make the letter longer than necessary. Remember not to use informal language like contractions.
Addresses:
1) Your Address
The return address should be written in the top right-hand corner of the letter.
2) The Address of the person you are writing to
The inside address should be written on the left, starting below your address.
Date:
Different people put the date on different sides of the page. You can write this on the right or the left on the line after the address you are writing to. Write the month as a word.
Salutation or greeting:
1) Dear Sir or Madam,
If you do not know the name of the person you are writing to, use this. It is always advisable to try to find out a name.
2) Dear Mr Jenkins,
If you know the name, use the title (Mr, Mrs, Miss or Ms, Dr, etc.) and the surname only. If you are writing to a woman and do not know if she uses Mrs or Miss, you can use Ms, which is for married and single women.
Ending a letter:
1) Yours Faithfully
If you do not know the name of the person, end the letter this way.
2) Yours Sincerely
If you know the name of the person, end the letter this way.
3) Your signature
Sign your name, then print it underneath the signature. If you think the person you are writing to might not know whether you are male of female, put you title in brackets after your name.
Content of a Formal Letter
First paragraph
The first paragraph should be short and state the purpose of the letter- to make an enquiry, complain, request something, etc.
The paragraph or paragraphs in the middle of the letter should contain the relevant information behind the writing of the letter. Most letters in English are not very long, so keep the information to the essentials and concentrate on organising it in a clear and logical manner rather than expanding too much.
Last Paragraph
The last paragraph of a formal letter should state what action you expect the recipient to take- to refund, send you information, etc.
Abbreviations Used in Letter Writing
The following abbreviations are widely used in letters:
• asap = as soon as possible
• cc = carbon copy (when you send a copy of a letter to more than one person, you use this abbreviation to let them know)
• enc. = enclosure (when you include other papers with your letter)
• pp = per procurationem (A Latin phrase meaning that you are signing the letter on somebody else's behalf; if they are not there to sign it themselves, etc)
• ps = postscript (when you want to add something after you've finished and signed it)
• pto (informal) = please turn over (to make sure that the other person knows the letter continues on the other side of the page)
• RSVP = please reply
Outline: A Covering Letter
A covering letter is the one that accompanies your CV when you are applying for a job. Here is a fairly conventional plan for the layout of the paragraphs.
Opening Paragraph
Briefly identify yourself and the position you are applying for. Add how you found out about the vacancy.
Paragraph 2
Give the reasons why you are interested in working for the company and why you wish to be considered for that particular post. State your relevant qualifications and experience, as well as your personal qualities that make you a suitable candidate.
Paragraph 3
Inform them that you have enclosed your current CV and add any further information that you think could help your case.
Closing Paragraph
Give your availability for interview, thank them for their consideration, restate your interest and close the letter.
Outline: A Letter of Enquiry
A letter of enquiry is when you are approaching a company speculatively, that is you are making an approach without their having advertised or announced a vacancy.
Opening Paragraph
Introduce yourself briefly and give your reason for writing. Let them know of the kind of position you are seeking, why you are interested and how you heard about them.
Paragraph 2
Show why their company in particular interests you, mention your qualifications and experience along with any further details that might make them interested in seeing you.
Paragraph 3
Refer to your enclosed CV and draw their attention to any particularly important points you would like them to focus on in it.
Closing Paragraph
Thank them, explain your availability for interview and restate your enthusiasm for their company and desire to be considered for posts that might as yet be unavailable.
1. Write a formal letter to enroll in an English school.
a. Dear Sir/Madam
I am a second year student on a Fine Arts course in Switzerland, at [name of institution], and am interested in transferring to [name of institution] to complete my Bachelor's course.
Before I apply to you for the third year or even your second year courses, I would like to be certain that it's possible. Despite the Bologna agreement, I have heard that my credits will not always be recognized in all art schools.
I would be grateful if you could inform me about that.
I enclose a copy of my ECTS credits and a detailed account of my educational background.
If you need more information, please do not hesitate to contact me.
I look forward to hearing from you.
yours faithfully
b. Dear Sir/Madam
I am a second year student on a Fine Arts course in Switzerland, at [name of institution], and am interested in transferring to [name of institution] to complete my Bachelor's course.
Before I apply to you for the third year or even your second year courses, I would like to be certain that (if instead of that?) it's possible. Despite the Bologna agreement, I have heard that my credits will not always be recognized in all art schools.
I would be grateful if you could inform me about that.
I enclose a copy of my ECTS credits and a detailed account of my educational background.
Enclosed you find a copy of ...
If you need more information, please do not hesitate to contact me.
Please do not ... , if you ....
I look forward to hearing from you.
Thanks in advance for your attention to this matter.
Yours faithfully,
Tuesday 22 June 2010
Monday 21 June 2010
Tuesday 15 June 2010
DE INTERES...
El Festival Internacional de Poesía de Medellín celebra sus 20 años con
una variada agenda cultural
¡Lista la programación del Festival!
MAS INFORMACION EN EL SIGUIENTE ENLACE
Haz clic en
http://groups.google.es/group/fundaciontehillim/web/programacion-festival-internacional-de-poesia-medellin.
Si haciendo clic no se activa, copia el enlace y pégalo en la barra de
direcciones de tu navegador.
El Festival Internacional de Poesía de Medellín celebra sus 20 años con
una variada agenda cultural
¡Lista la programación del Festival!
MAS INFORMACION EN EL SIGUIENTE ENLACE
Haz clic en
http://groups.google.es/group/fundaciontehillim/web/programacion-festival-internacional-de-poesia-medellin.
Si haciendo clic no se activa, copia el enlace y pégalo en la barra de
direcciones de tu navegador.
Friday 11 June 2010
Thursday 10 June 2010
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About Me
- Colombia
- Pamplona, Nsder, Colombia
- Master in Teaching English as a Foreign Language.