{"id":16377,"date":"2021-01-28T07:39:46","date_gmt":"2021-01-28T07:39:46","guid":{"rendered":"https:\/\/colegiocelta.com.mx\/?p=16377"},"modified":"2021-01-28T07:39:46","modified_gmt":"2021-01-28T07:39:46","slug":"nuachtan-elementary-february-2021","status":"publish","type":"post","link":"https:\/\/colegiocelta.com.mx\/index.php\/2021\/01\/28\/nuachtan-elementary-february-2021\/","title":{"rendered":"NUACHT\u00c1N ELEMENTARY | February 2021"},"content":{"rendered":"\n
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The IB supports every IB World School by providing high-quality professional development workshops and resources designed to strengthen individual teaching practice and professional learning communities. As a part of their broader IB professional development portfolio, schools can request to have workshops delivered on their own premises or to schedule an online workshop for their educators. During January and February, our teachers are taking some of these workshops. This is one of the benefits of being part of an IB School. As a professional of education, IB teachers are given access to:<\/p>\n\n\n\n

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\u2022 High quality professional development that encourages critical thinking, self-reflection and dedication to lifelong learning and continuous improvement. <\/p>\n\n\n\n

\u2022 Innovative and diverse education frameworks, unit planners, teaching resources and evaluation tools. <\/p>\n\n\n\n

In this way, our teachers apply what they have learned encouraging our students to develop their learning.<\/p>\n\n\n\n

Learning through language <\/h2>\n\n\n\n
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Our Primary Education Spanish curriculum seeks training speakers to master their mother tongue with ease, both orally and in writing. <\/p>\n\n\n\n

Pearson’s Language and Communication books allow learning through language (students use language as a tool to think or reflect on information, ideas, and issues) (Halliday, 1980).<\/p>\n\n\n\n

In this series of teaching materials, we can find a general culture program. Throughout the school year, students will introduce deeply into the culture of six countries. In first grade, we present countries whose official language is Spanish. In second grade, they address countries where English is spoken, and thirdly, French. In high primary school, children know different countries with a great diversity of languages. From the beginning of each unit, we present students with a new series of intelligence bits<\/em> about each country. <\/p>\n\n\n\n

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With these teaching contents, students, in addition to forming a cultural background, delve into social and ideological aspects that we share as humans and develop the skills, values, and attitudes necessary to participate in a globalized society and economy, as well as to commit to the search for a more fair, safe and sustainable world. <\/p>\n\n\n\n

Why listening and speaking are so important when learning a language?<\/h2>\n\n\n\n

When we learn a language, we know we have to develop the four basic skills: reading, writing, speaking, and listening. Of these four skills, I consider speaking and listening as the most important. You may ask \u201cwhy?\u201d. In the child\u2019s language process acquisition, it all starts when they try to communicate a need and they first listen to the people around them to imitate and get what they want. This is how they understand many short instructions such as, \u201chug me\u201d, \u201ceat something\u201d, \u201cpick up your toys\u201d, etc. Despite they do not reply, we know there is an understanding, so we start a primary form of communication through listening \u2013 performing these short actions. <\/p>\n\n\n\n

Then, they start with short structures to communicate what they want, like \u201cwater\u201d, \u201cmilk\u201d or \u201csoup\u201d and this is how we can understand and cover their needs. <\/p>\n\n\n\n

Once we understand this, we must have clear on one hand the school\u2019s role and on the other hand the home\u2019s support to develop these skills. <\/p>\n\n\n\n

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The school\u2019s role is to prepare an appropriate and effective environment with different listening activities for the class like \u201clistening for details\u201d, \u201crole plays\u201d, \u201cdebates\u201d, or \u201cfilling in the gaps activities\u201d. These activities will give the students the opportunity to develop the skills in different context engaging themselves and anticipating making them feel more confident in class. <\/p>\n\n\n\n

But, what can we do at home? It is not that complicated. You can help your kids by playing music in English, watching movies, plays or videos also in English. Then you can discuss what you watched or listened.  This will help your kids not only to develop their listening and speaking skills but also to get more vocabulary and most of all to feel more comfortable and secure. <\/p>\n\n\n\n

Activities to apply on car trips<\/h2>\n\n\n\n

I recommend doing some of these activities that, in addition to doing something different, will take the time to practice counting and oral-vocabulary expression. <\/p>\n\n\n\n

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Your kids\ncan add the first two digits of the car plate next to you or add up all the\ndigits that appear on the plate to challenge them with greater complexity. Add\nthe first two digits of a car plate, plus the first two digits of a second one.\nTo review the multiplication tables we use two digits of a plate. For greater\ncomplexity, multiply and then add or subtract the digit of a second plate.<\/p>\n\n\n\n

Finally, to\norally describe an object or animal seen along the way, play I spy…, giving\nat least two clues and using the knowledge we have about them. I spy an animal\nthat is a mammal and gives us milk. What is it? These activities will make your\ntransfers more entertaining and enjoyable.<\/p>\n\n\n\n

Applying the PYP in the classroom <\/h2>\n\n\n\n

As part of our 3rd Unit of Inquiry \u00abRenew or Die\u00bb, 5th grade students worked on a project in which, as a result of the research of the different types of government and making use of simple materials, such as gummies or sweets, and showing their creativity, they made the representation of various types, such as democracy, monarchy, dictatorship, theocracy, etc. It was a project in which students were able to show their understanding and identify what their peers were representing. It was significant and fun for them as well. <\/p>\n\n\n\n

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Life Cycles Activity <\/h2>\n\n\n\n

Once 1st graders learned about different life cycles, they chose their favorite and decided to present it in some creative way, whether it was, with a model, a poster or even using their toys. The most important thing was that they showed an understanding of the different stages that occur in a cycle. Students enjoyed it very much. <\/p>\n\n\n\n

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