Inglés
Instrumental II
Actividad Evaluativa Ingles II. Unidad III
PARTICIPANTE: MANUEL TENA BARRETO C.I.Nº: 7472075 UNESR-CORO
Coherecias y cohesión de textos
A continuación se te presenta un texto original
escrito en inglés, titulado 'Communication and the Learning
Situation”. Realiza una lectura global del mismo sin
detenerte en palabras que no conozcas. Luego, lee el primer y último
parrafo con el fin de tener un idea general
sobre lo que vas a leer. Finalmente, realiza las actividades que se te piden posteriormente
Communication and the Learning Situation
In order for a learning situation to actually promote learning, teachers must
do more than loosely organize a set of learning tasks, and hope for the best.
At a minimum, the teacher must identify to his or her own satisfaction what the
learning tasks are designed to accomplish, for example: Is a set of learning
tasks designed to facilitate the acquisition of knowledge at some level of the
cognitive domain as it relates to whatever is being taught, or to yield
observable behaviors that indicate learning has occurred? At this initial stage
of the learning process, the teacher is starting to develop what we identified
in Fig. 2.2 as encoding and investigation processes.
ºThe teacher must also identify to the satisfaction of his or her students
what the learning task demands in the way of individual behaviors. And herein lies the problem. While teachers may be able to identify in
their own minds what a learning task is designed to accomplish, there is no
guarantee they will be able to communicate this to the student. Many of the
learning tasks we ask our students to engage in are unclear or characterized by
ahigh degree of ambiguity. As a case in point, consider one of the most common
learning tasks teachers employ: the term paper. A teacher, no doubt, has good
reasons for assigning a lengthy essay devoted to a single subject matter. (S)he may desire to know whether the student can apply
knowledge gleaned in the classroom, whether the student is creative, or a host
of other things. Far too often, however, what the teacher desires to know,
hopes to accomplish, or requires of the student is never understood fully by the
student. This is not to say that the teacher has failed to discuss the
requirements of the learning task entirely, but that the discussion is
frequently unclear or ambiguous in the mind of the student. Obviously, this
diminishes the probability of the student behaving in a fashion consistent with
the expectations of the teacher.
Communication between teachers and students defines, in part, the learning
situation. If a teacher desires to influence one or all of the domains of
behavioral learning, by way of some learning task, the teacher must communicate
to his or her students precisely what it is that the learning task demands of
them. For example, if the learning task demands a fifteen-page evaluation with
grammatical perfection and proper punctuation, then the teacher should
communicate to the students precisely what (s)he means
by: (I) fifteen pages, (2) evaluation, (3) grammatical perfection, and (4)
proper punctuation in other words, the teacher should clearly identify the
objectives of the assignment to the students, and the behaviors the students
must engage in in order to successfully complete the assignment. As a
precautionary device, the teacher should also employ some measure designed to
accesswhether the students fully understand the stated objective, as well as
the behaviors required of them. As we pointed out in Chapter 2, the only way we
have of knowing whether our messages have been understood is through feedback.
To summarize: teachers should initially identify for themselves what a learning
task is designed to accomplish, and the behavioral domain of learning at which
the learning task is targeted. Following this, they should clearly identify for
their students: (1) the objectives of the learning task, and
(2) the behaviors the students will need to engage in to meet these
objectives. Finally, we suggest that teachers devise a feedback loop—that
is, a loop that will enable them to determine how well they have communicated.
In other words, the second important communication step involves the clear
specification of how students should correctly decode messages, whether it be in terms of cognitive, affective, or psychomotor
learning. This has three useful purposes. First, it helps to improve the
fidelity of communication (and learning) by increasing redundancy. Second, it
focuses teachers' attention on students and alerts them to the necessity of
adapting messages to the various impositions of individual differences (see
Chapter 5). Third, learning can be clearly defined in terms of the discrepancies
between what was encoded by the teacher and decoded by students.
ACTIVIDAD 1:
1 Escribe en español el argumento central del texto. Puedes
escribir un parrafo que contenga dos oraciones
complejas o tres oraciones sencillas.
Si un profesor desea influir en uno o todos los
dominios de aprendizaje conductual a través de una tarea de aprendizaje,
el profesor debe comunicar a sus alumnos precisamentequé es lo que la
tarea de aprendizaje exige de ellos. El maestro debe identificar claramente los
objetivos de la asignación a los estudiantes y los comportamientos que
los alumnos deben realizar a fin de completar con éxito la tarea.
Extrae del texto las palabras o frases claves
relacionadas directamente con el título, es decir, las que establecen la
secuencia tematica.
Communication between teachers and students defines,
the learning situation.
La Comunicación entre profesores y estudiantes define la
situación de aprendizaje
ACTIVIDAD 2:
1 Establece en una oración sencilla el
argumento o idea principal de cada parrafo. Para ello debes leer
cuidadosamente cada parrafo tantas veces como sea necesario.
No debes hacer traducción literal, sino escribir con tus propias
palabras la idea que el autor quiere expresar.
Parrafo No. 1. Argumento
El profesor debe tener presente el objetivo que se pretende lograr para
realizar las actividades pertinentes al tema.
Parrafo No. 2. Argumento
Casi siempre los estudiantes no comprenden el objetivo central de tal forma que
pueda realizar las actividades que satisfagan al docente y den respuesta a
dicho objetivo.
Parrafo No. 3. Argumento
Lo que hace asertivo al proceso de aprendizaje es la comunicación, el
cual debe ser clara y precisa, explicar a los estudiantes lo que realmente se
tomara en cuenta en la actividad.
Parrafo No. 4. Argumento
Se debe establecer un proceso de retroalimentación para determinar que
el mensaje fue comprendido.
Parrafo No. 5. Argumento
El proceso de comunicación especifica en forma clara cómo los
estudiantes correctamente debe decodificar los mensajes, ya sea en
términos de aprendizaje cognitivo, afectivo opsicomotor
ACTIVIDAD 3:
Ubica las siguientes palabras en el texto y escribe su significado en
español de acuerdo con el contexto. No utilices el diccionario. Haz un verdadero esfuerzo por no abrirlo.
Yield: Describir
Accomplish: Encajar
Gleaned: Adquiridos
Tasks: Tareas, Actividades
Loop: Proceso
Assignment: Asignación
Engage in: Tener
Encoded: Emitido
Decoded: Decodificado
ACTIVIDAD 4:
1. Resalte en amarillo,
todos los pronombres, cuantificadores, adverbios u oraciones completas que
estén actuando como
referencias.
2. Seleccione cinco (5) palabras o frases que mas se repiten dentro del
texto y con colores diferentes únalas con una línea en todo el
texto. Por ejemplo, la palabra 'students' aparece muchas veces,
resaltela todas las veces que aparezca y comience a unir cada una
trazando una raya directamente con el próximo “students” y
así sucesivamente. Al final de todo el ejercicio tendra cinco (5)
largas líneas quebradas de diferentes colores, tal como se muestra en la siguiente figura
Students
Students
Students
Students
Students
3. Enumere de cinco en cinco (5, 10, 15, 20…) todas las líneas del
texto incluyendo el título.
4. Extraiga del texto todos los elementos que funcionan como referencias
anafóricas y catafóricas, ya ubicadas en el ejercicio No. 1, y
colóquelos en el siguiente cuadro identificando el referente respectivo
(es decir, a qué o a quién se refiere) y las líneas donde
estan ubicados (vea el siguienteejemplo). Para hacer el ejercicio
completo, utilice la tabla anexa.
|REFERENCIA |LÍNEA |REFERENTE |LÍNEA |
|The teacher |15 |Teachers |10 |
|His – her |15 |Teachers´ satisfaction |15 |
|This |55 |Learning tasks |50 |
|S(he) |70 |Teacher |65 |
|His – her |110 |Teachers´ students |110 |
|Them |145 |Students´ behaviors |140 |
|They |160 |Teachers |155 |
|First |190 |Useful purposes |190 |
|Second |195 |Useful purposes |190 |
|Third |200 |Useful purposes |190 |
|them |110 |Students |110 |
