Material Instruccional Inglés III EUS-UCV

Universidad Central de Venezuela Facultad de Humanidades y Educaci贸n Escuela de Educaci贸n Estudios Universitarios Supervisados Departamento de Lengua y Comunicaci贸n C谩tedra de Idiomas Extranjeros

Material Instruccional

Evelyn Izquierdo Abril, 2006

INDICE GENERAL

PÁGINA

INTRODUCCIÓN…………………………………………………………………

3

CONTENIDOS A DESARROLLAR ……………………………………………....

4

GUIÓN PARA REALIZAR LOS EJERCICIOS DE LECTURA………………….

6

LECTURAS: Lectura No. 1: THE PORTFOLIO AND ITS USE: DEVELOPMENTALLY APPROPRIATE ASSESSMENT OF YOUNG CHILDREN ……………………………………………………………..........

9

Lectura No. 2: INCLUDING YOUNG CHILDREN WITH SPECIAL NEEDS ……………………

15

LECTURA NO. 3: MULTIPLE INTELLIGENCE THEORY.. .…………………………….

23

Lectura No. 4: ISOLATION INCREASES WITH INTERNET USE..………..…………………….

30

Lectura No. 5: RETAINING THE NEXT GENERATION OF TEACHERS: THE IMPORTANCE OF SCHOOLBASED SUPPORT ….…………………………….…………………………………………. 38

AUTO-EVALUACIÓN…………………………………………………………………..

44

LECTURA NO. 6: PREDICTORS OF PERFORMANCE IN THE VIRTUAL CLASSROOM ……..

44

Formato para la auto-evaluación ……………………………………………………

51

BIBLIOGRAFÍA RECOMENDADA ……………………………………………………

52

2 Izquierdo, E. (2006) Inglés III Material Instruccional. Estudios Universitarios Supervisados. Escuela de Educación. Universidad Central de Venezuela.

INTRODUCCIÓN El presente material instruccional, diseñado para la asignatura Inglés III, tiene como objetivos principales: a) consolidar los conocimientos adquiridos en las asignaturas Inglés I e Inglés II en lo que se refiere a las actividades de pre-lectura, lectura y post-lectura; b) desarrollar en el estudiante la habilidad para extraer las ideas principales de un texto escrito en inglés y c) elaborar un resumen del mismo en su lengua materna.

Para cumplir con estos objetivos se han diseñado actividades en donde se refuerzan las estrategias de lectura practicadas durante los dos niveles anteriores del idioma y se presentan las estrategias para que el estudiante esté en capacidad de elaborar resúmenes de textos en inglés. Junto al material instruccional se encuentra el Guión para realizar las actividades de lectura, el cual tiene como propósito guiar paso a paso al estudiante para que realice una lectura más efectiva y eficaz. Este guión puede ser usado tanto con las lecturas que aquí se presentan como con cualquier otra lectura de textos académicos en inglés.

El material consta de seis (6) lecturas para desarrollar durante el semestre; todas enmarcadas en el contexto del área de Educación. En las lecturas No. 1 y No. 2 se refuerzan aspectos como: palabras cognadas, contexto lingüístico y extra-lingüístico, conectadores, tipo de texto, patrón retórico predominante, tema, argumento central del texto y propósito del autor. Estos aspectos también se refuerzan en las lecturas No. 3, No. 4 y No. 5 pero además se incluye: la identificación de las ideas principales o de mayor generalización en el texto, preguntas de comprensión del texto para responder en español,

establecimiento del argumento central,

elaboración de esquemas o representaciones gráficas y elaboración de resúmenes. El material también incluye una lectura de auto-evaluación que se propone para que el estudiante evalúe su capacidad de comprensión de la lectura en inglés y refuerce su habilidad para elaborar resúmenes en español; y un formato para que el estudiante pueda llevar un control de su desempeño por cada una de las cinco lecturas. Este formato integra todos los parámetros que deben considerarse al momento de elaborar un resumen.

Finalmente, como complemento a este material el estudiante podrá utilizar el Módulo de Lectura de Inglés

III elaborado por los profesores Nayesia Hernández y Carlos Blanco ( 1990), el cual se ha estado utilizando regularmente en los cursos de Inglés III. Este material tiene como propósito ampliar los conocimientos del idioma inglés en cuanto a código y discurso en un plano extensivo. Asimismo, el estudiante podrá consultar otros materiales que se mencionan en la bibliografía recomendada.

3 Izquierdo, E. (2006) Inglés III Material Instruccional. Estudios Universitarios Supervisados. Escuela de Educación. Universidad Central de Venezuela.

CONTENIDOS A DESARROLLAR Las actividades diseñadas para este material instruccional tienen como propósito desarrollar los siguientes contenidos: 1) Repaso general sobre el proceso de lectura y comprensión de textos académicos escritos en inglés: a) Fase de pre-lectura: i) Títulos, antetítulos, subtítulos, enumeraciones, clasificaciones, dibujos, ilustraciones, etc. ii) Formulación de preguntas sobre la información que probablemente aparecerá en el texto. iii) El primer y último párrafo; cómo ubicar ideas claves que ayuden a comprender mejor el texto. b)

Fase de lectura: i) Grupos nominales con función sujeto y grupos verbales con función predicado. Núcleos. ii) Palabras cognadas, palabras conocidas y palabras que más se repiten. iii) Deducción de palabras desconocidas de acuerdo al contexto. iv) Uso del diccionario como herramienta de apoyo. v) Referencias y referentes. vi) Conectadores o marcadores de discurso. vii) Palabras claves que encabezan ejemplos, conceptos, enumeraciones, comparaciones, contrastes, problemas, sugerencias, etc. viii)

Estructura o patrón retórico de los párrafos.

ix) Tipo de texto.

4 Izquierdo, E. (2006) Inglés III Material Instruccional. Estudios Universitarios Supervisados. Escuela de Educación. Universidad Central de Venezuela.

c) Fase de post-lectura: i) Identificación del tema o tópico. ii) Reconocimiento de las ideas principales. iii) Argumento central del texto. iv) Propósito del autor.

2) El esquema o representación gráfica del texto.

3) Elaboración del resumen en español: i) Generalización, eliminación y parafraseo (Van Dijk, 1989) ii) Organización de las ideas principales en español. iii) Desarrollo de párrafos (1) Oración con idea principal (2) Oración (es) de apoyo (3) Oración de cierre iv) Distribución de las ideas según la estructura del resumen: (1) Título (2) Introducción (argumento o idea central) (3) Desarrollo (ideas de apoyo al argumento central) (4) Cierre (5) Referencias bibliográficas v) Mecánica de redacción: (1) Organización en párrafos 5 Izquierdo, E. (2006) Inglés III Material Instruccional. Estudios Universitarios Supervisados. Escuela de Educación. Universidad Central de Venezuela.

(2) Estructura de las oraciones (SN y SV) (3) Uso correcto de referencias (4) Uso correcto de conectadores (5) Uso apropiado de marcadores de discurso (6) Uso correcto de los signos de puntuación (7) Ortografía (8) Longitud del resumen solicitada

vi) Revisión y evaluación general del resumen (Hyland, 2001) (1) Contiene la idea principal (2) Es lógico y tiene sentido (3) Está bien organizado

6 Izquierdo, E. (2006) Inglés III Material Instruccional. Estudios Universitarios Supervisados. Escuela de Educación. Universidad Central de Venezuela.

GUIÓN PARA REALIZAR LOS EJERCICIOS DE LECTURA I. PRE-LECTURA: A continuación se le presenta un texto original escrito en inglés. Antes de leerlo detenidamente: 1. Observe y lea los títulos, antetítulos, subtítulos, enumeraciones, posibles clasificaciones, dibujos, ilustraciones, etc.

2. Hágase preguntas sobre la información que probablemente encontrará en el texto.

3. Ahora, realice una lectura global del mismo sin detenerse en palabras que no conozca.

4. Relea el primer y último párrafo del texto para que se haga una mejor idea sobre el tema que se maneja en el mismo.

II. LECTURA: 1. Lea todo el texto cuidadosamente prestando atención a las palabras cognadas, a las palabras conocidas y a las palabras que más se repiten.

2. Deduzca el significado de las palabras desconocidas de acuerdo al contexto. Lea las oraciones que preceden a la palabra que desconoce, así como también las oraciones subsiguientes.

3. Consulte con su diccionario, pero sólo en casos de extrema dificultad o de la continua interferencia de una palabra desconocida.

4. A medida que lea, observe los tipos de conectadores o marcadores de discurso que aparecen en el texto y subráyelos.

5. Observe con qué frecuencia aparecen estos conectadores y qué ideas o enunciados están uniendo.Lea ahora cada párrafo detenidamente e identifique su tipo de patrón retórico, resaltando con un marcador fluorescente las palabras claves o ideas que así lo justifican. Por ejemplo, si se trata de un patrón causa-efecto, identifique con un color la expresión completa donde el autor establece la (s) causa (s) y con otro color la expresión o enunciado donde el autor establece el efecto o la consecuencia.

7 Izquierdo, E. (2006) Inglés III Material Instruccional. Estudios Universitarios Supervisados. Escuela de Educación. Universidad Central de Venezuela.

6. Ubique de la misma manera: ejemplos, conceptos, enumeraciones, comparaciones, contrastes, problemas, sugerencias, etc.

7. Una vez culminada la lectura minuciosa de cada uno de los párrafos, determine el tipo de texto y el patrón retórico predominante.

III. POST-LECTURA: 1. Lea el texto nuevamente para aclarar alguna duda que le haya podido surgir durante la lectura o para afianzar la comprensión de las ideas principales contenidas en el texto.

2. Determine y escriba en español el tema o tópico sobre el cuál trata el texto.

3. Escriba en español de forma breve, clara y concisa el argumento o idea central del texto (no debe exceder de 8 líneas).

4. Determine y escriba en español el propósito del autor.

8 Izquierdo, E. (2006) Inglés III Material Instruccional. Estudios Universitarios Supervisados. Escuela de Educación. Universidad Central de Venezuela.

¡ALTO!

DETENGASE AQUÍ

ANTES DE INICIAR LA PRÓXIMA ACTIVIDAD, TRATE DE RECORDAR EL MAYOR NÚMERO DE IDEAS PLANTEADAS EN EL TEXTO LEÍDO.

9 Izquierdo, E. (2006) Inglés III Material Instruccional. Estudios Universitarios Supervisados. Escuela de Educación. Universidad Central de Venezuela.

IV. ELABORACIÓN DE RESUMEN 1. Elabore un esquema o representación gráfica del texto.

2. Identifique las ideas de mayor generalización por cada párrafo o aquellas que engloben las proposiciones más importantes del texto.

3. Escríbalas en español una a una en forma de lista. No necesariamente deben llevar el mismo orden establecido en el texto original.

4. Elimine los detalles o ejemplos.

5. Agrupe y ordene las oraciones basándose en la estructura que debe llevar un resumen: introducción, desarrollo y cierre.

6. Elabore un resumen en español del texto leído que contenga 300 palabras aproximadamente.

Apóyese en el esquema, el argumento central y las ideas que escribió. La introducción debe incluir el argumento central, en el desarrollo deben estar las ideas principales o secundarias que sustentan su argumento y en el cierre deben incluirse las ideas que evalúan o concluyen el tema.

7. Usted podría estructurar su resumen en cinco párrafos: uno para la introducción (argumento central), tres para el desarrollo (ideas que sustentan al argumento central) y uno para el cierre o conclusión. La cantidad de párrafos va a estar determinada por el número de ideas que usted va a desarrollar. En cada párrafo debería hacerse un planteamiento de una idea diferente pero relacionada con el párrafo anterior.

8. A medida que escriba, haga uso de los marcadores de discurso y conectadores que de acuerdo con el tipo de texto le permitan darle una mejor forma, sentido y organización a su resumen.

Puede inclusive usar los mismos que utilizó el autor del texto original.

9. Preste atención a las referencias. El uso adecuado de las referencias y conectadores le dará cohesión y coherencia a su resumen. Recuerde, usted pasó de lector a escritor. Póngase ahora en el lugar del lector a quien usted está dirigiendo su discurso y evalúe si usted está haciendo un uso correcto de tales elementos lingüísticos.

10. Haga una lectura rápida del texto

10

nuevamente,

compárelo

con lo que

Izquierdo, E. (2006) Inglés III Material Instruccional. Estudios Universitarios Supervisados. Escuela de Educación. Universidad Central de Venezuela.

usted escribió en su resumen y haga las modificaciones pertinentes.

11. Colóquele un título a su resumen. Podría ser el mismo del texto original.

12. Finalmente, y al pie de su resumen, escriba la fuente o referencia bibliográfica.

11 Izquierdo, E. (2006) Inglés III Material Instruccional. Estudios Universitarios Supervisados. Escuela de Educación. Universidad Central de Venezuela.

LECTURA NO. 1

THE PORTFOLIO AND ITS USE: DEVELOPMENTALLY APPROPRIATE ASSESSMENT OF YOUNG CHILDREN

12 Izquierdo, E. (2006) Ingl茅s III Material Instruccional. Estudios Universitarios Supervisados. Escuela de Educaci贸n. Universidad Central de Venezuela.

I. PRE-LECTURA: A continuación se le presenta un texto original escrito en inglés. Antes de leerlo detenidamente:

8. Observe y lea los títulos, antetítulos, subtítulos, enumeraciones, posibles clasificaciones, dibujos e ilustraciones, etc. (si las tiene).

9. Hágase preguntas sobre la información que probablemente encontrará en el texto.

10. Ahora, realice una lectura global del mismo sin detenerse en palabras que no conozca.

11. Relea el primer y último párrafo del texto para que se haga una mejor idea sobre el tema que se maneja en el mismo.

¡ALTO! DETENGASE AQUÍ ANTES DE INICIAR LA LECTURA DETALLADA, LEA LAS INSTRUCCIONES QUE APARECEN AL FINAL DEL TEXTO. 13 Izquierdo, E. (2006) Inglés III Material Instruccional. Estudios Universitarios Supervisados. Escuela de Educación. Universidad Central de Venezuela.

THE PORTFOLIO AND ITS USE: DEVELOPMENTALLY APPROPRIATE ASSESSMENT OF YOUNG CHILDREN

By Cathy Grace The subject of children's achievement and performance in school, and even before school, has received increasing public attention during the latter 1980s and early 1990s. A general consensus for assessment reform is reflected by the volume and variety of professional literature on various methods of assessment and the number of states that are seeking alternative means to evaluate students.

Educators use the term authentic assessment to define the practice of realistic student involvement in evaluation of their own achievements. Authentic assessments are performance-based, realistic, and instructionally appropriate (Pett, 1990). One method of authentic assessment is to assemble and review a portfolio of the child's work.

The portfolio is a record of the child's process of learning: what the child has learned and how she has gone about learning; how she thinks, questions, analyzes, synthesizes, produces, creates; and how she interacts--intellectually, emotionally and socially--with others. Arter and Spandel (1991) define the portfolio as a purposeful collection of student work that exhibits to the student, or others, her efforts or achievement in one or more areas. According to Meisels and Steele (1991), portfolios enable children to participate in assessing their own work; keep track of individual children's progress; and provide a basis for evaluating the quality of individual children's overall performance. Wide use of portfolios can stimulate a shift in classroom practices and education policies toward schooling that more fully meets the range of children's developmental needs.

COMPONENTS OF THE YOUNG CHILD'S PORTFOLIO The portfolio can include work samples, records of various forms of systematic observation, and screening tests. Engel (1990) emphasizes that "work samples meet the need for accountability while recognizing and supporting individual progress." They keep track of a child's progress—in other words, they follow the child's success rather than his failure.

Teachers and parents can follow children's progress by reviewing children's writings, drawings, logs of books read by or to them, videos or photographs of large projects, tape recordings of the children reading or dictating stories, and so forth.

During systematic observation, young children should be observed when they are playing alone, in small groups, in large groups, at various times of day and in various circumstances. Systematic observation must be objective, selective, unobtrusive, and carefully recorded (Bertrand and Cebula, 1980). Ideally, a portfolio includes observations in several or all of the following forms: 14 Izquierdo, E. (2006) Inglés III Material Instruccional. Estudios Universitarios Supervisados. Escuela de Educación. Universidad Central de Venezuela.

Anecdotal records. Anecdotal records are factual, nonjudgmental notes of children's activity (Northwest Regional Educational Laboratory, 1991). They are most useful for recording spontaneous events. They should be cumulative, revealing insights about the child's progress when they are reviewed sequentially.

Checklist or inventory. The checklist or inventory is one of the easiest tools for recording children's progress. It should be based on instructional objectives and the development associated with the acquisition of the skills being monitored.

In general, observations should be based on regular activities, not on specially designed or contrived activities.

Rating scales. Rating scales are appropriately used when the behavior to be observed has several aspects or components, such as a child's success at following directions in different situations.

Questions and requests. One of the most effective and easiest means of gathering information is to ask direct, openended questions of individual children. Open-ended requests such as, "I'd like you to tell me about this," elicit samples of the child's expressive language ability. Asking children about their activities also often yields insights into why they behave as they do.

Screening tests. Screening tests are used to help identify the skills and strengths that children already possess, so that teachers can plan meaningful learning experiences for their students. Findings of screening tests and developmental scales should be considered with work samples and other, more subjective, material that the teacher assembles in portfolios. The assessment information revealed by such instruments is not appropriately used for grading, labeling, grouping, or retaining children.

PORTFOLIO AUTHENTICITY

Decisions about what items to place in a portfolio should be based on the purpose of the portfolio. Without a purpose, a portfolio is just a folder of student work. The portfolio exists to make sense of children's work, to communicate about their work, and to relate the work to a larger context (Arter and Paulson, 1991; Paulson and Paulson, 1991). According to Murphy and Smith (1990), portfolios can be intended to motivate students, to promote learning through reflection and self-assessment, and to be used in evaluations of students' thinking and writing processes.

In early childhood education, portfolios should contain a statement of purpose and a wide variety of work samples, including successive drafts of work on particular projects. Children should be involved in choosing items to preserve so that they can analyze their work themselves.

15 Izquierdo, E. (2006) Ingl茅s III Material Instruccional. Estudios Universitarios Supervisados. Escuela de Educaci贸n. Universidad Central de Venezuela.

USING THE PORTFOLIO IN EVALUATION

The material in a portfolio should be organized by chronological order and category. Since all information in the portfolio is dated, arranging the work samples, interviews, checklist, inventories, screening test results, and other information should be simple. Meisels and Steele (1991) suggest further organizing the material according to curriculum area or category of development (cognitive, gross motor, fine motor, and so forth).

Once the portfolio is organized, the teacher can evaluate the child's achievements. Appropriate evaluation always compares the child's current work to her earlier work. This evaluation should indicate the child's progress toward a standard of performance that is consistent with the teacher's curriculum and appropriate developmental expectations.

Portfolios are not meant to be used for comparing children to each other. They are used to document individual children's progress over time. The teacher's conclusions about a child's achievement, abilities, strengths, weaknesses, and needs should be based on the full range of that child's development, as documented by the data in the portfolio, and on the teacher's knowledge of curriculum and stages of development.

The use of portfolios to assess young children provides teachers with a built-in system for planning parent-teacher conferences. With the portfolio as the basis for discussion, the teacher and parent can review concrete examples of the child's work, rather than trying to discuss the child's progress in the abstract.

CONCLUSION Appropriate assessment of young children should involve the children themselves, parents, and teachers. The portfolio method promotes a shared approach to making decisions that will affect children's attitudes toward work and school in general. It frees the teacher from the constraints of standardized tests. Finally, using portfolios in assessment allows teachers to expand the classroom horizon and enlarge each child's canvas. Thus, the teacher can focus on the child and develop an intimate and enduring relationship with him.

Texto original disponible en: http://www.ericps.crc.uiuc.edu/eece/pubs/digests/1992/grace92.html

16 Izquierdo, E. (2006) Ingl茅s III Material Instruccional. Estudios Universitarios Supervisados. Escuela de Educaci贸n. Universidad Central de Venezuela.

II. LECTURA: 1. Lea todo el texto cuidadosamente prestando atención a las palabras cognadas, a las palabras conocidas y a las palabras que más se repiten.

2. Deduzca el significado de las palabras desconocidas de acuerdo al contexto. Lea las oraciones que preceden a la palabra que desconoce, así como también las oraciones subsiguientes.

3. Consulte con su diccionario, pero sólo en casos de extrema dificultad o de la continua interferencia de una palabra desconocida.

4. A medida que lea, observe los tipos de conectadores o marcadores de discurso que aparecen en el texto y subráyelos.

5. Observe con qué frecuencia aparecen estos conectadores y qué ideas o enunciados están uniendo.

6. Lea ahora cada párrafo detenidamente e identifique su tipo de patrón retórico, resaltando con un marcador fluorescente las palabras claves o ideas que así lo justifican. Por ejemplo, si se trata de un patrón causa-efecto, identifique con un color la expresión completa donde el autor establece la (s) causa (s) y con otro color la expresión o enunciado donde el autor establece el efecto o la consecuencia.

7. Ubique de la misma manera: ejemplos, conceptos, enumeraciones, comparaciones, contrastes, problemas, sugerencias, etc.

8. Una vez culminada la lectura minuciosa de cada uno de los párrafos, determine el tipo de texto y el patrón retórico predominante.

Tipo de texto: _______________________________________________________________ Patrón Retórico predominante: _________________________________________________ Pase a la página siguiente

17 Izquierdo, E. (2006) Inglés III Material Instruccional. Estudios Universitarios Supervisados. Escuela de Educación. Universidad Central de Venezuela.

III. POST-LECTURA: 1. Lea el texto nuevamente para aclarar alguna duda que le haya podido surgir durante la lectura o para afianzar la comprensión de las ideas principales contenidas en el texto.

2. Determine y escriba en español el tema o tópico sobre el cuál trata el texto: ________________________________________________________________ 3. Escriba en español de forma breve, clara y concisa el argumento o idea central del texto (no debe exceder de 8 líneas).

Argumento o idea central: __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ 4. Determine y escriba en español el propósito del autor. __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________

18 Izquierdo, E. (2006) Inglés III Material Instruccional. Estudios Universitarios Supervisados. Escuela de Educación. Universidad Central de Venezuela.

LECTURA NO. 2:

INCLUDING YOUNG CHILDREN WITH SPECIAL NEEDS

19 Izquierdo, E. (2006) Ingl茅s III Material Instruccional. Estudios Universitarios Supervisados. Escuela de Educaci贸n. Universidad Central de Venezuela.

I. PRE-LECTURA:

A continuación se le presenta un texto original escrito en inglés. Antes de leerlo detenidamente:

1. Observe y lea los títulos, antetítulos, subtítulos, enumeraciones, posibles clasificaciones, dibujos e ilustraciones, etc. (si las tiene).

2. Hágase preguntas sobre la información que probablemente encontrará en el texto.

3. Ahora, realice una lectura global del mismo sin detenerse en palabras que no conozca.

4. Relea el primer y último párrafo del texto para que se haga una mejor idea sobre el tema que se maneja en el mismo.

¡ALTO! DETENGASE AQUÍ ANTES DE INICIAR LA LECTURA DETALLADA, LEA LAS INSTRUCCIONES QUE APARECEN AL FINAL DEL TEXTO..

20 Izquierdo, E. (2006) Inglés III Material Instruccional. Estudios Universitarios Supervisados. Escuela de Educación. Universidad Central de Venezuela.

INCLUDING YOUNG CHILDREN WITH SPECIAL NEEDS

By Ilene S. Schwartz, Samuel L. Odom, and Susan R. Sandall Jimmy is a four-year-old child with autism. When his parents went to their local public school system to seek help for Jimmy, they said that they hoped he could attend the child care program in their community that his sister attended.

Through the cooperation of the child care director and teacher, Jimmy was enrolled. An itinerant early childhood special education teacher from the school system visited every week to work with the classroom teacher on planning activities, routines, and guidelines that would meet Jimmy's special needs. During the first months, an assistant teacher (paid for by the school system) came to the classroom for a few hours a day to assist Jimmy when he needed a little extra help, and also help out with other children in the class.

The first few months were not easy for Jimmy or his teachers. Jimmy would have tantrums, take his shoes and socks off, move aimlessly from one activity to another. With the support of the child care director and Jimmy's parents, planning and consultation between the special education itinerant teacher and the classroom teacher at the child care center, and the hands-on work of the assistant teacher, Jimmy learned to participate in all activities in the classroom.

By the end of the year, he had learned to follow the routines of the classroom with only a little assistance from the teacher. He independently participated in classroom activities, and made progress in his educational program. The parents reported that they were pleased with Jimmy's progress and participation in the program.

For the past five years, investigators with the Early Childhood Research Institute on Inclusion (ECRII) have studies the inclusion of children with special needs, like Jimmy, in early childhood program. The goals of the ECRII are to identify what facilitates and what presents barriers to inclusion of young children with disabilities in early childhood programs and to develop ways of supporting inclusion in classroom and community settings (Odom, Peck, Hanson, Beckman, Kaiser, Lieber, Brown, Horn & Schwartz, 1996).

Across the five years of this project, we have talked with hundreds of early childhood program providers, parents, and directors, and spent thousands of hours in early childhood settings. From this work, which encompasses many research studies, we have developed the following eight synthesis points to share what we have learned with the consumers of inclusion -- teachers and directors in early childhood programs, parents, and public school personnel.

Inclusion is about belonging and participating in a diverse society.

As we talked to families, one point became crystal clear. Inclusion is not just a school issue -- it extends to the communities in which children and their families live. For Jimmy's parents, his participation in a child care center in his community was an important goal. Other parents have emphasized the importance of participation in community activities, religious activities, and family activities. These parents also remind us that inclusion is not only a 21 Izquierdo, E. (2006) Ingl茅s III Material Instruccional. Estudios Universitarios Supervisados. Escuela de Educaci贸n. Universidad Central de Venezuela.

disability issue; all children and families have a right to participate and be supported in schools and communities (Hanson, Wolfberg, Zercher, Morgan, Gutierrez, Barnwell & Beckman, 1998).

Individuals -- teachers, families, administrators -- define inclusion differently.

Individuals in different location sometimes have different views about what inclusion means. In some locations, inclusion was defined as children with special needs attending a Head Start program, with both a Head Start teacher and special education teacher sharing the role of lead teacher. In other programs, inclusion meant having children with and without special needs enrolled in separate classes and coming together for integrated play sessions for part of the day. In Jimmy's program, inclusion meant having children with special needs enroll in community-based child care and the itinerant teacher working collaboratively with the child care teacher to build an appropriate educational program for Jimmy. Program participants define inclusion in ways that make sense to their local setting, community and families.

Beliefs about inclusion influence its implementation.

Families', teachers', and directors' beliefs about inclusion influence how inclusion practices are planned and carried out. Beliefs about human diversity -- culture, race, language, class ability -- also influence how inclusion is carried out (Odom, Horn, Marquart, Hanson, Wolfberg, Beckman, Lieber, Li, Schwartz, Janko, Sandall, 1999). In jimmy's program, his teacher and the director of the center believed that Jimmy should be accepted into the center because he was a member of their community. These beliefs fit very well with the parents'.

In other programs we have observed, teachers' beliefs about the types of classes or activities that provide for inclusive experiences for young children with disabilities have clashed. What is important in planning for inclusion is to be explicit in discussing beliefs that all participants hold. The purpose is not to achieve agreement but to come to a place of understanding and mutual respect that forms a necessary foundation for building inclusive program (Lieber, Capell, Sandall, Wolfberg, Horn & Beckman, 1998).

Programs, not children, have to be "ready for inclusion".

In our research, we found that most successful inclusive programs view inclusion as that starting point for all children.

Children with disabilities are not expected to "earn" their way into early childhood programs by having the necessary "entry" skills (e.g. toilet training, communicating in sentences). Programs may need to make special accommodations to make the inclusive experience successful. Jimmy lacked many of the skills that were typical of his four-year-old classmates; but the classroom teacher, itinerant teacher, and assistant teacher, with the help of the other classmates, arranged activities in ways that encouraged and even required Jimmy to participate. This view of inclusion is based on the belief that inclusion can be appropriate for all children; making it work successfully depends on planning, training, and support.

22 Izquierdo, E. (2006) Ingl茅s III Material Instruccional. Estudios Universitarios Supervisados. Escuela de Educaci贸n. Universidad Central de Venezuela.

Collaboration is the cornerstone to effective inclusive programs.

One of the clearest findings from our research is that collaboration among adults (e.g., early childhood teachers, special education teachers, parents) is a "make or break" issue. Successful programs have teachers that communicate with one another, hold similar philosophies of early childhood education or have respect for different philosophies, and plan together. Collaboration among adults, from different disciplines and often with different philosophies, is one of the greatest challenges to successful inclusion (Lieber, Beckman, Hanson, Janko, Marquart, Horn & Odom, 1997). In Jimmy's program, the early childhood teacher met weekly with the itinerant teacher to discuss Jimmy's program and plan activities, while the assistant teacher helped out in the classroom on a daily basis, working with Jimmy and other children in the classroom.

Specialized instruction is an important component of inclusion.

Participating in community-based early childhood programs is necessary but not always sufficient for implementing full inclusion. Full inclusion requires that specialized instruction and support be provided as necessary to meet the special needs of children with disabilities (Schwartz, Billingsley, & McBride, 1998). Sometimes that means providing extra help for a skill that many children may be learning (e.g., putting on a coat), and sometimes it means providing direct teachers of skills that typically developing children seem to learn naturally (e.g., making transitions in the classroom).

Specialized instruction can be delivered through a variety of effective strategies, many of which can be embedded in ongoing classroom activities. For Jimmy, the itinerant teacher planned activities with the early childhood teacher that would occur every day. For example, to address Jimmy's goal of putting on his coat, he was given assistance (by an adult or peer) before going outside to play or leaving to go home. The teacher gave Jimmy the least assistance necessary for him to be successful on the task, which led to his independently getting dressed during these transition times.

To address another one of the objectives on Jimmy's individualized education program, the educational team (the classroom teacher, the special education itinerant, the assistant teacher, and Jimmy's parents) decided to introduce a picture schedule to help Jimmy be more independent during transitions. The team met together to plan the strategy, the itinerant teacher made the necessary materials, the classroom teacher implemented it on a daily basis, and the itinerant teacher monitored the intervention weekly by observing it in the classroom and talking to the child care staff.

By the end of the school year, Jimmy was using his picture schedule independently and his parents were using a similar program at home.

Adequate support is necessary to make inclusive environments work. Support includes training, personnel, materials, planning time, and ongoing consultation. It can be delivered in different ways, and each person involved in inclusion 23 Izquierdo, E. (2006) Ingl茅s III Material Instruccional. Estudios Universitarios Supervisados. Escuela de Educaci贸n. Universidad Central de Venezuela.

may have unique needs. In Jimmy's program, the child care director provided administrative support, in terms of encouragement and approval, to Jimmy's teacher during the early stressful periods after he was enrolled. The itinerant teacher provided support for the classroom teacher through regular weekly meetings, offering advice, and demonstrating ways to work with Jimmy in the classroom. The assistant teacher helped directly in the classroom during the busiest times of the days, either directly with Jimmy or by taking on activities that would free the classroom teacher to work with him.

Inclusion can benefit children with and without disabilities.

In inclusive programs, children with special needs learn skills that help them become successful and independent.

Parents of typically developing children often report beneficial changes in their children's confidence, self-esteem, and understanding of diversity. High quality early childhood practices form the necessary foundation for high quality inclusive programs, thus all children benefit. In his early childhood program, Jimmy learned to follow the routines of the classroom and became more independent (of teacher assistance) across the year. Peers learned ways to help Jimmy to become successful in the classroom activities.

Child care directors and staff have critical impact on the successful participation of children with special needs in early childhood programs. Directors support the inclusions process by arranging for training when necessary, providing staff time to meet with other professionals, and encouraging staff who are making a strong effort in supporting children with special needs in their classroom. Child care teachers support inclusion by recognizing the adaptations that may need to be made in some activities for children with special needs, collaborating with special support personnel in planning activities for children with special needs, and communicating with parents. Through join efforts of early childhood and specialized support professions, inclusive early child care classes can be places where children with special needs and typically developing children grow, develop, and flourish.

Synthesis Points 1. Inclusion is about belonging and participating in a diverse society.

2. Individuals -- teachers, families, administrators -- define inclusion differently.

3. Beliefs about inclusion influence its implementation.

4. Programs, not children, have to be "ready for inclusion".

5. Collaboration is the cornerstone to effective inclusive programs.

6. Specialized instruction is an important component of inclusion.

7. Adequate support is necessary to make inclusive environments work.

8. Inclusion can benefit children with and without disabilities.

Texto adaptado del original. Disponible en: http://www.newhorizons.org/spneeds/inclusion/information/schwartz3.htm 24 Izquierdo, E. (2006) Ingl茅s III Material Instruccional. Estudios Universitarios Supervisados. Escuela de Educaci贸n. Universidad Central de Venezuela.

II. LECTURA: 1. Lea todo el texto cuidadosamente prestando atención a las palabras cognadas, a las palabras conocidas y a las palabras que más se repiten.

2. Deduzca el significado de las palabras desconocidas de acuerdo al contexto. Lea las oraciones que preceden a la palabra que desconoce, así como también las oraciones subsiguientes.

3. Consulte con su diccionario, pero sólo en casos de extrema dificultad o de la continua interferencia de una palabra desconocida.

4. A medida que lea, observe los tipos de conectadores o marcadores de discurso que aparecen en el texto y subráyelos.

5. Observe con qué frecuencia aparecen estos conectadores y qué ideas o enunciados están uniendo.

6. Lea ahora cada párrafo detenidamente e identifique su tipo de patrón retórico, resaltando con un marcador fluorescente las palabras claves o ideas que así lo justifican. Por ejemplo, si se trata de un patrón causa-efecto, identifique con un color la expresión completa donde el autor establece la (s) causa (s) y con otro color la expresión o enunciado donde el autor establece el efecto o la consecuencia.

7. Ubique de la misma manera: ejemplos, conceptos, enumeraciones, comparaciones, contrastes, problemas, sugerencias, etc.

8. Una vez culminada la lectura minuciosa de cada uno de los párrafos, determine el tipo de texto y el patrón retórico predominante.

Tipo de texto: _______________________________________________________________ Patrón Retórico predominante: _________________________________________________ Pase a la página siguiente

25 Izquierdo, E. (2006) Inglés III Material Instruccional. Estudios Universitarios Supervisados. Escuela de Educación. Universidad Central de Venezuela.

III. POST-LECTURA: 1. Lea el texto nuevamente para aclarar alguna duda que le haya podido surgir durante la lectura o para afianzar la comprensión de las ideas principales contenidas en el texto.

2. Determine y escriba en español el tema o tópico sobre el cuál trata el texto.

Tema o tópico: ________________________________________________________________ 3. Escriba en español de forma breve, clara y concisa el argumento o idea central del texto (no debe exceder de 8 líneas).

Argumento o idea central: __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________

4. Determine y escriba en español el propósito del autor. __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________

26 Izquierdo, E. (2006) Inglés III Material Instruccional. Estudios Universitarios Supervisados. Escuela de Educación. Universidad Central de Venezuela.

LECTURA NO 3:

MULTIPLE INTELLIGENCE THEORY

27 Izquierdo, E. (2006) Ingl茅s III Material Instruccional. Estudios Universitarios Supervisados. Escuela de Educaci贸n. Universidad Central de Venezuela.

I. PRE-LECTURA: A continuación se le presenta un texto original escrito en inglés. Antes de leerlo detenidamente:

1. Observe y lea los títulos, antetítulos, subtítulos, enumeraciones, posibles clasificaciones, dibujos, ilustraciones, etc.

2. Hágase preguntas sobre la información que probablemente encontrará en el texto.

3. Ahora, realice una lectura global del mismo sin detenerse en palabras que no conozca.

4. Relea el primer y último párrafo del texto para que se haga una mejor idea sobre el tema que se maneja en el mismo.

¡ALTO! DETENGASE AQUÍ ANTES DE INICIAR LA LECTURA DETALLADA, LEA LAS INSTRUCCIONES QUE APARECEN AL FINAL DEL TEXTO.

28 Izquierdo, E. (2006) Inglés III Material Instruccional. Estudios Universitarios Supervisados. Escuela de Educación. Universidad Central de Venezuela.

MULTIPLE INTELLIGENCES THEORY

By Julie Wise "It's not how smart you are that matters, what really counts is how you are smart." ~ Howard Gardner

Have you ever sat in a class where you thought to yourself how much more you would get out of it if the teacher would incorporate something visual along with his/her lecture? Is the instructor aware that you may learn more effectively by looking at visuals rather than simply listening to him/her lecture for an hour? Or maybe it would help if you could physically create something in order to understand the subject that was being discussed? What is your primary intelligence? Let's find out: (click here). How can the knowledge of your personal learning style help you to become more knowledgeable? Can you utilize this knowledge both in and out of the classroom? Whatever your personal learning style is, chances are that it is part of Howard Gardner's Multiple Intelligences Theory.

Howard Gardner, Ph.D is the founding father of the Multiple Intelligences Theory. Formerly a Senior Co-Director of Harvard University's Project Zero, Howard Gardner's proposed his theory of multiple intelligences in his 1983 book, Frames of Mind. Project Zero, established at Harvard University's Graduate School of Education in 1967, continues to "help create communities of reflective, self-directed learners, to encourage the pursuit of deep understanding within and across disciplines, and to promote critical and creative thinking" (9).

Gardner's pluralistic view of intelligence suggests that all people possess at least eight different intelligences that operate in varying degrees depending upon each individual. The seven primary intelligences identified by Gardner include linguistic intelligence, logical-mathematical intelligence, spatial intelligence, bodily-kinesthetic intelligence, musical intelligence, interpersonal intelligence, and intrapersonal intelligence. The eighth, Naturalistic intelligence, was not part of Gardner's original framework but was added in 1996 to include those who excel in the realm of natural science. The general characteristics associated with each of these intelligences are described below.

29 Izquierdo, E. (2006) Ingl茅s III Material Instruccional. Estudios Universitarios Supervisados. Escuela de Educaci贸n. Universidad Central de Venezuela.

Linguistic intelligence - refers to an individual's capacity to use language effectively as a means of expression and communication through the written or spoken word (Examples: poets, writers, orators, and comedians. Some famous examples include: Shakespeare, Virginia Woolf, Abraham Lincoln and Walt Whitman).

Logical-Mathematical intelligence - refers to an individual's ability to recognize relationships and patterns between concepts and things, to think logically, to calculate numbers, and to solve problems scientifically and systematically.

(Examples: mathematicians, economists, lawyers and scientists. Some famous examples include: Albert Einstein, Erwin Schrodinger, and John Dewey).

Visual -Spatial intelligence - refers to the capability to think in images and orient oneself spatially. In addition, spatially intelligent people are able to graphically represent their visual and spatial ideas (Examples: artists, decorators, architects, pilots, sailors, surveyors, inventors, and guides. Some famous examples include: Picasso, Frank Lloyd Wright, and Leonardo DaVinci).

Musical intelligence - refers to the capacity to appreciate a variety of musical forms as well as being able to use music as a vehicle of expression. Musically intelligent people are perceptive to elements of rhythm, melody, and pitch (Examples: singers, musicians, and composers. Some famous examples include: Mozart, Julie Andrews, Andrea Boccelli and Leonard Bernstein).

Bodily-Kinesthetic intelligence - refers to the capacity of using one's own body skillfully as a means of expression or to work with one's body to create or manipulate objects (Examples: dancers, actors, athletes, sculptors, surgeons, mechanics, and craftspeople. Some famous examples include: Michael Jordan, Julia Roberts, and Mikhail Baryshnikov).

Interpersonal (Social) intelligence - refers to the capacity to appropriately and effectively communicate with and respond to other people. The ability to work cooperatively with others and understand their feelings (Examples: sales people, politicians, religious leaders, talk show hosts, etc. Some famous examples include: Bill Clinton, Ghandi, Oprah Winfrey).

Intrapersonal intelligence - refers to the capacity to accurately know one's self, including knowledge of one's own strengths, motivations, goals, and feelings. To be capable of self-reflection and to be introverted and contemplative are also traits held by persons with Intrapersonal intelligence. (Examples: entrepreneurs, therapists, philosophers, etc. Some famous examples include: Freud, Bill Gates, and Plato).

Naturalistic intelligence - refers to the ability to identify and classify the components that make up our environment.

This intelligence would have been especially apt during the evolution of the human race in individuals who served as hunters, gatherers, and farmers. (Examples: botanists, farmers, etc. Some famous examples include: Charles Darwin, E.O. Wilson).

How is intelligence defined? According to Howard Gardner, intelligence "refers to the human ability to solve 30

Izquierdo, E. (2006) Ingl茅s III Material Instruccional. Estudios Universitarios Supervisados. Escuela de Educaci贸n. Universidad Central de Venezuela.

problems or to make something that is valued in one or more cultures. As long as we can find a culture that values an ability to solve a problem or create a product in a particular way, then I would strongly consider whether that ability should be considered an intelligence" (10). There has been discussion about adding a ninth intelligence that would highlight Spiritual or Existential intelligence ?"" (2) but Gardner has not solidified this as part of the list because of the lack of sufficient neurological evidence ?"" (10). One of the components of Gardner's definition of intelligence is that there be a particular representation for that ability in the brain. Gardner's theory of multiple intelligence radically altered the global community's view of human intelligence. The standard view of intelligence has been that intelligence is something you are born with; you only have a finite amount of it and there are tests that tell you how smart you are.

"The theory of multiple intelligences challenges that view. It asks, instead, "Given what we know about the brain, evolution, and the differences in cultures, what are the sets of human abilities we all share?"" (10). An interesting sidebar is that not everyone is strong in the same areas. Just as we look different on the outside, internally we learn differently.

Prior to his proposal, schools were predominantly emphasizing two of the eight intelligences cited by Gardner - the Linguistic and Logical-Mathematical. If we consider the traditional teaching styles practiced in the classroom and the tests that are given to measure the knowledge gained by an individual student, it is clear that those students who are naturally strong in the Linguistic and Logical-Mathematical intelligences will perform well on standardized tests. It is reasonable to assume also that those students who do well on such tests will perform well overall in school because the tools used (logically constructed text books) and the mode by which they are taught to students (mainly lecture) are geared toward the two previously mentioned intelligences: (2). To assume that all children - individuals - are the same would be to deny a huge segment of the population a proper education. It's great for those who are part of the Linguistic and/or Logical intelligences but detrimental to those who are not. The fervor with which educators embraced his premise that we have multiple intelligences surprised even Gardner himself. "It obviously spoke to some sense that people had that kids weren't all the same and that the tests we had only skimmed the surface about the differences among kids," Gardner said (10). In terms of IQ and measuring IQ with standardized tests, those tests were designed to weed out individuals who would perform poorly in school. Tests, it should be added, that only measure Linguistic, Logical-Mathematical, and occasionally spatial abilities, do not allow for the quantification of a person's creativity for example or any other strength of their character. What about the SAT's then? Do they not mimic that same closedmindedness that Gardner cites as the flaw in IQ tests? Do the SAT's really predict one's success in college? Is a high IQ result a good predictor of success in life? Does it correlate with one's level of happiness, of economic success, of success in relationships? No, not necessarily. Gardner's theory and its implications within the realm of education certainly help to explain why some people are better at certain things than others. An interesting offspring of Gardner's theory is the exploration of the role that an individual's environment has in his/her success and or survival in that environment. If, for example, an individual grew up in the wilderness without significant bodily-kinesthetic intelligence, that facet of intelligence would either have to be developed or that individual may not survive. Is IQ inherent or acquired and developed? Gardner's theory allows room for development of the various intelligences through biological and social means. He stresses the need for a combination of the eight intelligences so that each individual may learn about and 31 Izquierdo, E. (2006) Ingl茅s III Material Instruccional. Estudios Universitarios Supervisados. Escuela de Educaci贸n. Universidad Central de Venezuela.

understand the world around them. Gardner says, "What I argue against is the notion that there's only one way to learn how to read, only one way to learn how to compute, only one way to learn about biology. I think that such contentions are nonsense" (10).

When asked in an interview how he started thinking about multiple intelligences, Gardner replied that, "the most important influence was actually learning about brain damage and what could happen to people when they had strokes. When a person has a stroke, a certain part of the brain gets injured, and that injury can tell you what that part of the brain does. Individuals who lose their musical abilities can still talk. People who lose their linguistic ability still might be able to sing. That understanding not only brought me into the whole world of brain study, but it was really the seed that led ultimately to the theory of multiple intelligences. As long as you can lose one ability while others are spared, you cannot just have a single intelligence. You have to have several intelligences" (10).

Intelligence remains a primary attribute of the human race and Gardner's views shed light not only on social constructions but also on theories of biological survival within the human race. We will undoubtedly use these insights, along with advancements in the studies of neuroscience to better understand the world around us and our role in that world.

WWW SOURCES 1) Multiple Intelligences Self Test 2) Exploring The Theory of Multiple Intelligences. Accelerated Learning Network 3) Exploring Multiple Ingelligences 4) Developing Higher Order Thinking Skills and Multiple Intelligences 5) Resources in Teaching: Introduction to Multiple Intelligence Theory 6)AENC 7)The Building Tool Room 8) Multiple Intelligences and Learning Styles 9)Harvard Project Zero 10) Teaching for Multiple Intelligences 11) The Rogers Indicator of Multiple Intelligences Texto original disponible en: http://serendip.brynmawr.edu/biology/b103/f01/web2/wise.html

32 Izquierdo, E. (2006) Ingl茅s III Material Instruccional. Estudios Universitarios Supervisados. Escuela de Educaci贸n. Universidad Central de Venezuela.

II. LECTURA: 1. Lea todo el texto cuidadosamente prestando atención a las palabras cognadas, a las palabras conocidas y a las palabras que más se repiten.

2. Deduzca el significado de las palabras desconocidas de acuerdo al contexto. Lea las oraciones que preceden a la palabra que desconoce, así como también las oraciones subsiguientes.

3. Consulte con su diccionario, pero sólo en casos de extrema dificultad o de la continua interferencia de una palabra desconocida.

4. A medida que lea, observe los tipos de conectadores o marcadores de discurso que aparecen en el texto y subráyelos.

5. Observe con qué frecuencia aparecen estos conectadores y qué ideas o enunciados están uniendo.

6. Lea ahora cada párrafo detenidamente e identifique su tipo de patrón retórico, resaltando con un marcador fluorescente las palabras claves o ideas que así lo justifican. Por ejemplo, si se trata de un patrón causa-efecto, identifique con un color la expresión completa donde el autor establece la (s) causa (s) y con otro color la expresión o enunciado donde el autor establece el efecto o la consecuencia.

7. Ubique de la misma manera: ejemplos, conceptos, enumeraciones, comparaciones, contrastes, problemas, sugerencias, etc.

8. Una vez culminada la lectura minuciosa de cada uno de los párrafos, determine el tipo de texto y el patrón retórico predominante.

Tipo de texto: _______________________________________________________________ Patrón Retórico predominante: _________________________________________________ Pase a la página siguiente

33 Izquierdo, E. (2006) Inglés III Material Instruccional. Estudios Universitarios Supervisados. Escuela de Educación. Universidad Central de Venezuela.

III. POST-LECTURA: 1. Lea el texto nuevamente para aclarar alguna duda que le haya podido surgir durante la lectura o para afianzar la comprensión de las ideas principales contenidas en el texto.

2. Determine y escriba en español el tema o tópico sobre el cuál trata el texto. _________________________________________________________________________________ 3. Extraiga las ideas principales o de mayor generalización en cada párrafo. __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________

34 Izquierdo, E. (2006) Inglés III Material Instruccional. Estudios Universitarios Supervisados. Escuela de Educación. Universidad Central de Venezuela.

4. Escriba en español el argumento o idea central del texto. Apóyese en las ideas principales y redacte dos oraciones complejas o tres oraciones sencillas.

__________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________

5. Determine y escriba en español el propósito del autor.

__________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________

35 Izquierdo, E. (2006) Inglés III Material Instruccional. Estudios Universitarios Supervisados. Escuela de Educación. Universidad Central de Venezuela.

LECTURA NO. 4

ISOLATION INCREASES WITH INTERNET USE

36 Izquierdo, E. (2006) Ingl茅s III Material Instruccional. Estudios Universitarios Supervisados. Escuela de Educaci贸n. Universidad Central de Venezuela.

Instrucciones: A continuación se le presenta un texto original escrito en ingles. Léalo cuidadosamente siguiendo los pasos de pre-lectura, lectura y post-lectura sugeridos en las guías de ejercicios No. 1 y No. 2. Una vez culminada la fase de post-lectura, realice las actividades que se le solicitan.

ISOLATION INCREASES WITH INTERNET USE

By Scott Sleek

The Internet connects us with people we might otherwise never meet—and may be leaving us lonelier than ever.

A clergyman discovered the professional benefits of the Internet when he joined an online discussion group with colleagues in his denomination. There, he got advice on subjects for sermons and effective ways to deal with congregants.

But the clergyman also noticed that he was spending less time talking with his wife, whose verbal moral support had once been just as beneficial as—perhaps even more than—the advice he received from his online peers.

Psychologist Robert Kraut, PhD, of Carnegie Mellon University’s Human–Computer Interaction Institute, points to the case of the clergyman—whom he talked to as part of his research on computer use—as an example of the paradoxical role that the Internet has come to play in our lives.

The technology that has allowed people to keep in closer touch with distant family members and friends, to find information quickly and to develop friendships with people from around the world, is also replacing vital day-to-day human interactions. A computer monitor can’t give you a hug or laugh at your jokes. And some psychologists worry that the Internet’s widening popularity will lead to further isolation among a population that, although gravitating toward virtual communities in cyber-space, seems to have lost a genuine sense of belonging and connection.

In fact, Kraut and his colleagues, in a study to be released this month in American Psychologist, report that greater use of the Internet leads to shrinking social support and happiness, and increases in depression and loneliness. The study is the first to look specifically at the impact that Internet use has on general emotional well-being.

And the findings were unexpected, Kraut says, given that most people use the Internet for chat lines and e-mail, not just to isolate themselves in mounds of electronic information.

'We were surprised to find that what is a social technology, unlike the television, has kind of antisocial consequences,' Kraut says.

37 Izquierdo, E. (2006) Inglés III Material Instruccional. Estudios Universitarios Supervisados. Escuela de Educación. Universidad Central de Venezuela.

Learning from mistakes The Internet could change the lives of Americans as much as the telephone in the early 20th century or the television in the 1950s and 60s, Kraut contends. Numerous research and marketing firms have pegged the number of American households using the Internet at anywhere from 60 million to 70 million. People use it for everything from making plane reservations to downloading games to e-mailing relatives. And some spend many hours on multi-user domains, or MUDS, where they assume fictional identities in role-playing games (see article below).

But studies are showing the social prices of online living. Psychologists have already widely publicized their findings about people who are addicted to the Internet.

Kraut and his co-researchers are perhaps the first to show how the Internet affects people who log on regularly, but don’t appear to be addicted to cyberspace. They studied 169 individuals from 93 diverse households in Pittsburgh during their first two years online. They recorded each participant’s Internet use by employing custom-designed logging programs. And using self-report measures, they assessed each participant’s level of social involvement and psychological well-being before they went online, and again a year or two later.

They found a direct correlation between participants’ level of Internet use and their reports of social activity and happiness. As their use of the Internet increased, the participants reported a decrease in the amount of social support they felt and in the number of social activities they were involved in. They also reported being more depressed and lonely.

Psychologist Viktor Brenner, PhD, of Marquette University, has also found some troubling effects of Internet use. In a study reported last year in Psychological Reports (Vol. 80, No. 3, p. 879–882), Brenner posted an Internet usage survey as a World Wide Web page. (The web page is no longer active.) Most of the 563 valid responses came from males who averaged 34 years of age, completed 15 years of education and used the Internet about 19 hours a week. Most reported instances of Internet use interfering with other aspects of their lives, including taking up time that they would have used for other activities. A few reported serious consequences from their time spent online, such as getting in trouble with an employer or becoming socially isolated from people other than Internet friends.

A poor substitute Psychologists have yet to pinpoint the reasons Internet use can hamper psychological well being, but they have plenty of theories. Many users, caught in the allure of connecting with a global array of people with similar interests, seem to 38 Izquierdo, E. (2006) Inglés III Material Instruccional. Estudios Universitarios Supervisados. Escuela de Educación. Universidad Central de Venezuela.

be substituting weak online friendships for their stronger real-life relationships, says Sara Kiesler, PhD, one of Kraut’s colleagues in the Carnegie Mellon study.

In their research, Kraut, Kiesler and their peers found several examples of people who developed seemingly valuable friendships online: • A woman exchanged mittens with a stranger she met on a knitting listserv.

• A woman met a couple in Canada, whom she later visited during her summer vacation.

• A teen-ager met his prom date online.

But national survey data show only 22 percent of people who had been using the Internet for two or more years had ever made a new friend on the Internet, the researchers note. And those friendships tend to be of low quality.

'You don’t have to deal with unpleasantness, because if you don’t like somebody’s behavior, you can just log off,' says Kiesler. 'In real life, relationships aren’t always easy. Yet dealing with some of those hard parts is good for us. It helps us keep connected with people.

'Also, the kinds of people you meet online don’t really know you,' she adds. 'If you need surgery, or you have something wrong in your family, they’re not around—they’re not there for you.'

Avoiding the same mistakes Like many technologies, the Internet has lulled people with its novelty and convenience, which will create a sense of dependency and some troubling social consequences, says Allen Kanner, PhD, a Berkeley, Calif., psychologist who teaches ecopsychology and other courses at the Wright Institute and other graduate schools throughout the Bay Area.

Kanner said he’s glad somebody is looking at the Internet’s impact, noting that behaviorists produced minimal data on the social effects of the television, the phone or the car until those technologies were heavily embedded into our lives.

'The car allowed people to travel far greater distances,' he notes, 'but it also created suburbs and highways all over the place. So the positive advantages also caused huge social changes, such as traffic jams, pollution and people moving further away from each other.

'We’re so excited about the advantages [of technology] that we quickly dismiss what actually is happening,' Kanner adds. 'As psychologists, we could ask some very good questions about what’s the difference between talking on the phone and talking face to face. We’ve assumed there is none.'

But others warn against overemphasizing the negative aspects of technology. Like any technology, the World Wide Web can lead to good or bad behaviors, says John Grohol, PsyD, creator of Mental Health Net (www.cmhc.com/), a 39

Izquierdo, E. (2006) Inglés III Material Instruccional. Estudios Universitarios Supervisados. Escuela de Educación. Universidad Central de Venezuela.

massive index of mental health-related web sites, online mailing lists and newsgroups. And he believes it provides some vital societal benefits, such as the large number of online self-help groups that exist today. Those are especially important in small communities that aren’t large enough to sustain a support group, he adds.

'If you lived out in rural Montana or Kansas, you’d have a hard time finding a panic disorder support group,' he says.

'This allows those people to get connected, to share advice.'

Another example of the Internet’s social utility is a public electronic network (PEN) set up in Santa Monica, Calif., to facilitate grassroots organizing. The system, set up in 1989 in public buildings, allowed scores of residents—including homeless citizens—to access the network. Some users formed an action group to identify local issues that needed attention and to develop civic projects. One of the group’s biggest accomplishments was developing a service center for job-seeking homeless people. Psychologist Michele Andrisin Wittig, PhD, of California State University, Northridge, and Joseph Schmitz, of the University of Tulsa’s faculty of communication, surveyed participants in the network and reported their findings in the Journal of Social Issues (Vol. 52, No. 1, p. 53–69).

'Our respondents told us that PEN helped foster links among diverse others,' they write. 'They reported enhanced capability to interact with others who differ in socioeconomic status and power. Thus, they formed more diverse social networks that centered on common interests, but transcended economic or geographical bounds.'

The right balance Many psychologists say behavioral research should demonstrate ways to find a healthy balance between time spent online and time spent talking with family and friends in person. In fact, people could integrate their online and inperson lives by, say, calling or getting together with friends they’ve met online, suggests John Suler, PhD, who studies online behavior as a psychology professor at Rider University in Lawrenceville, N.J. Kraut says he’s trying to incorporate that balance in his own community. He’s proposing that his local school and synagogue create electronic communication forums for students so they can use to discuss homework assignments, make plans for social gatherings or even receive online tutoring. Kraut has also limited the amount of time his teen-age son spends online.

But he’s also seeing the ways the Internet can enhance family connections. 'Every member of our family spends time online,' he says. 'And when we are, we can’t be doing things with each other. But we also keep up with our son in college. Even though he’s distant, when he needed to know how to cook something, we could give the directions electronically.

Texto tomado de: American Psychology Association. VOLUME 29 , NUMBER 9 -September 1998 http://www.apa.org/monitor/sep98/isolat.html 40 Izquierdo, E. (2006) Inglés III Material Instruccional. Estudios Universitarios Supervisados. Escuela de Educación. Universidad Central de Venezuela.

ACTIVIDADES 1. Lea el texto nuevamente para aclarar alguna duda que le haya podido surgir durante la lectura o post-lectura y responda en español: Tema o tópico: ___________________________________________________________________ 2. Extraiga las ideas principales o de mayor generalización en cada párrafo. __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________

41 Izquierdo, E. (2006) Inglés III Material Instruccional. Estudios Universitarios Supervisados. Escuela de Educación. Universidad Central de Venezuela.

3. Responda en español, basándose en el texto leído, las siguientes preguntas: a) Según el autor, el Internet podría cambiar la vida de los Americanos tanto como lo hizo el teléfono. ¿Por qué? __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ b) De acuerdo a los estudios realizados, ¿qué efectos ejerce el uso del Internet en la actividad social y en la felicidad? Explique. __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ c) ¿Qué se ha observado en cuanto a las relaciones amistosas vía Internet? __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ d) ¿Cuáles han sido las ventajas y desventajas que ha traído el uso de esta tecnología? __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________

42 Izquierdo, E. (2006) Inglés III Material Instruccional. Estudios Universitarios Supervisados. Escuela de Educación. Universidad Central de Venezuela.

e) ¿De qué manera se puede lograr un balance entre las actividades “online” y las relaciones personales y familiares? __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ 4. Escriba en español el argumento o idea central del texto. Apóyese en las ideas principales y redacte dos oraciones complejas o tres oraciones sencillas.

__________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________

43 Izquierdo, E. (2006) Inglés III Material Instruccional. Estudios Universitarios Supervisados. Escuela de Educación. Universidad Central de Venezuela.

5. Elabore un esquema o representaci贸n gr谩fica del texto.

44 Izquierdo, E. (2006) Ingl茅s III Material Instruccional. Estudios Universitarios Supervisados. Escuela de Educaci贸n. Universidad Central de Venezuela.

6. A partir del argumento central y apoyándose en las ideas principales, elabore un resumen en español del texto leído que contenga aproximadamente 300 palabras.

_________________________________________________________

_______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ 45 Izquierdo, E. (2006) Inglés III Material Instruccional. Estudios Universitarios Supervisados. Escuela de Educación. Universidad Central de Venezuela.

_______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ Fuente: _________________________________________________________

46 Izquierdo, E. (2006) Ingl茅s III Material Instruccional. Estudios Universitarios Supervisados. Escuela de Educaci贸n. Universidad Central de Venezuela.

LECTURA NO. 5

RETAINING THE NEXT GENERATION OF TEACHERS: THE IMPORTANCE OF SCHOOL-BASED SUPPORT

47 Izquierdo, E. (2006) Ingl茅s III Material Instruccional. Estudios Universitarios Supervisados. Escuela de Educaci贸n. Universidad Central de Venezuela.

Instrucciones: A continuación se le presenta un texto original escrito en ingles. Léalo cuidadosamente y realice las actividades que se le solicitan posteriormente.

RETAINING THE NEXT GENERATION OF TEACHERS: THE IMPORTANCE OF SCHOOL-BASED SUPPORT Clever incentives may attract new teachers, but only improving the culture and working conditions of schools will keep them.

By Susan Moore Johnson, Sarah Birkeland, Susan M. Kardos, David Kauffman, Edward Liu, and Heather G. Peske of The Project on the Next Generation of Teachers at the Harvard Graduate School of Education HARVARD EDUCATION ONLINE , Research Online, Insights, July/August 2001

Throughout the United States, school officials are either anticipating or already experiencing a teacher shortage. The projected need to fill 2.2 million vacancies by 2010 will be intensely felt in high-poverty schools and in certain subjects (math, science, and foreign languages) and programs (bilingual and special education). Recognizing this, policymakers are devising ways to make teaching more attractive, and the competition for high-quality teachers is fierce. Recruiters in various districts can now waive preservice training, offer signing bonuses, forgive student loans, and even provide mortgage subsidies or health club memberships. While such strategies may well increase the supply of new teachers to schools, they provide no assurance of keeping them there, for they are but short-term responses to long-term challenges.

The challenge of attracting and retaining quality teachers is heightened by increased pressure for district and school accountability, often in the form of high-stakes testing and mandated curricular standards. In response to these mandates, districts are introducing reforms and initiatives at a frenetic pace. As a result, new teachers are struggling to learn their craft in dynamic and frequently chaotic environments.

At the Project on the Next Generation of Teachers, our research suggests that the key to addressing shortages lies not in attractive recruitment policies but in support and training for new teachers at the school site. For it is in schools and classrooms where teachers must find success and satisfaction. It is there they will decide whether or not to continue to teach.

As Richard Ingersoll at the University of Pennsylvania has found, the “revolving door” of teacher attrition and turnover is a primary contributor to school staffing shortages, particularly in urban schools. Poor working conditions and lack of significant on-the-job training and support are major reasons why many new teachers leave the profession 48

Izquierdo, E. (2006) Inglés III Material Instruccional. Estudios Universitarios Supervisados. Escuela de Educación. Universidad Central de Venezuela.

within five years. Our interviews with 50 first- and second-year Massachusetts teachers working in a wide range of schools revealed that many who are eager to become teachers find that they need much more encouragement and direction than their schools currently provide.

For instance, we found that new teachers had few of the traditional supports that one might expect would be routine.

They reported receiving little guidance about what to teach or how to teach it. Instead, most described struggling on their own each day to cobble together content and materials, often with no coherent, long-term plan for meeting specific learning objectives. Although virtually all of the new teachers we interviewed had official mentors assigned by their districts, those mentors frequently taught in different schools, levels, or subjects, and meetings with them were intermittent and brief at best. Our respondents yearned for ongoing observations and feedback, but classroom visits by colleagues and administrators were rare.

Learning to teach well is slow, difficult work. Managing a classroom, choosing or creating curriculum, developing sound instructional strategies, accurately assessing student understanding, and adjusting to student needs are complex tasks, and new teachers need time and support to develop the necessary knowledge and skills. However, few of the new teachers in our study said their schools were organized to help them cope with difficulties and become better teachers.

As novices, they were eager to watch the experts and develop their craft under guidance, but only a small number of our respondents had access to the wisdom of experienced colleagues.

Neither the structures nor the cultures of their schools seemed to be geared toward their needs as novice teachers.

Schedules rarely provided regular time for joint planning and observation, nor was such collaboration expected or encouraged. Meetings were designed to dispense information to individuals, rather than to share struggles and strategies, which is necessary to fulfill a collective responsibility for educating the school’s students. Mentoring and other induction programs were limited because they were not embedded within a professional culture that valued and supported these relationships and activities. In the worst cases, school leaders played no role in creating a culture that was welcoming and supportive to new teachers.

The new teachers who reported feeling the most supported described their schools as having what we called “integrated professional cultures.” There, new teachers could expect frequent and meaningful interaction among faculty members across all experience levels, and an appropriate novice status that accounted for their developmental needs while not underestimating their potential contributions. In addition, responsibility for the school and its students was shared among all colleagues within the school. In contrast, many new teachers found themselves subtly excluded from

professional

contact

with

veterans.

Others, particularly those in charter schools that were staffed 49

Izquierdo, E. (2006) Inglés III Material Instruccional. Estudios Universitarios Supervisados. Escuela de Educación. Universidad Central de Venezuela.

mostly with novices, found that there were no senior teachers to whom they could turn for advice or expertise.

While states and districts can assume responsibility for increasing pay, reducing or altering entry requirements, or creating career ladders, such initiatives will ultimately make little difference if a teacher is dissatisfied with teaching.

And it is at the school site, rather than at the district, where key factors influencing new teachers’ experiences converge; it is there that induction efforts should be centered. Well-matched mentors, curriculum guidance, collaborative lesson planning, peer observation, and inspired leadership all support new teachers in ways that recruitment incentives never can.

The success of school-based induction programs hinges on how teachers work together, and the principal can play a central role in establishing faculty norms and facilitating interaction among teachers with various levels of experience.

Successful induction may also be promoted by having teachers and principals play greater roles in the hiring process and in selecting their future colleagues. School-based hiring can be an important tool for shaping professional culture and building school capacity.

Establishing support programs at the school would benefit not only new teachers, but all teachers in schools striving to improve instructional practice for students. For example, novices and veterans both benefit from frequent and meaningful interaction with colleagues. Veteran teachers may well learn from and with their novice colleagues about standards-based instruction, the latest approaches to literacy, or strategies for integrating technology into the classroom. Therefore, the benefits of these school-based efforts are not limited to novice teacher induction, for they provide renewal for experienced teachers and the foundation for school-wide improvement.

Improving working conditions and restructuring schools to support individual, group, and organizational learning is a big task. While teachers and principals must do most of the heavy lifting, fostering integrated professional cultures and creating truly supportive school-based induction programs will require time and money, resources often in short supply in public schools. As policymakers direct new resources into recruitment, they would be wise to direct a good portion of those resources toward the schools, for it is at the individual school site where the potential to address the teacher shortage truly rests.

Susan Moore Johnson is the Carl H. Pforzheimer, Jr. Professor of Teaching and Learning at the Harvard Graduate School of Education and directs the Project on the Next Generation of Teachers. Sarah Birkeland, Susan M. Kardos, David Kauffman, Edward Liu, and Heather G. Peske are advanced doctoral students at the Harvard Graduate School of Education.

50 Izquierdo, E. (2006) Inglés III Material Instruccional. Estudios Universitarios Supervisados. Escuela de Educación. Universidad Central de Venezuela.

ACTIVIDADES 1. Responda en español, en forma breve y precisa las siguientes preguntas sobre el texto leído.

a) ¿Por qué muchos maestros nuevos abandonan la profesión dentro de los cinco primeros años de trabajo? __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ b) ¿Qué sugerencias o recomendaciones ofrece el Proyecto “La Próxima Generación de Maestros” para retener al docente en su campo laboral? __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ c) ¿Qué quiere decir la autora con “integrated professional cultures”? __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________

51 Izquierdo, E. (2006) Inglés III Material Instruccional. Estudios Universitarios Supervisados. Escuela de Educación. Universidad Central de Venezuela.

d) ¿De qué manera los programas de apoyo dentro de la escuela pueden beneficiar tanto a maestros novatos como a maestros con experiencia? __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________

2. Escriba en español un párrafo que resuma el argumento o idea central del texto. Apóyese en las ideas principales y redacte dos oraciones complejas o tres oraciones sencillas, lógicas y coherente. ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ ____________________________________________________________________________________________

52 Izquierdo, E. (2006) Inglés III Material Instruccional. Estudios Universitarios Supervisados. Escuela de Educación. Universidad Central de Venezuela.

3. Elabore un esquema o representaci贸n gr谩fica del texto.

53 Izquierdo, E. (2006) Ingl茅s III Material Instruccional. Estudios Universitarios Supervisados. Escuela de Educaci贸n. Universidad Central de Venezuela.

4. Elabore un resumen en español del texto leído que contenga 300 palabras aproximadamente.

______________________________________________________________

_____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ 54 Izquierdo, E. (2006) Inglés III Material Instruccional. Estudios Universitarios Supervisados. Escuela de Educación. Universidad Central de Venezuela.

_____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ __________________________

Fuente: ___________________________________

55 Izquierdo, E. (2006) Ingl茅s III Material Instruccional. Estudios Universitarios Supervisados. Escuela de Educaci贸n. Universidad Central de Venezuela.

AUTO-EVALUACIÓN TEXTO NO 6:

PREDICTORS OF PERFORMANCE IN THE VIRTUAL CLASSROOM

56 Izquierdo, E. (2006) Inglés III Material Instruccional. Estudios Universitarios Supervisados. Escuela de Educación. Universidad Central de Venezuela.

Instrucciones: A continuación se le presenta un texto original escrito en ingles. Léalo cuidadosamente siguiendo los pasos de pre-lectura, lectura y post-lectura sugeridos en las guías de ejercicios No. 1 y No. 2. Una vez culminada la fase de post-lectura, realice las actividades que se le solicitan.

PREDICTORS OF PERFORMANCE IN THE VIRTUAL CLASSROOM

By Drs. Alvin Y. Wang and Michael H. Newlin, University of Central Florida May 2002 - Feature

Identifying and Helping At-Risk Cyber-Students The ability of instructors to identify at-risk cyber-students quickly is critical because the usual cues associated

with student anxiety, inattentiveness or apathy are not present in the virtual classroom. For instance, cues such as frowning, fidgeting and day-dreaming, which are often readily apparent in the conventional classroom, are not

observable by Web-based instructors. Due to the lack of these traditional cues, cyber-instructors must develop other strategies for identifying at-risk students in the virtual classroom. In addition, conventional solutions, such as office

hours and graduate teaching assistants, for assisting low-performing students are not typically available in Web-based classes. Therefore, cyber-instructors must be creative in devising strategies for helping their at-risk students. We

describe several strategies whereby cyber-instructors can take advantage of the technologically rich learning environment of the Internet in helping their students. Effective use of these strategies can also help reduce attrition rates in Web-based courses.

Web-Based Instruction We have taught three different Web-based psychology classes. In the past five years we have taught more than 30 online sections and, in any given semester, we typically teach concurrent conventional and online sections of a class.

Students freely choose to register for the class format they desire. We use the same course syllabus, textbook, homework assignments, and examinations to facilitate comparisons across these two learning formats. The equivalence of course materials across class formats is purposeful. Our approach to online instruction has always been one in which pedagogy rather than technology guides the design of our Web-based classes. Therefore, we have attempted to find ways to use Internet technology to re-create important pedagogical aspects of our conventional classes in the Webbased format.

Many of our course materials are available on the course home page. This means that prospective students can obtain information about the course content, such as the syllabus, grading policy and calendar, as well as our approach to online instruction before deciding to register for the course. Further, the home page has links to Web sites that describe characteristics of successful cyber-students. These links allow prospective students to evaluate their own learner characteristics and technological proficiencies regarding Web-based courses. For instance, the distance learning link found at www.petersons.com offers students a short online survey that evaluates their readiness for an 57

Izquierdo, E. (2006) Inglés III Material Instruccional. Estudios Universitarios Supervisados. Escuela de Educación. Universidad Central de Venezuela.

online course. Our home page also encourages prospective students to contact us before registration if they have any concerns or questions about the content and technological demands inherent to the online course.

In our online class, delivery of course materials and instructor-student interactions occur via both asynchronous and synchronous modes of communication. Asynchronous modes include e-mail, fax, forum (discussion) postings and downloadable information from the Web site. Synchronous communication occurs primarily in our 90minute online lectures using a chat room, which are scheduled on a weekly basis. In this article we will describe several predictors of cyber-student performance. If instructors are vigilant, these predictors can serve as early warning indicators for student failure as well as success in the virtual classroom.

Demographic and Educational Predictors It may come as a surprise, but basic demographic characteristics such as gender and age are not reliable predictors of cyber-student performance (Wang and Newlin 2000). While there may be a perception that male teenagers might have a technological advantage, research does not show systematic differences in performance as a function of gender and age for the college population. Indeed, we are not aware of any research demonstrating that there are reliable demographic predictors of performance among college students who choose to take online courses.

However, the educational backgrounds of cyber-students can serve as early warning indicators for failure or success in the virtual classroom. For instance, Osborn (2001) has shown that the number of previous distance learning courses taken by students reliably discriminates between students who drop out compared to those who remain in either Web-based or videoconferencing courses. This is attributed to students' prior experiences with distance learning courses, which increase their familiarity with the technological demands of the virtual classroom. Just as importantly, these students have developed confidence in their ability to take advantage of the learning opportunities available to them in these types of learning environments. Osborn also found that students who remain in distance learning courses take a greater number of college courses and have higher college GPAs compared to those students who drop out of these courses.

Psychological Predictors Recently, there have been investigations as to whether learner characteristics are correlated with performance in the virtual classroom. Some of the research has investigated characteristics that may be conceptualized as "global" traits or dimensions, such as learning style, sensory preference, hemisphericity/brain dominance, and locus of control (Ehrman 1990). Global traits refer to characteristics that are relatively enduring and stable across time and various learning environments (i.e., cross-situational). However, as far as predicting cyber-student success, research on these global characteristics has yielded very little in the way of definitive results.

The safest conclusion that can be reached is that only one global trait, locus of control, is moderately correlated with performance in the virtual classroom. Specifically, students with an internal locus of control (e.g., "The success I have is largely a matter of my own doing") are more likely to succeed in an online class than students with an external 58

Izquierdo, E. (2006) Ingl茅s III Material Instruccional. Estudios Universitarios Supervisados. Escuela de Educaci贸n. Universidad Central de Venezuela.

locus of control (e.g., "The success I have is largely a matter of chance"). This is because learners with an internal locus of control leave little to chance or fate, but attempt to manage their activities in a thoughtful manner.

In contrast to the research on global traits, which has searched for cross-situational consistency, investigations on "situation-specific" (i.e., course-specific) learner characteristics have yielded much stronger predictors of cyber-student performance. Situation-specific characteristics refer to those behaviors and beliefs that are not generalized, but are associated with a particular activity or environment. One such concept is self-efficacy, which refers to an individual's belief that they can perform a specific behavior to attain a desired goal (Bandura 1997). It is situation specific because one can have high self-efficacy about accomplishing one task, but low self-efficacy about accomplishing another.

When applied to Web-based learning, research has shown that two types of self-efficacy reliably predict cyber-student performance (Wang and Newlin 2002). The first is self-efficacy for understanding course content and the second is self-efficacy for meeting the technological demands of an online course. One of the Web-based courses we teach is called Research Methods in Psychology, which includes a great deal of statistical content. At the beginning of each semester we ask students to assess their self-efficacy for statistics tasks. We find that students' self-efficacy is highly predictive of their final grade in the class. We also ask for students' self-efficacy for meeting the technological demands of the online class. We find that this measure was also predictive of students' final grades in class. Other researchers have reported similar findings. For example, students who have strong confidence in their computer skills and less computer anxiety were more likely to remain in a distance learning class than students with lower levels of computer confidence (Osborn 2001).

We have also collected a measure of students' motivations for taking an online class (Wang and Newlin 2002).

Our measure was situation- specific in that we asked students about their motivation for taking our particular online course, rather than for college courses in general. This measure was collected at the beginning of the online section of Research Methods in Psychology.

We found that students who had taken a Web course before and preferred

this type of learning environment were much more likely to succeed than those who chose the Web course because it was the only section open when they registered. In fact, students who preferred Web-based learning environments averaged one final letter grade higher than those who enrolled solely because the course was available.

In light of the above findings, we believe that cyber-instructors should attempt to gather several early warning indicators of student performance (see "Profiling At-Risk Cyber-Students" at left). However, these indicators are of value only to the extent that they assess student self-efficacy and motivation regarding a specific online course. These indicators will not have much predictive value for cyber-student performance if they are of a global, cross-situational nature.

Helping At-Risk Students We take a proactive approach to assist at-risk cyber-students. This means that we first allow prospective students to select whether or not to enroll in our online course. To facilitate this process, our course home page describes the characteristics of successful cyber-students59and provides links whereby prospective students can Izquierdo, E. (2006) Ingl茅s III Material Instruccional. Estudios Universitarios Supervisados. Escuela de Educaci贸n. Universidad Central de Venezuela.

assess their readiness for the virtual classroom. In this manner, students who enroll in our online class are fully informed as to the technological demands of an online class.

As the semester begins, we also suggest that cyber-instructors engage in some quick and easy information gathering about their students. For example, our first quiz is a short survey assessing students' self-efficacies and motivations for taking our online class. The quiz is posted on a course Web page with students responding by e-mail.

At the end of the first week of the course, we evaluate these survey responses in conjunction with student-tracking data.

Specifically, we determine which students have low hit rates to the course home page and are relatively inactive in writing or reading forum postings. Then, we identify which of these students reported relatively low selfefficacy for the course and took our online section solely because of availability. Next, we make contact with these atrisk students via telephone and e-mail to discuss with them the behaviors linked to success in the virtual classroom. At this point, we also ascertain the reasons for their inactivity in class (e.g., technical or personal) and help them resolve those issues. We try to be as encouraging as possible, while reminding students of the technological and content demands of our online course. Students are typically appreciative of our personal contact, and many are immediately able to begin exhibiting the behaviors that will help ensure their success in the online course.

We have found that students who were members of a cyber-study group had higher final grades in our class than those who preferred to study alone (Wang and Newlin 2000). Therefore, during the semester we facilitate the formation of cyber-learning communities. First, we require that all lab reports be submitted as group projects. Second, many of our Web pages encourage students to "be good citizens of cyberspace and help each other out." Third, we instruct our students to use online chat rooms and forum postings to "meet" other people and form study/lab groups.

There are two reasons why we believe that these cyber-study groups are beneficial for at-risk students. First, the peerto-peer interactions needed for collaboration promote a collective sense of responsibility that is not ordinarily found in the virtual classroom. Second, cyber-students who have low self-efficacy or an external locus of control receive feedback and encouragement from their study partners. Consequently, this form of peer-to-peer interaction is an additional incentive for these students to perform well in the virtual classroom.

Finally, we believe that a heightened social presence by the instructor is beneficial for the at-risk cyberstudent. Social presence refers to the degree of salience that another individual will enter into a meaningful dialogue (Short, Williams and Christie 1976). Accordingly, social presence is enhanced when another individual is perceived as real and genuine. This is critical for the virtual classroom because learner satisfaction is higher when computermediated communication is associated with high levels of social presence (Gunarwardena and Zittle 1997).

So how can cyber-instructors increase their social presence? By ensuring that there is immediacy and intimacy in the way they communicate with their students. This is best accomplished by the synchronous communication that occurs in regularly scheduled online chats and virtual office hours, and not simply by e-mail correspondence.

At-risk cyber-students who have an external locus of60control and low self-efficacy for the class will benefit the Izquierdo, E. (2006) Ingl茅s III Material Instruccional. Estudios Universitarios Supervisados. Escuela de Educaci贸n. Universidad Central de Venezuela.

most from this sort of interaction.

Profiling At-Risk Cyber-Students There are several indicators that, taken collectively, are reliable predictors of poor performance in the virtual classroom. Accordingly, we do not suggest relying on a single indicator as a means of identifying the at-risk cyberstudent. Instead, we recommend that cyber-instructors compile several indicators to form a profile of the student who is potentially at-risk. In our view, any student who matches four or more of the characteristics on the following list has the potential for low performance in a virtual classroom: - Does the student have an external locus of control?

- Does the student have low self-efficacy regarding their computer skills?

- Does the student have low self-efficacy regarding the course content?

- Does the student lack previous experience with online courses?

- Did the student enroll solely because of course availability?

- Does the student have a low login rate for the course home page?

- Is the student reading and writing few messages on the class forum?

- Is the student quiet or nonresponsive in the online chat room?

Texto tomado de: www.thejournal.com/freesub

61 Izquierdo, E. (2006) Ingl茅s III Material Instruccional. Estudios Universitarios Supervisados. Escuela de Educaci贸n. Universidad Central de Venezuela.

ACTIVIDADES 1. Lea el texto nuevamente para aclarar alguna duda que le haya podido surgir durante la lectura o post-lectura y responda en español.

Tipo de texto: _________________________________________________________________________

Patrón Retórico predominante: ____________________________________________________________

Tema o tópico: ________________________________________________________________________

Propósito del autor: _____________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ 2. Basándose en la información contenida en el texto, responda en español, en forma breve, clara y concisa, las siguientes preguntas.

a)

¿De qué manera podrían influir las características demográficas y experiencias educativas previas en el desempeño del cyber-estudiante? _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________

62 Izquierdo, E. (2006) Inglés III Material Instruccional. Estudios Universitarios Supervisados. Escuela de Educación. Universidad Central de Venezuela.

b) ¿Qué características del aprendiz se correlacionan con su actuación en un salón de clases virtual? _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________

c) ¿Qué pueden hacer los instructores para ayudar a los cyber-estudiantes en riesgo?

_______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________

d) ¿Cuáles son las claves que predicen el comportamiento o actuación deficiente de un estudiante en un aula virtual?

_______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________

63 Izquierdo, E. (2006) Inglés III Material Instruccional. Estudios Universitarios Supervisados. Escuela de Educación. Universidad Central de Venezuela.

3. Elabore un esquema o representaci贸n gr谩fica del texto.

64 Izquierdo, E. (2006) Ingl茅s III Material Instruccional. Estudios Universitarios Supervisados. Escuela de Educaci贸n. Universidad Central de Venezuela.

4. Elabore un resumen en español del texto leído que contenga 300 palabras aproximadamente.

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65 Izquierdo, E. (2006) Inglés III Material Instruccional. Estudios Universitarios Supervisados. Escuela de Educación. Universidad Central de Venezuela.

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Fuente: ___________________________________

66 Izquierdo, E. (2006) Ingl茅s III Material Instruccional. Estudios Universitarios Supervisados. Escuela de Educaci贸n. Universidad Central de Venezuela.

FACULTAD DE HUMANIDADES Y EDUCACIÓN ESCUELA DE EDUCACIÓN

ESTUDIOS UNIVERSITARIOS SUPERVISADOS - REGION CAPITAL SEMESTRE 2006-01

ASIGNATURA INGLÉS

PROFESORA: EVELYN IZQUIERDO

ELABORACIÓN DE RESÚMENES

FORMATO PARA LA AUTO-EVALUACIÓN Texto No. 1

ESTRUCTURA DEL RESUMEN

Texto No. 2

Texto No. 3

Texto No. 4

Texto No. 5

SI

NO

SI

NO

SI

NO

SI

NO

SI

NO

SI

NO

SI

NO

SI

NO

SI

NO

SI

NO

SI

NO

SI

NO

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NO

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NO

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NO

Título Introducción (argumento central) Desarrollo (ideas que apoyan al argumento central)

Cierre o conclusión Referencia bibliográfica MECÁNICA DE REDACCIÓN Organización en párrafos Estructura de las oraciones (SN y SV) Uso correcto de referencias Uso correcto de conectadores Uso apropiado de marcadores de discurso

Uso correcto de los signos de puntuación Ortografía Extensión del resumen solicitada EVALUACIÓN GENERAL Contiene la idea principal Es lógico y tiene sentido Está bien organizado TIEMPO DE REDACCIÓN (incluye el esquema)

67 Izquierdo, E. (2006) Inglés III Material Instruccional. Estudios Universitarios Supervisados. Escuela de Educación. Universidad Central de Venezuela.

BIBLIOGRAFÍA RECOMENDADA



Beke, R (2002). Introducción a la lectura en inglés. Cuadernos de Postgrado. No. 30. Universidad Central de Venezuela. Facultad de Humanidades y Educación. Comisión de Estudios de Postgrado.



Beke, R. y Cantuarias, P. (1996) Inglés I. Estudios Universitarios Supervisados. Escuela de Educación. Universidad Central de Venezuela.



Blanco, C. y Hernández, N. (1990). Inglés III. Módulo I y II. Estudios Universitarios Supervisados.

Escuela de Educación. Universidad Central de Venezuela.



Brioli, C. y García, J (1993) Inglés II. Módulo I, II y III. Estudios Universitarios Supervisados.

Escuela de Educación. Universidad Central de Venezuela.



Beke, R. y Castelli, E. (1996). ECOLE: Entrenamiento en estrategias de comprensión de la lectura.

Caracas: Gráficas TAO.



Coney, A (2001) Gramática Inglesa. Colección Diccionarios, Reglas y Ayudas Gramaticales. No. 8.

El Nacional. Madrid: Espasa.



Izquierdo, E (2004). Asignatura Inglés. Régimen Anual. Guías No. 1, 2, 3, 4, 5, 6, 7.



Diccionarios varios.



Material fotocopiado suministrado por el profesor o colocado en el grupo Yahoo creado para la asignatura.

68 Izquierdo, E. (2006) Inglés III Material Instruccional. Estudios Universitarios Supervisados. Escuela de Educación. Universidad Central de Venezuela.

Evelyn Izquierdo Universidad Central de Venezuela http://evelynizquierdo.wordpress.com

evelyn.izquierdo@gmail.com @eveweb

69 Izquierdo, E. (2006) Ingl茅s III Material Instruccional. Estudios Universitarios Supervisados. Escuela de Educaci贸n. Universidad Central de Venezuela.