Docentes de todo Chile participaron del English Summer Town Nido de Águilas

martes 09 de enero, 2018
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Entre el 3 y el 6 de enero, el EST incluyó varios talleres para el perfeccionamiento de la enseñanza del inglés como lengua extranjera, impartidos por docentes de este establecimiento bilingüe.

Durante la primera semana de enero, el Colegio Internacional Nido de Águilas, en colaboración con el Centro de Perfeccionamiento, Experimentación e Investigaciones Pedagógicas (CPEIP) y el Programa Inglés Abre Puertas (PIAP) del Ministerio de Educación, llevó a cabo la segunda versión del English Summer Town-Nido de Águilas, convocando a 80 docentes de todo el país.

Esta actividad consistió en una serie de talleres para la actualización de la Enseñanza del Inglés como Lengua Extranjera, en que se puso a disposición de las y los docentes un conjunto de posibilidades de desarrollo profesional, buscando responder a las necesidades que plantea la enseñanza y aprendizaje del inglés en las escuelas públicas del país.

Esta instancia permitió al establecimiento compartir su pedagogía, que recoge la tradición educativa de Estados Unidos y Chile, brindando también la posibilidad de conocer de la experiencia y reflexión pedagógica de sus participantes.

El programa del encuentro se estructuró en torno a tres ejes: la enseñanza del Inglés como medio de comunicación, el uso de la tecnología para la clase de inglés y metodologías centradas en el alumno. La estructura del mismo permitió que todos los docentes pudieran participar de los talleres ofrecidos, teniendo la oportunidad de profundizar en uno de ellos.

“La experiencia de compartir con los colegas del Colegio Nido de Águilas fue un real aprendizaje entre pares. Me sorprendió mucho la humildad y la pasión que todos ellos sienten por enseñar. Me sentí motivado y apoyado, me alegró muchísimo que esta capacitación fue basada en la forma de trabajo que ellos aplican con sus estudiantes. Los talleres fueron prácticos y muy útiles para nuestro trabajo en el aula. Los colegas compartieron cómo ellos logran motivar y desarrollar conocimientos y habilidades en sus estudiantes utilizando variados métodos, estrategias y técnicas comunicativas efectivas”, señaló el profesor Claudio Levil, quien hace clases en cuatro escuelas de la comuna de Hualaihué, Aysén.

La docente Carla Leiva, del Liceo Técnico Valdivia, indicó que “lo que puedo destacar de esta capacitación es todo lo nuevo que aprendí, el conocer a nueva gente convivir con ellos y conocer otras realidades. Pude compartir mis experiencias con colegas de todo el país, dándome cuenta que todos pasamos por las mismas situaciones, no importa dónde estemos. Algunos de los talleres que aparecieron ya los había realizado durante mis clases, y por supuesto igual aparecieron otros que nunca había escuchado, dándome millones de ideas para utilizar con mis estudiantes”.

La profesora Daniela Gutiérrez, de la Escuela España de Arica, aseguró que “esta fue una experiencia muy enriquecedora. Pienso que debiera repetirse para darle oportunidades a más colegas, porque de algún modo esas experiencias compartidas y estrategias novedosas contribuirán a mejorar la calidad de la enseñanza del Inglés. Me siento muy afortunada al llevar conmigo tantas nuevas ideas, y con ellas la energía y pasión con las que las colegas del Nido de Águilas nos compartieron sus estrategias”, señaló la docente.

A continuación, el detalle de cada uno de los talleres (en inglés):

Empowering English Learners (Rodrigo Cea)

This workshop will provide EFL educators with easy and effective teaching tools that will enhance their English language teaching craft in their classes and help their students access information. The four English linguistic skills will be explored through games, book talks, written tasks and reading comprehension activities which will help boost the participants’ pedagogical practice. EFL educators will have the opportunity to reflect upon their own teaching practices, produce mini- presentations and mini-lessons to take back to their classrooms, and have tools/strategies/resources to implement right away.

Narrative Speaking & Writing Strategy (Malu Keller)

Teachers will learn a strategy that allows students to produce a well organized simple or complex story. By using images, students get motivated to elicit complete sentences that will help them produce a narrative text. This strategy will also allow teachers to differentiate the lesson according to student’s needs, interests and speaking/writing level. Main idea and important details, story structure and sequencing of events, will be explored during the presentation.

Reading & Listening Comprehension (Jen Haugh)

Readers make sense of texts by using specific strategies. Workshop participants will learn strategies connected to the Ministerio Reading Standards for Reading in English as a Foreign Language (Objectivos de Aprendizaje OA_6, 7, 8, 9). Strategies for before, during and after the reading of literary and non-literary texts, including main idea, character, setting, sequence of events, vocabulary, personal connections, connecting to text, making and confirming predictions, titles/images/headings, re-reading, asking questions. 

Strategies for Building Vocabulary (Malu Keller)

Vocabulary, a significant component of communication in the target language, is most meaningful to students when introduced with specific strategies and with use of visual aids. Workshop participants will become acquainted with different graphic organizers, speaking strategies and visual representations for building vocabulary. 

Active Readers (Daniela Montero)

It often feels like we are trying to squeeze every ounce of learning out of every minute of every day. When do we have time for oral language skills and reading time?! This workshop is the answer. This workshop will teach you how to build in these skills in the last frontier, classroom routines. We will discuss specific strategies to foster the development of oral language during read-alouds and how to take advantage of those precious stories and moments with your students. You will learn how to generate rich and authentic conversations among peers using great stories. In turn, students will not only improve their speaking skills, but will make important connections with personal experiences, and develop stronger comprehension skills.

Differentiation Strategies (Melissa Stenger)

Today’s students are diverse; they learn in different ways and at different rates. In this workshop, participants will learn the fundamentals of differentiated instruction – how to use student readiness, interest and profiles in addressing content, process and product. There’s no need to reinvent the wheel or design an individual lesson plan for each student: differentiation allows teachers to implement flexible groupings and utilize frequent assessment to ensure that all students are learning what they need to learn, how they need to learn it and at their own pace. Participants will have an opportunity to look at their own teaching through the lens of differentiation and will work with peers to practice differentiating content, process and product.

Digital Storytelling (Pía Parro & Daniela Torres)

The use of technology in the classroom enhance the teaching and learning process, and produces an active engagement of the students in the activities they develop.

This workshop intends to incorporate new pedagogical methods, using technology as a means to engage in an active manner students in their learning process. In order to do so, we will present, digital storytelling, as a methodology that allows students to explore and express their identities and world vision through technology.

Nearpod (Erica Callahan)

Nearpod is a free, unique mobile platform for delivering interactive content and assessment activities to students. Using Nearpod, teachers can create interactive multimedia presentations that include slides, video, audio and live web pages. Teachers can deliver the presentations to student devices (any web-enabled mobile device or computer) and control what the students see on their devices, and when. Teachers are able to add engaging interactive features like polls, drawings, quizzes and free text response activities, which not only increase engagement but also provide immediate valuable feedback on student learning. In this workshop, participants will explore and learn the basics of Nearpod and will convert an existing lesson or activity of their own into a Nearpod activity to use with their students.

Flipping the Classroom (Paz Nalegach)

Also called inverted class, in this approach students gain control of the learning process through studying course material outside of class: using readings, video lectures or research assignments. During class time, teachers facilitate the learning process by helping students work through course material individually and in groups. The main goal in flipping a class is to cultivate deeper, richer learning experiences for students when the instructor is present to coach and guide them.

Literature Circles (Daniella Martini)

Literature circles are a simple but great tool to promote literacy among students. They provide the opportunity of gathering in small groups of independent readers and enjoying and understanding texts from different perspectives. Children experience different roles during the reading and build a common understanding of the text. In this workshop you will participate in a real literature circle so you can understand how it operates and you will also get the basic paperwork necessary to start one among your students.

Project Based Learning (Carolina Lazcano)

The 21st century demands a new model of teaching and learning in which students are empowered to drive their learning through their experience of solving an open-ended problem. Teachers and students co-construct knowledge. That is, teachers facilitate the learning while students are protagonists of their own learning process. This model describes some of the key elements of Project Based Learning (PBL), a methodology that teachers around the world are using in their classrooms to help their students acquire academic knowledge, as well as develop cognitive and socio-affective abilities.

Harkness (Cynthia González & Bárbara Ross)

The Harkness method is a teaching methodology where students learn how to learn, mainly developing oral skills. Through conversations with their peers, students manage to validate other points of view and enrich themselves with a broader view. This methodology puts the student at the center of their learning, learning how to learn.