MORE PHOTOS LICEO
Tuesday, March 17, 2009
Monday, March 2, 2009
Milk Streming English
August Reset Sequence Program and Didática - August
Professor: Rodolfo Domínguez - ICT - Courses: 4th 1st (CPBGPF) and 4t0 2nd (ESC 158)
Axis to develop No. 2: New technologies Computer (NTI)
1. Connecting the world
Internet browsers and search engines •
• E-mail (gmail account)
2. New Computer Technology Blogs
• (*) Collaborative Project "ATLAS ATTENTION TO DIVERSITY"
Content Date Activities
Tuesday
August 4 connecting the world
Internet Browsers and Search
•
• Collaborative Project ATLAS ATTENTION TO DIVERSITY "Theoretical
Presentation by / a teacher of a situation problem and poses a significant situation: an approach to knowledge object Practical
• Workshop browser and search "in the computer room
http://members.fortunecity.es/tinternet/nevbusc.htm
• Atlas Workshop Diversity http://www.atlasdeladiversidad.net/
Friday
August 7 connecting the world
Internet Browsers and Search
• Collaborative Project "ATLAS ATTENTION to the various practices
• Workshop browser and search" in the computer room
http://members.fortunecity.es / TInternet / nevbusc.htm
• Atlas Workshop Diversity http://www.atlasdeladiversidad.net/
Make:
practical work
Browser and search Collaborative Project Flows whole country "
• Development Report interaction with peers (ICT School 158 - School ICT Ferrè "
Tuesday
August 11 connecting the world
Internet Browsers and Search
•
• Collaborative Project ATLAS
ATTENTION TO DIVERSITY • Practical
BLOG • Workshop browser and search "in http://members
computer room. fortunecity.es / TInternet / nevbusc.htm
• Atlas Workshop Diversity http://www.atlasdeladiversidad.net/
Make:
practical work
Browser and search Collaborative Project Flows whole country "
• Development Report
interaction with peers (ICT School 158 - School ICT Ferrè "
• Conduct student's personal blog (introduction)
http://perso.wanadoo.es/aniorte_nic/ex_informatic_1.htm
Friday August 14
connecting the world
Internet Browsers and Search
• • Collaborative Project ATLAS
ATTENTION TO DIVERSITY • Practical
BLOG • Workshop browser and search "in the computer room
http://members.fortunecity.es/tinternet/nevbusc.htm
• Workshop
Atlas of Biodiversity
http://www.atlasdeladiversidad.net/ Make:
Browser practical work and Searcher (delivery)
Projects Collaborative Flows whole country "
• Development Report
interaction with peers (ICT School 158 - School ICT Ferrè"
• Make the student's personal blog (introduction)
Tuesday August 18
Internet by connecting the world • Navigation and Search
• Collaborative Project ATLAS
ATTENTION TO DIVERSITY • BLOG • Workshop
Practical Atlas of Biodiversity http://www.atlasdeladiversidad.net/
Make: Collaborative Projects
Flows whole country " • Development Report
Interaction with their peers (ICT School 158 - School ICT Ferrè "
• Conduct student's personal blog
Friday August 21
connecting the world
Internet Browsers and Search
•
• Collaborative Project ATLAS
ATTENTION TO DIVERSITY • BLOG • Workshop
Practical Atlas of Biodiversity http://www.atlasdeladiversidad.net/
Make:
practical work
Browser and search Collaborative Project Flows whole country "Development Report
• Interaction with pairs (ICT School 158 - School ICT Ferrè "
• Make the student's personal blog Tuesday
August 25 connecting the world
Internet Browsers and Search
•
• Collaborative Project ATLAS
ATTENTION TO DIVERSITY • BLOG • Workshop
Practical Atlas of Biodiversity
http: / / Make www.atlasdeladiversidad.net/
:
practical work
Browser and search Collaborative Project Flows whole country "Development Report
• Interaction with peers (ICT School 158 - School ICT Ferrè"
• Perform student's personal blog
August 28 Connecting the world
Internet browsers and search engines •
• Collaborative Project ATLAS
ATTENTION TO DIVERSITY • BLOG • Workshop
Practical Atlas of Biodiversity http://www.atlasdeladiversidad.net/
Make:
practical work Browser & Search
Collaborative Project Flows whole country "
• Development Report
interaction with peers (ICT School 158 - School ICT Ferrè"
• Conduct student's personal blog
Activity A: Browsers and Search Engines The activity should make in pairs (group of only 2 people). should seek information Internet and make a written report (1) on the following questionnaire
• What is WWW?
• WHAT IS THE PROTOCOL HTTP?
• WHAT IS A BROWSER?
• WHAT IS A BROWSER?
• HOW DO A SEARCH?
• COMMON FEATURES OF THE BROWSERS
• TYPES OF EXPLORERS WEB BROWSER OR INTERNET EXPLORER
• • •
MOZILLA FIREFOX FEATURES AND CONDITIONS THAT HAVE INTERNET reliable information for this place in Google: election reliable information on the Internet
• MAKE AN OUTLINE CONCEPTUAL PICTURES Graphics EXPERIENCE AND EXHIBIT (we learned)
(1) Report (must have the same structure as the previous report Item 1) delivered in A4 folder and in digitized form to e established.
a. College Polimodal Ferrè 41liceo@gmail.com - http://www.liceo41.blogspot.com
b. Argentine College 42colarg@gmail.com - http://colegioarg.blogspot.com
Sources (for this work)
• Wikipedia - Internet Explorer
• Wikipedia - Firefox
• Wikipedia - Safari
• Wikipedia - Opera
• Wikipedia - Google Chrome
• Wikipedia - Flock
• Chrome: Google's browser compared to Firefox and Explorer
• The Google Chrome extensions first
• Google Chrome Beta is now available for Linux and Mac OS X
• Analysis of Flock 1.1, the new more social version of the browser
Activity B: Atlas of languages \u200b\u200b- The landscape and / or product names Naturally Fun CURRENT
Information: This is a collaborative activity that can serve as support for various subjects, mainly to the language (or English) and geography. It also promotes cross-cultural values, in order to generate a collective heritage of place names and their origins.
is suggested that teams of students do research about the places they choose to generate the information also may investigate the characteristics of the places near your school.
knowledge of the origins of place names can be a catalyst to talk about the geography of the region and local history.
validation criteria for publication of the cards or portraits
• The description is in the words of the students, which is not copied from a dictionary or website.
• If errors are found, to develop a school culture in which teams have the opportunity to correct their own work, thus improving their writing process feedback from your teacher.
• To reflect that it is a team effort. Presentation
The study of place names is an issue that arouses the curiosity of all people. Places like the mountain that graces our horizon, or the river that provides water, or the town or city that has seen the birth, or the state, province or country that fits our collective life, leads us to ask why they are called in some way, who gave them that name and peculiar meanings this name carries.
These names are usually inherited from our ancestors passed down from generation to generation, are a testament to the context of the site and its transformations and relationship with geographical and historical aspects.
One of the important characteristics of our countries is that they are naturally multicultural and therefore very rich and diverse, and we have names in different languages \u200b\u200bsuch as Nahuatl, Maya, Aymara, Mapuche, Catalan or Arabic origin, and many others, some are very old, others, put the conquerors and over time we have names for cities or towns that have arisen as a result of new foundations and with them its mountains, seas, rivers, lakes, ponds, waterfalls , islands, roads, streets, plazas, to mention only a few places that have a name. Al
estudio de estos nombres se le llama toponimia que es un término que viene del griego “topos” lugar y “onómato” nombre, es decir, la toponimia estudia el origen y significado de los nombres de los lugares.
Deseamos que con esta actividad, conozcan el origen y las transformaciones de los nombres de algunos lugares y que los alumnos acompañados por sus profesores descubran, analicen y reflexionen sobre los nombres de los lugares cercanos a ellos para comprender los orígenes y significados así como algunas características de los mismos.
En todas las épocas, los hombres han dado nombre a los lugares que conforman su entorno; cerros, ríos, caminos, poblados, parajes, entre otros, estos names have an origin and a meaning that often do not know, here are some examples
ACTIVITY 1 Hands On!
activity up to two people, must make two mandatory Pictures locations (2 locations) and regional products (One familiar crop, craft or industrial product)
Find two locations in the province of Corrientes and communicate with the rest of your colleagues (4th 1st - the 2nd and 4th Lyceum Esc 158) for not taking the same, have the first right to do so should choose to leave your comment at the bottom of this article-http://www.liceo41.blogspot site. com / ò http://colegioarg.blogspot.com/
Using search engines How to find name may be using a web browser (Google, Altavista, Yahoo, etc..) And ask for example, "Cities of Corrientes" p "locations and tourist attractions" and the results take to be close to their school or the representing an excuse to delve into a question of geography or history subjects.
know the names of where they live and what they mean is interesting, plus it allows us to know much about the history of that place, culture, language and native people who put that name. Once elected
where we invite you to create a portrait that contains:
(1) River type, location, waterfall, lake, gap ....
(2) Photograph or drawing image (recommended to be a photograph or drawing of the students)
(3) Word or Product name for me
(4) Place country, region or province
(5) Locate the site map georeferenced map
(6) Source Language word
(7) native language place name
(8) Definition or description of where
(9) and is pronounced: (Audio)
(10) What we learned from
this activity (11) free comment on the activity
(12) Sources Books, URLs, and even people
collaborative activity sheet: "The landscape and their names"
Once established in the form and submitted, the Atlas team will evaluate and where to find some information missing the return to the perpetrators to be corrected for final publication. It must be said that all work requires a feedback to a body representing publications reliable Internet.
ACTIVITY 2 - sheets make family or industrial crops in the region
How to create a collaborative tab Atlas? Fields Fields tab to fill in the information markets:
• Type Fruit, vegetables, legumes .... • Photograph or drawing
Image (recommended to be a photograph or drawing of the students)
• Word or Product name for me
• Name of my location (country, region or province)
• Definition or description
• How do you eat?
• What we eat? text
• At my place we pronounce it like this:
• What we learned from this activity
• comment freely on the activity (optional)
• Sources Books, URLs, and even people
Activities to keep working on Atlas
In a second happened and when it is possible to visit the portraits of fellow supplement the information we doing other activities with different themes including: • Fiesta site
Describe what is a party or celebration in this website, it is suggested to accompany photos and videos to help us visualize the celebrations. • Legend of the place
Many places have a story or legend associated, such as Popocatepetl is a warrior who is watching the sleeping woman is Iztaccihuatl. We can share the legends that will complete the site information
• Announcement of promotion If you have chosen a site that is part of our landscape, imagine wanting that many come to know it, we suggest generating a capsule no audio or video more than 90 seconds, as promotion this place, think about how to convince someone to come to know. Resource Consulting
1. http://www.google.com.ar
2. http://www.google.com.ar/firefox?client=firefox-a&rls=org.mozilla:es-ES:official
3. http://es.wikipedia.org/wiki/Wikipedia:Portada
4. http://www.liceo41.blogspot.com/
5.
http://www.liceo41.blogspot.com/ ANSWERS TO TEST. (APPLIED COMPUTING. NEW TECHNOLOGIES. Test 1.)
1. C
2. B
3. A
4. A
5. C
6. B
7. A
8. C
9. B
10. A
11. A
12. C
13. A
14. B
15. C
16. B
17. A
18. C
19. B
20. C
CIRCULAR ... ./09 Corrientes, July 27, 2009
Mr / as teachers
In this week we will work with the following issues:
1. Curricular adjustment slide shows on Friday 31/07/2009
2. Understanding and analysis of the instructions in hygiene and prevention recommendations made by the Ministry of Public Health (School to work with learners as well as meetings of tutors)
3. Meeting Monthly (to July) of ALL on Wednesday 07/29/2009 and August on Wednesday August 5
4. Planning extracurricular pending (to deliver the 31/07/2009)
RESET FOR EACH CURRICULAR CURRICULUM AREA
1. Calculate the number of classes available for each curricular area between 3 and August 31
2. Select contents.
3. Reset goals for the determined period
4. Develop a teaching sequence considering:
4.1. WEEK 1 (03 to 7 / 08): Review of previous knowledge (reading also Language students who performed in the case of not having done so, set a new date) and development of new content
4.2. WEEK 2 (10 to 14.8): Development of new content
4.3. WEEK 3 (17 to 21/08): Development of new content
4.4. WEEK 4 (24 to 31/08): Fitness; Fixation;
Assessment 4.5. Week 5 (01 to 07/09): Integration, compensation, deepening
5. Making all the activities to be delivered to learners as in 1-4 weeks (with proposed Assessment included) delivered on Friday July 31 a copy for Dean and a copy copier.
6. Contributions to think and Evaluation Sequence:
SEQUENCE GUIDELINES FOR GENERAL TEACHING MODEL
SEQUENCE "A" MODEL SEQUENCE "B"
1. Presentation by / a teacher of a problematic situation
2. Approach to problems or issues.
3. Explicit intuitive responses or assumptions
4. Proposed sources of information
5. Information search.
6. Drawing conclusions
7. Generalization of the findings and synthesis
8. Rote
9. Test or exam.
10. Evaluation
Source: Zabala Vidic, Antonio 1. Background survey.
2. Problem of giving a meaningful situation: to the object of knowledge.
3. Analysis and making contact with the new material de conocimiento a través de múltiples y variadas experiencias para identificar sus elementos e interrelaciones, validación, conclusiones parciales
4. Confrontación de producciones.
5. Institucionalización (a cargo del docente): reconstrucción del fenómeno, tema o problema, síntesis final, declaración del conocimiento socialmente válido.
6. Ejercitación. Aplicación.
7. Evaluación.
Fuente: Propia
ORIENTACIONES DIDACTICAS PARA LA EVALUACIÓN
Observación
Sistemática Situaciones Orales
de Evaluación
Ejercicios
Prácticos Pruebas
Escritas
Lista de cotejo Record anecdotal
Attitude scale exhibition
Dialogue Debate
Oral exams Concept Map
MindMap Semantic
Case studies
Projects Portfolio
Journal
Test Development Testing
Review exercise
Interpretive Theme
Objective Tests of alternative response correspondence
multiple choice
In order
Source: Circular No. 06/05 - General Directorate of Secondary Education
Prof. Matilde Cabrera - Rector 
Professor: Rodolfo Domínguez - ICT - Courses: 4th 1st (CPBGPF) and 4t0 2nd (ESC 158)
Axis to develop No. 2: New technologies Computer (NTI)
1. Connecting the world
Internet browsers and search engines •
• E-mail (gmail account)
2. New Computer Technology Blogs
• (*) Collaborative Project "ATLAS ATTENTION TO DIVERSITY"
Content Date Activities
Tuesday
August 4 connecting the world
Internet Browsers and Search
•
• Collaborative Project ATLAS ATTENTION TO DIVERSITY "Theoretical
Presentation by / a teacher of a situation problem and poses a significant situation: an approach to knowledge object Practical
• Workshop browser and search "in the computer room
http://members.fortunecity.es/tinternet/nevbusc.htm
• Atlas Workshop Diversity http://www.atlasdeladiversidad.net/
Friday
August 7 connecting the world
Internet Browsers and Search
• Collaborative Project "ATLAS ATTENTION to the various practices
• Workshop browser and search" in the computer room
http://members.fortunecity.es / TInternet / nevbusc.htm
• Atlas Workshop Diversity http://www.atlasdeladiversidad.net/
Make:
practical work
Browser and search Collaborative Project Flows whole country "
• Development Report interaction with peers (ICT School 158 - School ICT Ferrè "
Tuesday
August 11 connecting the world
Internet Browsers and Search
•
• Collaborative Project ATLAS
ATTENTION TO DIVERSITY • Practical
BLOG • Workshop browser and search "in http://members
computer room. fortunecity.es / TInternet / nevbusc.htm
• Atlas Workshop Diversity http://www.atlasdeladiversidad.net/
Make:
practical work
Browser and search Collaborative Project Flows whole country "
• Development Report
interaction with peers (ICT School 158 - School ICT Ferrè "
• Conduct student's personal blog (introduction)
http://perso.wanadoo.es/aniorte_nic/ex_informatic_1.htm
Friday August 14
connecting the world
Internet Browsers and Search
• • Collaborative Project ATLAS
ATTENTION TO DIVERSITY • Practical
BLOG • Workshop browser and search "in the computer room
http://members.fortunecity.es/tinternet/nevbusc.htm
• Workshop
Atlas of Biodiversity
http://www.atlasdeladiversidad.net/ Make:
Browser practical work and Searcher (delivery)
Projects Collaborative Flows whole country "
• Development Report
interaction with peers (ICT School 158 - School ICT Ferrè"
• Make the student's personal blog (introduction)
Tuesday August 18
Internet by connecting the world • Navigation and Search
• Collaborative Project ATLAS
ATTENTION TO DIVERSITY • BLOG • Workshop
Practical Atlas of Biodiversity http://www.atlasdeladiversidad.net/
Make: Collaborative Projects
Flows whole country " • Development Report
Interaction with their peers (ICT School 158 - School ICT Ferrè "
• Conduct student's personal blog
Friday August 21
connecting the world
Internet Browsers and Search
•
• Collaborative Project ATLAS
ATTENTION TO DIVERSITY • BLOG • Workshop
Practical Atlas of Biodiversity http://www.atlasdeladiversidad.net/
Make:
practical work
Browser and search Collaborative Project Flows whole country "Development Report
• Interaction with pairs (ICT School 158 - School ICT Ferrè "
• Make the student's personal blog Tuesday
August 25 connecting the world
Internet Browsers and Search
•
• Collaborative Project ATLAS
ATTENTION TO DIVERSITY • BLOG • Workshop
Practical Atlas of Biodiversity
http: / / Make www.atlasdeladiversidad.net/
:
practical work
Browser and search Collaborative Project Flows whole country "Development Report
• Interaction with peers (ICT School 158 - School ICT Ferrè"
• Perform student's personal blog
August 28 Connecting the world
Internet browsers and search engines •
• Collaborative Project ATLAS
ATTENTION TO DIVERSITY • BLOG • Workshop
Practical Atlas of Biodiversity http://www.atlasdeladiversidad.net/
Make:
practical work Browser & Search
Collaborative Project Flows whole country "
• Development Report
interaction with peers (ICT School 158 - School ICT Ferrè"
• Conduct student's personal blog
Activity A: Browsers and Search Engines The activity should make in pairs (group of only 2 people). should seek information Internet and make a written report (1) on the following questionnaire
• What is WWW?
• WHAT IS THE PROTOCOL HTTP?
• WHAT IS A BROWSER?
• WHAT IS A BROWSER?
• HOW DO A SEARCH?
• COMMON FEATURES OF THE BROWSERS
• TYPES OF EXPLORERS WEB BROWSER OR INTERNET EXPLORER
• • •
MOZILLA FIREFOX FEATURES AND CONDITIONS THAT HAVE INTERNET reliable information for this place in Google: election reliable information on the Internet
• MAKE AN OUTLINE CONCEPTUAL PICTURES Graphics EXPERIENCE AND EXHIBIT (we learned)
(1) Report (must have the same structure as the previous report Item 1) delivered in A4 folder and in digitized form to e established.
a. College Polimodal Ferrè 41liceo@gmail.com - http://www.liceo41.blogspot.com
b. Argentine College 42colarg@gmail.com - http://colegioarg.blogspot.com
Sources (for this work)
• Wikipedia - Internet Explorer
• Wikipedia - Firefox
• Wikipedia - Safari
• Wikipedia - Opera
• Wikipedia - Google Chrome
• Wikipedia - Flock
• Chrome: Google's browser compared to Firefox and Explorer
• The Google Chrome extensions first
• Google Chrome Beta is now available for Linux and Mac OS X
• Analysis of Flock 1.1, the new more social version of the browser
Activity B: Atlas of languages \u200b\u200b- The landscape and / or product names Naturally Fun CURRENT
Information: This is a collaborative activity that can serve as support for various subjects, mainly to the language (or English) and geography. It also promotes cross-cultural values, in order to generate a collective heritage of place names and their origins.
is suggested that teams of students do research about the places they choose to generate the information also may investigate the characteristics of the places near your school.
knowledge of the origins of place names can be a catalyst to talk about the geography of the region and local history.
validation criteria for publication of the cards or portraits
• The description is in the words of the students, which is not copied from a dictionary or website.
• If errors are found, to develop a school culture in which teams have the opportunity to correct their own work, thus improving their writing process feedback from your teacher.
• To reflect that it is a team effort. Presentation
The study of place names is an issue that arouses the curiosity of all people. Places like the mountain that graces our horizon, or the river that provides water, or the town or city that has seen the birth, or the state, province or country that fits our collective life, leads us to ask why they are called in some way, who gave them that name and peculiar meanings this name carries.
These names are usually inherited from our ancestors passed down from generation to generation, are a testament to the context of the site and its transformations and relationship with geographical and historical aspects.
One of the important characteristics of our countries is that they are naturally multicultural and therefore very rich and diverse, and we have names in different languages \u200b\u200bsuch as Nahuatl, Maya, Aymara, Mapuche, Catalan or Arabic origin, and many others, some are very old, others, put the conquerors and over time we have names for cities or towns that have arisen as a result of new foundations and with them its mountains, seas, rivers, lakes, ponds, waterfalls , islands, roads, streets, plazas, to mention only a few places that have a name. Al
estudio de estos nombres se le llama toponimia que es un término que viene del griego “topos” lugar y “onómato” nombre, es decir, la toponimia estudia el origen y significado de los nombres de los lugares.
Deseamos que con esta actividad, conozcan el origen y las transformaciones de los nombres de algunos lugares y que los alumnos acompañados por sus profesores descubran, analicen y reflexionen sobre los nombres de los lugares cercanos a ellos para comprender los orígenes y significados así como algunas características de los mismos.
En todas las épocas, los hombres han dado nombre a los lugares que conforman su entorno; cerros, ríos, caminos, poblados, parajes, entre otros, estos names have an origin and a meaning that often do not know, here are some examples
ACTIVITY 1 Hands On!
activity up to two people, must make two mandatory Pictures locations (2 locations) and regional products (One familiar crop, craft or industrial product)
Find two locations in the province of Corrientes and communicate with the rest of your colleagues (4th 1st - the 2nd and 4th Lyceum Esc 158) for not taking the same, have the first right to do so should choose to leave your comment at the bottom of this article-http://www.liceo41.blogspot site. com / ò http://colegioarg.blogspot.com/
Using search engines How to find name may be using a web browser (Google, Altavista, Yahoo, etc..) And ask for example, "Cities of Corrientes" p "locations and tourist attractions" and the results take to be close to their school or the representing an excuse to delve into a question of geography or history subjects.
know the names of where they live and what they mean is interesting, plus it allows us to know much about the history of that place, culture, language and native people who put that name. Once elected
where we invite you to create a portrait that contains:
(1) River type, location, waterfall, lake, gap ....
(2) Photograph or drawing image (recommended to be a photograph or drawing of the students)
(3) Word or Product name for me
(4) Place country, region or province
(5) Locate the site map georeferenced map
(6) Source Language word
(7) native language place name
(8) Definition or description of where
(9) and is pronounced: (Audio)
(10) What we learned from
this activity (11) free comment on the activity
(12) Sources Books, URLs, and even people
collaborative activity sheet: "The landscape and their names"
Once established in the form and submitted, the Atlas team will evaluate and where to find some information missing the return to the perpetrators to be corrected for final publication. It must be said that all work requires a feedback to a body representing publications reliable Internet.
ACTIVITY 2 - sheets make family or industrial crops in the region
How to create a collaborative tab Atlas? Fields Fields tab to fill in the information markets:
• Type Fruit, vegetables, legumes .... • Photograph or drawing
Image (recommended to be a photograph or drawing of the students)
• Word or Product name for me
• Name of my location (country, region or province)
• Definition or description
• How do you eat?
• What we eat? text
• At my place we pronounce it like this:
• What we learned from this activity
• comment freely on the activity (optional)
• Sources Books, URLs, and even people
Activities to keep working on Atlas
In a second happened and when it is possible to visit the portraits of fellow supplement the information we doing other activities with different themes including: • Fiesta site
Describe what is a party or celebration in this website, it is suggested to accompany photos and videos to help us visualize the celebrations. • Legend of the place
Many places have a story or legend associated, such as Popocatepetl is a warrior who is watching the sleeping woman is Iztaccihuatl. We can share the legends that will complete the site information
• Announcement of promotion If you have chosen a site that is part of our landscape, imagine wanting that many come to know it, we suggest generating a capsule no audio or video more than 90 seconds, as promotion this place, think about how to convince someone to come to know. Resource Consulting
1. http://www.google.com.ar
2. http://www.google.com.ar/firefox?client=firefox-a&rls=org.mozilla:es-ES:official
3. http://es.wikipedia.org/wiki/Wikipedia:Portada
4. http://www.liceo41.blogspot.com/
5.
http://www.liceo41.blogspot.com/ ANSWERS TO TEST. (APPLIED COMPUTING. NEW TECHNOLOGIES. Test 1.)
1. C
2. B
3. A
4. A
5. C
6. B
7. A
8. C
9. B
10. A
11. A
12. C
13. A
14. B
15. C
16. B
17. A
18. C
19. B
20. C
CIRCULAR ... ./09 Corrientes, July 27, 2009
Mr / as teachers
In this week we will work with the following issues:
1. Curricular adjustment slide shows on Friday 31/07/2009
2. Understanding and analysis of the instructions in hygiene and prevention recommendations made by the Ministry of Public Health (School to work with learners as well as meetings of tutors)
3. Meeting Monthly (to July) of ALL on Wednesday 07/29/2009 and August on Wednesday August 5
4. Planning extracurricular pending (to deliver the 31/07/2009)
RESET FOR EACH CURRICULAR CURRICULUM AREA
1. Calculate the number of classes available for each curricular area between 3 and August 31
2. Select contents.
3. Reset goals for the determined period
4. Develop a teaching sequence considering:
4.1. WEEK 1 (03 to 7 / 08): Review of previous knowledge (reading also Language students who performed in the case of not having done so, set a new date) and development of new content
4.2. WEEK 2 (10 to 14.8): Development of new content
4.3. WEEK 3 (17 to 21/08): Development of new content
4.4. WEEK 4 (24 to 31/08): Fitness; Fixation;
Assessment 4.5. Week 5 (01 to 07/09): Integration, compensation, deepening
5. Making all the activities to be delivered to learners as in 1-4 weeks (with proposed Assessment included) delivered on Friday July 31 a copy for Dean and a copy copier.
6. Contributions to think and Evaluation Sequence:
SEQUENCE GUIDELINES FOR GENERAL TEACHING MODEL
SEQUENCE "A" MODEL SEQUENCE "B"
1. Presentation by / a teacher of a problematic situation
2. Approach to problems or issues.
3. Explicit intuitive responses or assumptions
4. Proposed sources of information
5. Information search.
6. Drawing conclusions
7. Generalization of the findings and synthesis
8. Rote
9. Test or exam.
10. Evaluation
Source: Zabala Vidic, Antonio 1. Background survey.
2. Problem of giving a meaningful situation: to the object of knowledge.
3. Analysis and making contact with the new material de conocimiento a través de múltiples y variadas experiencias para identificar sus elementos e interrelaciones, validación, conclusiones parciales
4. Confrontación de producciones.
5. Institucionalización (a cargo del docente): reconstrucción del fenómeno, tema o problema, síntesis final, declaración del conocimiento socialmente válido.
6. Ejercitación. Aplicación.
7. Evaluación.
Fuente: Propia
ORIENTACIONES DIDACTICAS PARA LA EVALUACIÓN
Observación
Sistemática Situaciones Orales
de Evaluación
Ejercicios
Prácticos Pruebas
Escritas
Lista de cotejo Record anecdotal
Attitude scale exhibition
Dialogue Debate
Oral exams Concept Map
MindMap Semantic
Case studies
Projects Portfolio
Journal
Test Development Testing
Review exercise
Interpretive Theme
Objective Tests of alternative response correspondence
multiple choice
In order
Source: Circular No. 06/05 - General Directorate of Secondary Education
Prof. Matilde Cabrera - Rector
Commercial Meat Rabbits Cages
Reset Didática Program and Sequence - ICT
Professor: Rodolfo Domínguez - ICT - Courses: 4th 1st (CPBGPF) and 4t0 2nd (ESC 158)
Axis to develop No. 2: New technologies Computer (NTI)
1. Connecting the world
Internet browsers and search engines •
• E-mail (gmail account)
2. New Computer Technology Blogs
• (*) Collaborative Project "ATLAS ATTENTION TO DIVERSITY" Content Activities
Date
Tuesday August 4 connecting the world
Internet browsers and search engines •
• Collaborative Project ATLAS CARE to DIVERSITY "Theoretical
Presentation by / a teacher of a problematic situation and poses a significant situation: an approach to knowledge object Practical
• Workshop browser and search "in the computer room
http://members.fortunecity.es/tinternet/nevbusc.htm
• Atlas Workshop Diversity http://www.atlasdeladiversidad.net/
Friday August 7 connecting the world
Internet Browsers and Search
• Collaborative Project "ATLAS CARE to various practices
• Workshop browser and search" in the computer room
http://members.fortunecity.es/tinternet / nevbusc.htm
• Atlas Workshop Diversity http://www.atlasdeladiversidad.net/
Make:
A job Practico de Navegador y Buscador
Proyectos Colaborativos “ Corrientes todo un país”
• Elaboración Informe
Interacción con sus pares ( TIC Escuela 158 – TIC Colegio Ferrè”
Martes 11 agosto
Internet conectando al mundo
• Navegadores y Buscadores
• Proyecto Colaborativo “ATLAS ATENCION a la DIVERSIDAD
• BLOG
Practico
• Taller “ navegador y buscador” en sala de informática
http://members.fortunecity.es/tinternet/nevbusc.htm
• Taller de Atlas de la Diversidad
http://www.atlasdeladiversidad.net/
Realizar:
Un trabajo Practical Navigator and Search
Collaborative Project Flows whole country "
• Development Report
interaction with peers (ICT School 158 - School ICT Ferrè"
• Make the student's personal blog (introduction)
SOLO Here you most courageous Pulzer
Pulzer HERE (Task extraclase) Research - Remember - P / Exam
Friday August 14 connecting the world
Internet browsers and search engines •
• Collaborative Project " ATLAS CARE to DIVERSITY
• Practical
BLOG • Workshop browser and search "in the computer room
http://members.fortunecity.es/tinternet/nevbusc.htm
• Atlas Workshop
Diversity http://www. atlasdeladiversidad.net /
Make:
Browser practical work and Searcher (delivery)
Collaborative Project Flows whole country "Development Report
• Interaction with peers (ICT School 158 - School ICT Ferrè"
• Perform blog student staff (introduction) Tuesday August 18
Internet by connecting to the world
• Browsers and Search
• Collaborative Project ATLAS
ATTENTION TO DIVERSITY • BLOG • Workshop
Practical Atlas of Biodiversity http://www.atlasdeladiversidad.net/
Make: Collaborative Projects
Flows whole country "
• Development Report
interaction with peers (ICT School 158 - School ICT Ferrè "
• Make the student's personal blog
Friday August 21 connecting the world
Internet Browsers and Search
•
• Collaborative Project ATLAS ATTENTION TO DIVERSITY Practical
• BLOG • Workshop Atlas of Biodiversity http://www.atlasdeladiversidad.net/
Make:
practical work
Browser and search Collaborative Project Flows whole country "Development Report
• Interaction with peers (ICT School 158 - ICT College Ferrè "
• Conduct student's personal blog
Tuesday August 25 Internet connecting the world
• Browsers and Seekers
• Collaborative Project ATLAS ATTENTION TO DIVERSITY
• BLOG • Workshop Practical Atlas of Biodiversity http://www.atlasdeladiversidad.net/
Make:
practical work
Browser and search Collaborative Project Flows whole country "
• Development Report
interaction with peers (ICT School 158 - School ICT Ferrè "
• Make the student's personal blog
Friday August 28 connecting the world
Internet browsers and search engines •
• Collaborative Project ATLAS ATTENTION TO DIVERSITY Practical
• BLOG • Atlas Workshop Diversity Http://www.atlasdeladiversidad.net/
Make:
practical work
Browser and search Collaborative Project Flows whole country "
• Development Report
interaction with peers (ICT School 158 - School ICT Ferrè"
• Make the student's personal blog
Activity A: Browsers and Search The activity must be done in pairs (group of only 2 people). should search the Internet and make a written report (1) on following questionnaire
• What is WWW?
• WHAT IS The HTTP protocol?
• WHAT IS A BROWSER?
• WHAT IS A BROWSER?
• HOW DO A SEARCH?
• COMMON FEATURES OF THE BROWSERS
• TYPES OF EXPLORERS WEB BROWSER OR INTERNET EXPLORER
• • •
MOZILLA FIREFOX FEATURES AND CONDITIONS THAT HAVE INTERNET reliable information for this place in Google: election reliable information on the Internet
• MAKE A CONCEPTUAL SCHEME Graphics IMAGES AND EXPOSE THE EXPERIENCE (we learned)
(1) Report (must have the same structure as the previous report Item 1) deliver A4 folder and in digitized form to e established.
a. College Polimodal Ferrè 41liceo@gmail.com - http://www.liceo41.blogspot.com
b. Argentine College 42colarg@gmail.com - http://colegioarg.blogspot.com
Sources (for this work)
• Wikipedia - Internet Explorer
• Wikipedia - Firefox
• Wikipedia - Safari
• Wikipedia - Opera
• Wikipedia - Google Chrome
• Wikipedia - Flock
• Chrome: Google's browser compared to Firefox and Explorer
• The first Google Chrome Extensions Google Chrome
• Beta is now available for Linux and Mac OS X
• Analysis Flock 1.1, the new social browser version
more riddle? it is?
1. C
2. B
3. A
4. A
5. C
6. B
7. A
8. C
9. B
10. A
11. A
12. C
13. A
14. B
15. C
16. B
17. A
18. C
19. B
20. C
Activity B:
Atlas of languages \u200b\u200b- The landscape and / or product names
CURRENT Naturally Fun
Information: This is a collaborative activity that can serve as support for various subjects, mainly to the language (or English ) and geography. It also promotes cross-cultural values, in order to generate a collective heritage of place names and their origins.
is suggested that teams of students do research about the places we choose to generate the information also may investigate the characteristics of the places near your school.
knowledge of the origins of place names can be a catalyst to talk about the geography of the region and local history.
validation criteria for publication of the cards or portraits
• The description is in the words of the students, which is not copied from a dictionary or website.
• If errors are found, to develop a school culture in which teams have the opportunity to correct their own work, thus improving their writing process feedback from your teacher.
• To reflect that it is a team effort. Presentation
The study of place names is an issue that arouses the curiosity of all people. The places like the mountain that graces our horizon, or the river that provides water, or the town or city that has seen the birth, or the state, province or country that fits our collective life, leads us to wonder what are called in some way, who gave them that name and peculiar meanings this name carries.
These names are usually inherited from our ancestors passed down from generation to generation, are a testament to the context of the site and its transformations and are related to geographical and historical aspects.
One of the important characteristics of our countries is that they are naturally multicultural and So rich and diverse, and we have names in different languages \u200b\u200bsuch as Nahuatl, Maya, Aymara, Mapuche, Catalan or Arabic origin, among many others, some are very old, others were put to the conquerors and Over time we have names for cities or towns that have arisen as a result of new foundations and with them its mountains, seas, rivers, lakes, ponds, waterfalls, islands, roads, streets, plazas, to mention only a few places that have a name.
The study of these names is called toponymy, which is a term that comes from the Greek "topos" place and "onómato" name, ie studies toponymy the origin and meaning of place names.
We hope that with this business, know the origin and changes in the names of some places and students accompanied by their teachers to discover, analyze and reflect on the names of the places around them to understand the origins and meanings as well as some their characteristics.
the ages, men have named the places that make their environment hills, rivers, roads, towns, places, among others, these names have an origin and a meaning that often do not know, here are some examples
ACTIVITY 1 Hands On!
activity up to two people, must Pictures make two mandatory locations (2 locations) and regional products (One familiar crop, craft or industrial product)
Find two locations in the province of Corrientes and communicate with the rest of your teammates (4th 1st - high school and 4th Escape the 2nd 158) to not take it, have the first right to do so should choose to leave your comment at the bottom of this article, on the site http://www.liceo41.blogspot.com/ http://colegioarg ò . blogspot.com /
Form Using search engines to find name may be using a web browser (Google, Altavista, Yahoo, etc..) and ask for example, "Cities of Corrientes" p "locations and tourist attractions "and the results take to be near your school or the representing an excuse to delve into a question of geography or history subjects.
know the names of where they live and what they mean is interesting, plus it allows us to know much about the history of that place, culture, language and native people who put that name. Once elected
where we invite you to create a portrait that contains:
(1) River type, location, waterfall, lake, pond ....
(2) Photograph or drawing image (recommended to be a photograph or drawing of the students)
(3) Word or Product name for me
(4) Place country, region or province
(5) Locate the site map on the map georeferenced
(6) Source Language word
(7) native language place name
(8) Definition or description of the place
(9) is pronounced as (audio)
(10) What we learned from this activity
(11) Comment freely on the activity
(12) Sources Books, URLs, and even people
Collaborate tab of the activity: "The landscape and their names "
Once established in the form and submitted, the Atlas team will evaluate it and where to find some information missing the return to the perpetrators to be corrected for final publication. It must be said that all work requires a feedback to a body representing publications reliable Internet.
ACTIVITY 2 - sheets make family or industrial crops in the region
How to create a collaborative tab Atlas? Fields Fields tab to fill in the information markets:
• Type Fruit, vegetables, legumes .... • Photograph or drawing
Image (recommended to be a photograph or drawing of the students)
• Word or Product name for me
• Name of my location (country, region or province)
• Definition or description
• How do you eat?
• What we eat? text
• At my place we pronounce it like this:
• What we learned from this activity
• comment freely on the activity (optional)
• Sources Books, URLs, and even people
Activities to keep working on Atlas
In a second happened and when it is possible to visit the portraits of fellow supplement the information we doing other activities with different themes including: • Fiesta site
Describe what is a party or celebration on that site, here are accompanied by photographs and suggests videos help us see the celebrations. • Legend of the place
Many places have a story or legend associated, such as Popocatepetl is a warrior who is watching the sleeping woman is Iztaccihuatl. We can share the legends that will complete the site information
• Announcement of promotion If you have chosen a site that is part of our landscape, imagine wanting that many come to know it, we suggest generating a capsule no audio or video more than 90 seconds, and promotion of this place, think about how to convince someone to come to know. Resource Consulting
1. http://www.google.com.ar
2. http://www.google.com.ar/firefox?client=firefox-a&rls=org.mozilla:es-ES:official
3. http://es.wikipedia.org/wiki/Wikipedia:Portada
4. http://www.liceo41.blogspot.com/
5.
http://www.liceo41.blogspot.com/
CIRCULAR ... ./09 Corrientes, July 27, 2009
Mr / as teachers
In this week we will work with the following issues:
1. Curricular adjustment slide shows on Friday 31/07/2009
2. Understanding and analysis of the instructions in hygiene and prevention recommendations made by the Ministry of Public Health (School to work with learners as well as meetings of tutors)
3. Monthly meeting (To July) of ALL on Wednesday 29/07/2009 and August on Wednesday August 5
4. Planning extracurricular pending (to deliver the 31/07/2009)
RESET FOR EACH CURRICULAR CURRICULUM AREA
1. Calculate the number of classes available for each curricular area between 3 and August 31
2. Select contents.
3. Reset goals for the determined period
4. Develop a teaching sequence considering:
4.1. WEEK 1 (03 to 7 / 08): Review of previous knowledge (reading also Language students who performed in the case of not having done so, set a new date) and development of new content
4.2. WEEK 2 (10 to 14.8): Development of new content
4.3. WEEK 3 (17 to 21/08): Development of new content
4.4. WEEK 4 (24 to 31/08): Fitness; Fixation;
Assessment 4.5. Week 5 (01 to 07/09): Integration, compensation, deepening
5. Making all the activities to be delivered to learners as in 1-4 weeks (with proposed Assessment included) delivered on Friday July 31 a copy for Dean and a copy copier.
6. Contributions to think and Evaluation Sequence:
SEQUENCE GUIDELINES FOR GENERAL TEACHING MODEL
SEQUENCE "A" MODEL SEQUENCE "B"
1. Presentation by / a teacher of a problematic situation
2. Approach to problems or issues.
3. Explicit intuitive responses or assumptions
4. Proposed sources of information
5. Information search.
6. Drawing conclusions
7. Generalization of the findings and synthesis
8. Rote
9. Test or exam.
10. Evaluation
Source: Zabala Vidic, Antonio 1. Background survey.
2. Problem of giving a meaningful situation: to the object of knowledge.
3. Analysis and making contact with the new material of knowledge through multiple and varied experiences to identify the elements and interrelationships, validation, partial conclusions
4. Comparison of production.
5. Institutionalization (by teacher): Reconstruction of the phenomenon, issue or problem, final synthesis statement socially valid knowledge.
6. Exercise. Application.
7. Evaluation.
Source: Own
TEACHING GUIDELINES FOR THE ASSESSMENT
comment
Oral Systemic Evaluation Situations
Practical Exercises Written Tests
Checklist
Register
anecdotal Attitude scale exhibition Dialogue
Oral Exams Debate
conceptual map
mental map
Semantic Case Analysis
Projects Portfolio Journal
Test Development Testing Thematic Review
Interpretive Exercise Objective Tests of alternative response
matching multiple-choice
In order
Source: Circular No. 06/05 - Address General Secondary Education
Prof. Matilde Cabrera - Rector
Axis to develop No. 2: New technologies Computer (NTI)
1. Connecting the world
Internet browsers and search engines •
• E-mail (gmail account)
2. New Computer Technology Blogs
• (*) Collaborative Project "ATLAS ATTENTION TO DIVERSITY" Content Activities
Date
Tuesday August 4 connecting the world
Internet browsers and search engines •
• Collaborative Project ATLAS CARE to DIVERSITY "Theoretical
Presentation by / a teacher of a problematic situation and poses a significant situation: an approach to knowledge object Practical
• Workshop browser and search "in the computer room
http://members.fortunecity.es/tinternet/nevbusc.htm
• Atlas Workshop Diversity http://www.atlasdeladiversidad.net/
Friday August 7 connecting the world
Internet Browsers and Search
• Collaborative Project "ATLAS CARE to various practices
• Workshop browser and search" in the computer room
http://members.fortunecity.es/tinternet / nevbusc.htm
• Atlas Workshop Diversity http://www.atlasdeladiversidad.net/
Make:
A job Practico de Navegador y Buscador
Proyectos Colaborativos “ Corrientes todo un país”
• Elaboración Informe
Interacción con sus pares ( TIC Escuela 158 – TIC Colegio Ferrè”
Martes 11 agosto
Internet conectando al mundo
• Navegadores y Buscadores
• Proyecto Colaborativo “ATLAS ATENCION a la DIVERSIDAD
• BLOG
Practico
• Taller “ navegador y buscador” en sala de informática
http://members.fortunecity.es/tinternet/nevbusc.htm
• Taller de Atlas de la Diversidad
http://www.atlasdeladiversidad.net/
Realizar:
Un trabajo Practical Navigator and Search
Collaborative Project Flows whole country "
• Development Report
interaction with peers (ICT School 158 - School ICT Ferrè"
• Make the student's personal blog (introduction)
SOLO Here you most courageous Pulzer
Pulzer HERE (Task extraclase) Research - Remember - P / Exam
Friday August 14 connecting the world
Internet browsers and search engines •
• Collaborative Project " ATLAS CARE to DIVERSITY
• Practical
BLOG • Workshop browser and search "in the computer room
http://members.fortunecity.es/tinternet/nevbusc.htm
• Atlas Workshop
Diversity http://www. atlasdeladiversidad.net /
Make:
Browser practical work and Searcher (delivery)
Collaborative Project Flows whole country "Development Report
• Interaction with peers (ICT School 158 - School ICT Ferrè"
• Perform blog student staff (introduction) Tuesday August 18
Internet by connecting to the world
• Browsers and Search
• Collaborative Project ATLAS
ATTENTION TO DIVERSITY • BLOG • Workshop
Practical Atlas of Biodiversity http://www.atlasdeladiversidad.net/
Make: Collaborative Projects
Flows whole country "
• Development Report
interaction with peers (ICT School 158 - School ICT Ferrè "
• Make the student's personal blog
Friday August 21 connecting the world
Internet Browsers and Search
•
• Collaborative Project ATLAS ATTENTION TO DIVERSITY Practical
• BLOG • Workshop Atlas of Biodiversity http://www.atlasdeladiversidad.net/
Make:
practical work
Browser and search Collaborative Project Flows whole country "Development Report
• Interaction with peers (ICT School 158 - ICT College Ferrè "
• Conduct student's personal blog
Tuesday August 25 Internet connecting the world
• Browsers and Seekers
• Collaborative Project ATLAS ATTENTION TO DIVERSITY
• BLOG • Workshop Practical Atlas of Biodiversity http://www.atlasdeladiversidad.net/
Make:
practical work
Browser and search Collaborative Project Flows whole country "
• Development Report
interaction with peers (ICT School 158 - School ICT Ferrè "
• Make the student's personal blog
Friday August 28 connecting the world
Internet browsers and search engines •
• Collaborative Project ATLAS ATTENTION TO DIVERSITY Practical
• BLOG • Atlas Workshop Diversity Http://www.atlasdeladiversidad.net/
Make:
practical work
Browser and search Collaborative Project Flows whole country "
• Development Report
interaction with peers (ICT School 158 - School ICT Ferrè"
• Make the student's personal blog
Activity A: Browsers and Search The activity must be done in pairs (group of only 2 people). should search the Internet and make a written report (1) on following questionnaire
• What is WWW?
• WHAT IS The HTTP protocol?
• WHAT IS A BROWSER?
• WHAT IS A BROWSER?
• HOW DO A SEARCH?
• COMMON FEATURES OF THE BROWSERS
• TYPES OF EXPLORERS WEB BROWSER OR INTERNET EXPLORER
• • •
MOZILLA FIREFOX FEATURES AND CONDITIONS THAT HAVE INTERNET reliable information for this place in Google: election reliable information on the Internet
• MAKE A CONCEPTUAL SCHEME Graphics IMAGES AND EXPOSE THE EXPERIENCE (we learned)
(1) Report (must have the same structure as the previous report Item 1) deliver A4 folder and in digitized form to e established.
a. College Polimodal Ferrè 41liceo@gmail.com - http://www.liceo41.blogspot.com
b. Argentine College 42colarg@gmail.com - http://colegioarg.blogspot.com
Sources (for this work)
• Wikipedia - Internet Explorer
• Wikipedia - Firefox
• Wikipedia - Safari
• Wikipedia - Opera
• Wikipedia - Google Chrome
• Wikipedia - Flock
• Chrome: Google's browser compared to Firefox and Explorer
• The first Google Chrome Extensions Google Chrome
• Beta is now available for Linux and Mac OS X
• Analysis Flock 1.1, the new social browser version
more riddle? it is?
1. C
2. B
3. A
4. A
5. C
6. B
7. A
8. C
9. B
10. A
11. A
12. C
13. A
14. B
15. C
16. B
17. A
18. C
19. B
20. C
Activity B:
Atlas of languages \u200b\u200b- The landscape and / or product names
CURRENT Naturally Fun
Information: This is a collaborative activity that can serve as support for various subjects, mainly to the language (or English ) and geography. It also promotes cross-cultural values, in order to generate a collective heritage of place names and their origins.
is suggested that teams of students do research about the places we choose to generate the information also may investigate the characteristics of the places near your school.
knowledge of the origins of place names can be a catalyst to talk about the geography of the region and local history.
validation criteria for publication of the cards or portraits
• The description is in the words of the students, which is not copied from a dictionary or website.
• If errors are found, to develop a school culture in which teams have the opportunity to correct their own work, thus improving their writing process feedback from your teacher.
• To reflect that it is a team effort. Presentation
The study of place names is an issue that arouses the curiosity of all people. The places like the mountain that graces our horizon, or the river that provides water, or the town or city that has seen the birth, or the state, province or country that fits our collective life, leads us to wonder what are called in some way, who gave them that name and peculiar meanings this name carries.
These names are usually inherited from our ancestors passed down from generation to generation, are a testament to the context of the site and its transformations and are related to geographical and historical aspects.
One of the important characteristics of our countries is that they are naturally multicultural and So rich and diverse, and we have names in different languages \u200b\u200bsuch as Nahuatl, Maya, Aymara, Mapuche, Catalan or Arabic origin, among many others, some are very old, others were put to the conquerors and Over time we have names for cities or towns that have arisen as a result of new foundations and with them its mountains, seas, rivers, lakes, ponds, waterfalls, islands, roads, streets, plazas, to mention only a few places that have a name.
The study of these names is called toponymy, which is a term that comes from the Greek "topos" place and "onómato" name, ie studies toponymy the origin and meaning of place names.
We hope that with this business, know the origin and changes in the names of some places and students accompanied by their teachers to discover, analyze and reflect on the names of the places around them to understand the origins and meanings as well as some their characteristics.
the ages, men have named the places that make their environment hills, rivers, roads, towns, places, among others, these names have an origin and a meaning that often do not know, here are some examples
ACTIVITY 1 Hands On!
activity up to two people, must Pictures make two mandatory locations (2 locations) and regional products (One familiar crop, craft or industrial product)
Find two locations in the province of Corrientes and communicate with the rest of your teammates (4th 1st - high school and 4th Escape the 2nd 158) to not take it, have the first right to do so should choose to leave your comment at the bottom of this article, on the site http://www.liceo41.blogspot.com/ http://colegioarg ò . blogspot.com /
Form Using search engines to find name may be using a web browser (Google, Altavista, Yahoo, etc..) and ask for example, "Cities of Corrientes" p "locations and tourist attractions "and the results take to be near your school or the representing an excuse to delve into a question of geography or history subjects.
know the names of where they live and what they mean is interesting, plus it allows us to know much about the history of that place, culture, language and native people who put that name. Once elected
where we invite you to create a portrait that contains:
(1) River type, location, waterfall, lake, pond ....
(2) Photograph or drawing image (recommended to be a photograph or drawing of the students)
(3) Word or Product name for me
(4) Place country, region or province
(5) Locate the site map on the map georeferenced
(6) Source Language word
(7) native language place name
(8) Definition or description of the place
(9) is pronounced as (audio)
(10) What we learned from this activity
(11) Comment freely on the activity
(12) Sources Books, URLs, and even people
Collaborate tab of the activity: "The landscape and their names "
Once established in the form and submitted, the Atlas team will evaluate it and where to find some information missing the return to the perpetrators to be corrected for final publication. It must be said that all work requires a feedback to a body representing publications reliable Internet.
ACTIVITY 2 - sheets make family or industrial crops in the region
How to create a collaborative tab Atlas? Fields Fields tab to fill in the information markets:
• Type Fruit, vegetables, legumes .... • Photograph or drawing
Image (recommended to be a photograph or drawing of the students)
• Word or Product name for me
• Name of my location (country, region or province)
• Definition or description
• How do you eat?
• What we eat? text
• At my place we pronounce it like this:
• What we learned from this activity
• comment freely on the activity (optional)
• Sources Books, URLs, and even people
Activities to keep working on Atlas
In a second happened and when it is possible to visit the portraits of fellow supplement the information we doing other activities with different themes including: • Fiesta site
Describe what is a party or celebration on that site, here are accompanied by photographs and suggests videos help us see the celebrations. • Legend of the place
Many places have a story or legend associated, such as Popocatepetl is a warrior who is watching the sleeping woman is Iztaccihuatl. We can share the legends that will complete the site information
• Announcement of promotion If you have chosen a site that is part of our landscape, imagine wanting that many come to know it, we suggest generating a capsule no audio or video more than 90 seconds, and promotion of this place, think about how to convince someone to come to know. Resource Consulting
1. http://www.google.com.ar
2. http://www.google.com.ar/firefox?client=firefox-a&rls=org.mozilla:es-ES:official
3. http://es.wikipedia.org/wiki/Wikipedia:Portada
4. http://www.liceo41.blogspot.com/
5.
http://www.liceo41.blogspot.com/
CIRCULAR ... ./09 Corrientes, July 27, 2009
Mr / as teachers
In this week we will work with the following issues:
1. Curricular adjustment slide shows on Friday 31/07/2009
2. Understanding and analysis of the instructions in hygiene and prevention recommendations made by the Ministry of Public Health (School to work with learners as well as meetings of tutors)
3. Monthly meeting (To July) of ALL on Wednesday 29/07/2009 and August on Wednesday August 5
4. Planning extracurricular pending (to deliver the 31/07/2009)
RESET FOR EACH CURRICULAR CURRICULUM AREA
1. Calculate the number of classes available for each curricular area between 3 and August 31
2. Select contents.
3. Reset goals for the determined period
4. Develop a teaching sequence considering:
4.1. WEEK 1 (03 to 7 / 08): Review of previous knowledge (reading also Language students who performed in the case of not having done so, set a new date) and development of new content
4.2. WEEK 2 (10 to 14.8): Development of new content
4.3. WEEK 3 (17 to 21/08): Development of new content
4.4. WEEK 4 (24 to 31/08): Fitness; Fixation;
Assessment 4.5. Week 5 (01 to 07/09): Integration, compensation, deepening
5. Making all the activities to be delivered to learners as in 1-4 weeks (with proposed Assessment included) delivered on Friday July 31 a copy for Dean and a copy copier.
6. Contributions to think and Evaluation Sequence:
SEQUENCE GUIDELINES FOR GENERAL TEACHING MODEL
SEQUENCE "A" MODEL SEQUENCE "B"
1. Presentation by / a teacher of a problematic situation
2. Approach to problems or issues.
3. Explicit intuitive responses or assumptions
4. Proposed sources of information
5. Information search.
6. Drawing conclusions
7. Generalization of the findings and synthesis
8. Rote
9. Test or exam.
10. Evaluation
Source: Zabala Vidic, Antonio 1. Background survey.
2. Problem of giving a meaningful situation: to the object of knowledge.
3. Analysis and making contact with the new material of knowledge through multiple and varied experiences to identify the elements and interrelationships, validation, partial conclusions
4. Comparison of production.
5. Institutionalization (by teacher): Reconstruction of the phenomenon, issue or problem, final synthesis statement socially valid knowledge.
6. Exercise. Application.
7. Evaluation.
Source: Own
TEACHING GUIDELINES FOR THE ASSESSMENT
comment
Oral Systemic Evaluation Situations
Practical Exercises Written Tests
Checklist
Register
anecdotal Attitude scale exhibition Dialogue
Oral Exams Debate
conceptual map
mental map
Semantic Case Analysis
Projects Portfolio Journal
Test Development Testing Thematic Review
Interpretive Exercise Objective Tests of alternative response
matching multiple-choice
In order
Source: Circular No. 06/05 - Address General Secondary Education
Prof. Matilde Cabrera - Rector
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