Paulo Freire in english

Paulo Freire

Pedagogy of oppressed

CONTENTS

Chapter 1

The justification for a pedagogy of the oppressed; the contradiction bettwen the oppressors and the opressed, and how it is overcome; oppression and opressors; oppression and the oppressed; liberation: not a gift, not a self achievement, but a mutual process.

Chapter 2

The “Banking” concept of education as an instrument of oppression – its presuppositions – a critique; the problem-posing concept of education as an instrument of liberation – its presuppositions; the “banking” concept and the teachers-student contradiction; the problem-posing concept and the supersedence of the teachers-student contradiction; education: a mutual process, word-mediated; people as uncompleted beings, conscious of the their incompletion, and their attempt to be more fully human.

Chapter 3

Dialogics – the essence of education as the practice of freedom; dialogics and dialogue; dialogue and the search for program content; the human-world relationship, “generative themes” and its methodology; the awakening of critical consciousness through the investigation of “generative themes”; the various stages of the investigation.

Chapter 4

Antidialogics and dialogics as matrices of opposing theories of cultural action: the former as an instrument of oppression and the latter as an instrument of liberation; the theory of antidialogical action and its characteristics: conquest, divide and rule, manipulation, and cultural invasion; the theory of dialogical action and its characteristics: cooperation, unity, organization, and cultural synthesis.

How to Build Support for Education Technology

JUNE 20, 2013

Acknow ledging that success -- for individual students, communities and the nation as a whole -- in the 21st century is being driven by new technologies, President Obama recently announced ConnectEd. This initiative aims to connect 99 percent of America's students to high-speed internet within the next five years. It also intends to increase teachers' skills in using education technology tools to improve student learning and encourages the private sector to develop educational devices and digital content.

The White House reports growing bipartisan support for the initiative, and many in the education community applaud it as a much-needed effort to upgrade our schools' broadband capability. But even if the vision is fulfilled, the potential impact on learning will not be realized until state, district, and school level policies truly support the use of education technology in classrooms -- and until all students have access to the devices necessary to take advantage of new learning opportunities.

Convincing community stakeholders to support education technology can be challenging. Some are of the "I didn't have it, and I turned out fine" mentality. And some who might be open to the idea are turned off by media coverage of existing edtech efforts, for good reason -- consider a recent piece in The New York Times on a report that found that education technology is often used for lower-order thinking skills and knowledge acquisition (particularly for students from disadvantaged backgrounds) and that states are not collecting information on the return of edtech investments.

Those are real challenges that need to be addressed. But at the same time, we in the education community need to build support among the general public for education technology. How?

Language to Use When Advocating

In building support for education technology, advocates often appear cold and impersonal, focusing on statistics, models, systems, and efficiency. They use too much jargon. And they talk about how they plan to incorporate technology, not the benefits of it.

Instead, they should focus on the impact technology has on children. Some key phrases to try:

·         "Investing in our kids' future" (not "investing in technology")

·         "Tools for learning" (not "digital resources")

·         "Technology-enhanced learning" (not "integrating technology into instruction")

·         "Active engagement" (not "relevancy-based")

·         "Flexible" (not "un-tethered")

Advocates would also be wise to connect their message to the key beliefs underlying Americans' views on education. What follows are some of those beliefs (identified through public opinion polling) and suggestions as to how edtech advocates can use them to shape their messaging.

Belief: Education is a right. Potential message: We must give all children the opportunity to learn with 21st century tools. Potential message: It is our responsibility to give children not just a good education, but a great education that prepares them for 21st century careers.

Belief: If you work hard, you should be able to get ahead. Potential message: To meet the challenges of the future, children must be equipped with the tools to succeed.

Belief: Only half of Americans think their child is reaching his or her full potential. Potential message: Every child is different. Teachers should be able to utilize technology to personalize learning and adapt to the unique needs of individual students. Potential message: Technology provides an opportunity for students to get the most out of their schooling.

Belief: Public schools as a whole are not performing well (though Americans grade their children's schools and neighborhood schools better than the nation's schools). Potential message: The percentage of children graduating without basic skills is unacceptable -- we have to start giving students the education they deserve and the technology they need.

Belief: Options are good. Potential message: Technology provides the opportunity to learn anytime, anywhere.

Belief: Parents should be engaged in their children's education.Potential message: Technology can improve school-to-home communications and empower parents to be actively engaged.

Particularly interesting is polling data that suggests Americans believe that schools should be effective, motivating and challenging rather than forward-thinking, innovative or cutting edge. They want something that works, not something untested, when it comes to their children's education. Implication: In talking about education technology, use the words effective, motivating, and challenging. Avoid "innovation" and other language that makes parents and others feel that students are being used as guinea pigs.

Granted, every message should be tailored to its audience. But in general, data suggests these are a good jumping off point in making the case for education technology.

Are there other edtech messages that you have found particularly effective? Please share in the comment section below.

Fuente: ANNE OBRIEN'S PROFILE

http://www.edutopia.org/blog/building-support-education-technology-anne-obrien

Vincent van Gogh

Comparto el visionado que expone brevemente la biografía de Vincent van Gogh con subtítulos en inglés. Un recurso ideal para trabajar con los niños. Espero que lo disfruten y les sea de utilidad. Cariños, Miriam Román. 

Lenguas extranjeras Instituto “Juan Amós Comenio” 30 de mayo de

2016 Andrea Blengio Grupo: 4to C.



Adapted text:

INCLUSION CONFUSION OR QUALITY EDUCATION?

The string of federal statutes that began in 1975 created confusion in countless American classrooms as educators struggled to provide quality education for special and general education students. Parents and advocates feared that services to disabled children would be lost if they were moved to regular classrooms. Teachers weren't convinced that inclusion would work.

At one point, the American Federation of Teachers even called for a moratorium on full inclusion. "We have great problems with the movement that says 'Start by putting all the kids in the [regular] classroom,'" said Albert Shanker, then the president of AFT, in "A.F.T. Urges Halt to 'Full Inclusion' Movement," a January 1994 Education Week on the Web story.

What research says about long-term benefits Although support for inclusion of children with disabilities in regular education gains momentum, research lags behind. "Unfortunately, we do not have research that has directly addressed this issue," John McDonnell, Ph.D., told Education World. McDonnell is the chairman of the Department of Special Education in the Graduate School of Education at the University of Utah. His research includes funded projects on the inclusion of middle school students with severe disabilities.

"The best available information comes from the follow-up studies of high school graduates. Thedata suggests that inclusion in general education classes, especially in vocational education courses, is associated with improved post-school outcomes," McDonnell told Education World.

Although research on the long-term effects of inclusion may be sketchy, there is some evidence of the positive effects of inclusive education on students who do not have disabilities. "Both research and anecdotal data have shown that typical learners have demonstrated a greater acceptance and valuing of individual differences, enhanced self-esteem, a genuine capacity for friendship, and the acquisition of new skills," according to Long – Tem Effects of Inclusion, from the ERIC Clearing House on Disabilities and Gifted Education. (See also Frequently Asked Questions on Inclusion).

Not a one size-fits-all program Pat Linkhorn, a parent and consultant to parents and educators in the special education field, knows that inclusion is more than a one-size-fits-all program. Both of Linkhorn's daughters have received special education services. Krystal, who is blind, is fully included and has a part-time aide.

Kimberly is autistic; although she has benefited from inclusion, "more attention to social skills and building on her individual strengths would have been a plus," Linkhorn told Education World.

Linkhorn's experience is an example of how an effective inclusion program works. "I was fortunate enough to have a principal with whom I could actually discuss things. We didn't always agree, but I feel we had enough respect for each other to compromise when we had differing views," Linkhorn said.

"Research suggests that effective schools are not inclined to ship difficult kids out but try to develop ways to meet their needs in the school," McDonnell told Education World. "The view of the faculty is that all students, including those with the most significant disabilities, should participatein the general education curriculum. What changes is how instruction is designed for students and the types of supports they are provided.

Source: http://www.educationworld.com/a_curr/curr320.shtml

Further information: Name of Joan of Arc

Joan was the daughter of Jacques d'Arc and Isabelle Romée in Domrémy, a village which was then in the French part of the duchy of Bar.  Joan's parents owned about 50 acres (20 hectares) of land and her father supplemented his farming work with a minor position as a village official, collecting taxes and heading the local watch. They lived in an isolated patch of eastern France that remained loyal to the French crown despite being surrounded by pro-Burgundian lands. Several local raids occurred during her childhood and on one occasion her village was burned.

At her trial, Joan stated that she was about nineteen years old, which implies she thought she was born around 1412. She later testified that she experienced her first vision in 1425 at the age of 13, when she was in her "father's garden" and saw visions of figures she identified as Saint Michael, Saint Catherine, and Saint Margaret, who told her to drive out the English and bring the Dauphin to Reims for his coronation. She said she cried when they left, as they were so beautiful.

At the age of sixteen, she asked a relative named Durand Lassois to take her to the nearby town of Vaucouleurs, where she petitioned the garrison commander, Robert de Baudricourt, for permission to visit the French Royal Court at Chinon. Baudricourt's sarcastic response did not deter her. She returned the following January and gained support from two of Baudricourt's soldiers: Jean de Metz and Bertrand de Poulengy.^[30] According to Jean de Metz, she told him that "I must be at the King's side ... there will be no help (for the kingdom) if not from me. Although I would rather have remained spinning [wool] at my mother's side ... yet must I go and must I do this thing, for my Lord wills that I do so." Under the auspices of Metz and Poulengy, she was given a second meeting, where she made a prediction about a military reversal at the Battle of Rouvray near Orléans several days before messengers arrived to report it. Given the distance of the battle's location, Baudricourt felt Joan could only have known about the French defeat by Divine revelation, and this convinced him to take her seriously.

Victoria  G.

Fuente: www.wikypedia.com