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Mauricio Martinez

on 25 May 2010

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Transcript of newdesign

From the virtual world to the classroom:
Exploring the synthesis-thinking in young
learners in a blended learning environment. Statement of the Problem Teacher Perspective Researcher perspective Critical thinking skills within the
curricula is associated with positive
intellectual and social outcomes for K-12
students (Guerrero, 2008; Pineda, 2003). Integrating critical thinking skills in the EFL classroom considering the needs of 21st century learners Paul (1990) asserts that teachers must consider a new and more realistic, concept of knowledge, learning and literacy, according to the modern world; EFL students whose environment is conditioned by new technologies which significantly affect their learning styles and perceptions towards themselves, other people and society. To understand and contribute
with the understanding of the
phenomena of CT in the EFL
How is the synthesis-thinking in
young learners revealed in a blended
learning environment?

To analyze and describe the
Synthesis-Thinking in young
learners under the circumstances
of blended learning.
Literature review Research design Type of study Case Study-Seliger & Shohamy (1990).
Case study refers to the collection and presentation
of detailed information about a particular participant
or small group, frequently including the accounts of
subjects themselves. Participants Instruments Students artifacts-Hubbard & Miller, B (1999)
“it is tangible evidence of what kids are able to do and of the range of responses kids made to different learning tasks” Interviews- Yin (1994)
"Interviews are one of the most important sources of case study information, providing rich and meaningful evidence of
the participant´s point of view" Teacher´s journal-Hook (1985)
"contain observations, feelings, perceptions, reflections, lengthy analyses, and cryptic comments, The entries are highly personal conversations with one’s self, recording events significant to the writer.." Anderson, L.W., & Krathwohl (Eds.). (2001). A Taxonomy for Learning,Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives. New York: Longman.
Bloom B. S. (1956). Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. New York: David McKay Co Inc
Chaffee, J. (1992). Teaching critical thinking across the curriculum.
Crawford, K.(1996) Vygotskian approaches to human development in the information era. (31) 43-62.
Davidson, B. (1994). Critical thinking: A perspective and prescriptions for language teachers. The Language Teacher, 18(4), 20-26.
Facione, P. A. (1998). Critical thinking: What it is and why it counts. Available: http://www.insightassessment.com/pdf_files/what&why98.pdf
Hubbard,R.S, & Miller, B.P. (1993) The art of classroom inquiry: a handbook for teacher researchers. Portsmouth, NH: Heinemann.
Kitchener, K. S. & King, P. M. (1984). The reflective judgment model: Ten years of research. In M. L. Commons, C. Armon, L. Kohnberg, F. A. Richards, T. A. Grotzer, and J. Sinnott. (Eds.), Beyond formal operations III: Models and methods in the study of adolescent and adult thought. (pp.2-29). NY: Praeger
Kucer, S.B. (2005). Dimensions of Literacy: A Conceptual Base for Teaching Reading and Writing in School Settings (2nd ed.). Mahwah, NJ: Lawrence Erlbaum
Mike, D. (1996). Internet in the schools: A literacy perspective. Journal of Adolescent and Adult Literacy, 40(1), 1-13.
Pascarella, E., & Terenzini, P. (1991). How college affects students: Findings and insights from twenty years of research. San Francisco, CA: Jossey Bass.
Paul, Richard (1990) Critical Thinking:What Every Person Needs to Survive in a Rapidly Changing World. Retrieved March 22, 2010, available from http://outopia.org/teach/resources/CritThink1.pdf
Pineda, C, Núñez, A and Téllez, M (2003) Searching for Improved EFL Classroom Environments: The Role of Critical Thinking-Related Tasks.Bogotá: Publicaciones Universidad Externado de Colombia ISBN 958-616-807-7
Piaget, J. (1969). The Mechanisms of Perception. London: Rutledge & Kegan Paul.
Seliger, H. & Shohamy, E. 1989. Second Language Research Methods. Oxford University Press.
Singh, H. (2003). “Building effective blended learning programs”. Educational Technology, 43(6), 51-54.
Vygotsky, L.S. (1962). Thought and Language. Cambridge, MA: MIT Press.
Watts-Taffe, Susan M. (2007) Integrating literacy and technology: effective practice for grades K-6. New York : Guilford Press, c.

Reference list Setting:Eduardo Carranza School
Public school
“Barrios Unidos” neighborhood in a commercial area.
Social status 2 or 3.
The mission of the School to is to educate responsible and competent citizens with sense of life who are capable of generating changes and good fellowship.
Three pillars: Cognitive, Affective and Expressive dimensions of students’ integral development.
Purposive sampling (Patton, 1990).
Class participation
Disposition for working
The participants selected are
four girls
two boys
fifth graders, who represent the 20 % of the class population. Setting Case Study-Seliger & Shohamy (1990).
Case study refers to the collection and presentation
of detailed information about a particular participant
or small group, frequently including the accounts of
subjects themselves.
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