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Máster > 18MSEC > Flashcards

18MSEC Flashcards

1
Q

Bloom’s Taxonomy

A
  1. Remembering
  2. Understanding
  3. Applying
  4. Analyzing
  5. Evaluating
  6. Creating
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2
Q

3 stage task process

A
  1. Pre-task
  2. Task
  3. Language Focus / Post-task
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3
Q

Theory of Multiple Intelligences

A
  1. Naturalist
  2. Musical
  3. Logical-mathematical
  4. Existential
  5. Interpersonal
  6. Bodily-kinesthetic
  7. Linguistic
  8. Intrapersonal
  9. Spatial
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4
Q

ELP 3 parts

A
  1. Language Passport
  2. Language Biography
  3. Dossier
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5
Q

Formative assessment

A

activities undertaken by teachers THROUGHOUT THE COURSE that provide information to be used as FEEDBACK to modify teaching and learning activities
Assessment FOR learning

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6
Q

Summative assessment

A

uses data to assess about how much a student knows or has retained AT THE END of a learning sequence
Assessment OF learning

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7
Q

ISTE 7 quality standards for TEACHERS in the digital age

A
  1. Learner
  2. Leader
  3. Citizen
  4. Collaborator
  5. Designer
  6. Facilitator
  7. Analyst
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8
Q

CALL

A

Computer Assisted Language Learning

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9
Q

3 Phases of CALL

A
  1. Behavioristic
  2. Communicative
  3. Integrative
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10
Q

CEFR

A

Common European Framework of Reference for Languages

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11
Q

Erasmus + 3 Key Actions

A
  1. Mobility of Individuals
  2. Cooperation for Innovation and the exchange of good practices
  3. Support for policy reform
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12
Q

Halliday’s 7 language functions

A
  1. Instrumental
  2. Regulatory
  3. Interactional
  4. Personal
  5. Heuristic
  6. Imaginative
  7. Representation
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13
Q

Linguistic competence (Chomsky) vs Communicative competence (Hymes)

A

Linguistic = one’s ability to produce grammatically correct sentences in a language
Communicative = one’s ability to communicate in a language

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14
Q

4 essential elements PBL

A
  1. A central topic
  2. Access to means of investigation
  3. Opportunities for sharing ideas
  4. Final product
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15
Q

Types of Motivation

A
  1. Extrinsic
  2. Intrinsic
  3. Integrative
  4. Instrumental
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16
Q

Advantages of GBL/Gamification

A
  1. motivation/engagement increase
  2. improves knowledge/retention
  3. provides immediate feedback
  4. creates meaningful/authentic context
  5. shy ss can participate in meaningful way
17
Q

Principles of CLT

A
  • communication-centered learning
  • real communication process
  • avoiding constant error correction
18
Q

Types of Cooperative Learning

A
  • Formal
  • Informal
  • Cooperative Base Groups
  • Integrated all 3 types
19
Q

5 steps in cooperative learning

A
  • interpersonal + social skills
  • promotive interaction
  • positive interdependence
  • individual accountability
  • group processing
20
Q

Gamification

A

process of applying game-related principles to non-game contexts such as education

21
Q

Emotional Intelligence

A

The capacity for recognizing our own feelings and those of others, for motivating ourselves, and for managing emotions well in ourselves and in our relationships

22
Q

Linguistic relativity (Sapir-Whorf)

A

Relationship between gramatical categories of a language and the way a person conceptualizes the world (i.e. Inuit words for “snow”)

23
Q

Conceptual transfer

A

The area which deals with crosslinguistic differences and crosslinguistic influences in mental constructions and verbal expressions of meanings

24
Q

Bidirectional transfer

A

Influence L1 -> L2 but also L2 -> L1
Ex: English syntax (L2) affecting Spanish syntax (L1) in writings

25
Q

Language Attrition

A

The loss of, or changes to, grammatical and other features of a language as a result of declining use by speakers who have changed their linguistic environment and language habits.
Ex: After living abroad for many years and lack of exposure to the L1 (i.e., loss of certain words).

26
Q

Thinking-for-speaking Hypothesis

A

The idea that the way human beings view of REALITY is strongly INFLUENCED BY the semantic and grammatical categories of their LANGUAGE.
Weak form of the controversial Sapir-Whorf hypothesis.
Ex: The Portuguese word saudade (no equivalent word in English)

27
Q

Transfer

A

the influence of a learner’s NATIVE language usually on another language they are learning (L2, L3, etc.)

28
Q

Cross-Linguistic Influence

A

The influence that knowledge of one language has on an individual’s learning or use of another language.
Can involve various aspects of language.
Refers to the FIELD + includes phenomena such as transfer, avoidance, and borrowing.

29
Q

Psychotypology

A

Learner’s perceived distance between one language and another (doesn’t reflect true distance)

30
Q

Aims of the Council of Europe language education policies

A
  • Plurilingualism
  • Linguistic diversity
  • Mutual understanding
  • Democratic citizenship
  • Social cohesion
31
Q

Plurilingual

A

A person who speaks several languages

32
Q

Multilingual

A

A place or medium where several languages are spoken/used

33
Q

Accomodation

A

NO change in complexity
Expectations DO NOT change
Ex: A dyslexic S listening to audio book

34
Q

Modification

A

Change in complexity
Expectations DO change
Ex: A S assigned shorter/easier writing assignments

34
Q

LOMLOE 8 Key Competences

A
  1. Linguistic
  2. Plurilingual
  3. STEM
  4. Digital
  5. Personal, Social, Learning to Learn
  6. Citizenship
  7. Entrepreneurial
  8. Cultural + Artistic
35
Q

9 Sections of a Syllabus

A
  1. Introduction
  2. Context
  3. Temporary distribution of objectives, contents + evaluation criteria
  4. Key competences
  5. Didactic methodology
  6. Didactic units
  7. Assessment
  8. Attn to diversity
  9. Complementary/extracurricular activities
36
Q

A syllabus must have: (3 standards)

A
  1. coherence
  2. viability
  3. flexibility
37
Q

Didactic Unit 8 Sections

A
  1. Title
  2. Evaluation criteria
  3. Didactic goals
  4. Curricular correlations
  5. Lesson structure + timing
  6. Materials + resources
  7. Methodology
  8. Assessment
38
Q

5 domains of EQ

A
  1. Self-awareness
  2. Motivation
  3. Self-regulation
  4. Empathy
  5. Adeptness

Máster (7 decks)

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