¿Quién diablos es Wilson P. Chiluiza Vásquez y a quién le interesa?

Pues, a quien interese ...

Wilson P. Chiluiza Vásquez

Universidad Central del Ecuador

Instituto Académico de Idiomas

Docente de lenguas extranjeras

Inglés - francés, español, chino mandarín

Universidad Nacional de Rosario Argentina Ph.D. (c)

Doctorado en Educación

| PREMISA DE VIDA |

No tenía tiempo, pero saqué tiempo como pude.

No tenía conocimiento, pero nunca paré de buscarlo.

No tenía recursos, pero aprendí a administrar lo poco que tenía.

No tenía apoyo, pero aprendí a confiar en mi y jamás rendirme.

Tenía mil excusas, pero elegí no esconderme tras ellas.

(Anónimo)

En definitiva, con creencia en Dios, en un ser supremo o en sí mismo. 

Todo con esfuerzo y dedicación se consigue

-Tiempo al tiempo-

¡El tiempo es VIDA!  

En este sentido, con un corto recorrido de vida me he dado cuenta que soy uno de esos; pocos, muchos ¡Qué sé yo! Hago parte de aquellas y aquellos: extrovertidos, utópicos, soñadores, tozudos, apasionados por viajar, visitar países y siempre descubrir algo nuevo en sus hermosos paisajes, y en su maravillosa cultura. Tenemos tanto que conocer puesto que somos tan chiquitos en un mundo tan profundo y extenso. Citando a Gustave Flaubert "viajar te hace modesto, te hace ver el pequeño lugar que ocupas en el mundo".

Y para conocer el mundo y su cultura, no hay nada mejor que hablar su idioma natal o lengua materna. Es por eso que soy docente y estudiante de idiomas extranjeros. Idiomas que han sido mi pasión y herramienta de trabajo, con los cuales he podido viajar y vivir en cada uno de los países donde éstos son hablados. Con lo cual puedo decir, que por azares de la vida como a Diógenes cuando se le preguntaba de dónde era, decía: "soy ciudadano del mundo".  Sin embargo, tener conocimiento de idiomas no es lo único. Para tener las llaves y abrir las puertas del mundo, también es necesario tener -otras- ciertas cualidades.

Una de estas cualidades es ser un estratega innato para realizar alianzas académicas estratégicas, tanto a nivel nacional como internacional. Oportunidad que me ha brindado la vida para: conocer gente, tener el apoyo de un Equipo y mediante ese trabajo cooperativo y colaborativo HEMOS podido crear, administrar y gestionar poquísimos pero diversos proyectos y eventos educativos de alto impacto. (Ver referencias y link de contactos).

Además, hoy por hoy, Ph.D. (c) en Educación Superior, se me incluye como un novel investigador y estudiante eterno. Siempre, ávido por seguir; aprendiendo, caminando, y construyendo puentes bilaterales por una nueva Cultura Investigativa, mediante un verdadero trabajo en Equipo. Todas estas experiencias posibilitan la discusión y el debate a nivel nacional e internacional favoreciendo así la formación continua.

De igual manera, no por último deja de ser menos importante, el deporte es parte de mi vida y mi pasión, el Triathlon: natación, bici, running, entre otras actividades que me dan vida como la montaña, senderismo, viajes, libros, rock, buena companía, un buen café, un buen vino, y una comida deli. Mmm... No se puede pedir más. ¡Por ahí va la cosa!

Para concluir, si has llegado hasta aquí, y compartes mi pensar que, únicamente un conocimiento compartido es un conocimiento válido, de lo contrario es un conocimiento muerto. Desde ésta premisa y experiencia de vida, te hago la cordial invitación a compartir conocimiento, mediante la Investigación Educativa, la Formación Continua y el Debate académico. Con mucho gusto puedes seguirnos y contactarnos a través de las siguientes redes sociales y será un placer inmenso poder trabajar juntos. 

¡Organizarse es aportar al cambio! 

Buenos Aires, Argentina

10-06-2021

Siempre,
Wilson P. Chiluiza Vásquez

Referencias y link de contactos:

 
- Creador y Director (2016-2019)

Kronos - The Language Teaching Journal  
- Fundador y administrador: 

Club de Investigadores 

- Orcid

  0000-0002-4725-8151

- Linkedin
- Blog Personal: 

Wilson P. Chiluiza Vásquez

Las frases bonitas no se las lee, se las vive y se las disfruta.Comparto un poco de vida: Facebook & Instagram. 
- Facebook 

- Instagram 

- Twitter

- Whatssap 

+593984277777 / +5493412291825

¿Cuál es la contribución de los intelectuales al racismo de la inteligencia?

Este blog no lo había abierto hace mucho tiempo atrás, 2014 fecha de mi última publicación en China. Sin embargo, eso poco importa en vista que hemos estado en contacto y porque vivimos en un sistema de comunicación directo mediante las redes sociales. Pero creo que tanta información daña, afecta, atonta, no hay un sistema ecológico de información el cual pueda culturizarnos de mejor manera, es por eso que debemos: pensar, escribir, transmitir y debatir de manera más apropiada.  Lo más importante de lo dicho es que hoy retomo este blog, el cual será mi espacio, mi trinchera para expresar un pensar al mundo, con la finalidad de que nuestra voz se escuche y entremos en reflexión profunda sobre la complejidad del mundo en el cual vivimos. 

 Desde la Academía éste será mi -diezmo intelectual- a la sociedad que nos debemos y la que tanto espera de nosotros. Y es justamente en este contexto que debemos dar a conocer nuestra posición epistémica y cuestionarnos sobre nuestro rol socioprofesional ...

¿Cuál es la contribución de los intelectuales al racismo de la inteligencia?

En los últimos tiempos, lo bueno de las redes sociales y Seminarios virtuales, sobre todo cuando intentas expandirte hacia los terrenos que más te interesan, es que te encuentras con información que no estabas buscando, pero que termina resultando más interesante que cualquier otra que en ese momento andabas buscando. Hace unas semanas, finalizó el Seminario de Teorías de la Educación dictado por nuestra querida Profesora, colega, amiga Dra. Virginia Gonfiantini [11-12-13 de junio, 2020] organizado por la Secretaría de Posgrado Universidad Nacional de Rosario - Argentina. 

Revisando mis apuntes me vinieron miles de interrogantes las cuales las pasé al -Club de Investigadores- [Grupo de whatssap] al cual invité varios colegas investigadores Nacionales y extranjeros. Inmediatamente, me respondió alguien a quien obvio no lo conocía pero comentaba el artículo. Hubo un auténtico feedback en nuestras presentaciones, y así fue como conocí la genial intervención de Pierre Bourdieu en el Coloquio del MRAP en mayo de 1978 con su texto: El racismo de la inteligencia. Le estoy muy agradecido a Leo por haberme dado a conocer este magnífico texto del gran Bourdieu.

Pierre Félix Bourdieu Denguin, París 01 de agosto 1930 - 23 de enero 2002. Uno de los más destacados representantes de la sociología contemporánea Fuente: Wikipedia. 

El racismo de la inteligencia

Pierre Bourdieu

Quisiera decir, en primer lugar, que hay que tener presen­te que no hay un racismo, sino racismos: hay tantos racismos como grupos que tienen la necesidad de justificarse por exis­tir como existen, constituyendo esto la función invariante de los racismos.

Me parece muy importante centrar el análisis en las formas de racismo que son sin duda las más sutiles, las más irreconocibles y, por tanto, las menos denunciadas, quizá porque los denunciadores habituales del racismo poseen algunas de las propiedades que inclinan a esta forma de racismo. Me refiero al racismo de la inteligencia. El racismo de la inteligencia es un racismo de clase dominante que se distingue por una mul­titud de propiedades de lo que se designa habitualmente como racismo, es decir, el racismo pequeñoburgués, que constituye el objetivo central de la mayoría de las críticas clásicas del ra­cismo, empezando por las más vigorosas, como la de Sartre.

Este racismo es propio de una clase dominante cuya re­producción depende, en parte, de la transmisión del capital cul­tural, capital heredado que tiene la propiedad de ser un capi­tal incorporado y, por tanto, aparentemente natural, innato. El racismo de la inteligencia es lo que utilizan los dominan­tes con el fin de producir una «teodicea de su propio privile­gio», como dice Weber, es decir, una justificación del orden social que dominan. Es lo que hace que los dominantes se sien­tan justificados de existir como dominantes, que se sientan de una esencia superior. Todo racismo es un esencialismo y el racismo de la inteligencia es la forma de sociodicea carac­terística de una clase dominante cuyo poder se basa en parte en la posesión de títulos que, como los títulos escolares, se consideran garantía de inteligencia y que han suplantado en muchas sociedades, incluso para el acceso a las posiciones de poder económico, a los antiguos títulos, tales como los títu­los de propiedad o los títulos nobiliarios.

Asimismo, este racismo le debe algunas de sus propie­dades al hecho de que, habiéndose reforzado las censuras res­pecto a las formas de expresión burdas y brutales del racis­mo, la pulsión racista ya sólo pueda expresarse en formas muy eufemizadas y tras la máscara de la negación (en el sen­tido del psicoanálisis): el GRECE sostiene un discurso en el que dice el racismo, pero de una manera tal que no lo dice. Así, llevado a un grado muy alto de eufemización, el racis­mo se hace casi irreconocible.3 Los nuevos racistas se ven ante un problema de optimización: o bien aumentar el con­tenido de racismo declarado del discurso (afirmándose, por ejemplo, a favor del eugenismo), pero arriesgándose a cho­car y a perder en posibilidad de comunicación, de transmi­sión, o bien aceptar decir poco y de una forma muy eufemizada, en conformidad con las normas de censura en vigor (hablando, por ejemplo, en estilo genético o ecológico) y au­mentar así las probabilidades de «colar» el mensaje hacién­dolo pasar inadvertido.

El modo de eufemización más extendido en la actualidad es evidentemente la cientifización aparente del discurso. Si se recurre al discurso científico para justificar el racismo de la inteligencia no es únicamente porque la ciencia representa la forma dominante del discurso legítimo; es también y sobre todo porque un poder que se cree fundamentado en la cien­cia, un poder de tipo tecnocrático, le exige naturalmente a la ciencia fundamentar el poder; cuando la inteligencia es lo que legitima para gobernar, el gobierno se pretende fundamenta­do en la ciencia y en la competencia «científica» de los go­bernantes (basta con pensar en el papel de las ciencias en la selección escolar, donde las matemáticas se han convertido en la medida de toda inteligencia). La ciencia tiene intereses co­munes con lo que se le pide justificar.

Dicho esto, pienso que hay que rechazar pura y simple­mente el problema, en el que se han dejado encerrar los psicó­logos, de los fundamentos biológicos o sociales de la «inteli­gencia». Y, más que intentar zanjar científicamente la cuestión, tratar de hacer la ciencia de la propia cuestión; intentar anali­zar las condiciones sociales de la aparición de este tipo de in­terrogación y del racismo de clase que introduce. En reali­dad, el discurso del GRECE no es sino la forma límite de los discursos que sostienen desde hace años algunas asociaciones de antiguos alumnos de las escuelas de élite, declaraciones de jefes que se sienten autorizados por su «inteligencia» y que dominan una sociedad basada en una discriminación a base de «inteligencia», es decir, basada en lo que mide el sistema es­colar con el nombre de inteligencia. La inteligencia es lo que miden los tests de inteligencia, es decir, lo que mide el siste­ma escolar. Esta es la primera y la última palabra de un deba­te que no puede zanjarse mientras se permanezca en el ámbi­to de la psicología, porque la propia psicología (o, al menos, los tests de inteligencia) es producto de las determinaciones sociales que constituyen el principio del racismo de la inteli­gencia, racismo propio de «élites» vinculadas a la elección es­colar, propio de una clase dominante que obtiene su legitimi­dad de los clasamientos [classements] escolares.

El clasamiento [classement] escolar es un clasamiento [classement] social eufemizado y, por tanto, naturalizado, absolutizado, un clasamiento [classement] social que ya ha sufrido una censura, por tanto una alquimia, una transmutación que tien­de a transformar las diferencias de clase en diferencias de «in­teligencia», de «don», es decir, en diferencias de naturaleza. Nunca las religiones lo habían hecho tan bien. El clasamiento [classement] escolar es una discriminación social legitimada y que recibe la sanción de la ciencia. Es aquí donde se encuentra la psicología con el refuerzo que le ha proporcionado desde sus orígenes al funcionamiento del sistema escolar. La aparición de tests de inteligencia como el test de Binet-Simon está vincula­da a la llegada al sistema de enseñanza, con la escolarización obligatoria, de alumnos con los que el sistema escolar no sabía qué hacer porque no estaban «predispuestos», «dotados», es de­cir, dotados por su medio familiar de las predisposiciones que presupone el funcionamiento habitual del sistema escolar: un capital cultural y una buena voluntad respecto a las sanciones escolares. Estos tests que miden la predisposición social exigi­da por la escuela -de ahí su valor predictivo de los éxitos es­colares- están bien hechos para legitimar de antemano los ve­redictos escolares que los legitiman.

¿Por qué esta recrudescencia en la actualidad del racismo de la inteligencia? Quizá porque numerosos docentes, inte­lectuales -que han sufrido de lleno las repercusiones de la crisis del sistema de enseñanza- están más inclinados a ex­presar o dejar expresarse en formas más brutales lo que hasta ahora no era sino un elitismo de buena sociedad (quiero decir de buenos alumnos). Pero también hay que preguntarse por qué ha aumentado también la pulsión que conduce al racismo de la inteligencia. Pienso que ello se debe, en gran medida, al hecho de que el sistema escolar se ha visto enfrentado en fe­chas recientes a problemas relativamente sin precedentes con la irrupción de personas desprovistas de las predisposiciones socialmente constituidas que tácitamente exige; especialmen­te de personas que, por su número, devalúan los títulos esco­lares y devalúan incluso los puestos que van a ocupar gracias a esos títulos. De ahí el sueño, ya realizado en ciertos ámbitos como la medicina, del numeras clausus. Todos los racismos se parecen. El numerus clausus es un tipo de medida proteccio­nista análoga al control de la inmigración, una respuesta contra la aglomeración suscitada por el fantasma del número, de la invasión por el número.

Siempre estamos dispuestos a estigmatizar al estigmatizador, a denunciar el racismo elemental, «vulgar», del resenti­miento pequeñoburgués. Pero es demasiado fácil. Debemos ju­gar a los cazadores cazados y preguntarnos cuál es la contribución que aportan los intelectuales al racismo de la in­teligencia. Habría que estudiar el papel de los médicos en la medicalización,

TRAINING THE TEACHERS - GUIZHOU UNIVERSITY

TRAINING THE TEACHERS 

THE NEW ENGLISH CORNER  

AT  THE NEW CAMPUS OF GUIZHOU UNIVERSITY  

Today November 14th, 2014, I began a new opportunity to share my LIFE experience in China, with local University Teachers. Wilson Chiluiza, Guizhou University, College of International Studies, Office 112, Cell: +86 18285171655

Hi everyone!

My name is Wilson P. Chiluiza Vásquez

I am a Spanish native speaker but trained as a Foreign Language Teacher. I am an English, French, and Spanish language teacher in my Country Ecuador, South America.

In my country, I work for the Central University of Ecuador since 2001. During this time, I’ve been continuously studying, updating, and sharing my knowledge also training the teachers and the most important training myself with responsibility courage and other values, getting through my students with the same feeling full of “Love and Passion”. I’ve visited and lived in different countries from North, Central, South America, and Europe. Such as; Ecuador, Colombia, Cuba, U.S.A. France, Spain, Germany, Italy, Switzerland, and so on... I came to China in September 2013

I work for Guizhou University as a Foreign Language teacher in Spanish and English as well, sharing my knowledge and life experience with the Asian community. Actually, I am a Chinese beginner student 对不起我的中文不好，但是我没点学习汉语. The next year, I am absolutely sure I will settle down in my country, get married, have my own family, and study my Ph.D.  Every day I’m getting involved in the process of Teaching/Learning, my motto is:

“Doing what I love, loving what I do”

Personal information:

Cell phone: 18285171655

E-mail: onlywilsonfr@hotmail.com

QQ: 2773314622

Office: 112  - College of International Studies – Guizhou University

HANDOUT WITH A COUPLE OF TOPICS FROM MY FIRST ENGLISH BOOK, THOUGHTS, AND EXPERIENCE DURING MY TEACHING/LEARNING TRAINING COURSES

MOOC, Shaping the Way We Teach English, This is a Program of the U.S. Department of State，administered by the University of Oregon. Copyright 2013.The University of Oregon. All rights reserved

COURSE 1 – MOOC: PATHS TO SUCCESS ENGLISH LANGUAGE TEACHING

l  WEEK 1

AUTHENTIC MATERIALS AND RELIA

l  WEEK 2

USING PAIR GROUP AND WORK FOR COLLABORATIVE LEARNING

l  WEEK 3

CRITICAL AND CREATIVE THINKING

l  WEEK 4

LEARNER FEEDBACK AND ASSESSMENT

l  WEEK 5

LANGUAGE IN CONTEXT AND USING CONTENT TO STRUCTURE LANGUAGE LEARNING

COURSE 2 – CLASSROOM MANAGEMENT

l  WEEK 6

INTEGRATING SKILLS

l  WEEK 7

ALTERNATIVE ASSESSMENT

l  WEEK 8

INDIVIDUAL LEARNER DIFFERENCES

l  WEEK 9

CLASSROOM MANAGEMENT

l  WEEK 10

REFLECTIVE TEACHING

DIVERS RESEARCHES

l  E.S.P. - ENGLISH FOR SPECIFIC PURPOSES

l  PBL – Project-Based Learning

l  RUBRICS – Assessment

Thanks for reading

Best regards,
Wilson P. Chiluiza Vásquez

HOW CAN WE DEAL WITH SHY STUDENTS?

CHINESE EXPERIENCE

Over the Platform of -Shaping the Way, we Teach English -

I got several questions so, from all of them, I would like to share a few of them because I think it is suitable for any class of languages:

Dear Mr. Chiluiza Vásquez,

I do agree with you. I am also very interested in this week’s article, destroying the teacher. I found that all five main headings in the passage are very useful for our teaching. Many productive techniques we could use in classes. I have applied them in my classes, and it revealed that students produced the language perfectly in their discussion groups. The teacher just monitors, take note, facilitate whenever the students need, provide students more time to talk within the groups. Get them to work independently. Finally, the teacher gives them feedback. Well, this article helps us a lot with the teaching styles, and I gained experiences from weeks 1, 2, and 3.

QUESTION: However, some students could not say anything as they are shy or they think that their English is good enough to share with others in the class. So, their discussions become unproductive. How can I deal with this group of students, destroying the teacher?

ANSWER:
Dear Prach,

Thanks a lot for sharing your opinions and agreements, going to the point and giving the answer to your question, how can we deal with shy and unconfident students? 

I’m facing the same problem with my Chinese students; in some other posts, I shared my experience. Let me share you once again with you, maybe could be useful but it has a lot of relation about what are we learning in this training course.

In my class working with Team or Group Work is the best choice to profit time on task-time in the classroom, I rarely use pair work activities, I usually divide them into small groups in order to let them participate, in writing or speaking activities in every group. The teacher’s work is so demanding for every class. So, imperatively we need to have a good plan. I totally agree with Roney’s article too, especially about planning an Interactional group task. Even the time manager should no simply sit and look at the clock.

Most of the students have their own different process of learning with strengths and weaknesses; the teacher needs this kind of wisdom to differ into each student before assigning group roles. I remember the last time in my class I thought it could be a good opportunity to practice this technique with some special groups –shy, confident and egocentrics students. 

I wanted to check their own: self-leadership and patience about doing what they want to do, working with people they don’t want to work, likes – dislikes, etc. It was no so rewarding a lot, at the beginning, the group was no flexible enough, and my students get together with friends because of the likelihood of common experiences and viewing points however I divided a few of them (-strength and weakness-). As a result of this the diversity, discussion, and work were limited even if they have a clear outcome. This kind of apathy and empathy showed me how the real world is. Also, this kind of issue (activity) taught me that my students will always need a teacher NO LIKE THE FOCUS or CENTER OF THE ATTENTION BUT THE FACILITATOR TO GUIDE, SUPPORT, STAND, HELP and DIRECT students on decision making to meet a clear objective. Finally, this activity helped us to understand how to work -all together and break this kind of personality- inside and outside the classroom with love and tolerance for diverse personalities in any circumstance where ESL is required. And don’t forget it is a process if you continue doing this they will be more confident… I have other experience but I’m not so sure where I posted it (sorry), but you can take a look in my posts, probably you will find it faster than me)

However, try to practice SPEAKING WITH CONFIDENCE – LEARNING BY PLAYING. Let me share with you a good link where you can get a better idea.

• http://sixminutes.dlugan.com/improv-speaking-confidence/

I hope I should have replied clearly your answer let me know your comments. If any other colleague has other opinions about this topic please let us to know

Best Regards

Critical and Creative Thinking & Destroying the Teacher

           Critical and Creative Thinking

The interaction in how the developed Critical and Creative Thinking is taken in classroom is something necessary to check, also how the teacher introduces the target topic -Mass Media Activity-. This interaction showed us how the Students with the teacher's help create, perform skits, analyze the information, write the scripts at the end perform the role play. What I like the most is how to warm-up the activity with SS' interaction in classroom with simple questions and answers that let Students use Critical Thinking with a higher order thinking skill, analyzing the accuracy, worth of the ideas or statements using reasoning skills to questions and readings. The teacher makes the introduction to the topic by thinking locally and teaching act globally with integrated skills and a variety of self-management. The music helps to time the activity is a good example for time managing, too. I think is a good way to introduce a classroom far away for the 、traditional teaching class.

Well, in my own experience I have developed some techniques in the classroom, what I like the most is simple questions and answers to warm-up the class, then go through the main point It means the target content Most of my students success because the questions are nice, easy and I try to do it in a funny way. All of these activities are working out first, in peer group then in Group work. Also the questions and answers with a sample paper, letting the students analyze each other, have fun at the end make the role play activity with -Mass Media Activity- target content. As examples, you might wish to use some of the other, similar techniques you have seen in different readings from this blog.

I think as I shared in other posts, It is always necessary to use REALIA MATERIAL in our ESL class, going to class without any material and only with the textbook in a traditional way, is like to wish surf in the internet using an ancient typewriting machine. It’s not real and accurate to actual times where the teacher needs to be more creative than ever. Let the Ss work together with self-management and the teacher Is only the facilitator of knowledge after all of this interaction developed through a good lesson Plan or a simple Project Based Learning, using all the integrated skills is where me need the value of silence like McLean’s article says, each period of learning is followed for a period of reaction.

These readings and reflections make me take a long period of reaction to my teaching skills.

DESTROYING THE TEACHER

                                           

This article by Alan Mc LEAN shows us how to focus our attention on the conditions under where student learn most effectively, relates the internal process involved in apprehending and storing information, into the most favorable conditions for this process going through theoretical basis and aspects about classroom and teacher’s behavior that seldom is the case is the most important factor in the classroom. He also focuses on five main headings:

REDUCTION OF COERCION

Avoid the typical teaching style -authoritarian- Like the Illich’s phrase the “custodian of the secret”. Here the teacher must show that is no the superhuman, that everything knows, he can make mistakes, and that are many things that can be ignorant. I extremely agree in the part.. -Self-correcting mechanism can operate only when the teacher gives up playing God.- Most of the time teachers have the last word and the students is a mere object, no exist cohesion in the learning process.

EXPERIENCE BEFORE INTERPRETATION

The learner needs time to “mess around” with the target material. The deal of Handling of printed material, or playing with, changing the words of the text, before reading starts is important in class. This period of experiencing the material seems to be a necessary precondition for interpreting. I think it always is necessary to use REALIA MATERIAL in our ESL class, going to class without any material, and only open the textbook in a traditional way, is like to surf in the internet using an ancient typewriting machine. It’s not real and accurate, in actual times where the teacher needs to be more creative than ever.

AVOIDANCE OF OVERSIMPLIFICATION

The teacher can only provide good conditions within which learning may take place, what I want to take here is what McLean says, “If things are made to easy for the learner, he will not be inclined to use his own resources, I like the idea about step by step approach is the only way to learn. If we taught children to speak they will never learn. What it means ere is that is necessary to let the students take their own difficulties to let them to have their own mistakes no oversimplifying everything and only to help them to resolve a little no resolving all the problem or difficulty. Providing them the ability to pick up context cues within a text is vital to the successful decoding of it. Reading is a selective process. It involves partial use of available language cues…

THE VALUE OF SILENCE

As I wrote before, Far from my students and my teaching class, as a facilitator, as a human being in my humble opinion these readings and sharing my thoughts in my posts make me take a short and deep -period of reaction- about my teaching-learning skills.

                                     

I really love this article from Mc LEAN - Destroying the teacher: The need for learner-Centered Teaching. I share this quotation also to apply in my own experience living in China and consciousness or unconsciousness living day by day as part of a culture. “If the culture of the teacher is to become part of the consciousness of the children, then the culture of the children must first be in the consciousness of the teacher” Basil Bernstein. Being part of a culture an interacting with my students let me enjoy my class.

Best Regards 

Wilson P. Chiluiza Vásquez

Maximizing the Benefits of Project Work in Foreign Language Classrooms

THE IMPLEMENTATION OF PROJECT WORK DIFFERS GREATLY FROM ONE INSTRUCTIONAL 

PROJECT-BASED LEARNING

Ecuador 2012

Ecuador - 2010

Working with Project-Based Learning let me figure out how the teacher works can be divided in different parts even with teacher guidance or only with the students creativity and always goes longer than expected. Once the instructor guides them step by step students go through an extended process of inquiry in response to a complex question problem or challenge. It is so demanding in effort, and time but the results in knowledge and confidence are really incredible and rewarding. While allowing for some degree of student “voice and choice”, rigorous projects are carefully planned, managed, and assessed to help students learn key academic content, practice all the skills together called 21st Century Skills (collaboration, communication & critical thinking), and create high-quality, authentic products & presentations also the Emotional Effect in confidence is collected in specifics PBL

SUMMARY CONCLUSION 

We have showcased the details of one project designed for an EFL setting. Although the tramcar theme itself may not be transferable to other settings, because of its very local relevance, basic features of the project could easily be transferred to other EFL classrooms. These transferable features, in the form of recommendations for EFL teachers and materials writers who attempt to integrate project-based learning into their own curricula, appear below.

Ecuador - 2013

• Devise projects with students’ immediate and future language needs and content interests in mind, while at the same time remaining vigilant of institutional expectations and available resources.

• Specify language, content, task, skill, and strategy learning objectives in line with students’ needs and institutional expectations to maximize the benefits of the project.

• Strive to engage students in all stages of the project. Begin by giving students the chance to structure parts of the project, even if those contributions are small, with the aim of building a sense of student ownership and pride in project engagement.

Ecuador 2013

• Design and sequence tasks with great care. Make sure that (1) skills are integrated to achieve real communicative purposes, (2) students are obliged to use various strategies for meaningful aims, (3) critical thinking is required for successful task completion, and (4) students are held accountable for content learning.

Ecuador 2012

• Integrate tasks that require both independent and collaborative work. Help students reach an agreement about different team member responsibilities. Students should view each other as single links in a chain that unites, through exchanges of information and negotiation of meaning, to produce a successful project outcome.

• Be sure to plan an opening activity that promotes students’ interests, taps background knowledge, introduces important vocabulary, and builds up expectations for the final activity.

• Take advantage of Steps 4 (Instructor prepares students for information gathering), 6 (Instructor prepares Ss for compiling and analyzing data), and 8 (Instructor prepares Ss for the final activity ) to provide explicit instruction so that students not only improve their language abilities but also excel in the information gathering, processing, and reporting stages of the project.

• Allow time for feedback at the conclusion of the project and at other critical junctures as well. We close by directing readers to Appendix 3 for a list of questions for teachers to consider as they assess the viability of projects for their Classrooms and develop actual projects for and with their students.

Resource T 10

Bülent Alan and Fredricka L . Stoller

T U R K E Y A N D U N I T E D S T A T E S

IDEAS AND GOOD EXAMPLES TO USE IN ENGLISH CLASS

China - 2013

Nowadays, in my Spanish and English class, I use to work with my Chinese students in Speaking with confidence. So at this point, I could realize that the problem in speaking is not only for a foreign language it is in the same mother language. Therefore, it’s a normal problem in every human being. They’re so shy and struggle in public speaking. In that way, I need to work with them in confidence. In my English class, I have two classes per week, every Monday which means I must take an advantage from this short period of time.. So I really love to plan PBL activities, role plays, country or hometown presentations, real problems for real solutions or simply to have fun into an interesting topic being discussed with my students.

Actually, I’m working in Drama Activities; short role-plays do the trick! I provide my students with a framework for them to put in a creative content and role play in a true-to-life situation or even spontaneously about tell a story together. Recently you know perfectly the catastrophe about the Boeing-777 got lost/kidnapped or something else.. in Malaysia and Asian Sea. So it’s always in the news and such a great opportunity to research and collect all information about and show in classroom in a process of 3 weeks. In the end they could show A REAL NEWS AND TV SHOW.

TYPE: Drama
TITLE: WHAT HAPPENED WITH THE BOEING 777
AIM: To practice inquire information questions & answers, type interviews in an imaginative way.
TIME: 20 to 30 minutes
STAGES:

(5 mins.) Ask an imaginative student to sit comfortably on a chair with eyes closed. Tell him/her that he/she is a Representative from MAYSIA Airlines and proceed to 'interview the Representative in a gentle voice:
"What happened to this flight?"
"Where was the specific position from the airplane?"
"What happened with the pilots, aircrew, and passengers?”
"Tell us about the last news."





China 2013



“…….” (students continue with the questions getting involved with family’s aircrew and passengers) I establish with the other students that you may only ask questions which are equally appropriate for this REAL SITUATION. Then monitor while the other students proceed with the interview. 
(15 - 25 mins.) After this initial interview is over, my students will be eager to get involved in such emotional representation, then I put them in groups of 3 or 5 and let the interviews continue allowing about 5 minutes per interview.

No matter the mistake or bad pronunciation are made the most important is only to speak with confidence. The feedback is at the end. 

My next step in this PBL is to establish groups and allow them to create their own TV SHOW in other specific topic, they should film it. With my Spanish students and other English majors’ students, we’ll make a booklet in 4 different languages (Spanish (my mother tongue), English (students & me), French (me) and Chinese (students). This will contain common questions related to learn a language with useful information and with a communicative learning approach. Speak it easy!

Then I’ll plan other activities or probably another "crazy idea" - PBL comes to my mind

Thanks for your comments.

Best regards

Wilson P. Chiluiza Vásquez

REALIA - AUTHENTIC MATERIAL

REALIA - AUTHENTIC MATERIAL

France - 2005

China 2014

Authentic materials are all the things or objects that we can show in the classroom used like unique materials. I really like to use them in class. In the first part, the teacher with the children uses the dolls which wear uniforms, as a help to teach vocabulary and the clothing is the REALIA as the unique method, students enjoy the dolls, she inquires using questions and answers about the different boys and girls. Even if she makes in different ways after many repetitions, students' speech slowly emerged. I use this in my class with adult learners, too. In the next example, students can bring their own REALIA to class, using different objects students can describe their material in a short time with basic words. It is also a good way to let them speak about their likes or dislikes. It’s good for student’s confidence; teachers can also gradually collect different REALIA Material to use in class.

                                                  

Ecuador -2008

As a second part, we can analyze how to work with a Project-Based Learning provided and created with Authentic Materials like text, brochure, album, picture, newspaper or books similar to the Tourism Students. I think it is the only way to motivate them to use REALIA MATERIAL with their own reality and creativity. I usually use and adapt to this kind of material and activity in my class because many students get involved and helped each other in making it. Finally, the results are really amazing the way they show their creativity, the projects stay in their own school, library collection or help to other students showing this material in the wall like vocabulary posters or calendars or putting them in a corner from different subjects like support for teacher and students.

Viewing points or Images are also Authentic Realia Material however there are different kinds of images, for example, photographs, maps, charts, drawings, posters, bulletin boards, comics, etc. The Best idea in order to plan a journey and make a world map cut pictures out of magazines make a plan where to go and what to do. Also biographies, or bulletin work, school holiday, Put all these and other ideas in the wall with their own creativity sounds pretty nice.

China April 01st-2014

Multimedia Material in the way how we choose, use and construct authentic material in any activity let us to develop integrated skills; high-interest content, range of learning modalities and the use of technologies, whether they are low-tech or high-tech, can offer more interactivity than texts, give students the chance to use a variety of different skills, and enrich the curriculum with interesting content. All of this sounds good to me, however, for a simple reason in a simple homework, I don’t like the way they use PPT’s (PowerPoint Presentations) because I think it is much better if they can use their own creativity without any kind of technology most of the time, in the end, the result is much rewarding for them.

Expo Frances - UCE 2013

Nevertheless, there are some guidelines to consider for choosing Authentic Multimedia Material for example the Interest to age, point of the lesson, usable language style, available locally, good quality picture and sound. The results they’re always the best to guide the teaching purpose. All of these examples show how to use REALIA MATERIAL accurately in the target language and culture in the teaching/learning process. 

So do we have the creativity to do use it day by in-class outside from the text book?

LET ME KNOW YOUR OPINIONS



Best Regards,

Wilson P. Chiluiza Vásquez

My name is Wilson Chiluiza, I'm from Ecuador, I work as a language teacher in Spanish, English and French language as well.

Years ago in 2010 when I was working in Ecuador I had the opportunity to get a tuition scholarship from the U.S. Department of State as part of the E-Teacher Scholarship Program with Oregon University. It was about - Methods II: Developing EFL Literacy Through Project-Based Learning.

At that time, It really helped me a lot in order to develop a better knowledge and obviously to increase my teaching-learning process inside and outside of the classroom. Nowadays, I'm working in China and in the same way, I'm fully interested in updating my knowledge, sharing different criteria, experience and figuring out new techniques of work in the daily teaching-learning process. All of these items and so on shared with experienced teachers from around the world during this training will be a huge support and help for every one of us.

So it's a pleasure for me to share this course and all the knowledge about it.

Thanks a lot for checking my blog and sharing all the information provide about Massive Open Online Course (MOOC) aimed at English as a Foreign Language (EFL) educators, both those who are intending to pursue this field as a career and those already working in the field who would like to revise and refresh their methods and approaches.  The free materials and approaches presented complement college courses such as Introduction to Methods for Teaching English as a Foreign Language (TEFL) or Teaching English to Speakers of Other Languages (TESOL)

Best Regards

Wilson P. Chiluiza Vásquez

Who am I ?

My name is Wilson P. Chiluiza Vásquez, I'm from Ecuador, I work as a language teacher in spanish, english and french language as well.

Years ago in 2010 when I was working in Ecuador I had the opportunity to get a tuition scholarship from the U.S.

Department of State as part of the E-Teacher Scholarship Program with Oregon University. It was about - Methods II: Developing EFL Literacy Through Project-Based Learning.

At that time, It really helped me a lot in order to develop a better knowledge and obviously to increase my teaching learning process inside and outside from classroom. Nowadays, I'm working in China and in the same way I'm fully interested about updating my knowledge, sharing different criteria, experience and figuring out new techniques of work in the daily teaching learning process. All of these items and so on shared with experienced teachers from around the world during this training will be a huge support and help for every one of us.

So it's a pleasure for me to attend this course and join all the courses as many as possible.

Thanks a lot for checking my blog and sharing all the information provided about my professional career.

Feel free to download, share and leave your comments.

BEST REGARDS

FINAL ACTION PLAN PROJECT - “Methods II: EFL Literacy and Project-based Learning”

FINAL ACTION PLAN PROJECT

“Methods II: EFL Literacy and Project-based Learning”

Name: Wilson P. Chiluiza Vásquez
Date: 6.12.2010

1) Course description:

Name of course:     TRADITIONAL AND NEW MUSIC STYLES  IN CLASSROOM

• The number of students: 30 students.
• Age of students: Ranged between 20 to 45 years.
• Language level of students: Beginners- medium-high. University-level students.
• Amount of time per week: 2h per week (six weeks, levels are divided in 6-week length)
• Other information: Each level has 2 hours per day, ten hours a week. Levels are divided for 6 weeks length an SS approved the next level

2) Project description:

Howard Gardner initially formulated a list of seven bits of intelligence and I want to apply one of them to motivate my students’ learning in the classroom. Also, his work has been marked by a desire not to just describe the world but to help to create the conditions to change it.

<I want my children to understand the world, but not just because the world is fascinating and the human mind is curious. Musical intelligence involves skill in the performance, composition, and appreciation of musical patterns. It encompasses the capacity to recognize and compose musical pitches, tones, and rhythms. Musical intelligence runs in an almost structural parallel to linguistic intelligence>. 

 Howard Earl Gardner's (1943 - )

Also, this kind of technology, working with strategies align strongly with the constructivist and social constructivist theories of learning, and therefore will also fit well into classrooms where these theories of learning are embraced. As new technologies push instruction in the classroom in new ways, so to do our ability as professional educators push the evolution of educational technologies.

As a result of this knowledge on this online teacher training, I created this PLAN to motivate students with a different kind of learning and also inspiring them, to continue with new strategies or techniques on this teacher-learning process to be applied in the classroom. On the other hand, to continue with cultural aspects like Traditional Ecuadorian music known as Pasillos. Even if they’re into Spanish, listen to Ecuadorian music being sung in English will be new for them.

They love to listen to their own music into their mother tongue, and if they realize that it is really cultural to apply in English, they will be more interested and receptive to take it in class as a real English knowledge in songs.

3) Project objectives:

This plan aims to the next points:

•  Students will become familiar with lyrics or rhythms with many of the components of traditional Ecuadorian or new foreign English music. They will exercise their listening skills in order to pick out features of English music.
•  They will be able to compose their own English songs based on music that they are exposed to.
• They will then create their own music, both the words and the beat (You may want to do this activity along with a musical instrument making activity so the students can really play their tune).
• The group will sing their song together to the class. Each group can teach the class their English song throughout the week.

4) I would like to implement this project for the following reasons:

This plan will be used as an introduction to Ecuadorian Traditional (E.T.) music in our country, as part of the History of Ecuadorian Music. In the other hand, the lessons that follow will give the student a “taste” of the new music styles, too.

In order to keep their interest and give them a sense of the development of popular-traditional music genres, but focus primarily on the traditional music themes that are present in the music, and why popular artists may have incorporated these themes in their music.

Students have completed a specific song on how to study music elements in traditional new music styles—including E.T. music known as Pasillos. As a result of this, we will expand the melody to include “theme” in music. Students have prior knowledge of the composers as Julio Jaramillo or other different famous Ecuadorian singers for the E.T. music.  Finally, discuss a few pages about new styles in different new music styles.

5) The benefits that I anticipate from the project:

To contribute a different kind of knowledge, motivating students to keep in contact with their culture tense waking up their appreciation about traditional Ecuadorian music. Also, going up about their interest in music, new styles, and their development in music rhythms and lyrics in this century.

6) The challenges that I will expect to face from the project:

• The major challenge which I will expect to face is how to keep on them the interest in this kind of activity.
• · To continue working with younger students involved in ancient songs. It could be boring for them.
• · To test myself my knowledge, time classroom’s schedule, and music appreciation to develop these activities with my students

7) I will address the challenges described above by emphasizing the following points:

See how the class felt about the task: 

• · Are the students interested in this activity?
• · What is the song about? What does the title have to do with the song?
• · Was it difficult? Easy? Fun?
• · What were some of the reasons that made it that way?
• · What message is the song trying to convey to the listener?
• · What could we have done differently to make it more/less challenging?
• · Is Ecuadorian traditional music easy or difficult to distinguish from other new types of music?
• · What makes it so unique? Have them write about all of these things.
• · Are the lyrics written as traditional or new ways?
• · What’s different in the lyrics? If yes, how would you break the lines into lines of traditional or new lyrics?

8) Steps and timeline (schedule) of implementing the project:

Here I want to take advantage of technology and use the web to clarify the next procedure.

· Teaching Strategies and Activities

http://www.educationalrap.com/answers/teacher-tips

Here the next steps:

First, think about what you want to do. Then, use your imagination and plan your activity. The more useful is the music, the more uses you will find for it. Also use the lyric word scrambles, crossword puzzles, and worksheet/quizzes created specifically for the songs to help you, located on each song page. There are also relevant links to other helpful websites to help you.

1. Energize students

2. Bring students out of their shells

3. Stimulate discussion

4. Reward good work or behavior

5. Introduce a new topic or help explain a difficult topic

6. Create an interactive activity

8. Perform for their peers

9. Collaborate with another group or class

10. Perform at a school assembly or parents’ night

11. Provide a change of pace in class or a new approach to a challenging subject

Energize students

RRR’s music is a great way to get everyone’s attention and perk up a class.

Tip: Start or end the class with music. Play it more than once at the so it becomes more familiar. Hand out lyrics. Begin the music before students come in so it can be heard as they enter. Continue until everyone is seated. At the end of class play until everyone has left the room.

Details: Using the Original Track, most of the RRR songs are between 2 ½ and 4 minutes in length. Use the Original Track to attract attention and then play the Downtempo Track, (which adds another ½ minute to the playing time) so students can begin to concentrate on the lyrics. Hand out lyrics so they can follow along. Allow about 10 -12 minutes for the music to be heard twice through and for reaction time from students. Let them get over the “wow” factor before you begin to teach.

1. Bring students out of their shells

Students who lack confidence in the subject or their language skills may find the music a way of interacting with peers. It provides a common ground in which to share information.

Tip:  Encourage conversation and comment about the lyrics and information presented in the song. Play the entire song so students get the big picture, but focus on the parts that are part of the lesson. Make sure everyone has lyrics. Ask questions: What’s the song about? What is the main topic or idea? How does it apply? Can you repeat the lyrics or put the lyrics in your own words?

Play the song again and let them listen. Repeat the questions, asking different students for comment. Give students time to internalize the lyrics and the music.

Details: Check the length of the song on the track your using, usually 2 ½ to 4 ½ minutes. Play the entire song. Discuss the overall song content and then focus on the topic and verse(s) that you are using during this class. Play the verse(s) again using Downtempo Track if students are having difficulty understanding the lyrics. The verses within tracks are often 1 minute or even less, so allow 3-5 minutes to repeat verses. Move into a discussion as soon as they are ready. Allow about 10-12 minutes to play the full song once and then repeat the relevant verse a few times.

2. Stimulate discussion

As students become more familiar with the music, reinforce the lyrics and the information or subject matter the lyrics address.

Tip: Copy a verse of a song that pertains to the subject being studied, repeat the lyrics (without the music), discuss the idea or principle presented, repeat the lyrics again (without music) until everyone is comfortable and then play the music. Study lyrics for rhymes and memorable couplets. Here’s an example from the Language Arts Album, with rhymes colored below.

“Think of a comma like you think of a pause
when conjunction connects an independent clause.”
or…
“A comma’s like a breath expressed in written form:
“I like the sound of thunder, so I love thunderstorms.”
- Dots and Dashes (Punctuation)

When students can repeat the verse or couplet and understand its application, go on to another verse, or play the song and let them get used to the beat and backup. There are many excellent rhymes to be found in RRR songs.

Details: Allow time for students to examine lyrics carefully and repeat lyrics without music. Ask students to identify keywords, phrases, or ideas. Allow 5-10 minutes for this activity and move on to another verse, or into another part of the lesson plan. If time permits, play the entire song before they leave to reinforce the phrases and words identified as key. This will take another 2-4 minutes. Total time for RRR song and lyrics, approximately 15 minutes.

3. Reward good work or behavior

Energetic music is a terrific way of rewarding a class.

Tip: Push away the desk and create some dance moves to accompany singing or syncing the lyrics. Students might even volunteer to do this themselves. If space is tight, let students take turns. This is a great activity at the end of a long day or just before vacation when everyone is feeling a bit restless.

Details: Pick a familiar song. Use the Original Track to review, and then the Instrumental Track for dancing or singing. If students don’t remember the verses, use the Recall Track to help. Allow at least 20-25 minutes. Students may be a little slow to start, but once they start moving and singing, they won’t want to stop. If time permits, let them choose other songs to dance to.

4. Introduce a new topic or help explain a difficult topic

When introducing a new or difficult topic, students need to feel that the topic will be interesting and is one that they can understand. Music is a great way of breaking down barriers and fears in learning, and is easily incorporated into individualized learning modules.

Tip: As a class, read the lyrics to get familiar with terms and ideas. Answer questions students have and ask them for keywords, concepts, or ideas presented. Play the song (or the verses being used) only after students are comfortable with lyrics. Use the Downtempo Track (slightly slower version) if the lyrics have new information, and the Recall Track (missing word version) once students become more familiar. Ask students to sing or say the missing word or phrase. Volume isn’t important, the words are. Allow a couple of tries to get everyone comfortable.

Tip: Using the Instrumental Track; ask students or volunteers to write their own verse on the topic. This is a good extra credit project. Form small groups or buddies, and give students a few rhyming words or a subject-related theme to start with.

Details: This activity can take up an entire class period, particularly if you are using the songs from the RRR Science or Social Studies Albums. Use other materials or resources from our song pages to accompany the song lyrics. Let students determine which resources or activities they will use to assist them in learning more about the subject. Share the various approaches to learning within the class.

5. Use as an interactive activity

Most students will be familiar with hip hop music, and though a bit shy in front of their peers, will enjoy the interactive possibilities of RRR music.

Tip: Have students incorporate lyrics, backup singing, rapping, or dancing into special projects or reports. Students less proficient at writing and organizing their thoughts on paper may be able to create a dance, music, or art project that successfully demonstrates their understanding of the subject. The Instrumental Track is especially useful to writers and dancers. This is a good activity for small groups, “buddies”, and even individuals.

Details: Spend 15-20 minutes during several successive class periods to let students work on their special projects. This allows time away from the classroom to think, plan, review, and internalize the music and the subject being studied. Allow at least 3-4 hours total time (including out-of-class time) to develop meaningful projects students will be proud of.

6. Perform for their peers

RRR music is a culturally relevant art form that students can easily learn and enjoy together.

Tip: Because rap and hip hop require minimal vocal range and technique, most students are able to sing or say the lyrics rhythmically. Use the Downtempo Track initially, then use the Recall Track, and finally the Instrumental Track. Let some students do the backup vocals or create their own hype track to add using sounds or words that relate to the song topic. Suggest topics for additional verse writing and help with the rhyme scheme.

Details: Students will take this activity seriously. Give them enough time to discuss the topic or subject matter thoroughly so that their writing and rapping really show their understanding of the topic. At least 15-20 minutes of two or three class periods will be necessary to develop satisfying results.

7. Collaborate with other group or class

RRR Music lends itself well to collaboration with other disciplines, especially physical education, art, technology, music, writing, or theatre. Using video and other expressive forms, the music takes on additional meaning and reinforces the learning experience.

Tip: Find another teacher in another discipline area and double up on creative projects. Support student efforts to combine talents. Science Fairs, Open Houses, etc. are great places to exhibit such works. The Science and Social Studies Albums are full of songs that lend themselves to such projects.

Details: Since projects of this nature take planning ahead, find a collaborator early on before schedules get too full. Allow plenty of time for students to discuss ideas (have some of your own too) and all participants to agree on a project to get maximum participation and enthusiasm.

8. Perform at a School Assembly or Parents’ Night

RRR music is natural for performance or presentation venues both formal and informal.

Tip: With the assistance of the music or drama teacher, allow students to create simple costumes, backdrops, or other stage props that enhance the lyrics. This can be done with math and science concepts as well as social studies. This type of activity allows for additional learning opportunities and reinforces principles and important concepts.

Details: Plan ahead with another teacher or department, coordinating performance schedules with your interest area. Suggest themes or special celebrations be included in the performance such as Celebration of Pi Day (March 14) and perform the 3 RRR songs from the Math Album that use pi in the lyrics. The same could be done for Earth Day using the songs from the RRR Science album, or any of the American holidays, using RRR Social Studies American history or government songs.

Provide a change of pace in class or a new approach to a challenging subject

RRR Music offers many opportunities to restructure a lesson plan or class period yet allows you to keep the focus on learning.

Tip: Surprise students with a song and printed lyrics. Let them use the Lyric Word Scramble (see resources on each song page) to increase familiarity and use the Recall Track to assess progress.

Details: Time needed for this activity can vary. To do the Original or Downtempo Track, the Recall Track, and have students work on the Lyric Word Scramble, allow 20 minutes. 8-10 minutes to hear the song twice, and 10 minutes for the Word Scramble (Word Scrambles usually have about 20-25 words to unscramble. If time is short, divide the class and assign each verse and chorus to a different group. This will take only about 5-8 minutes for them to complete.

9. Assessment and evaluation of the project:

In order to assess and evaluate the project the following information will be collated and analyzed:

Students could write reactions about different kinds of music, especially about traditional Ecuadorian music and other different new English song styles music after they have experienced it with pop music. I would also give listening tests on the material covered, to see if students could identify the correct classical theme in any kind of music, or to see if they could identify the presence of classical, traditional, new music elements. Students would also be given a written test and /or listening test to identify the musical elements of Pasillos (Ecuadorian music), disco, funk, “Art-Rock” and rap music.

10. Rubrics:

Listening Skills


General Rubric of Listening/Viewing and Discussion Activities
Student's Name: ________________ Date of Assessment:__________
4 Exemplary 

• The student listened with excellent attentiveness; face forward, eyes on the speaker or item being viewed.
• The student participated in class discussion by framing excellently thought out questions to gain more information.
•  The student participated in class discussion by stating thoughts and understandings in a very articulate manner.
•  The student demonstrated an excellent understanding of the information presented as reflected by his/her comments.

3 Accomplished

• The student listened with good attentiveness; face forward, eyes on the speaker or item being viewed.
• The student participated in class discussion by framing well thought out questions to gain more information. 
• The student participated in class discussion by stating thoughts and understandings in a fairly articulate manner. 
• The student demonstrated a good understanding of the information presented as reflected in his/her comments. 

2 Developing

• The student listened with fair attentiveness; face forward, eyes on the speaker, or item being viewed.
• The student participated in class discussion by framing fairly well thought out questions to gain more information. 
• The student participated in class discussion by stating thoughts and understandings in a somewhat articulate manner. The student demonstrated somewhat of an understanding of the information presented as reflected in his/her comments.

1 Beginning 

• The student listened with little attentiveness, was frequently distracted, and did not, often, pay attention to the speaker or item being viewed.
• The student participated in a little in-class discussion. 
• The student participated rarely in-class discussion and did not state thoughts and understandings in an understandable manner. 
• The student demonstrated poor or no understanding of the information presented as reflected in his/her comments. 

0 Not Able to be Assessed:

• The student did not listen with any attentiveness, was frequently distracted, and did not pay attention to the speaker or item being viewed.
• The student did not participate in class discussions. 
• Teacher's/Media Coordinator's Comments and Observations

10 Links:

Song lyrics and strategies, used in the ESL classroom:

• http://www.esl-lounge.com/songstop.shtml
• http://www.educationalrap.com/answers/teacher-tips
• http://www.teach-nology.com/ideas/technology/
• http://www.funmusicco.com/musicteachersblog/2009/07/15-free-music-activities-and-lesson-plans-for-the-classroom/
• http://musicinmotion.com/

Thanks for reading

Best Regards

Wilson P. Chiluiza Vásquez